Grade 5 Packet 5.Pdf

Introducing the Words

Read the following nonfiction narrative about a tourist attraction with an odd history. Notice how the highlighted words are used. These are the words you will be learning in this unit.

(Nonfiction Narrative)

he well diggers on William Newell's farm News of this singular discovery traveled fast. T in Cardiff, New York, got quite a shock Was this proof that giants had once walked one October morning in 1869. A few feet the earth? People from all over swarmed to down, their shovels uncovered a ten-foot long see the giant fossil. Newell's relative, George man. The body appeared to be petrified-that Hull, spotted a money-making opportunity and is, over a very long time, it had turned to stone. charged each visitor ten cents a peek. As the crowds increased, Hull raised the price to fifty

page »4 =, • xi cents, the equivalent of about six dollars today. Soon, a group of businessmen began to •3, {' pursue Hull, begging him to sell them "the "w' jg" Kr; Cardiff Giant." Hull finally agreed to a price \'[A

« The Cardiff Giant

{ Crowds formed to see the Giant.

140 f $37,000, and the stone creature was moved Why would George Hull do such a thing? Syracuse, New York. Now even more people At the time of the hoax, many people believed ined up to see it. that real-life giants had once walked the earth. Among the visitors were several Hull disagreed. Apparently, he just wanted aleontologists-scientists who study ancient to poke fun at this belief. When he saw how ±mains. Their negative opinions of the Cardiff much money he could make, however, he ±ant revealed they were not impressed. decided to let people think the Cardiff Giant convinced it was not real, they labeled it a was real. A practical joke had turned into a fraud. In support of these conclusions, they money-making swindle. inted out the rough chisel marks on the The story should have ended there, but it giant's body. They also noted that acids had didn't. At this time, P.T. Barnum reigned over been used to make the "fossil" look old. In the world of popular entertainment, and the - rt. William Newell and George Hull had great showman wanted the Cardiff Giant in his me explaining to do. traveling circus. The owners, however, refused When George Hull was questioned, he to rent it to Barnum, not even for $30,000 a iffered no cover story, no alibi. On the month. In response, Barnum came up with a ntrary, he was surprisingly frank. With more economical approach. He had an exact ehelp of a confederate, an Iowa man who replica made, put it in his show, and claimed as a sculptor, he had carved the statue and it was the original one. This fraud should dified its appearance with acid. The statue have led to a boycott or mutiny by Barnum's ll mas shipped east by rail and then discharged customers, but it didn't. Even more people ith other cargo at a station near Cardiff. From lined up to see the counterfeit giant. here. Hull carted it to the farm of William Like most sensations, the Cardiff Giant ewell. He then buried the "giant" on the farm gradually faded from memory. For decades, and waited a year before hiring workers to dig it lay undisturbed in a barn near Syracuse. in the same spot. Eventually, however, it was put on exhibit at the Farmers' Museum in Cooperstown, New York. Today, visitors there still line up and pay to see the giant hoax.

Admission ticket Remember "3Der%.in.it.i ons A noun (n.) is a word that names l a person, place, or thing. You were introduced to the words below in the passage A verb {v.) is a word or words that on pages 140-141. Study the pronunciation, spelling, express action or a state of being. part of speech, and definition of each word. Write the An adjective (adj.) is a word that word in the blank space in the sentence that follows. describes a noun or pronoun. Then read the synonyms and antonyms.

1. alibi (n.) a claim of having been elsewhere when a crime was committed; a (a' la bi) reason given to explain something Can anyone confirm your ? SYNONYMS: an excuse, explanation, story, defense

2. confederate (n.) a person, state, or country that joins with another for a common (kan fe' da rat) purpose; a partner in crime Great Britain was aofthe U.S.in World War II. SYNONYMS: an ally, accomplice ANTONYMS: a foe, enemy

1 I4HIE 1II III!IT {' { 4 i 3. discharge (v.) to let go; to unload cargo or passengers; to fire off; to (v., dis char]'; give off n., dis' charj) The cruise ship stopped in port to the tourists. (n.) a release or letting go; a firing off; a giving off; something given off The army gave the soldier an honorable SYNONYMS: (v.) to release, dismiss, shoot; (n.) a dismissal ANTONYMS: (v.) to detain, imprison; to hire, appoint; to load; to absorb

! }, economical (adj.) careful about spending money or using resources (e ka na' mi kal) An shopper always looks for a bargain. I SYNONYMS: thrifty, frugal, saving ANTONYMS: extravagant, wasteful

% t HM! i' 40 I 5. frank (adj.) honest in expressing thoughts and feelings (frank) Don't be offended if Iam with you. SYNONYMS: direct, blunt, straightforward, truthful ANTONYMS: secretive, insincere, dishonest

! Ii} ± f I 6. modify (v.) to change somewhat (ma' do fr) Youcan.a recipe to suit your taste.

I SYNONYMS: to adjust, alter, adapt, vary, revise

142 s Unit 14

00000JINA»JOJO»JJJ»III\Nee E vocabularyworkshop.com .a◄>); Lis'ien to iWords,,. a8 , Refer to the online glossary.

