6Th Grade Unit 5 Exploration Week 3: April 13 – 17 Daily Planning Guide/Checklist/Additional Support

TH 6 GRADE

Weeks of: APRIL 13TH & APRIL 20TH

WICHITA PUBLIC SCHOOLS

To Students, Parents and Guardians: Week 5 and 6 Packets will be mailed out the week of April 27th 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:

Draw and discuss Write and act out Take a nature or a virtual Help plan and an imaginary a family play. field trip using cook a meal. amusement park. Google Earth. Mindful Minute: Take 3 Search for these YouTube Play a board game, Do a family workout deep breathes learning channels: charades or card game and focus on the with a family member. together (jog, take a walk, sounds in the room. Crash Course Kids play basketball, etc.)

SciShow *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 3 and Week 4 MS ELA Grade 6 Week 3: April 13-17, 2020

Hello Parent(s)/Guardian(s) and Students, This week’s reading and writing activities center on building vocabulary and close reading the main text of this unit. Certain sections of the text are particularly important, so additional support is found in the third bullet. Remember the writing activities correspond to the reading you have just finished. Parents, the responses your child writes should reflect his/her analysis of the text so are open-ended to reflect your child’s understanding. So, there aren’t typical right/wrong answers for this. In addition, writing can provide evidence to support answering the essential question: What drives people to explore?

Grade 6 Unit 5 Exploration: What drives people to explore?

Week 3: April 13-17 pp. 410 ● Vocabulary pp. 411-423 ● Read the entire story. Mark the Text as you read. Answer questions # 1 and # 2 on p. 423. ● Close Read - reread parts of the story to annotate and answer questions in the margin:

o ¶ 8 on pp. 412 – 413

o ¶ 15 on p. 415

¶ 27 on p. 417 o o ¶ 37 on p. 420 p. 424 o ¶ 41 on p. 421 ● See p. 424, Close Read the Text, for directions on p. 423 how to complete this section, if needed. ● Answer questions # 3, 4, and 5 and the Research to pp. 424-425 Clarify and Explore. ● Answer Analyze the Text questions.

6th Grade Unit 5 Exploration Week 3: April 13 – 17 Daily Planning Guide/Checklist/Additional Support

Monday, April 13 _____ Preview at the 6 vocabulary words on page 410 rank them. _____ Read about the author of A Long Way Home page 410. _____ Review 1st read strategies to prepare for reading the story.

Tuesday, April 14 _____ Read questions #1 and #2 on page 423 before reading. _____ Read (or have read aloud) the story pages 411‐423. _____ Mark as you read (main ideas, vocabulary you want to revisit, ideas you already know). _____ Answer questions #1 and #2 on page 423.

Wednesday, April 15 _____ Close Read time! See page 424 for Close Read directions and example. _____ Re‐read (or have re‐read aloud) the following paragraphs in the story to annotate and answer questions in the margin: ⮚ paragraph 8 on pp. 412 – 413 ⮚ paragraph 15 on p. 415 ⮚ paragraph 27 on p. 417 ⮚ paragraph 37 on p. 420 ⮚ paragraph 41 on p. 421

Thursday, April 16 _____ Answer questions #3, #4 and #5 on page 423. _____ Complete the Research to Clarify and Explore activity

Friday, April 17 _____ Answer the Analyze the Text questions page 424. _____ You’ve completed Week 3!!! Way to go!!!

Model Annotation First-Read Guideand 410 needed atthehighendofrange. proficiently, with scaffoldingas the grades 6–8textcomplexityband comprehend literary nonfictionin By theendofyear, readand Informational TextReading  family. quest tofindhisIndian finally succeededinhis years ofseparation,Brierley Tasmania. Aftertwenty-five family andwasraisedin adopted byanAustralian Brierley waseventually formerly knownasCalcutta. Bengal capitalofKolkata, at anorphanageintheWest hopelessly lost.Heendedup away from hisfamily, train aloneandwaswhisked 5, heaccidentallyboarded a India. Ataround theageof inatinyvillage was born Saroo Brierley(b.1981) About the Author

Tool Kit STANDARDS

UNIT 5•Explora MAKING MEANING

ti o n familiar (6). each word. Then,rankthewords inorder from mostfamiliar(1)toleast A LongWay Home.Before reading, notehowfamiliaryouare with You willencounterthefollowingwords asyouread theexcerptfrom Concept Vocabulary from opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION review yourrankings.Markchangestooriginalrankingsasneeded. After completingthefirstread, comebacktotheconceptvocabularyand have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who isinvolved? the text.Whatisitabout? NOTICE A Long Way Long A Home relentlessly deliberate obsessive thorough intensity the generalideasof WORD quest ideas within the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND YOUR RANKING by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. A Long Way Home from 3 2 1 Alas, thenewsearch didn’tstartoutasanobsession. over thevarious“B”towns 1. and movedinwithhisfriendByron. this pointinthememoir, Brierleyhasrecently graduatedfrom college detailed methodheusedtolocatethemafterdecadesofseparation.At of searching forhishometownandbirthfamily.Hedescribesthe In hismemoirALongWay Home,Saroo Brierleyshares hismemories BACKGROUND do this,Ineededtobestrategicandmethodical about it. particularly whenIwasn’tsure aboutthenames.IfIwasgoingto it doesn’tevenhaveatrainstation. couldn’t havetraveledthatfarintwelveorsohours. Itturnedout of India,butthatwasaridiculouslylongwayfrom Kolkata,andI out aBirampurinUttarPradesh,nearDelhi,the centralnorth sweep downtheeastcoast,toseewhatwasthere. Ievenchecked

begins with a "B." This is the station at which he boarded a train and became lost. became and atrain boarded he which at a"B." with station begins the is This Towns “B” If Byron wasn’thome,Imight spendacoupleofhoursmusing These occasionalforaysshowedthefollyofsearching bytown,

Brierley remembers that the name of the train station near his hometown hometown his near station train the of name the that remembers Brierley 1 again.OrImightmakeacasual Saroo Brierley from ALongWay Home NOTES ANCHOR TEXT MULTIMEDIA SCAN FOR

MEMOIR

411 412 NOTES

UNIT 5•Explora ti o n 8 7 6 5 4 in someoftheHimalayas, I had mydoubts:intheeasternpartofcountry, theregion took looked likesomeonefrom theeast,perhaps around West Bengal. through everysinglevillageandtown. station—India wasriddledwithtrainlines,buttheydidn’trun I hadn’tlivedinthemountains.Myhometownhadarailway by thesea,althoughIcouldn’trule outthatI’dlivednearit. And wouldn’t beinthecolderregions ofthefarnorth.Ihadn’tlived warm nightsoutside,underthestars,whichatleastsuggestedit Those thingswere true ofmostIndia.Irecalled allthose and Hinduslivedincloseproximity andwhere Hindi wasspoken. 3. 2. was itself uptheline,notfaraway. Imightevencomeuponmy eventually findmystartingpoint. And from there, myhometown then, thatif IfollowedallthetrainlinesoutofKolkata,would that trainlineslinkedthe“B”placewithKolkata. Logicdictated, to start.Instead,Ithoughtabouttheendofjourney. Iknew places hadbeenadistraction,orwere atleastnottherightplace Now Ineededabettersearch method.Irealized thatthenamesof of identifying “Ginestlay” small gorge. train pulledintotownfrom thedirection ofmyhome,itcrossed a also apedestrianoverpassacross thetracks. And justbefore the other sideofwhichwasabigwatertankontower. There was station buildingandthatitonlyhadacoupleoftracks,overthe there were acoupleofdistinguishingfeatures. Iremembered the and cars,aroad beyond itthatledintothetown.Butstill, seen beyondtheexitwasasortofsmallringroad forhorsecarts so Iknewnothingofthetownoutsidestation—allI’dever quite afewtimeswithmybrothers, they’dneverletmeleaveit, “B” one,where I’dboarded thetrain. Although I’dbeenthere house, andIknewthelayoutofstation. flow belowit.Iknewhowtogetfrom thetrainstationtoour played askidsandthenearbydamwallthatrestricted theriver’s the field.Iclearlyrecalled thebridgeoverriverwhere we recognize myhometown if Icameacross it,ortoatleastnarrow India, itseemedsillytodismisstheirhunch. home. Butasthesewere peoplewhohadfirsthandexperienceof Ganges Delta,whichlookedmuchtoolushandfertiletobemy

