Miami-Dade County Public Schools Extended Learning Module s2

MIAMI-DADE COUNTY PUBLIC SCHOOLS EXTENDED LEARNING MODULE

SUBJECT: Language Arts/Reading GRADE: 10th MANUAL: Teacher Manual/Answer Key

TUTORING SESSION 10

Benchmark Focus Lessons: LA.910.1.6.7 Words/Phrases LA.910.6.2.2 Informational Text

Mini-Lesson Passage: “Diary of Mrs. Amelia Stewart Knight”

Instructional Passage: “Women Who Shaped the Constitution” Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, Chair Dr. Martin Karp, Vice Chair Dr. Dorothy Bendross-Mindingall Ms. Susie V. Castillo Mr. Carlos L. Curbelo Dr. Lawrence S. Feldman Dr. Wilbert "Tee" Holloway Dr. Marta Pérez Ms. Raquel A. Regalado

Ms. Krisna Maddy, Student Advisor

M r . A l b e r t o M . C a r v a l h o Superintendent of Schools

Milagros R. Fornell Chief Of Staff

Marie L. Izquierdo Chief Academic Officer Office of Academics and Transformation

Dr. Maria De Armas Assistant Superintendent Academics, Accountability and School Improvement Office of Academics and Transformation

Karen Spigler Administrative Director Department of Language Arts/Reading

Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 Session 10

LA.910.1.6.7 - The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words. LA.910.1.6.10 - The student will determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools. LA.910.1.6.5 - The student will relate new vocabulary to familiar words.

Target Lesson 1: Words in context – Use of definitions, restatement and examples

Ask students what they do when they come across an unfamiliar word when they are reading. Record students’ responses on the board.

Discuss with students the use of definitions, restatements, and examples to understand vocabulary by providing the following examples.

EXAMPLES of definitions using sentence syntax 1. The prairie schooner (covered wagon) was developed around 1820. What is a prairie schooner? ANSWER KEY: 1. Point out that the words in parentheses in the first sentence give the definition of prairie schooner. 2. They saw many prairies dogs, or ground squirrels, on their trip west. What is a prairie dog? ANSWER KEY: 2. In the second sentence, the definition for prairie dogs in inserted with commas. EXAMPLES of restating 3. I was furious, no I was angry and made, when I saw my grade on the science test. What is the meaning of furious? ANSWER KEY: 3. Underline the word furious, and ask students to identify what words the author used to restate what he meant by the word furious. (angry and made) EXAMPLES of examples to determine word meaning 4. The surgeon was extremely worried when the patient suffered a massive hemorrhage of the brain. Large quantities of blood had escaped inside the skull from a ruptured blood vessel. This accumulated blood placed pressure on the brain and was seriously impacting the patient’s chance of survival. ANSWER KEY: 4. Point out that the author described the word hemorrhage by giving examples of its meaning. (“..large quantities of blood….inside the skull…from ruptured blood vessel. …accumulated blood…reducing patient’s chance of survival.”) Source: Exploring Nonfiction-Social Studies- Secondary. (2003). Teacher Created materials & TIME Learning Ventures.

Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 Student Practice Directions: Read the focus lesson “The Diary of Mrs. Amelia Stewart Knight” and look for instances where the author used definitions, restatement, and examples to help readers understand vocabulary in text.

Use a marker to highlight the words or phrases. Share with the class text that was highlighted, tell what strategy was used, and describe how the strategy helped unlock the meaning of unfamiliar words.

ANSWER KEY. Answer will vary, but may include the following. EXAMPLES of definitions using sentence syntax 1. dreary – causing sadness or gloom; cheerless The author inserts commas to define dreary as “wet and muddy” and “cold and wet and uncomfortable”. EXAMPLES of restating 1. woebegone – showing or indicating suffering; troubled or forlorn appearance; gloomy; wretched. The author describes her party as “a poor looking set.”

2. capsized – to turn bottom up; overturn violently and unexpectedly The author describes a storm “..blew a hurricane almost. All the tens were blown down…”

3. stench – an offensive smell or odor; stink The author describes the “smell of carrion” suggesting a foul odor.