7. mutiny (n.) an open rebellion against authority (myii' tan e) The Boston Tea Party was an act of (v.) to rebel against those in charge The captain's cruelty led the crew to

SYNONYMS: (n.) a revolt, uprising, riot; (v.) to revolt, rise up ANTONYMS: (v.) to support, obey .>

{it{THEN!! } ± It !!HIES !{{HE}H}URATA}EII'THIE [ET A}HRH}I }HEME!EA! {p} HA 3 8. negative (adj.) saying "no"; not positive or helpful; less than zero (ne' go tiv) The reply to my question was (n.) a "no" expression; a photo image that reverses light and dark areas "I can't" is an example of a SYNONYMS: (adj.) bad, unfavorable ANTONYMS: (adj.) positive, helpful, good, favorable

y { ; + A 9. pursue (v.) to chase in order to catch; to strive to achieve; to carry out (par sii') During a hunt, the dogs q hare,

SYNONYMS: to follow, hunt, run after, aim for, work for ANTONYMS: to run away, take off, flee, bolt

10. reign (n.) the power or rule of a monarch; a monarch's period of rule (ran) England prospered under the of Queen Anne. (v.) to rule as a monarch; to be widespread

During the 1920s, prosperity y i SYNONYMS: (n.) the regime, control; (v.) to govern, command !

11. singular (adj.) referring to only one person or thing; out of the (sin)' gya lar) ordinary

The show was a SCCeSS.

SYNONYMS: exceptional, unusual ANTONYM: plural

12. swindle (v.) to cheat out of money or property (swin' dal) A dishonest shopkeeper tried tome. I I (n.) a scheme for cheating someone The fraud squad uncovered the SYNONYMS: (v.) to deceive, trick, gyp, con; (n.) a scam, fraud, hoax, racket

Unit 14 s 143 "-=-~ Practice unit words with voca b u I a or k s h o .com . . . . Match the Meaning ryw P ~ interactive games and activities.

For each item below. choose the word whose meaning is suggested by the clue given. Then write the word in the space provided.

1. To rebel against commanding officers is [O. a. discharge b. swindle c. modify d. mutiny

I 2. To exercise the powers of a king or queen is to a. reign b. pursue c. mutiny d. modify s, 3. A scheme for cheating people is a _ QOOooo%

a. negative b. discharge c. swindle d. confederate 0 0 :ol O 7 o 4. A claim of being elsewhere during a crime is a(n) _ &o o o0o#O O ¢y a. alibi b. mutiny c. discharge d. reign

5. When you change plans slightly, you them. a. modify b. discharge c. pursue d. swindle

6. A person who freely expresses his or her opinion is _ a. singular b. economical c. negative d. frank

7. When you fire a gun, you it. a. swindle b. discharge c. pursue ct. modify

8. A person who is careful about spending money is _ a. frank b. negative c. economical d. singular Actors pursue their 9. A person who makes comments and suggestions that are not helpful goal of becoming Broadway stars. I is belIg , a. economical b. negative c. frank d. singular 10.A willing accomplice to a robbery is a(n) of the thief. ~ ft a. confederate b. alibi c. discharge d. mutiny 11. The anniversary celebration was the event of the year. a. frank b. singular c. negative d. economical

12. When you keep trying to achieve a goal, you ------· it. a. modify b. discharge c. pursue d. swindle i

144 w Unit 14 [a, Synonyms

For each item below, choose the word that is most nearly the same in meaning as the word or phrase in boldface. Then write your choice on the line provided.

I. a blunt answer to your question a. frank b. negative c. singular d. economical

2. revise the schedule a. discharge b. pursue c. modify d. swindle

3.aim for a career in medicine a. modify b. discharge c. swindle d. pursue

, an ironclad excuse a. confederate b. reign c. alibi cl. mutiny

5.a regime of terror a. swindle b. discharge c. mutiny d. reign

6. cheated by a con artist { a.pursued b. swindled c. modified d. discharged "--~---~-~~~~~-~-~ ~ \ Antonyms I For each item below, choose the word that is most nearly opposite in I meaning to the word or phrase in boldface. Then write your choice on the line provided. I l. positive numbers a. negative b. singular c. economical d. frank

2. the wasteful use of natural resources a. frank b. economical c. singular d. negative

3. soldiers who obey a. discharge b. mutiny c. reign d. swindle

4. load a cannon a. modify b. pursue c. swindle d. discharge

S. plural nouns a. negative b. economical c. singular d. frank

6. enemies of the tribe a. reigns b. alibis c. mutinies d. confederates )

Unit 14 s 145 completing the Sentence

Choose the word from the box that best alibi confederate discharge completes each item below. Then write the economical frank modify word in the space provided. (You may have mutiny negative pursue to change the word's ending.) reign singular swindle

■ When I write an essay, I review what I have written to see how I can improve it. One way that I may the essay is to get rid of any repetitions. ■ Because I want to keep the reader's attention, I try to keep my sentences clear and brief. Therefore, I look for more ways to make my points. ■ For example, if I am writing about two people, I may want to use the plural pronoun they instead of pronouns such as he and she.