“Ginestlay” asked had heard of it and he could not find it on amap. on it find not could he and it of heard had asked Himalayas Then there wastheopinionofIndiansatcollegethatI I wentoverwhatknew. Icamefrom aplacewhere Muslims So Ihadsomevaguethoughtsonlikelyregions, andsomeways The otherstationIthoughtremembered quitewellwasthe I alsothoughtcouldremember enoughlandmarkfeatures to

(hihm uh LAY uhz) LAY uh (hihm

Brierley remembered this as the name of his hometown, but no one he he one no but hometown, his of name the as this remembered Brierley tallest mountain range in the world. the in range mountain tallest 3 2 andthe“B”placeif Ifoundthem. whichwasn’tright,andpartofthe

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 10 12 11 9 find home,withtheaidofGoogleEarth’s something clickedinside.Ifallittookwere timeandpatienceto a painstaking,deliberatetaskthatsimplyrequired dedication, on whatIdid.Butasitdawnedmethatcouldturnthisinto to thinkstraight,tooconsumedbywhatIdidn’tknowfocus Maybe Ihadbeentoooverwhelmedbythescaleofproblem places toofaraway. some calculations,Icouldnarrow thesearch field, ruling out the train—somewhere betweentwelveandfifteen hours. IfImade transported inthetimeframe.I’dspent,Ithought,alongon out ofHowrah,there wasalsoalimittohowfarIcouldhavebeen unlikely tobeasimple,straightroute. web.Itwas have zigzaggedacross anyofthelinesspider’s the nationalhubofKolkata’sHowrahStation,andmytrainmight intimidating prospect—there were many, manytrainlinesfrom home first,dependingonhowthelineslinkedup.Thiswasan 4. spoken Bengali,notHindi.Thiswasconfirmedwhen Idiscovered Bangladesh. (IknewIwasn’tfrom Bangladesh,asI’dhave north, andmostofthenortheasternspurIndia, whichencircles Orissa tothesouth,Biharandathird ofUttarPradeshtothe nearly half ofthecentralstateMadhyaPradeshtowest, search fieldincludedthestatesofJharkhand,Chhattisgarh, and it formysearches. ThatmeantthataswellWest Bengal,my boundary lineofathousandkilometersaround Kolkataandsaved draw linesonthemapatprecise distances,soImadeacircular a trainlineoutofHowrahStation.OnGoogleEarthyoucan around athousand,orapproximately 620miles. many kilometersImighthavetraveledinthattime,whichputat for around twelvetofifteen hours,overnight,Icalculatedhow seemed likeagoodstart.FiguringIhadbeentrappedonthetrain consensus wasaround seventy oreightykilometersanhour. That more educatedguess,soI gotintouchwiththem.Thegeneral to help,especially Amreen, whosefatherwouldlikelyhavea eighties? IthoughtmyIndianfriendsfrom collegemightbeable trains travel,andwouldthathavechangedmuchsincethe First, Iworkedonthesearch zone.HowfastcouldIndia’sdiesel an emotionalquest,Ithrew myself intosolvingit. would doit.Seeingitalmostasmuchanintellectualchallenge

Google Earth Google Why hadn’tIthoughtofthesearch withthisclaritybefore? Still, evenwiththepossibilityofsomewinding,irregular paths So theplaceIwaslookingforathousandkilometersalong

computer program that displays satellite images of the world. the of images satellite displays that program computer 4 god’s-eyeview, thenI from ALongWay Home something order tofindorrealize search undertakenin details? and hismissionfrom these conclude aboutBrierley deliberate CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES process? detail abouthisthought Brierley provide somuch finding hishometown. challenges Brierleyfacesin details thatdescribethe paragraph 8, mark quest in advance;planned adj. carefully thoughtover (kwehst) (dih LIHBuhriht) Whydoes In In Whatcanyou n.long

413

414 NOTES

UNIT 5•Explora ti o n 13 14 throwing thehaystackaround tofindtheneedle, it feltlikeIwasnarrowing thingsdown.Ratherthanrandomly that stillpresented mewithahugefieldwithinwhichtosearch, guesswork andwere therefore veryrough, andeventhough these 345 million?Eventhoughmycalculationswere reliant on wonder: Isitpossibletofindmyfourfamilymembersamong keep myemotionsoutoftheexercise, butIcouldn’thelp landmass. Within itsboundslived345millionpeople.Itriedto 962,300 square kilometers,overaquarterofIndia’shuge established afewyearsago.) that arailconnectionbetweenthetwocountrieshadonlybeen 5. aside if itproved empty. concentrate onpickingthrough amanageableportionandsetit and traveledmuchmore thanathousandkilometersbefore they be alotoftwists,turns,andjunctions,astheywound around stretch outtotheedgeinastraightradius,ofcourse—there would

something almost impossible to find. impossible almost something .needle haystack It wasastaggeringamountofterritory, coveringsome The trainlineswithinthesearch zonewouldn’tallsimply

the saying “finding a needle in a haystack” means looking for for looking means ahaystack” in aneedle “finding saying the Image fromGoogleEarth. 5 Icould

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 18 17 16 15 20 19 quite small.Too small,surely. Butwithachild’sperspective. town. Iwatchedasthetown unpixelatedbefore my eyes.Itwas quite green, butthere were alotoffarmsontheoutskirts ofmy to roll theimagealong.Didcountrysidelookright?Itwas area hadsincebeenreconstructed? Iquicklydraggedthecursor I zoomedincloser. Thedam wallwasdecaying,butmaybethe to arivercrossing notfaroutsideatown.Icaughtmybreath as previous junctionandthenheadoff inanotherdirection. of theboundaryI’ddevised,gobackalong trainlinetoa anything thatcamealong. And if Ifoundmyself reaching theedge missed asmallone—IfollowedthetrackssoIcould checkout everywhere. Ididn’tjump aheadtolookforstationsincaseI myself thatif Iwasn’tmethodical,couldneverbesure I’dlooked bit butthennervouslywentbacktorepeat asection,reminding bridges overriversandjunctions.SometimesIskippedalong a opportunity. track andsavethesearch, thenresume from thatpointatthenext Before Iturnedineachnight, I’dmarkhowfargoneona became compelling,andIreturned toitseveralnightsaweek. a great senseofcalmasIresumed mysearch. Infact,itquickly what Iwaslookingforaslongthorough.Thatgaveme impatient, Ifoundhadenormousconfidencethatwouldfind studying hadbrought me. Butratherthanbeingfrustrated and I wasamazedathowlittleprogress thehoursofscrolling and remembered mostvividly. particular attentiontothestations,astheywere theplacesI photograph. Iwaslookingforlandmarksrecognized andpaid time. Itstartedalittlepixelated,thenresolved intoanaerial with broadband, mylaptophadtorender theimage, whichtook Immediately, itbecameclearthatprogress wouldbeslow. Even along it. see if theywentbackhome. first weekthere, twentyyearsago,randomlytakingtrainsoutto about toembarkonahigh-techversionofwhatI’ddoneinmy my eyeswidetomakesure whatIwaslookingatreal. Iwas that I’doncetrod barefoot alongthesewalkways.I hadtoopen of itlikethefrayingendarope, Iwasamazedandshocked rows ofridgedgrayplatformroofs andallthetracks spillingout Kolkata, theonlypointofjourneyIwascertainabout. reached theboundaryedge.SoIplannedtoworkoutward from I remember onenightearlyon,followingalinenorth,Icame I wouldcomeacross goods yards, overpassesandunderpasses, When IfirstzoomedouttoseehowfarI’dgonealongthetrack, I tookadeepbreath, choseatrainline,andstartedscrolling The firsttimeIzoomedinonHowrahStation,lookingatthe from ALongWay Home facing? challenges theauthoris to betterunderstandthe the similehelpreader ANNOTATE: CLOSE READ NOTES thorough QUESTION: CONCLUDE: paragraph 15. or things usingtheword like compares twounlike computer screen? he wasviewingonhis simile todescribewhat the authorhaveuseda complete possible; careful and including everything as. Markthesimilein (THUR oh) Whymight Asimile Howdoes adj.