EXAMPLES of examples to determine word meaning 1. desolate - solitary; lonely; having the feeling of being abandoned by friends or by hope Point out that the author described the word desolate by giving examples of its meaning. (“Not a drop of water, nor a spear of grass to be seen, nothing but barren hills, bare broken rock, sand, and dust.”)

2. carrion – dead and putrefying flesh; rotten flesh The author mentions “dead cattle” in the following lines. This phrase defines the word carrion. Source: Exploring Nonfiction-Social Studies- Secondary. (2003). Teacher Created materials & TIME Learning Ventures.

LA.910.1.7.2 - The student will analyze the author’s purpose and/or perspective in a variety of text and understand how they effect meaning. LA.910.6.1.1-The student will explain how text features (e.g., charts, maps, diagrams, subheadings, captions, illustrations, graphs) aid the reader’s understanding. LA.910.6.2.2 - The student will organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly use standardized citations.

Target Lesson 2: Validity and Reliability of Information

Discuss with students that an important skill in reading is the ability to evaluate information. Is the information in the passage valid and reliable? Validity and reliability refer to whether the assertions and conclusion in the passage are sound and trustworthy.

Define: valid – a point of view or interpretation that is legally sound and authoritative; can be substantiated; trustworthy; based on fact and the statements and conclusions are supported and well-founded reliable – a point of view or interpretation that may be relied on as dependable, accurate, and honest; sound; believable

Read the articles below and consider the reliability and validity of the author. Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 Student Practice – Teacher modeling Directions: Look for information by reading the introduction, footnotes, captions, etc. Remember to consider the author’s qualifications and the manner in which the author has gone about obtaining the information presented in the passage. Also, consider where the reading passage first appeared---a book, a well-respected periodical, or a well-known newspaper.

Passage 1 My Rain Forest Journal by Martina Huerto

Martina Huerto is a botanist and zoologist and an Assistant Professor of Environmental Studies at Stanford University. Her research focuses on how changes in the availability of land in the rain forest affect animal physiology and survival. She has discovered significant links between changes in the availability of virgin forests for food scavenging and a decline in animal reproduction and fertility. Dr. Huerto has written widely on the subject. Her many published studies include “The Spears of Survival – A History of the Brazilian Rain Forest.”

July 12 Unbelievable! Since my team last visited the rain forest, a huge area has been cut down for lumber! The Aswar Consortium is responsible for this latest destruction. Lead by Philippe Tukupi, local farmers continue to harvest native rubber trees. We estimate that more than 5 million acres of the Amazon rain forest are destroyed every year. Ranchers burn huge sections of land so they can raise cattle in the cleared areas. Pollution from burning tress is destroying the homes of many native animals and plants. I and my team of field assistants, managers and students have spent more than 50,000 hours over the past decade studying the Amazon rain forest in Brazil.

July 14 This morning, I woke to the sound of screeching toucans, chattering monkeys and chirping parrots. The thick canopy blots out the sky. Without much light, few shrubs and plants grow on the forest floor. The local Jivaro Indians report that they have spotted evidence of jaguars on the reserve. In 1998, shortly after I first reported on my research for National Geographic, the jaguar population was on the decline in this area. This is a hopeful sign of renewal!

Passage 2 The Disappearing Rain Forest AP International

The destruction of the Amazon rain forest continues. Since the 1970s, about 15 percent of the rain forest has been destroyed. Ranchers and farmers burn huge amounts of it to clear the land to grow crops and raise cattle. Loggers have cut down forest land to sell its wood. Miners looking for gold and other minerals have also cut down large areas of forest.

Scientists say the rain forest could be all but gone in 40 years. That would be a tragedy because so many unusual plants and animal species live in the rain forests. Plants in the rain forest have been used as medicines to treat malaria, cancer and other diseases. If the rain forest is destroyed, we might lose life-saving drugs.

Source: Adapted from Exploring Nonfiction-Social Studies- Secondary. (2003). Teacher Created materials & TIME Learning Ventures.

Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 ANSWER KEY. Answer will vary, but may include the following. Passage 1 – The information in “My Rain Forest Journal” by Martina Huerto is both reliable and valid. Discuss the following points:

1. Is the author qualified to make statements about the rain forest? Martina Huerto is qualified because:  She has special background and education – doctoral degree and works as an assistant professor at a well-respected university.  She has experience in the field – she has studied the rain forest for “the past decade” and her team has logged over 50,000 hours in the Brazilian rain forest.  Dr. Huerto is published in well-known periodicals such as National Geographic.

2. Are the statements, conclusions and opinions supported with specific evidence? Dr. Huerto provides specific evidence that can be checked for accuracy such as:  Personal observation – “… Since my team last visited …huge area cut down!”  She identifies the group/persons responsible – Aswar Consortium and Philippe Tukupi

3. Is the information in the selection logical and internally consistent? This is an excerpt from a primary source journal for demonstration only, however, the information is believable .  There are no contradictions within the journal excerpt that the rain forests are being destroyed.  Dr. Huerto states “local Jivaro Indians” are providing reports about jaguars.  She compares this to her 1998 research for National Geographic.

4. Does the author have any special motive for making these statements? Dr. Huerto does not appear to have some motive for persuading readers to save the rain forest.  Dr. Huerto’s observation “This is a hopeful sign of renewal!” is subjective, but is substantiated by factual observation.

Passage 2 - The information in “The Disappearing Rain Forest” is neither reliable nor valid. Discuss the following points:

1. Is the author qualified to make statements about the rain forest?  The author is not identified.  AP International suggests a compilation of information from various unidentified sources.

2. Are the statements, conclusions and opinions supported with specific evidence  While factual statements are made (“Since the 1970s, about 15 percent of the rain forest has been destroyed…” and “Scientists say…”) it is impossible to verify the reliability and validity of the statements without specific names and sources of statistical information.

3. Is the information in the selection logical and internally consistent?  Yes. There are no contradictions within the selection that the rain forests are disappearing.

4. Does the author have any special motive for making these statements?  The author is unidentified, therefore it is impossible to judge if the information is suspect.

Source: Adapted from Exploring Nonfiction-Social Studies- Secondary. (2003). Teacher Created materials & TIME Learning Ventures.

Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 Student Practice Directions: Reading the passage “The Diary of Mrs. Amelia Stewart Knight.” Remember to consider the author’s qualifications and the manner in which the author has gone about obtaining the information presented in the passage. Also, consider where the reading passage first appeared---a book, a well-respected periodical, or a well-known newspaper.

1. Is the author qualified to make statements about an 1853 trip to Oregon?

2. Are the statements, conclusions and opinions supported with specific evidence

3. Is the information in the selection logical and internally consistent?

4. Does the author have any special motive for making these statements?

Is “The Diary of Mrs. Amelia Stewart Knight” a reliable and valid account of life on an 1853 transcontinental wagon train expedition?

ANSWER KEY. Answer will vary, but may include the following. 1. Is the author qualified to make statements about an1853 trip to Oregon?  The author is both reliable and valid because she provides primary source information about her arduous trip.  Amelia Steward Knight’s diary provides first-hand information about life on a covered wagon train.

2. Are the statements, conclusions and opinions supported with specific evidence  Mrs. Knight describes specific events, the dates, times and places.  For example, “Saturday, April 9th, 1853 – 11 o’clock – traveled 8 miles – night cold and frosty”  Another example, “Monday, August 8th –a drive of 22 miles – cans filled to drink – left Lucy behind – another train drove up behind us, with Lucy”.  3. Is the information in the selection logical and internally consistent?  Yes. There are no contradictions within the selection that Amelia Knight’s trip to Oregon in a covered wagon t with her husband and seven children was hard.

4. Does the author have any special motive for making these statements?  The author is a primary source of information about traveling on a wagon train. Her judgment and observations of life on a wagon train therefore, are NOT suspect and are dependable, believable, and well-documented.

Is “The Diary of Mrs. Amelia Stewart Knight” a reliable and valid account of life on an 1853 transcontinental wagon train expedition?

Amelia Stewart Knight’s diary is both a reliable and valid depiction of life on an 1853 transcontinental wagon train expedition. Mrs. Knight is a primary source of information. In her handwritten diary she describes a journey from her home through the Black Hills in the spring and summer of 1853. Her personal anecdotes and vivid descriptions lend accurate and substantiated examples of how hard the long trip could be.

Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 FCAT INSTRUCTIONAL PASSAGE:

HIGH SCHOOL QUESTION TASK CARDS - Model the use of the FCAT Question Task Cards for students. Then have them write a question and answer using one of the stems below for the FCAT passage which follows. Ask them to support their answers with details and information from the text.

HIGH SCHOOL QUESTION TASK CARDS Design questions that require students to determine the validity and accuracy of information in a passage. Support answers with details and information from the text. VALIDITY & RELIABILITY OF INFORMATION (L.A.910.6.2.2) • Which sentence from the article best illustrates the______? • Which statement best indicates that______? • What qualifies ______as an expert to provide information about______? • According to the information in the article, what is the most valid argument for ______? • Which statement best supports the idea that______? • What is the greatest benefit of ______? • What evidence supports ______? • What is the best evidence that ______? • According to the evidence in the article, ______? • What does the author use to support the points he/she makes about______? • The author appears qualified to claim that______because he______? • What arguments does the author use to ______? HIGH SCHOOL QUESTION TASK CARDS Design questions that require students to analyze and evaluate information. Support answers with details and information from the text. ANALYZE & EVALUATE INFORMATION (LA.910.6.2.2)  Based on all information given, how does each part add to the idea that _____?  How do _____ and _____ suggest the central idea that _____?  According to the information given (including the chart, graph, etc.) about _____, which pair of _____ would _____?  People who read this article will learn to/that ______?  How does the concept in _____article relate to the concept in _____ article? Use details from and to support your answer.  What factors should _____consider when making decisions about____?  Read this sentence from the passage/article “______” Explain how the author’s own experiences support this idea.

Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 HIGH SCHOOL QUESTION TASK CARDS Design questions that require students to synthesize information within and across text. Support answers with details and information from the text. SYNTHESIZE INFORMATION (LA.910.6.2.2)

 Based on all information given, how does each part add to the idea that _____?  How do _____ and _____ suggest the central idea that _____?  According to the information given (including the chart, graph, photograph caption, etc…) about _____, explain ______?  People who read this article will learn to/that ______?  How does the concept in article relate to the concept in the article? Use details from and to support your answer.  What information supports the conclusion that______?  What leads the reader to believe that______? Read the article “Women Who Shaped the Constitution” before answering Numbers 1 through 8. Women Who Shaped the Constitution BY ROSALYNN CARTER

REVOLUTIONARIES When the Founding Fathers met in Philadelphia in 1787 to draft the Constitution, they did not have women’s rights on their minds. They did not grant women the right to vote or a voice in the government that was being formed. There was a simple reason for this neglect: both the Constitution and the Bill of Rights were based on an eighteenth-century concept of justice and equality that was an exclusively white, male system of law and order. The Founding Fathers were simply the patriarchal 1 products of their time. The prevailing thought of the day was that the American voter must be independent and uncoerced. Men without property could not be independent and uncoerced because they were vulnerable to their landlords. Married women were subject to their husbands’ wishes, so it followed that they could not be independent voters. Under this reasoning, one would think that unmarried propertied women would have the vote, but as John Adams said, “You have to draw the line somewhere!” Our Constitution was not perfect when it was signed; it is not perfect today. But our forefathers had the wisdom to make it possible for us to amend it. Thus, even without formal constitutional rights and lacking the right to vote throughout most of our history, the influence of women on the constitutional process, from the beginning, has been significant.

Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 Who are these invisible women who struggled to protect our rights—or to demand them? They need to be remembered so they can be institutionalized as contributors to our democratic heritage. Abigail Smith Adams is one of the few women of the eighteenth century who has remained in the public eye. There are several reasons for the continued interest in her life. Hundreds of the letters she wrote over her lifetime were preserved by her family. She also lived during an important era of American history and was related to famous men. Her husband, John Adams, was one of the founders of the nation and the second president of the United States. Her son, John Quincy Adams, was the sixth president, as well as a diplomat and member of Congress for more than two decades. Abigail was a woman of her times and believed that a woman’s role was domestic. But she was intelligent, self-educated, and articulate and could understand and comment upon political issues, as her letters show. And although she did not shape her husband’s policies, her correspondence with him, as illustrated in the following excerpt, informs us of the desire of some women of that period to be included in affairs of state. Abigail Adams to John Adams, as he sat at the Second Continental Congress, March 31, 1776. [I]n the new code of laws which I suppose it will be necessary for you to make, I desire you would remember the ladies and be more generous and favorable to them than your ancestors. Do not put such unlimited power into the hands of the husbands. Remember, all men would be tyrants if they could. If particular care and attention is not paid to the ladies, we are determined to foment a rebellion, and will not hold ourselves bound by any laws in which we have no voice, or representation.