■ Captain William Bligh, an English admiral,over his ship, the Bounty, as if he were its king. Ill His harsh treatment and mean-spirited rules aroused feelings among crew members. Few viewed the captain in a favorable light. ■ In a secret but discussion, the sailors plotted to take over the ship. ■ A ship's officer named Fletcher Christian seized control of the Bounty on April 28, 1789. This daring has been the subject of several movies.

■ Soon after my uncle opened a checking account at a new bank, he was the victim of a bank machine ■ A woman posing as a banker and her advised my uncle to get $200 from the ATM to test his bank card. The crooks then ran off with the money. ■ Using the descriptions given by my uncle and a witness, the police ______the two thieves on foot, catching up to them a few blocks away. ■ They soon arrested the suspects without having to their weapons. ■ At their trial, the two thieves claimed that they were innocent. But the jury did not believe their . It took only fifteen minutes to find them guilty.

146 s Unit 14 ~W ord Associations

Circle the letter next to the word or expression that best completes r the sentence or answers the question. Pay special attention to the word in boldface.

1. A frank comment is 7. A negative person is likely to a. always complimentary. a. take great vacation pictures. b. never hurtful. b. be good at math. c. always appreciated. c. find fault with any plan. d. never dishonest. d. see the best in everyone.

2. An economical car probably 8. A reigning king probably has a. stalls frequently. a. boots and an umbrella. b. uses little gas. b. a scepter and a crown. c. pollutes the air. c. a computer and a modem. d. runs on air. d. a bow and an arrow.

3. Infantry soldiers who mutiny are 9. If I swindle my little brother, I likely to a. cheat him. a. get medals. h. read to him. b. be promoted. c. protect him. c. get new uniforms. d. draw a picture of him. d. be punished. 10. A factory is likely to discharge 4. To modify a drawing you might a. prisoners. a. erase a few lines. b. metal parts. b. crumple it up. c. rifles. c. show it to a friend. d. smoke. d. go to a museum. 11. I would expect my confederates to 5. Which of these is a good alibi? a. work together with me. a. "I didn't do it." b. make fun of me. b. "I was in school at that time." c. refuse to help me. c. "I saw them rob the store." d. plot against me. d. "I hope you catch the crook." 12. Which of these is a cat most likely to 6. Which of these is a singular noun? pursue? a. chicks a. a dream b. geese b. a mouse c. goose c. a dog d. ducks d. a career in television

Unit 14 a 747

Nonfiction

t:fort: tLwn un M." 13, 166~ During the a ship steamed through the of harbor of Charleston, South dark days war, [I Carolina. The ship was called the Planter. Robert Smalls The mood on the water was tense. For more than a year, the Civil War had been risked everything raging in the United States. The states oft the North were fighting the states of the South. to free his family Southern ships filled Charleston harbor, guarded by armed soldiers. Just outside the harbor, Northern ships waited with loaded from slavery cannons, ready to destroy any Southern ship that dared approach. SY LAUREN TARSHIS The Planter carried ammnunition (like ART BY DAVID PALUMBO cannon balls) for Souther ships. The harbor guards thought it was making a delivery. The guards recognized Captain C ] '(rs iaag Rte As you aaa, cos Relyea (rel-YAY). They saw pill ceaas war tan you why Rooent Smas his familiar gold-trimmed l +chose to take a dangerous risk. jacker. They saw his wile• brimmed straw hat, tilted e= 4 LOOK FOR WORD NERD'S Io wORSINO 'j low over his face. The

STORYORKS.SCHOLASTIC.COM MARCH/APRIL 2047 IS captain waved as he approached each of five in charge was Robert Smalls. Robert was a checkpo ints. Each time, he gave the prope r 23-year-old slave. Huddled in the hold of signal with the ship's whistle--three long, the ship were his wife, Hannah, and their sharp toots followed by one hiss. Each tune, children. the guards let the Planter pass. Robert was leading a daring mission. Then something changed. The Planter Within moments, he and his family would picked up speed and headed out to sea. The be free. Or they would be dead. guards at the last checkpoint watched in astonishment. What was Captain Relyea A Life of Slavery doing! Why was he heading toward the In many ways, Robert had been preparing Northern ships! They would surely blast the for this moment since he was a boy. His s " ? Planter to bits. other, Lydia Polite, was one of many slaves $ In fact, it was not Captain Relyea at the that belonged to Henry McKee of Beaufort, wheel of the Planter that morning. The man South Carolina. Lydia was a "house slave." She helped care for the McKee children. She and Robert hived in a shack hehnd the McKees' home. Compared with most slaves, Robert and his mother were lucky. The McKees were kind to them. But Lydia male sure that her son knew what it meant to be a slave. She told hi about the millions of slaves who worked or cotton and tobacco plantations throughout the South. Those slaves worked all day long with no rest. If they slowed down or asked