415

416 obsessive NOTES think aboutanythingelse something thatyoucannot worry somuchabout adj. tendingtothinkor

UNIT 5•Explora (uhb SEHSihv) ti o n 24 23 22 21 looking for. We movedintoasmallflat anyone aboutmypast,andwantedmetofindtheanswersIwas search, andwaspatient supportive.Shewasasamazed Lisa understoodthepersonalandgrowing importanceofthe consuming questofherpartnerstaringatmapsonalaptop.But relationship wehavetoday. looking ontheInternet,before wefinallysettledintothelasting meant there wasasimilar inconsistencyintheperiodsIspent start together, withacoupleofbreakups andreunions, which and canholdagreat conversation. However, wehadanunsettled background isinbusiness managementandsheissmart,pretty, asked herforphonenumber. We hititoff immediately;Lisa’s of Byron’s andmine.We became friendsonFacebook,andthenI of apriorityforwhile.LisaandImetin2010through afriend whom Istartedanewrelationship, whichmadethesearch less farther away. ruled out.DespitethehunchofmyIndianfriends,I’dcomefrom it meantthatmuchoftheimmediatevicinityKolkatacouldbe in theseearlystageswithoutfindinganythingfamiliar, butatleast recluse. Icovered thecountrysideofWest BengalandJharkhand other nightsoutinthereal worldsoIdidn’tbecomeanInternet time everycoupleofnightsonthelaptop.Byron madesure Ispent the realization thatIwasmistakenagain? all thelandmarksaligned,onlytobeleftwithtired, sore eyesand tracks wouldhavetocross. HowmanytimeswouldIwonderif many townswouldbesituatednearlife-giving rivers,whichthe course, many, manystationswere likelytohaveoverpasses,and You didn’tclearwholeneighborhoods toputinlakes. And of bounds—and itwassuddenlyobviousthatthiswasn’ttheplace. the town?Three lakes,fourorfiveeven,withinthetinyvillage’s the station!Butwhatwere thelarge blankareas dottedaround And there wasahighpedestrianoverpassacross the tracksnear 6. to moveon,”or“It’sjustnotpossiblefindyour hometownin I wasn’tgoingtolistenanybodywhosaid,“It mightbetime dreams, Ifeltwasclosinginonthereality. Idecidedthistime that thiswastrue. relationship infullswing,Iwasobsessive.Lookingback,cansee playing computergames.ButLisasaysthateven then,withour of thenightsIspentthere onthelaptopasbeingapastime,like

flat After alltheyearsofmystorybeinginthoughts and I didn’tknowhowagirlfriend wouldtaketothetime- Several monthslater, Iwasluckyenoughtomeetsomeonewith Weeks andthenmonthspassedwithmyspendinghoursata

n. apartment. 6 togetherin2010.Ithought

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 25 27 26 for metoarticulate, sometimes talkedaboutwhatitallmeant.Itwasn’t alwayseasy strengthened ourconnection—andthatcamethrough whenwe Perhaps tosomeextentsharingsomethingsofundamentalme to feelaloneinthisstill-newrelationship, weworkedthrough it. that time,andalthoughLisawouldhavebeenwithin herrights to letmeexhaustmyself oftheinterest. Ibecamedistantduring “I haveto.I’mreally sorry!” IthinkLisaknewshesimplyhad gone abitcrazy. She’dsay, “You’re atitagain!”but Iwouldreply, her lookingatmestrangely, asthoughshethoughtImighthave we gothomeIwasbackonthecomputer. SometimesIcaught week. IwentoutwithLisasometimes,ofcourse,butthemoment unbreakable commitment, Iwasonthelaptopsevennightsa spurred meon. Ruling outareas stateby provided aseriesofgoalsthat replaced myzoneboundary asawayofmarkingmyprogress. going tocovermostofthestate.Infact,stateseventually either, andasIwoundupinUttarPradesh,thoughtI’dkeep coast. JharkhandandBihardidn’toffer upanythingpromising, Andhra Pradesh,fivehundred kilometersfartherdowntheeast thousand-kilometer zone.SouthbeyondOrissa,Ieliminated long ittook,Istartedfollowinglinesfartheroutthanmyoriginal rule outOrissa,too.Determinedtobethorough, nomatterhow without findinganythingfamiliar, andIwasconfidentthatcould India. Itracedalltheconnectionswithinnortheastern states haystack. Theneedlewouldhavetoshowupif Ipersisted. decades .itwaspossibletoeventuallysift completelythrough a year sinceIstarted.Butreasoned thatevenif ittook years.or towns theyledto.Thiswentonformonths—ithadbeenovera laptop, slowlyadvancingalongtraintracksandstudyingthe with Dadatfivep.m.,andbyfive-thirtyIwouldbebackthe and more ofmylife, Ikeptitmostlytomyself. Ifinishedwork them tothinkthatIwaswastingtime.Soevenasittookupmore they’d givenmeorthewayraisedme.Ialsodidn’twant the intensityofmysearch revealed anunhappinesswiththelife misunderstand myintentions.Ididn’twantthemtothinkthat I decidednottotellmyparents. Iwasworriedtheymight support, Ibecameevenmore determinedtosucceed. all ofIndialikethis.”Lisaneversaidthosethings,andwithher 7. exercise, notadeeplymeaningfulpersonalquest.Talking toLisa my expectations,tryingtoconvincemyself itwasafascinating

articulate Unless Ihadsomethingpressing todoforwork,orsomeother Slowly, overseveralmore months,Ieliminatedwholeareas of I didn’ttellmanypeoplewhatwasdoinganyway. And

(ahr TIHK yuh layt) yuh (ahr TIHK 7 especially as I was trying to keep a lid on especiallyasIwastryingtokeepalidon v. express clearly using words. using clearly express from ALongWay Home Brierley's stateofmind? to betterunderstand details helpthereader tee) intensity NOTES CONCLUDE: QUESTION: ANNOTATE: CLOSE READ commitment concentration; strong his search isprogressing? details reveal abouthow point. for hishometownatthis often Brierleyissearching details thatshowhow paragraph 27,mark n.great focusor (ihn TEHNsuh Whatdothese In In Howdothese

417 418 relentlessly NOTES lee) with determination adv. withoutstopping;

UNIT 5•Explora (rih LEHNTlihs (rih ti o n 33 32 31 30 29 28 As always,onMarch 31,2011, Ihadcome homefrom work, be wrong orfailtofindmyfamilythere. Would Ireturn toHobart what Ithoughtwaslookingfor, gobacktoIndia,andsomehow on thefloorbecauseIwasbecomingsoobsessiveaboutmysearch. while she would simplycomeover and shutmylaptopplaceit to banmefrom staringatthescreen formyownsake. Onceina this anddidn’tresent it,evenif there were timeswhenshewanted they wouldknowwhathadhappenedtome.Lisaunderstoodall hope thatImightsomehowreconnect withmyIndianfamilyso understand mypastandperhaps myself betterasa result, inthe me: thatIwaslookingformyhometoprovide closure andto sometimes revealed theunderlyingimportanceofsearch to 9. 8. It wasarepetitive, forensic lines, searching forplaces myfive-year-old mindmightrecognize. day’s lastreserves ofenergy andwillpower, Isatstaringatrailway even thesanity, ofwhatIwasdoing.Nightafternight,withthe months poringoverthem,relentlessly,methodically. India’s center, inChhattisgarh andMadhyaPradesh.Ispent memories tofitwhatIwaslookingat. going backinanendlesscycle. And I hadtotrynotbendmy myself opentowondering laterif I’dmissedanythingandthen and out.ButIstillhadtotakeitslowly—if Irushed, I’dleave connection madeitquickertorefresh theimagesandzoomin drew toaclose,andthespeedofournewlyacquired broadband I couldn’t allowmyself tothinkaboutfailure. answer herquestionsanymore thanIcouldallayherfears. and simplystartagain,obsessivelysearching online?Icouldn’t up there, “traveling”atrainlinenearmyformersearch zone home. Iwasexaminingthecentralwestatthistime, soIpicked session onthesofa,stoppingonlybrieflyfordinner whenLisagot grabbed mylaptop,openedGoogleEarth,andsettled infora haystack, anditchangedeverything. such amood,spentwithfrustration, Itookawilddiveintothe in amind-twistingechoofmychildhoodordeal. world through asmallwindow, unabletobreak free ofmycourse feel claustrophobic, asif Iwere trappedandlookingoutatthe

solve acrime. solve forensic Hobart At timesLisaadmittedherowngreatest fear:thatIwouldfind And thenonenightinMarch around oneinthemorning,just Of course,there were timeswhenIdoubtedthewisdom,and By early2011, Iwasconcentratingmore onareas within If anything,Ibecamemore intenseaboutmysearch as2010

capital of Tasmania, an island state of Australia, where Brierley lives. Brierley where Australia, of Tasmania, of state island an capital (fuh REHN sihk) REHN (fuh

adj. careful and detailed, similar to the scientific methods used to to used methods scientific to the similar detailed, and careful 9 exercise, andsometimesit startedto 8

