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Climbing Mount Everest by Catherine Bevard

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Climbing Mount Everest by Catherine Bevard TABLTABLEE OFOF CCOONNTETENNtsts About Finish Line English Language Arts – – – – – – – – – – – – – – – – – – – 5 UNIT 1: Key Ideas and Details in Literary Text 7 Lesson 1 RL.4.2 Determining the Theme of a Story or Play – – – – – – – – – 8 Lesson 2 RL.4.2 Determining the Theme of a Poem – – – – – – – – – – – – 16 Lesson 3 RL.4.3 Describing Characters in a Play – – – – – – – – – – – 23– – – Lesson 4 RL.4.3 Describing Settings and Events in a Story – – – – – – – 33– Lesson 5 RL.4.1 Drawing Inferences from Literary Texts – – – – – – – – – –40 Lesson 6 RL.4.2 Summarizing Literary Texts – – – – – – – – – – – – – 48– – UNIT 1 REVieW – – – – – – – – – – – – – – – – – – 56– – – UNIT 2: Key Ideas and Details in Informational Text 62 Lesson 7 RI.4.2 Determining Main Ideas and Details – – – – – – – – – – – – 63 Lesson 8 RI.4.3 Explaining Events and Concepts in Historical Texts – – – – 70 Lesson 9 RI.4.3 Explaining Events and Concepts in Scientific Texts – – – – 77 Lesson 10 RI.4.3 Explaining Events and Concepts in Technical Texts – – – – 87 Lesson 11 RI.4.1 Drawing Inferences in Informational Texts – – – – – – – – 95 Lesson 12 RI.4.2 Summarizing Informational Texts – – – – – – – – – – – – 103 UNIT 2 REVieW – – – – – – – – – – – – – – – – – – 111– – – UNIT 3: Craft and Structure in Literary Text 117 Lesson 13 RL.4.4 Determining the Meaning of Words and Phrases in Literary Texts – – – – – – – – – – – – – –118 – – Lesson 14 RL.4.5 Explaining Structural Elements of Poems – – – – – – – – – 127 Lesson 15 RL.4.5 Explaining Structural Elements of Plays – – – – – – – – –133 Lesson 16 RL.4.5 Comparing and Contrasting Poems, Plays, and Prose – – – 143 Lesson 17 RL.4.6 Comparing and Contrasting Points of View in Literary Texts – – – – – – – – – – – – – – – – – – – – – –150 UNIT 3 REVieW – – – – – – – – – – – – – – – – – – –162 – – FL ELA Nat G4 3rd Ed_FM.indd 3 2/18/15 8:46 AM UNIT 4: Craft and Structure in Informational Text 168 Lesson 18 RI.4.4 Determining the Meaning of Academic Vocabulary – – – – 169 Lesson 19 RI.4.5 Describing Text Structures: Cause and Effect, Comparing and Contrasting – – – – – – – – – – – – – – – 176 Lesson 20 RI.4.5 Describing Text Structures: Chronology, Problem and Solution – – – – – – – – – – – – – – – – – – 184 Lesson 21 RI.4.6 Comparing and Contrasting Points of View in Informational Texts – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 194 UNIT 4 REVieW – – – – – – – – – – – – – – – – – – 205 – – UNIT 5: Integration of Knowledge and Ideas in Literary Text 211 Lesson 22 RL.4.7 Connecting Text and Visual Presentations of Literary Texts – – – – – – – – – – – – – – – – – – – – – 212 Lesson 23 RL.4.9 Comparing and Contrasting Themes and Topics in Literary Texts – – – – – – – – – – – – – – – – – – – – 222 Lesson 24 RL.4.9 Comparing and Contrasting Patterns of Events in Literary Texts – – – – – – – – – – – – – – – – – – – – 232 UNIT 5 REVieW – – – – – – – – – – – – – – – – – – 243 – – UNIT 6: Integration of Knowledge and Ideas in Informational Text 251 Lesson 25 RI.4.7 Interpreting Visual Elements of a Text – – – – – – – – – 252 Lesson 26 RI.4.8 Explaining an Author’s Purpose – – – – – – – – – – – – 263 Lesson 27 RI.4.9 Integrating Information from Two Texts – – – – – – – – 272 UNIT 6 REVieW – – – – – – – – – – – – – – – – – – 284 – – UNIT 7: Writing on Demand 289 Lesson 28 W.4.2, 4–6, 9 The Writing Process – – – – – – – – – – – – – – – – – – 290 Lesson 29 W.4.1, 4–6, 9 Argumentative Writing – – – – – – – – – – – – – – – – 300 Lesson 30 W.4.2, 4–6, 8, 9 Informational Writing – – – – – – – – – – – – – – – 303– – Lesson 31 W.4.3–6, 9 Narrative Writing – – – – – – – – – – – – – – – – – – – 306 Lesson 32 L.4.1–3 Rules of English – – – – – – – – – – – – – – – – – – – 309 – Lesson 33 L.4.4, 5 Vocabulary – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 316 UNIT 7 REVieW – – – – – – – – – – – – – – – – – – 323 – – Glossary – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 324 FL ELA Nat G4 3rd Ed_FM.indd 4 2/18/15 8:46 AM CCSS RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. LESSON 25 Interpreting Visual Elements of a Text T R A P 1 Introduction THEME: Finding the Facts Authors often include visuals in informational text to help you better understand a subject. Visuals include photographs, drawings, graphs, charts, diagrams, or time lines. You should always look closely at these visuals and think about how they support the text. Many times, they include additional information that an author could not express with words. Read the note. Look at the map and pictures. Then complete the Venn diagram on the next page. Dear Juan, Here are the directions to the restaurant. I drew a map and included a picture of the restaurant to help you find it. You and Dad can meet us there at 7:00 p.m. Have Dad make a right out