A BRUTAL LITE Above. Enslaved famites like this one lived in constant fear ct being spint up. Right: Children as young as 7 worked alongside adults } in the fields. They wi:uxecl alf -0ay Jong I in the hot sun for a drink of water, they were whipped. Lydia sometimes took Robert to watch slave auctions. "Look around," she 'd say, pointing to the men, women, and children lined up on a wooden stage to be sold. One day. Robert watched as a young boy was inspected by interested buyers. They checked the boy's teeth and feet like he was a horse. Nearby, the boy's mother stood and cried. Once he was sold, she would never see him again. "Thank goodness that's not you,' Robert's mother said, Robert knew that Mr.M cKee would never send hiun away from his mother. president in 1B60, But he also knew that as a slave, he he was known to would never have any say over his be against slavery. It slavery is not own life. According to LU.S. law, he wrong, nothing wasn't even a person. He was a piece of s wrong. he ptperty, like a cow or a chair. ta rously wrote. He told his mother that they should escape tu the Northern states, where slavery was banned. He'd heard about slaves who'd made the journey, hihng Ru s! in forests and caves, dodging slave catchers and bloodhounds. His mother explained that for every slave who managed to escape, hundreds more died or were caught and punished. Robert should be grateful, his earnings. The rest was Robert's to keep. she said. Their owners were kind. As long as In Charleston, slaves worked alongside theM cKees were alive, she and Robert would white people and free black people. Robert ± be well cared tor. "Promise me," she said to got a job on the Planter, a ship that carried F Robert, "you will never run away." cotton up and down the South Carolina 3 coast. He impressed the owner. Soon he t Haunted by Memories learned to pilot the ship, S·' o Robert tried to make the most of Robert fell in love with a vivacious I;,! ; his life. When he was 1Z, he was sent to woman named Hannah Jones. Hannah was ; Ourlt:st01\ to work It w:.i,, comnu:,n for a slave. She worked as a hotel mad. Slaves I I sld,d1ulJers lU bu-e our thctr .lave:.. The could not legally marry, bur Mr. McKee and 3 money Robert earned legally belonged to Hannah's owner let the couple live together. j McKee. Soon, Robert and Hannah had a daughter But Robert and his owner had a deal. and a son } Robert paid Mr. McKee $15 a month from The family was happy. But when Rober would split off from the rest of the country FIGHTING FOR FREEDOM rather than give up slavery. On April 12, To this day. the Civil War Southern soldiers attacked a military base in remains the Dido@est Charleston called Fort Sumter. With those conttict in U.S. history. There were thousands shots, the Civil War began. ot patties and dead!y The fighting was brutal. Charleston was tgnts. Nearly 180,000 African-American in the middle of it. Southern commanders soldiers (like the man took over the Planter and used it as an at nght) took part in the ammunition ship. Robert and some other fighting on the Norther side. eager to help put an black crew members were forced to fight end to slavery. against the L.S. government, against President Lincoln, and against those who looked at his children, he was haunted by the wanted to end slavery. j thought of the boy at the slave auction, who Tr Robert, this was intolerable. He 8 had been sold away from his mother. By Law, longed for freedom for h1m:,elf.md h,, fam1l;. ! their children hid not belong to Robert and So he broke his long-ago promise to his { Hannah. They belonged to Hannah's owner. mother. He decided to try to escape. F They could be taken away at any time. ~ A Bold Plan A Bloody War Robert made a plan. He would Meanwhile, slavery was tearing the commandeer the Planter and turn it over to country apart. Many people believed that the Norther ships outside the harbor. I President Abraham Lincoln planned to was not just stealing. Ir was treason. If he abolish slavery all over the LU.S. The was caught, he and his crew would be put to Southern states did not want that to happen. death. There were other dangers too. They By February of 1861, leaders of sever could be shot at by Souther ships during Southern states had announced that they the escape. Or they might be killed by the

18 sTORY WORKS Northern fleet before they had a crew: all slaves. chance to surre nder. Except they weren't slaves anymore But Robert had made up his Robert, his family, and the crew were free. mind. COn May 13, 1862, he and his crew put the plan in motion. The End of Slavery Captain Relyea had gone to shore Robert was a hero. The ship, filled with for the right. He had left Robert ammunition, was a prize for the North in charge of the ship. In the quiet Newspapers praised Robert, and he met predawn hours, Robert ordered President Lincoln. Northern commanders his crew to fire up the ship. They were impressed with Robert's skills. They moved stealthily through the hired him to lead secret missions. harbor, stopping first at a dock The Civil War raged for three more where Hannah and the children years. More than 750,000 soldiers died. But were hiding. If the plan worked, the LU.S, survived as a nation. And in I865, the whole family would be free. If it slavery was outlawed throughout the land. failed. Hannah had said, it would be After the war, Robert and his family went better that they die together back ro Beaufort. Robert did well in business. Robert wore Captain Relyea's hat and He was also elected to the U.S. Congress. jacket. He hoped to fool the guards at each Many white Southerners lost everything. checkpoint. It worked-u ntil the Planter The McKees could no longer afford their raced out to sea, grand house. Robert bought the house. At any second, the Southern ships When Mr. McKee died, Robert invited could attack the Planter. Just one Mrs. McKee-t hen an old woman• cannon ball would stnash it to bits. to live with him. He took care of his But soon the Planter was out of range. former owner until she ched. It was sate among the Norther In spite of his success, ships. The Northern Robert faced hardships. There commander was amazed was great prejudice against when he met the Planter's black people, especially treed slaves. Yet Robert retained a strong A RESPECTED LEADER voice tor his people, After the war, Robert Smalts "All they need," he was elected to ongress five times. He died in 1915. n the famously said, "is an same house where he had equal chance in the been torn a slave. battle of life." a WRITE TO WIN Use evidence from the text to explain why Hobert Smalls risked his life to commandeer the Planter. Send a short, well-written essay to "Freedom Contest" by May 1, 2017. Ten winners will each receive a copy of Unbound by Ann E. Burg. See page 2 for details.