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 37 36 35 34 be abletoseefrom theplatform!Was itpossible?Iclosed my the station.Coulditbe—perhaps itwastheringroad Iusedto horseshoe-shaped road around asquare immediatelyoutside I scrolled overtothetownsideandsawsomethingincredible—a not farfrom alarge pedestrianoverpassspanningtherailwayline. it wasamunicipalwatertankjustacross from theplatform,and overpass, andwasthat.awatertower justnearby? but someareas ofthetownshiponeitherside.Thatexplained bit bigger, againwithaplatform ononlyonesideofthetracks, as itwoundsouthwest.Iquicklycameacross anotherstation,a line withseveraltracks.Outofhabit,Istartedtracingtheroute station, justafewbuildingstothesideofreasonably majortrain relieved tofindthisone,and Icheckedoutthetinywayside station. Iwassoattunedtolookingforthem,somehow across alittlebluesymbol denotingatrain flattened outintofarmland,Ifinallycame west, stillnotracks!Thenasthecountryside they didn’tmovearound much? And farther how thepeopletraveledwithoutrail—perhaps dotted around here andthere, andIwondered looking forone.There were villagesandtowns that, Ifoundmyself almost subconsciously it wasrelaxing tolookat. But onceI’dnoticed part ofthecountry, whichmighthavebeenwhy and I’dturninsoon. recreational hikeofgrandproportions. Itwasgettinglate,afterall, this littleexploration,indulgentlyunrelated tomysearch, likea country andhadmountainstoitsnorth.Forawhile,Ienjoyed called NalDamayantiSagar, whichwassurrounded bysomelush river thatfedintowhatlookedlikeamassive,deepbluelake terrain ofreasonably similarfeatures. Iwasdistracted byalarge watched hills,forests, andriversweepby, aseeminglyendless picture ofwhere thewesterlylineoutofjunction headed,and stretching myback,andreturning tomytask. break, checkingFacebookforawhilebefore rubbing myeyes, changed appearanceregularly asyoumovedacross it. my dustyoldtown,butIknewbynowthatIndia’slandscape tiny area. Ithoughtthatthecountrysidelookedabitgreen for but asusual,whenIzoomedout,foundI’donlycovered a I continued forwhatseemedlikeages,lookingatafewstations, boundary. Evenwithquickerbroadband, itwasstillslowgoing. After afewhours,Ihadfollowedlinetojunction.took Holding mybreath, Izoomedinforacloserlook.Sure enough, There didn’tseemtobeany trainlinesinthis Before zoomingin,Iidlyflickedthemapalongtogetaquick able to seefrom the platform! Could itbe—perhaps itwas the ringroad Iused to be Was itpossible? from ALongWay Home NOTES

419 emotions? Brierley's thoughtsand the reader understand this emphasishelp 420 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES emphasize thesewords? the authorchooseto italics. author emphasizeswith 37, markthewords the

UNIT 5•Explora Whydoes Inparagraph Howdoes ti o n 39 38 then northeast,injustmoments zoomingoverseventykilometers before pullingintothestation.Ipushedonmore urgently, east my brothers traveledonasmallbridgeovergorge likethat adrenaline—I remembered in aflashthatthetrainItookwith gorge justontheedgeofbuilt-uparea, Iwasfloodedwith north alongthetrainline.WhenIsawthattrack crossed a away, justuptheline,Ishouldfindmyhometown,“Ginestlay.” positioned where Iremembered them.Thatmeantthatnotfar the ringroad, thewatertower, theoverpass,andthey were all it—I’d neverlefttheplatform.Izoomedbackinandre-examined nearly stopped.Burhanpur! train stationsymboltoreveal itsname.Burhanpur. Myheart northwestern edgeofareally large town.Iclickedontheblue before. Izoomedout,discoveringthatthetrainlineskimmed the middle.Ithoughttomyself, Thisisunique;Ihaven’t seenthis walk tothestation’sexitandseeringroad withanislandin eyes andwentbacktwentyfouryearsintimetowhenIwould Almost afraidtodoso,Idraggedthecursorpull theimage I didn’trecognize thetown itself, butthenI’dneverbeenin

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 47 46 45 44 43 42 41 40 had walkedasachild—the wayIusedtoimaginemyself walking along theroute oftheunderpass,andthenstreets andalleysI boy: sothatIwouldneverforget it. was whyI’dgoneoveranditinmyheadsince Iwasalittle surrounded bytrees. thought Idetecteditsfamiliarcircular shapeinacentralclearing, and Iwentlooking.Sure enough,itwasalittleindistinct,butI I alsoremembered ahugefountaininparkneartheunderpass, identify thespecific placethatIwaslookingfor. Itallcheckedout. features buttheirposition inrelation toeachotherthatwould it wasn’tsomuchtheexistenceofthesereasonably common an underpassroad beneath thetracksatnorthernend.But platforms, thecovered pedestrian overpassthatconnectedthem, station asaboy, soIcheckedoff what Iremembered—the three to despair. Ihadspentalotoftimeinandaround ourlocaltrain and theriverwere correct, where was“Ginestlay”?Itriednot had tobethe“B”townItriedremember. Butif thebridge Khandwa RailwayStation. clicked onthebluesymbolandnamecameupscreen: around afield,understreet overpassandthen.thestation.I which woundgentlyalongsideatributarystream, leftandright, again, slowlyrolling themap totracethecourseofpath, station, onlyashortwayupahead.Ibegantodragthecursor follow thepathIremembered from theriverbacktotrain for thefirsttimeintwenty-fouryears,thenIshouldbeableto to anyrashconclusions.IfIreally waslookingat“Ginestlay” next step,slowly, nervously. Itriedtocalmmyself soIdidn’tjump think straight;Iwasfrozen withexcitement,terrified togoon. I waslookingatmatchedthepicture inmyheadexactly. Icouldn’t concrete damwalltomyrightalittlefartherfrom the bridge. this wastheriverIusedtoplayin,andthere shouldbeabigger bridge bydamwallsoneitherside.Ifthiswastherightplace, flowwassignificantly reduced belowthe outskirts. Theriver’s over asubstantialriver. Ahead Iwasabletoseethetown’s farmland andtheoccasionalsmallvillage,before Ihitabridge across somedry, flatland,broken upbyapatchworkofirrigated of green farms,forested hills,andsmallrivers.Then Ipassed Now, asaman,Ifollowedtheroad upfrom thefountainand From here, Iknewtheroute to where myhomeshould be.This Things hadlookedsorightallthewayfrom Burhanpur, which My stomachknotted.Howcouldthisbe? The namemeantnothingtome. Finally, afteracoupleofminutes,Iforced myself totakethe I satstaringatthescreen forwhatseemedlikeaneternity. What There itwas! from ALongWay Home narrative? add suspensetoBrierley's description ofhisreaction CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES feelings? Brierley react withthese the imageonhisscreen. show Brierley'sreaction to 41, markthewords that Whymight Inparagraph Howdoesthe

421 422 NOTES

UNIT 5•Explora ti o n 54 53 52 51 50 49 48 it, Saroo!” nearly fiveyearssinceI’dfirstdownloadedGoogleEarth. she couldseemyexcitement.“Are yousure?” sheasked. It tookheramomenttowakeupproperly, butevenhalf-asleep dinner. been atthecomputerforoversevenhoursnonstop,except come andseethis!”ItwasonlythenthatIrealized thetime.I’d Finally Icouldn’tcontainmyexcitementanylonger. over thestreets forawhile,astonished,tryingtotakeitallin. was therightshapeandinprecisely thecorrect location. Ihovered Of course,I’dneverseentheplacefrom above,butthebuilding sure Icouldseethelittlerectangular roof ofmychildhoodhome. what Iwouldgetwhenlookedatwhere IlivedinHobart,was where myfamilylived,andalthoughtheimagewasn’tasclear suburb? Thatseemedpossible.Ilookedthrough themazeofalleys bells whatsoever. Maybe“Ginestlay”wasapartofKhandwa? A time I’dalsobeensure ofthename“Ginestlay.” Khandwarangno me doubted.Iwassure thiswastherightplace,butforall next yearorso—partofmewascertain,butstillanotherpart strangest feeling,andonethatIbecamefamiliarwithoverthe was lookingdownattheneighborhood Iknewasaboy. mother knowIwasokay. Before Irealized I’dgonefarenough, I Hobart, tryingtoproject myself backtomyvillage hometoletmy when Ilayinbedatnight,thesafecomfortofmyhouse Lisa grinnedandhuggedmetightly. “That’ssogreat! You did It hadtakeneightmonthsofintensesearching, anditwas In thatmoment,Iwasconvinced.“Thisismyhometown!” “This isit,thisit!”Ireplied. Lisa pokedherheadaround thecorner, yawning,inhernightie. I calledouttoLisa,“I’vefoundmyhometown! You’ve gotta Still, nothinglike“Ginestlay”cameuponthemap.Itwas

❧

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

What is"Ginestlay"?DoesBrierleyeverfindit? According totheauthor, whatisLisa'sgreatest fear? What isthemainresource Brierleyusestoconducthissearch? What isthegoalofSaroo Brierley'ssearch?