of the driveway and make the second right onto Hickory Lane. Stay on Hickory for 3 miles. Turn left onto Ridge Avenue. The restaurant is called “Mickey’s,” and it is on Ridge Avenue. See you both tonight! Love, Mom Maple Road Hickory Lane Mickey’s Ridge Avenue Laundromat 252 UNIT 6 Integration of Knowledge and Ideas in Informational Text © The Continental Press, Inc. DUPLICATING THIS MATERIAL IS ILLEGAL. FL ELA Nat G4 3rd Ed_U6.indd 252 2/18/15 8:48 AM T R A P 1 Introduction Lesson 25 Read the note again and look at the map. Think about what information you learn from just the text and just the map with pictures. The Venn diagram shows what you can learn from only reading the text, only looking at the map, and what you can learn from both. Fill in more information on the Venn diagram. • Meet at Mickey’s • Make a right out • Mickey’s restaurant restaurant at of driveway. is next to the Toy Store. 7:00 p.m. • Second right onto • See you both Hickory Lane. • Mickey’s restaurant is across from the tonight. • Turn left onto Laundromat. • Stay on Hickory Ridge Avenue. • Lane for 3 miles. • Text Both Map When a text shows a visual like a map, photograph, chart, or drawing along with text, remember to look at the visuals carefully. The visuals give you extra information that the words alone do not. UNIT 6 Integration of Knowledge and Ideas in Informational Text 253 © The Continental Press, Inc. DUPLICATING THIS MATERIAL IS ILLEGAL. FL ELA Nat G4 3rd Ed_U6.indd 253 2/18/15 8:48 AM T R A P 2 Focused Instruction Lesson 25 Read the first part of the passage. Then answer the questions. Climbing Mount Everest by Catherine Bevard 1 The highest point in the world is Mount Everest. Its peak is 29,035 feet high. In the 1990s, people started using tools to track changes on it. The tools have shown that the mountain moves a little bit to the northeast every year. It also rises a fraction of an inch each year. So, the world’s highest point keeps getting even higher. 2 It took a long time for anyone to climb to the Jordan Romero and Ang Pasang, summit, or top, of Mount Everest. In 1953, two men, a Sherpa guide, reach the summit of Mount Everest made it to the top. In 1980, the first person climbed to the summit alone. In 2001, a blind man made it to the mountain’s peak. In 2010, the world was shocked when Jordan Romero, age 13, made it to the top. He is the youngest person to climb the mountain. 1953 First people reach summit (Edmund Hilary and Tenzing Norgay) 1975 First woman reaches summit (Junko Tabei) 1978 First people reach summit without extra oxygen (Reinhold Messner and Peter Habeler) 1980 First person reaches summit alone (Reinhold Messner) 2001 First blind person reaches summit (Erik Weihenmayer) 2010 Youngest person (age 13) reaches summit (Jordan Romero) 2013 Oldest person (age 83) reaches summit (Yuichiro Miura) Think About It What information do the visuals give that the text does not? The photo shows that the climbers wear ________________________ and use extra ________________________. The time line tells that Junko Tabei was the first ________________________ to reach the top. The oldest person reached the summit in ________________. 254 UNIT 6 Integration of Knowledge and Ideas in Informational Text © The Continental Press, Inc. DUPLICATING THIS MATERIAL IS ILLEGAL. FL ELA Nat G4 3rd Ed_U6.indd 254 2/18/15 8:48 AM T R A P 2 Focused Instruction Lesson 25 Continue reading the passage. Then answer the question. A CLOSER LOOK 3 There is a reason that few people reach the top of the Look at the map. mountain. It is a challenge in many ways. First, the weather on Underline the words the mountain is so harsh that it cannot support human life. The and phrases in the weather is not the only issue. The mountain is so high that a final paragraph that climber’s pulse and heart rate go up as his body works harder to talk about the get enough oxygen. Many climbers bring extra oxygen with them routes up the for the climb. Some try to finish the climb without it. mountain. 4 There are a few routes to the top that people can take when they climb the mountain. The south route is the most common. The north path is used less, but people still climb it sometimes. People do not climb the East Face, the mountain’s biggest side, very much. Whatever path these climbers take, trying to reach the top of Mount Everest is dangerous. Yet, many still make it one of their life goals to reach the mountain’s summit. Which route is most likely not shown on the map of Mount Everest? Which route would most likely be A the south route marked on the B the north path map—a route that is often climbed or C the East Face less often climbed? D base camp DIScuSS IT Talk to a classmate about how the visuals helped you learn more about Mount Everest. What information did they provide that the text alone did not? UNIT 6 Integration of Knowledge and Ideas in Informational Text 255 © The Continental Press, Inc.
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