STORYWORAS SCHOL Main Idea and Supporting Details SIORYWorkS "Freedom or Death" Core Skills Workout-LL March/April 2017 Name: _ [)ate: Finding the Main Ideas ' The main idea of a section or a whole article is an important idea that the author wants you to know about the topic. Looking at the details can help you figure out what the main idea is. What do the details mainly describe? You can also use the titles of sections as clues.

Directions: Complete the chart below. Use the prompts to help you.

Section Main idea How do you know?

Give two details from this section that describe what Robert Smalls did: In a daring escape from • First section, slavery, Robert Smalls took starting at the over a ship and sailed it past beginning of the Southern troops. article •

Write the main idea: The main idea is supported by the details below. Think about what they tell you about slavery: • Slaves on plantations worked from dawn until dusk without rest and were "brutally whipped" "A Life of for asking for a drink of water. Slavery" • Under U.S. law, a slave was not a person but a piece of property. • Slave families were broken up when children were ripped away from their parents and sold.

Give three details from this section that tell why Robert was happy yet worried: Although he was happy with • his job and family, Robert "Haunted by worried that his children Memories" • would be taken away and sold. •

Continued on next page >

@SCHOLASTIC © 2017 Scholastic Inc. Teachers may make copies of this page to distribute to their students. Main Idea and Supporting Details SIORYworks "Freedom or Death" Core Skills Workout-LL March/April 2017 Name: _ [)ate: ' _Finding the Main Ideas, .2

Section Main idea How do you know?

Write the main idea: The main idea is supported by the details below. Think about what they tell you about the Civil War: • Many people believed that President Abraham Lincoln wanted to abolish slavery in the U.S. "A Bloody War" • The Southern states split off from the rest of the country and went to war against the North so they could keep slavery.

Give three details that show what Robert did and why it was brave: Robert showed great bravery • as he and his family escaped "A Bold Plan" to freedom aboard the • Planter. •

X/rite the main idea: The main idea is supported by the details below. Think about what they tell you about Robert after he was free: • After the war, Robert became a respected businessman and politician. "The End of • Robert bought the house where he had been a Slavery" slave and invited Mrs. McKee to live there. • Robert faced many hardships because there was strong prejudice against African-Americans, especially freed slaves.

aSCHOLASTIC

© 2017 Scholastic Inc. Teachers may make copies of this page to distribute to their students. Summarizing SIORYWorks "Freedom or Death" Core Skills Workout-LL March/April 2017 Name: _ [)ate: { Writing a Summary> A summary is a short retelling of the most important parts of a story. It should include the information that someone would need to know to understand the story, without minor details or your own opinion.

Directions: Complete the summary below, using the prompts in the margins to help you.

Summary of Freedom or Death" .....---....4 ,>, ale-·""°' " i% D5eqi With a topic "Freedom or Death" is about _ Sentence tkat tells What tke 2.Describe ,, story i5 mainly What ° At that time, millions of enslaved black men, women, and children suffered from about and Robert's wWhen it tales pother told cruel treatment, including palace. him about tke liNes o£ otker Ax"""· 5.Wkat slaves. Although Robert and his mother were treated well compared with other slaves, he terrible ting did Robert was haunted by the memory of _ See at the slate auction? l, Wkat did In 1861, the Civil War started because {hg 5oyt'''4@, {ear Would happen? """+ 5. WkKat Robert was forced to _ did Robert have to do during The G. Wka+:'''''a war? ris did le could not tolerate this,so he Robert take? AA"''+ 7} Wkat Robert was an instant hero, and after his escape, he _ did Robert aciele in his life after kis escape? AaSCHOLASTIC

© 2017 Scholastic Inc. Teachers may make copies of this page to distribute to their students. Text Evidence STORYWorks "Freedom or Death" Core Skills Workout-LL March/April 2017 Name: _ [)ate: {_ Find the Evidence )

Directions: Read the questions below carefully. Some will ask you to select text evidence-or details in the story-to support a statement. Others will ask you to respond in your own words, supporting your ideas with text evidence. Completing this activity will help you prepare to respond to the writing prompt on page 19.