Notebook

Write asummaryofthememoir toshowyourunderstanding.

Choose atunfamiliar one least Briefly detail from the text.

Choose something that interests youand formulate from the text, from ALongWay Home

423 Model Annotation Close-Read Guideand • Determine 424 of and into paragraph, • Analyze opinions of particular and from explicitly analysis • Cite Informational TextReading 

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3. 2. 1. 3. 1. TextClose Readthe Analyze the TextAnalyze the 2.

this textrevealed aboutwhatdrivespeopletoexplore? Essential Question: what Iwaslookingat”? when hesays“AndIhadto trynottobendmymemoriesfit Interpret personality? (b) Infer search methodandprocess throughout theexcerpt? (a) Connect make thischoice?”Whatcanyouconclude? notice. Askyourself questionssuchas“Whydidtheauthor first read. Readthissectioncloselyandannotatewhatyou Revisit asectionofthetextyoufoundimportantduringyour close read sections. For more practice,gobackintothetextandcomplete write aquestionandconclusion. read thepassage,andfindanotherdetailtoannotate.Then, annotations, alongwithquestionsandconclusions.Close This model,from paragraph13,showstwosample Notebook million? family membersamongthese345 wonder: Isitpossibletofindfour the exercise, butIcouldn’thelp I triedtokeepmyemotionsoutof bounds lived345millionpeople. square kilometers….Within its territory, coveringsome962,300 It wasastaggeringamountof Brierley’s search willbe. CONCLUDE: Thedatareveal howdifficult by thesedetails? QUESTION: Whatinformationisprovided numbers andstatisticsinthispassage. ANNOTATE: Theauthorhasincluded

What dothosetextdetailssuggestaboutBrierley’s Review paragraph29.WhatdoesBrierleymean

How doesBrierleyemphasizetheimportanceofhis Respond tothesequestions.

What drivespeopletoexplore? Whathas to supportyouranswers. C ite

te x doubt. reveals Brierley’s suspense and question creates CONCLUDE: This question serve? purpose doesthis QUESTION: What question. asks himself a The author ANNOTATE: t ual e v i d ence

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. details thatreveal theauthor’s reflections andinsights. To determineanauthor’s centralideasinatext,analyzeandconnect These insightshelptodeveloptheauthor’s centralideas,ormainpoints. insights including: Autobiographies andmemoirscancommunicateavarietyof and reflections ontheeventsandexperiencesheorshedescribes. Autobiographical writingrelates anauthor’s thoughts,feelings, significance fortheauthor. a specific periodintheauthor’s life oranexperiencethatholdsparticular experienced them.Amemoirisatypeofautobiographythatfocuseson account ofeventsandexperienceswrittenbythepersonwhodirectly Central Ideas:AutobiographicalWriting Analyze CraftandStructure • • • • • 4. 3. 2. 1. questions thatfollow. to identify theauthor’s centralideasineachpassage.Then,answerthe Practice PARAGRAPH(S) 31 17–18 10 he orsheisfaced how theauthorresponds totheconflicts,orstruggles,withwhich how theauthorrelates tohisorherenvironment andtheworld how theauthorfeelsaboutotherpeopleinhisorherlife what theauthorvaluesandhisorhergoalsinlife fromwhat theauthorlearned eventorexperience

they reveal aboutBrierley’s goals? (a) Whatrole doBrierley’s childhood memoriesplayinhissearch? (b)Whatdo quest tofindhishometown asanadult? andhis What comparisonsdoesBrierleymakebetweenhischildhood journey inner conflict? this passage?(b)Howdoesthemethodandprocess ofBrierley’s search create (a) Reviewparagraphs48–51.Whatconflictingfeelings doesBrierleyexpress in passage? idea ofthetextasawhole,basedoncentralideas youidentified foreach Review yourcompletedchart.Whatinference canyoumakeaboutthecentral Notebook

Review theexcerptfromALongWay Home.Usethechart REFLECTIONS ANDINSIGHTS DETAILS THAT REVEAL

An autobiography isatrue ESSENTIAL QUESTION: CENTRAL IDEAOFPASSAGE Whatdrivespeopletoexplore? to supportyouranswers. CITE TEXTUALEVIDENCE from ALongWay Home

425 MS ELA Grade 6 Week 4: April 20-24, 2020 Dear Parent(s)/Guardian(s) and Students, Welcome to Week 4 of our Unit 5 study of Exploration. You will strengthen your literacy skills this week by completing activities that correspond to the text read last week. In addition, you will begin writing a rough draft of an argument. As you complete the activities, be sure to think about what information you agree with and what information you do not agree with. This will help you form your claim. Enjoy learning! Grade 6 Unit 5 Exploration: What drives people to explore? Week 4: April 20-24 p. 426 ● Complete the Word Study activities. p. 427 ● Complete Author’s Style activities. p. 428 ● Complete Writing to Sources activities.

pp. 434-436 ● Begin writing argument rough draft.

6th Grade Unit 5 Exploration Week 4: April 20 – 24 Daily Planning Guide/Checklist/Additional Support

Monday, April 20 _____ Complete the Word Study Activities p. 426. 1. The –ive word in paragraph 23 is ______. It means to ______.

2. What is the root word and meaning of the words included in activity #2 p. 426: (without –ive) ing/Definition

ssive ss sess or think about too much

ve e ate or design

ssive ssess or own

ve e

Tuesday, April 21 _____ Read (or have read aloud) the Author Style passage on p. 427. This passage describes mood and how it sets the tone for actions, places or emotions/feelings the author uses to help reader make connections. _____ Complete the Author’s Style Activity on p. 427: Underline the adjectives (descriptive words). Identify the mood of each passage for example (Is the mood of the passage…?): gloomy, upbeat, eerie, lighthearted, happy, sad, homesick, confused, reflective, scared, comforting, worried, peaceful, cheerful, humorous, melancholy, idyllic, whimsical, romantic, mysterious, ominous, calm, hopeful, lonely, tense, fearful… (Feel free to use descriptors that are not included here.)

Wednesday, April 22 _____ Complete the Writing to Sources Activity p. 428 or Alternative: Use the Argumentative Writing Organizer attached to begin the argument writing rough draft. ⮚ Complete the claim sentence on the Argumentative Writing Organizer. ⮚ Complete one supporting detail with information from the text/story on the Argumentative Writing Organizer.

Thursday, April 23 _____ Begin writing argument rough draft (See pp. 434-436) or Alternative: Use the Argumentative Writing Organizer attached to continue the argument writing rough draft. ⮚ Add a 2nd supporting detail with information from the text/story on the Argumentative Writing Organize attached.

Friday, April 17 _____ Continue writing argument rough draft (See pp. 434-436) or Alternative: Use the Argumentative Writing Organizer attached to continue the argument writing rough draft. ⮚ Add the 3rd supporting detail with information from the text/story on the Argumentative Writing Organizer attached.