One woman who influenced the thinking of the day when the Constitution was being written was Mercy Otis Warren. She was born into a politically prominent family in Massachusetts, and at a time when other females were learning flowery letter writing, she was sharing her brother’s Harvard College class work. She married a Massachusetts legislator who encouraged her involvement with public affairs, and she was known by most of the framers and founders of the Constitution, including George Washington, Benjamin Franklin, Samuel Adams, John Adams, and Thomas Jefferson. She corresponded with them about social and political issues, the ideals and ideas of the day. During the growing protest among the Colonies against British rule, Warren and her husband were part of a small circle of patriots, including Samuel Adams, John Adams, and John Hancock, who met in their homes to exchange ideas about forming a government for this new country, debating the structure, function, and processes of colonial, confederate, and constitutional governments. Although she never strayed far beyond Boston, Mercy Warren’s extensive correspondence, satirical plays, poetry, and anti-Federalist tracts were read and discussed in all the states and in Europe. Her writings reflected on the very essences of liberty and democracy as she argued for the complete protection of human rights. She influenced the language of the Constitution even though she was not allowed to be present at the convention that adopted it. Influenced by her reading of John Locke and other Enlightenment philosophers, Warren once wrote that “man is born free and possessed of certain unalienable rights”—a principle now etched in the Declaration of Independence.

Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 Now answer Numbers 1 through 8. Base your answers on the article “Women Who Shaped the Constitution.”

1. What is the main idea of this article?

F. Women have had political influence since the Revolutionary period. G. Women have accepted their political roles since the Revolutionary period. H. The Revolutionary period was a time when women achieved political equality. J. The Revolutionary period was a time when women increased their political power.

2. What is the author’s point of view in this article?

A. She favors women’s rights. B. She opposes political families. C. She favors a patriarchal system. D. She opposes women in government.

3. What is the main idea of the first paragraph?

F. The Constitution contained provisions for women’s right to vote. G. Women’s rights were not considered when the Constitution was drafted. H. The Founding Fathers came from similar economic and racial backgrounds. J. In 1787, women had no right to vote, but they did have a voice in government.

4. What is the meaning of the word uncoerced as used in this sentence from the second paragraph in the article?

The prevailing thought of the day was that the American voter must be independent and uncoerced.

A. unbiased B. unconcerned C. uneducated D. unforced

5. Which phrase best describes participation in democratic government in the eighteenth century?

F. available to some men G. available to citizens only H. available to some women J. available to property owners

Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 6. What is the meaning of the phrase “vulnerable to” as used in this sentence from the second paragraph of the article?

Men without property could not be independent and uncoerced because they were vulnerable to their landlords.

A. able to be injured by B. unable to escape from C. likely to be influenced by D. susceptible to attack from

7. What action was John Adams justifying when he said, “You have to draw the line somewhere”?

F. denying voting rights to women G. requiring property ownership for voting H. writing a new constitution for the country J. restricting constitutional privileges of men

8. Abigail Adams’ letters are important today because they

A. provide insight into early U.S. history. B. changed opinions of the Founding Fathers. C. influenced the language of the Constitution. D. established policy for John Adams’ administration

Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014 Anti-Discrimination Policy

Federal and State Laws

The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin.

Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin.

Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.

Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40.

The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment.

Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.

Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications.

The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.

The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions.

Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee.

Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status.

Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - Prohibits discrimination against employees or applicants because of genetic information.

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment. Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014

Rev. (01-11)

Office of Academics and Transformation - Department of Language Arts/Reading 2013-2014