1. The author of "Freedom or Death" writes that because he is a slave, Robert "would never have any say over his own life." Circle the letter of the piece of text evidence that best explains why this was so: a. "He impressed the owner and was taught to pilot the ship." b. "According to U.S. law, he wasn't even a person. He was a piece of property, like the cows in the McKees' barn or Mr. McKee's favorite chair." c. "The Civil War turned life upside down in America ... " d. "He took care of his former owner until she died."

2. In your own words, explain what Robert saw at the slave auction, described in the section "A Life of Slavery." Use details from the text.

3. The section "Haunted by Memories" describes how slavery could tear slave families apart. Circle the letter of the piece of text evidence that best explains why this happened:

a. "So Robert tried to make the most of his life, pursuing whatever opportunities he could find." b. "Charleston was a bustling city where slaves worked alongside white people and free black people." c. "Robert also fell in love with a vivacious woman named Hannah Jones, a slave who worked as a hotel maid." d. "By law, their children did not belong to Robert and Hannah, but to Hannah's owner. They too could be taken away at any time."

4. Explain in your own words why Robert was more fortunate than some other slaves.

Continued on next page > @SCHOLASTIC

© 2017 Scholastic Inc. Teachers may make copies of this page to distribute to their students. Text Evidence SIORYWorkS "Freedom or Death" Core Skills Workout-LL March/April 2017 Name: _ [)ate: ( Find the Evidence, .2 )

5. Circle the letter of the piece of text evidence that best shows the courage of Robert Smalls. a. "Robert was leading a mission of extraordinary daring. Within moments, he and his family would be free-or they would be dead." b. "Robert and several other black crew members were forced to fight against the U.S. government, against President Lincoln, and against those who wanted to end slavery." c. "Robert worked constantly, eventually landing a job on the Planter ... " d. "He longed for freedom for himself and his family .•

6. Using evidence from the text, explain the dangers faced by Robert and his passengers and crew as they fled Charleston harbor in the stolen ship.

7. Which of the following shows Robert's concern about African-Americans after the Civil War? a. "To Robert, this was intolerable. He longed for freedom for himself and his family." b. "Even as a respected businessman, Robert faced many hardships." c. "'All they need,' he famously said, 'is an equal chance in the battle of life."' d. "He'd heard about slaves who'd made the terrifying journey, hiding in forests and caves, dodging slave catchers and bloodhounds." 8. Using text evidence and inferences (something you can figure out from clues in the story), explain why Robert and Hannah thought gaining freedom was worth risking their lives and the lives of their children.

RASCH OLASTIC

Should We Gel Rid of Daylight Saving Time? Daylight saving time brings us more sunshine and playtime. But is it worth the exhaustion, crankiness, and worse? BY MACKENZIE CARRO ou can barely lift your head off the But a recent poll found that 4O percent pillow. Your body feels weak. You of Americans would rather not set their want to crawl under the covers and clocks ahead each spring. Ysleep for 50 years. So should we get rid of daylight saving Do you have a cold? The flu? time? Nope. It's the first day of daylight saving time (DST). You've lost an hour of sleep. So Sleepy Seventy countries use DST, including DST started in the U.S. as a way to save most of the U.S. It begins in March, when we energy during World War I (1914-1918). An move our clocks forward one hour. It ends in extra hour of sunlight each evening meant November, when we change our clocks back. Americans wouldn't need to turn on their Moving the clocks ahead gives us less lights until later. In 1966, DST became sunlight in the morning and more in the permanent. evening. In other words, it stays light later. But today, it's not clear whether DST

26 STORYWORKS ©2020 Scholastic Inc. All rights reserved. saves energy. Some studies show that people More Sunshine actually use more energy during DST. Why? But fans of DST argue it's better for our Because they blast the air conditioner and health and safety. Some research shows that drive more on sunny evenings. car accidents increase right after the time When we move our clocks forward, we change, but they drop overall during DST. lose an hour of needed sleep. This can be an One reason: People aren't driving in the dark especially big problem for children. More as much at the end of the day. Crime falls too, than 50 percent of kids already don't get because our streets stay lighter later. enough sleep, a 2019 study says. That can And with longer days, we get more time lead to health problems-and just plain outside. That lowers stress, improves memory, crankiness. and gives us energy. Sunshine provides vitamin The tiredness doesn't just affect kids. For D, which boosts our mood and keeps our bones a few days after the time switch, more adults healthy. Plus, kids get more exercise. They can suffer heart attacks and injuries at work. The play outside for longer after school. number of traffic accidents jumps too, since So should we keep changing our clocks? more tired drivers are on the road. Or is it time to leave time alone? ■

Should we get rid of daylight saving time? Go back to the article and find information to support each side. Write the information on the lines below.

Don't mess with our We need more YES snooze time! No sunshine! I ------I ------

2 ------2 ------

3 ------3

Study the points on both sides of the argument-and think about FIND A your own opinion. State your opinion in one sentence below. It can become the SKILL thesis statement for an opinion essay on this topic. BUILDER ONLINE!