Argumentative Writing Organizer Paragraph Writing Checklist Indent Is Saroo Brierly an explorer? Why or Why not? Capitalization/Spelling

VOCABULARY WORD BANK Punctuation deliberate thorough intensity quest obsessive Makes Sense/Logical Order relentlessl y

Claim Sentence References Text Saroo Brierly is/is not an explorer because ______

Supporting Detail 1

The first reason I believe Saroo is/is not an explorer is ______

______

Supporting Detail 2 Another reason I believe this is ______

Supporting Detail 3 Finally, ______

______

Conclusion Sentence

Due to these reasons, ______your Word Network. exploration from thetextto Add words related to 426 flexibly fromarange ofstrategies. andcontent,choosing reading words andphrases basedongrade 6 of unknownandmultiple-meaning Determine orclarifythemeaning Language elaborated inatext. introduced, illustrated, and individual, event, or ideais Analyze indetailhowakey Informational TextsReading   clues tothemeaningofaword. Greek orLatinaffixesandrootsas b. Usecommon, grade-appropriate

STA

WORD NETWORK UNIT 5•EXPLORATION LANGUAGE DEVELOPMENT from ALongW N DARDS a y Home 1. of succeeding. his search mustbedeliberate,orcarefully planned,if hehasanychance his search forhishometowninIndia.Forexample,Brierleydiscusseshow searching orexploring.Saroo Brierleyusesthesewords ashedescribes 2. Why TheseWords? 2. Concept Vocabulary 1. much thatheneglectedhispersonalrelationships. attitude asobsessivebecausehetendedtothinkabouthissearch so adjectives. InALongWay Home,Brierleydescribeshisbehaviorand to,” or“servingtodo.”Words thatcontainthissuffix are usually Latin Suffix: -ive Word Study Practice words, otherthanquest,inyourparagraph. mythical creature orahiddentreasure. Includethree conceptvocabulary imaginary quest.Forexample,youmaywriteaboutaquesttofind vocabulary words bywritingaparagraphinwhichyoudescribean

deliberate What otherwords intheselectionconnecttothisconcept? the author’s experienceswhileon hismission? How doestheconceptvocabularysharpenreader’s understanding quest following words: active,inclusive,possessive. Explain howthesuffix -ive contributestothemeaningsof and writeabriefdefinitionofit. Find anotherword inparagraph23thatcontainstheLatinsuffix -ive,

Notebook

Demonstrate yourunderstandingoftheconcept

The Latinsuffix -ivemeans“pertainingto,”“tending

The conceptvocabularywords relate totheideaof thorough obsessive intensity relentlessly

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. stays thesamethroughout. character’s experiencesandobservations;sometimesthemoodofastory lighthearted. Sometimesthemoodofanarrativeshifts tomatchthemain can bedescribedusingadjectivessuchasgloomy,upbeat,eerie,and Writers’ word choicesalsohelptocreate mood,oratmosphere. Mood Long Way Home: alongwithhim.Herejourney, are somedescriptiveexamplesfrom The The depthofdescriptionenablesreaders tofullyengageinBrierley’s and thenprovides additionaldetailstofurtherillustrateandelaborate. descriptive details.Inhisnarrativeheintroduces people,events,andideas Word ChoiceandMood Author’s Style mood ofthepassage. provided from thememoir. Then,inthecolumntoright,describe Complete thechartbymarkingdescriptivewords inthepassages Practice PASSAGE FROMTEXT Burhanpur. Myheartnearlystopped.Burhanpur!(paragraph37) large symboltoreveal blue trainstation onthe town.Iclicked itsname. edgeofareally northwestern skimmedthe train line the that discovering Thisisunique;Ihaven’t tomyself, I thought before seen this . Izoomedout, cycle. (paragraph29) goingbackinanendless then and opentowondering later ifI’dmissedanything I rushed,I’dleavemyself to refresh hadtotakeitslowly—if imagesandzoominout.ButIstill the speedofournewlyacquiredand the broadband madeitquicker connection IbecamemoreIf anything, intenseaboutmysearch as2010drew toaclose, town. (paragraph4) didn’t butthey trainlines, with riddled runthrough and everysinglevillage was mountains.Myhometownhadarailwaystation—India inthe lived Icouldn’t sea,although by the nearit.AndIhadn’t I’dlived ruleoutthat suggested itwouldn’t colderregions beinthe Ihadn’t farnorth. ofthe lived I recalled stars,whichatleast warmnightsoutside,underthe those all • • • so Ididn’tjumptoanyrashconclusions. Itriedtocalmmyself myself totakethenextstep,slowly,nervously. Description ofEmotions:Finally,afteracoupleminutes,Iforced where Irememberedthem. road, thewatertower, theoverpass,andtheywereallpositioned Description ofPlaces:Izoomedbackinandre-examinedthering confident thatIcouldruleoutOrissa,too. northeastern stateswithoutfindinganythingfamiliar, andIwas Description ofActions:Itracedalltheconnectionswithin

Saroo Brierley’s memoircontainsrich ESSENTIAL QUESTION: Whatdrivespeopletoexplore? MOOD OFPASSAGE from ALongWay Home

427 EFFECTIVE EXPRESSION

Writing to Sources In an argument, an author makes a claim in which he or she states an opinion on a topic or an issue. Then, the author tries to persuade readers to adopt this opinion by providing reasons and supporting evidence for it.

from A Long Way Home Assignment When we think of explorers, we often think of pioneers who travel to new and unknown places. Write an argument in which you state a claim in response to the following question: Is Saroo Brierley an explorer? Why, or why not? Consider Brierley’s search and how he conducted his search, as well as what you think an explorer should try to accomplish. • Begin your argument by clearly stating whether or not you think Brierley is an explorer—this is your claim. • Support your claim by providing logical reasons and evidence from the text. • Organize your reasons and evidence clearly, and use transition words and phrases to clarify and connect your ideas. • Include a strong conclusion that restates your claim in a new way and provides an additional idea or insight.

Vocabulary Connection You may want to use some concept vocabulary words and descriptive details in your writing.

deliberate thorough intensity quest obsessive relentlessly

Reflect on Your Writing After you have written your argument, answer the following questions.  STANDARDS Writing 1. What do you think was the most challenging part of the assignment? Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize 2. How would you revise your argument to improve it? the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of 3. Why These Words? The words you choose make a difference in the topic or text. your writing. Which words did you choose to help you convey All rights reserved. or its affiliates. Inc., Education, © Pearson c. Use words, phrases, and clauses to clarify the relationships among precise ideas? claim(s) and reasons. e. Provide a concluding statement or section that follows from the argument presented.

428 UNIT 5 • EXPLORATION 434 purposes, andaudiences. a range ofdiscipline-specifictasks, frames andshortertimeframes for • analysis, reflection, andresearch. informational textstosupport • evidence. with clearreasonsandrelevant • Writing 

Write routinelyoverextendedtime to literary nonfiction. b. Apply grade standards 6Reading Draw evidencefromliterary or Write argumentstosupportclaims • • coherent valid compel assume critical beginning oftheunit. inthe you learned academic vocabulary using someofthe argument, consider As youcraftyour VOCABULARY ACADEMIC

WRITING TOSOURCES ABOUT EXPLORATION BBC SCIENCECLUB:ALL from ALONGWAY HOME STANDARDS

UNIT 5•EXPLORATION PERFORMANCE TASK: WRITINGFOCUS Model Argument the historyofexploration. about India. In“BBCScienceClub:AllAboutExploration”viewerslearn describes howheusedGoogleEarthtosearch forhischildhoodhomein discuss different aspectsofexploration.InALongWay Home,theauthor You haveread anexcerptfrom amemoirandwatchedvideothat Write anArgument prepare towriteyourownargument. an opportunitytoreview these elementsasyou an effective argumentinthe text.You willhave Challenge yourself tofind all oftheelements Left toExplore?” argument, seetheLaunchText, “WhatonEarthIs argumentative essaycontainstheseelements: persuade readers tothinkacertainwayaboutthetopic.Aneffective position andsupportsitwithreasons andevidence.Thepurposeisto An argumentativeessayisashortworkinwhichwriterpresents a Elements ofanArgument as yourownobservationstosupportreasoning. Include examplesanddetailsfrom thememoirandvideo,aswell on thisquestion: argumentative essayinwhichyoustateandsupportyourposition and defendapositiononthetopicofexploration.Write abrief Use yourknowledgeofboththememoirandvideototake Assignment • • • • • • • •

error-free grammar, includingaccurate useof verbs a formalstylethattakesthesubjectandreader seriously presented earlierintheessay a concludingstatementorsectionthatfollowsfrom theideas claims andreasons clear transitional words andphrasesthatmaketherelationships among conclusion a clearorganization,includinganintroduction, abody,and evidence, orfactsandexamplesthatsupporttheclaim clear, convincingreasons thatrelate totheclaim a claim,orstatementofposition Can anyonebeanexplorer?