STORYWORES.SCHOLASTIC.COM • MARCH/APRIL 2020 22 Opinion Writing

Name: _ ( Opinion Essay Toolkit) Use the words, phrases, and ideas below to help you write a powerful opinion essay! I. INTRODUCTION PARAGRAPH Writing Your Hook The beginning of your essay is called the hook because it "hooks" your readers' attention. Here are some ideas for writing a great hook: • Question: Ask your readers a question that leads them to take your side on the issue. Example: What would a school birthday party be without cupcakes?

• Quotation: Start with a powerful quote from a well-known person. (Don't forget to mention the source!) Example: Albert Einstein once said, "Imagination is more important than knowledge."

• Short experience: Start with a few sentences describing something that happened to you or someone else, to show your main point. Example: Twelve-year-old Sarah Patel was texting her sister while walking to school one morning. All of a sudden-SMACK. She slammed right into a brick wall.

• Surprising Fact: Catch your readers' attention with a piece of information they aren't likely to know. Example: American elementary school students produce 1.2 billion pounds of lunch trash every year.

• Vivid Scene: Use descriptive details to drop your readers into a scene to make your point. Example: The sky is dazzlingly blue. A warm breeze carries the scent of wildflowers. Something floats up lazily from behind the trees-a bird? A butterfly? No: a plastic bag.

Words and Phrases for Stating Your Opinion Don't forget to put a c I think/believe that after tke Words that in main par+ o4 a sen I am confident/certain that I support/oppose In my opinion From my point of view It is clear that Without a doubt The fact is In truth

aSCHOLASTIC Continued on next page > ©2020 by Scholastic Inc. All rights reserved. Permission granted to teachers and subscribers to make copies of this page to distribute to their students. SroRYWorks Opinion Writing

Name: _

Opinion Essay Toolkit. p. 2 )

2. BODY PARAGRAPH(S}: REASONS AND EVIDENCE

Transition Words and Phrases: Transition Words and Phrases: Giving Your Reasons Providing Evidence Use these words or phrases . Use these words or phrases to introduce each reason you give. to introduce the details or examples that support your reasons. First/second/third Furthermore For example/instance To begin with In addition Specifically In fact One reason is Most important In particular As evidence Next Of course To illustrate In support of this Besides Finally This can be seen

Words and Phrases Words and Phrases for Arguing Against the Other Side: for Arguing Against the Other Side: Introducing the Other Side Explaining Why You Disagree (Optional) (Optional) Use these words or phrases Use these words or phrases to introduce the other side. to explain why you disagree. Even though some claim However Nevertheless Opponents may argue But I doubt I realize some may believe Some people favor Even so Yet I question I understand others feel It may he that you support On the contrary On the other hand But let me explain

3. CONCLUSION PARAGRAPH

Words and Phrases for the Conclusion Paragraph Use these words and phrases for your conclusion.

For all these reasons On the whole To sum it up You can see why As you can see In short As I have said Therefore As I have noted In conclusion To summarize The time has come to

aSCHOLASTIC ©2020 by Scholastic Inc. All rights reserved. Permission granted to teachers and subscribers to make copies of this page to distribute to their students. Opinion Writing# SromYwark; "Should We Get Rid of Daylight Saving Time?" Skill Builder-LL March/April 2020 Name: _ ])ate: 'Write an Opinion Essay' Directions: Read the article "Should We Get Rid of Daylight Saving Time?" in the March/April 2020 issue of Storyworks. Fill in the chart on page 27. Then follow the steps below to write an opinion essay.

BEFORE YOU WRITE: CHOOSE YOUR SIDE

An opinion essay is all about stating a view and using evidence to try to convince your readers to agree with you. First, decide where you stand. Should we get rid of daylight saving time? Check the box next to the point of view you will support in your essay. ::J Yes! Don't mess with our snooze time! "J No! We need more sunshine!

PARAGRAPH I: INTRODUCTION

The introduction should get readers' attention, tell them a bit about the topic, and clearly state your opinion. \/rite a hook to get readers interested:

Write a sentence or two explaining what the debate is all about: _

Write a sentence that clearly states your opinion on the topic: _

Continued on next page > a SCHOLASTIC

©2020 by Scholastic Inc. All rights reserved. Permission granted to teachers and subscribers to make copies of this page to distribute to their students. SromYwarks Opinion Writing,. Skill Builder-LL "Should We Get Rid of Daylight Saving Time?" March/April 2020 Name: _ [)ate: 'Write an Opinion Essay, • 2_'

PARAGRAPH 2: REASONS AND EVIDENCE

You've already started this part! Your three reasons should be listed in either the "Yes" or the "No" column on page 27. Copy them on the numbered lines below. After each one, add evidence-facts, details, or examples-to support the reason.