For amodelofwell-crafted LIT17_SE06_U05_LT.indd 404 404 UNIT NOTES LAUNCH TEXT what evidencesupportsit? is theauthor’s position,and answer thisquestion:What Mark thetexttohelpyou that theauthorbuildsacase. As youread, at theendofthe unit. Performance-Based Assessment writing youwilldevelopinthe on atopic.Thisisthetypeof states anddefendsaposition writing inwhichanauthor of an This selectionisanexample

UNIT 5•Explora argument, 5 INTRODUCTION LAUNCH TEXT | lookattheway

ARGUMENT MODEL atypeof TI o N 4 3 2 1 A inhabit theland,butEarthismostlyocean.Vast stretches ofthe people actuallyliveonlessthantwentypercent oftheplanet.We has beenvisitedandcharted.However, weshouldremember that as iteverhas. explore? Theanswerissimple:Explorationmattersasmuchtoday whether explorationmattersanymore. Isthere anythingleftto of theircomputers.Giventhesechanges,somepeoplemayask Internet allowspeopletovisitfarawayplacesthrough thescreens living in Antarctica, theworld’scoldestcontinent.Inaddition, Everest, theworld’shighestmountain.There are evenpeople People seemtobeeverywhere. ThousandshaveclimbedMount trains, andairplaneshavemadetheworldseemmuchsmaller. the mostfamousexploratoryjourneysinhistory. Mississippi River. TheLewisandClarkexpeditionbecameoneof funded asmallexpeditiontoexplore thelandswestof resources. Urged onbyPresident ThomasJefferson, Congress was important.Explorationwouldbringknowledgeand and promise. Atlantic coast.To thewestlayanentire continent,fullofmystery Let’s startwithoceanexploration.Itistrue thatmuchofEarth In themodernworld,ideaofexplorationhaschanged.Cars, Government leadersbelievedthatexplorationofthe continent country. Mostpeoplelivedinsmalltownsclustered onthe t thebeginningof1800s,UnitedStateswasayoung Left to Left Is onEarth What Explore? MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Working Claim: or youmaychangeitcompletely.Write aworkingclaimhere. Depending onhowyouressaydevelops,youmaywindupkeepingworkingclaim help yougetstartedwithyourwriting.Itallowstotryoutideasandevidence. point that“peopleseemtobeeverywhere.” Launch Text, thewriterincludesavarietyofexamplestosupport Using avarietyofevidencecanmakeyourargumentstronger. Inthe A different opinionis opinions inyouressay.Usethesesentencestarterstopullideastogether. or opinionsthatmightdiffer from yours.Plantoanswerthosequestionsoraddress those strengthen yourargument.Thinkaboutquestionsreaders mighthaveaboutyourposition, Consider OtherOpinions Write aWorking Claim Prewriting /Planning important. Otherwise,paraphrase , orrestate ideasinyourownwords. in different ways.Forexample,useexactquotations if theexactwords are both thevideoandmemoir tosupportyourideas.Includethatevidence Connect Across Texts evidence: position withothertypesofdetails,aswell.Considerusingthese from thememoirandvideo.However, youmaywanttosupportyour Collect Evidence The reason thisideaisnotconvincing The reason someonemightthinkthisisbecause • • • • • to visit faraway places through the screens of their computers. to visitfarawayplacesthroughthescreensoftheir computers. world’s coldestcontinent.Inaddition,theInternetallowspeople mountain. ThereareevenpeoplelivinginAntarctica, the Thousands haveclimbedMountEverest,theworld’s highest general idea examples: specific people,situations,oreventsthatsupporta quotations from authorities:statementsfrom experts anecdotes: briefstoriesthatcanbeusedasexamples statistics: factspresented intheformofnumbers facts: statementsthatcanbeproved true

The mostimportantevidenceyouwillusecomes

As youwriteyouressay,willuseevidencefrom

A workingclaimisastatementofyourmainideathatwill

Considering how other people feel or think about a topic can Considering howotherpeoplefeelorthinkaboutatopiccan —from IsLefttoExplore?” “WhatonEarth ESSENTIAL QUESTION Performance Task: Write anArgument : Whatdrivespeopletoexplore? evidence. with clearreasonsandrelevant Write argumentstosupportclaims Writing  argument. may wanttociteinyour and identify keydetailsyou Review yourEvidenceLog  the topicortext. demonstrating anunderstandingof using crediblesourcesand reasons andrelevant evidence, b. Supportclaim(s)withclear the reasonsandevidenceclearly. a. Introduceclaim(s)andorganize

STANDARDS

EVIDENCE LOG

435

436 evidence. with clearreasonsandrelevant Write argumentstosupportclaims Writing  argument presented. or sectionthatfollowsfromthe e. Provideaconcludingstatement

STANDARDS

UNIT 5•EXPLORATION PERFORMANCE TASK: WRITINGFOCUS and evidence. your essay.Thisoutlinewillhelpyouplanalogicalorder foryourideas add notesabouttheideasandevidenceyouwillincludeineachpartof claim. Lookattheguidelinesforeachsectiongiveninchart.Then, the onethatcamebefore it,andeverypointshouldsupportyourmain introduction, abody,andconclusion.Eachsectionshouldbuildon Organize Ideas Drafting that endsyourargumentwith aclearstatement. your supportingreasons inalogicalorder. Provide astrong conclusion write anintroduction that will grabthereader’s attention.Then,present Write aFirstDraft Sum up the argument.Sum upthe Conclusion reasons andevidence. Give supporting Body claim. Present topicand the Introduction SECTION

Argumentative essaysincludethree sections:an

Use youroutlinetowritefirstdraft.Besure to • • • • • • • UDLNSPLANFOREACHSECTION GUIDELINES

statement. a strong, with End different words. claim in the Restate evidence. strong Use paragraph. idea, ineach or main sentence, Include atopic each reason. paragraph for one Use the claim. the state Clearly information. interestingwith readers Engage

MATH

Week 3 and Week 4

Review Topic: Working With Percent’s (6.RP.3)

Remember: To calculate a percent of a number, such as 15% of 85, we change the percent into a decimal (15% = 0.15) and then multiply (0.15 •85 = 12.75. So, 15% of 85 is 12.75. Use the set up -- % • whole = part

Remember: To calculate the whole, when given the percent and part, such as 6 is 25% of what number, start by changing the percent to a decimal (25% = 0.25). Then, we can use the same setup as we did previously, % • whole = part. In this case, we are given the percent (0.25) and the part (6), so our equation looks like this: 0.25 • whole = 6. Since we want to get the whole by itself, we do the inverse of multiplication, we divide both sides by 0.25. That leaves us with whole = 24. So, we now know that 6 is 25% of 24

Remember: To calculate what percent a part represents, such as 36 is what percent of 144, we can use the same set-up as we did in the previous section. % • whole = part. In this case, we are given the whole (144) and the part (36) and need to find the percent. Our equation looks like this: % • 144 = 36. Since we want to get the percent by itself, we do the inverse of multiplication, we divide both sides by 144. This leaves us with % = 0.25. The final step is to convert our decimal to a percent and we will have the answer 0.25 = 25%. So, 36 is 25% of 144. Apply Our Learning

Hint: For each word problem, ask yourself, “Are the giving me the percent, the part, or the whole?” Use that thinking to help you set up your equation. % • whole = part

Stretch Your Thinking

Supports for Diverse Learners 6th Grade Math Week 3 Standard: 6.RP.1

Topic:

 Part to Part Ratios

 Part to Whole Ratios Multiplication Chart x 1 2 3 4 5 6 7 8 9 10 11 12 Supports: 1 1 2 3 4 5 6 7 8 9 10 11 12  Notes 2 2 4 6 8 10 12 14 16 18 20 22 24  Multiplication Chart 3 3 6 9 12 15 18 21 24 27 30 33 36  Divisibility Rules 4 4 8 12 16 20 24 28 32 36 40 44 48  Video to Activate Prior Knowledge 5 5 10 15 20 25 30 35 40 45 50 55 60 6 6 12 18 24 30 36 42 48 54 60 66 72 General Accommodations: 7 7 14 21 28 35 42 49 56 63 70 77 84  Read aloud all text 8 8 16 24 32 40 48 56 64 72 80 88 96  Replace text with images (visual model) 9 9 18 27 36 45 54 63 72 81 90 99 108 o There are 9 girls for every 2 boys in art class. 10 10 20 30 40 50 60 70 80 90 100 110 120 11 11 22 33 44 55 66 77 88 99 110 121 132 12 12 24 36 48 60 72 84 96 108 120 132 144 o

 Highlight the key words in the text (numbers, labels) o There are 9 girls for every 2 boys in art class. A number can if…  Use a calculator to simplify the ratios to lowest terms be divided by…

 Reduce the number of problems to complete if they are the same 2 the last digit is even (0, 2, 4, 6, or 8) 3 the sum of the digits can be divided by 3 type 4 the last two digits can be divided by 4 Notes: 5 the last digit is 0 or 5 6 the number can also be divided by 2 and 3  Ratios and fractions are mathematically the same thing. 8 the last 3 digits can be divided by 8  Order matters; what is mentioned first goes on the top of the ratio 9 the sum of the digits can be divided by 9  Put all ratios into lowest terms (multiplication chart or divisibility 10 the last digit is 0 rules will help with this) 12 the number can also be divided by 3 and 4

Supports for Diverse Learners 6th Grade Math Week 3 Standard: 6.RP.3 Example 1:

Topic:  12% of 32  Percents is = 12 Supports: 32 100  Notes  Then, multiply the numbers that are diagonal from one another.  Multiplication Chart o 12 X 32 = 384  Video to Activate Prior Knowledge  Lastly, divide by the number that hasn’t been used yet. o 384/100 = 3.84 General Accommodations: Example 2:  Read aloud all text  Use a calculator  12 is 20% of what number?  Reduce the number of problems to complete if they are the same type 12 = 20  Use a highlighter to show parts of each problem that are the same (see examples). of 100  Then, multiply the numbers that are diagonal from one another. Notes: o 12 X 100 = 1200  All problems can be solved used using the same system of cross  Lastly, divide by the number that hasn’t been used yet. multiplication. o 1200/20 = 60  Set up the problem with each number in the following positions: Example 3:

 2 is what percent of 42?

2 = % 42 100  2 X 100 = 200  200/42 = 4.76

Review Topic: Measurement Conversions (6.RP.3c)

Around the world, different units are used to measure things. Here in the United States, we use customary measurement, like inches, gallons and pounds. In other countries, though, they use metric measurements, like meters, liters and kilograms. One way that we can convert between customary and metric measurements is by using a double number line. Worked Example: How many tablespoons are in 2 cups? We can tell from our double number line that 16 tablespoons make up 1 cup.

Step 1: Mark where 2 cups would be on our 32 number line. We can use the information already there to help us! Since there are 16 tablespoons in 2 1 cup, we can count 16 more places to the right, and have our 2nd cup!

Step 2: Count on the tablespoon number line until we are even with the 2 on the cups number line.

2 cups = 32 tablespoons

Using Ratios to Convert Measurements

Reminder: We can convert measures between customary and metric systems.

Example Problem: How any kilometers are in 9 miles?

Step 1: Look at the conversion table and find kilometers to miles: 1 mi = 1.61 km Step 2: Set up our first ratio based off of what 1.61 푘푚 we know from the table. 1 푚푖 Step 3: Create a second ratio based off of what we want to find out, making sure to align our 1.61 푘푚 ? 푘푚 lables. = 1 푚푖 9 푚푖

Step 4: Scale Up or Down to determine our answer. •9 ퟏퟒ. ퟏퟗ 풌풎

ퟗ 풎풊풍풆풔 • 9

1. How many cm are in 32 ft.? 2. How many miles are in 5 km?

3. How many pounds are in 27 kg? 4. How many gallons are in 9 liters?

5. How many pints are in 16 liters? 6. How many meters are in 12 inches?

7. How many inches are in 63 meters? 8. How many ounces are in 5 gallons?

9. How many liters are in 7 quarts? 10. How many quarts are in 8 liters?

Stretch Your Thinking!

At Home: Take a ruler and measure something using inches. What would that measurement be in centimeters? Meters?

Review Topic: Comparing Rates (6.RP.3b)

Worked Example: Create ratios for each player listed (keep labels in the same place for both players ). Then, set up a second set of ratios with the same labels. Since the question asks who scored the most per game, we know that we want 1 game in our second ratio. Then, scale up or down to determine the missing value.

ퟔ 풑풐풊풏풕풔 Terrell averaged 6 ퟏ 품풂풎풆 points per game, while ퟕ. ퟓ 풑풐풊풏풕풔 Marvin averaged 7.5

ퟏ 품풂풎풆 points per game.

Stretch Your Thinking!

Supports for Diverse Learners 6th Grade Math Week 4 Standard: 6.RP.3c Example 1:  For 7 yards to feet, first set up a proportion. Topic:

 Measurement Conversions 7 yards = 1 yard ? feet 3 feet Supports:  Then, multiply the numbers that are diagonal from one another.  Definitions o 7 X 3 = 21  Notes  Lastly, divide by the number that hasn’t been used yet. o 21/1 = 21 …so there are 21 feet in 7 yards. General Accommodations: Use the conversions in the table below to help solve the problems on page  Read aloud all text 1, using the method of cross multiplication.  Use a calculator  Reduce the number of problems to complete if they are the same 1 yard = 3 feet 1 gallon = 16 cups 1 gallon = 4 quarts type  Highlight key words (units) in the word problems All of pages 2 and 3 use the same strategy, so keep following it! 

Example 2: Definitions:  How many cm are in 32 ft.? First locate cm and ft in the given table. 1 ft = 30.48 cm Length Mass Capacity  Write those numbers as a fraction (or in boxes like below). in = inch oz = ounce pt = pint ft = foot/feet g = gallon qt = quart 1 ft

yd = yard lb = pound gal = gallon 30.48 cm mi = mile kg = kilogram L = liter km = kilometer  Then put the number from the question into the box across from

cm = centimeter the number with the same label. m = meter 1 ft 32 ft

Notes: 30.48 cm  Cross multiply, then divide.  All conversion problems can be solved used using the same system o 30.48 X 32 = 975.36 of cross multiplication. o 975.36 / 1 = 975.36 cm  Be sure to set up the problem so that similar units are across from

one another. Supports for Diverse Learners 6th Grade Math Week 4 Standard: 6.RP.3b . Kordell 14 /21 0.66 Topic: problems  Comparing Rates 21 /21 1 minute . Gabriel Supports: 6 /10 0.6 or 0.60  Notes (for pages 4-5) problems 10 /10 1 minute General Accommodations:  Therefore, Kordell can complete math problems more quickly  Read aloud all text because 0.66 is more than 0.60.  Use a calculator  Reduce the number of problems to complete if they are the same Stretch Your Thinking: type  Use the same method as Example 1 to determine which is the best  Highlight different rates with different colors buy per pound (fill out the table below). . A

$4.49 / Example 1:  Kordell is able to complete 14 math problems in 21 minutes. Gabriel 5 / 1 lb is able to complete 6 math problems in 10 minutes. Determine how . B many problems each student can complete per minute. Who can $0.64 / complete problems more quickly? o Set up a ratio for each person (they can look like boxes for 1 / 1 lb organization of handwriting). . Kordell . C 14 $1.35 / 21 2.3 / 1 lb . Gabriel . D 6 $0.98 / 10 o Divide and divide the numerator (top) and denominator 1.75 / 1 lb (bottom) by the denominator. . E (skip)

MATH PLUS

Week 3 and Week 4 Review Topic: Working With Percent’s (6.RP.3)

Hint: For each word problem, ask yourself, “Are the giving me the percent, the part, or the whole?” Use that thinking to help you set up your equation. % • whole = part

Stretch Your Thinking

Review Topic: Measurement Conversions (6.Rp.3c)

Reminder: We can convert measures between customary and metric systems.

Example Problem: How any kilometers are in 9 miles?

Step 4: Scale Up or Down to determine our answer. •9 ퟏퟒ. ퟏퟗ 풌풎

ퟗ 풎풊풍풆풔 • 9

1. How many cm are in 32 ft.? 2. How many miles are in 5 km?

3. How many pounds are in 27 kg? 4. How many gallons are in 9 liters?

5. How many pints are in 16 liters? 6. How many meters are in 12 inches?

7. How many inches are in 63 meters? 8. How many ounces are in 5 gallons?

9. How many liters are in 7 quarts? 10. How many quarts are in 8 liters?

Stretch Your Thinking!

Review Topic: Comparing Rates (6.RP.3b)

ퟔ 풑풐풊풏풕풔 Terrell averaged 6 ퟏ 품풂풎풆 Type equation here. points per game, while ퟕ. ퟓ 풑풐풊풏풕풔 Marvin averaged 7.5

ퟏ 품풂풎풆 points per game.

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

Combine like terms to simplify the algebraic expression.

A. B. C.

D. E. F.

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

Review Topic: Equations and Inequalities (6.EE.4-7, 6.NS.7a-b)

Solving Equations

Solve each equation for the missing value.

Stretch Your Thinking

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.

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 •

Step 1: Plot an open circle at 2 on the number line.

Step 2: Read the inequality – “x is less than 2.” This means that any value that is less than 2 will make the

inequality true.

Step 3: Draw an arrow pointing to all values less than 2 on the number line.

Solving Inequalities…

In this section, you will practice solving an inequality. To solve an inequality means to determine the values of the variable that make the inequality true. The objective when solving an inequality is similar to the objective when solving an equation. You want to isolate the variable on one side of the inequality symbol using inverse operations. Remember, when you multiply or divide by a negative value, the inequality must reverse, as you see in Jenna’s example.

Stretch Your Thinking