Reason 1: ------

Evidence:------

Reason 2: ------

Evidence:------

Reason 3: ------

Evidence:------

Continued on next page > ASCHOLASTIC ©2020 by Scholastic Inc. All rights reserved. Permission granted to teachers and subscribers to make copies of this page to distribute to their students. Opinion Writing SroRYworks "Should We Get Rid of Daylight Saving Time?" Skill Builder-LL March/April 2020 Name: _ [)ate: Write an Opinion Essay, .3 '

PARAGRAPH 3: CONCLUSION

The last paragraph of your essay is the conclusion. You should write a few sentences restating your main points-but don't add any new ideas. Remember, this is the last thing your readers will see, so make sure to remind them how you've shown that your opinion makes sense.

FINAL STEP!

Now copy your work onto a separate sheet of paper. Remember to indent at the beginning of each paragraph, and use transition words where necessary. Don't forget to proofread!

@SCHOLASTIC

Dear Families, May 26, 2020

We've made it to the end of the school year! This is the final remote learning packet that will be sent home for the year. In this packet you will find the last round of work for students to complete along with instructions for our end of the year Virtual Showcase projects. Students should be completing two different projects for both reading and math. See below for more information!

Please continue to drop off any completed work packets in the plastic bin located in front of Ware Middle School. We will continue to post information, videos, and resources on Seesaw and Google Classroom until the end of the school year. The last day of school is June 15th.

Finally, thank you so much for all of your kindness, help, and cooperation throughout the school year. We couldn't do our jobs without you, especially now! As always, please reach out with anything you need and have a wonderful summer!

Miss Hancock: [email protected] Mrs. King: [email protected] Mrs. Bean: [email protected] Ms. Rowden: [email protected]

tx 5th Grade Virtual_Showcase Project _Information_ t X

The Ware Public School District is having a virtual showcase on June 12th and June 15th for all grade levels. The purpose of the showcase is to display student learning throughout the year. This is your chance to show off your best 5th grade work for the whole district to see! You will be completing two separate projects for reading and math. Take your time, put forth your best effort, and have fun with them!

Reading project: Due Monday, June 1st This project will be submitted on line through the Pixton website using the links provided by Mrs. Bean and Ms. Rowden.

Math project: Due Wednesday, June 3rd This project is to be done on graph paper provided in this packet. It can be submitted to Miss Hancock and Mrs. King one of two ways: By taking pictures of all parts of the project and sending them to teachers via email/Seesaw, OR by turning the finished project papers into the plastic bins in front of the school by June 3rd...... 2 I ...... ] g .. .. /lath Virtual Showcase Project CALLING ALL DESIGNERS! □□□□□□□□□□□□□□□□□□□□

Hello all of you fabulous designers! I have a special proect for you! You are going to use your knowledge of quadrilaterals and design skills to create a drawing of a space of your choice. It has to be a place. (Tragine a blueprint) You ray design a store, rooro, athletic field or stadiuro, classroom, house, neighborhood, etc. Be as creative as possible!

Here are the requirements: 1€15€ us€ graph paper +

You rust include at least one of each of the following quadrilaterals: parallelogram, trapezoid, rectangle, rhorbus, square. (You will roost likely have raany of each, but one is the ninirun)

Your final draft should be a NEAT drawing, corpletely colored, all shapes outlined in black colored pencil, and drawn using a ruler for all shapes and objects. You rust also hove o separate piece of paper that includes a KEY to your drawing Your key will contain the nares of the quadrilaterals above, a list of their attributes, and then the symbols of the shapes fror your picture that fit into that quadrilateral's properties. \With the picture, you should provide what the symbol represents. For exarple whatever object you use on your paper as a square should be drawn under the square's attributes along with the nore of the object. If the square in your drawing is a desk in a classrooro, you maust draw it and write desk" next to this. You rust do this for EVERY object in the design.

Rereraber, you are allowed to draw rore than one of each quadrilateral, but you nust hove at least one of each of ther.

Good luck and I can't wait to see your designs!

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Three-Dimensional Figures

A polyhedron is a solid figure with faces that are polygons. You can identify a polyhedron by the shape of its faces.

A pyramid is a polyhedron with one polygon • A prism is a polyhedron with two congruent

base. The lateral faces of a pyramid are I polygons as bases. The lateral faces of a triangles that meet at a common vertex. 1 prism are rectangles. triangular The base ~ , triangular The two pyramid and faces are ' prism bases are triangles. » triangles.

rectangular The base is a ~ , rectangular All faces are pyramid rectangle. t@:> ·prism rectangles.

square The base is a square prism All faces are pyramid square. orcube squares. ~ pentagonal The base is a A.: . pentagonal The two pyramid pentagon. . ~ 1 prism bases are pentagons.

hexagonal The base is a hexagonal The two bases pyramid hexagon. prism are hexagons. ------~I ------A solid figure with curved surfaces is not a polyhedron. cone The one base cylinder The two is a circle. bases are circles. sphere There is no 0 base.

Classify the solid figure. Write prism, pyramid, cone, cylinder, or sphere.

The solid figure has one base. The rest of its faces are triangles. A so, the solid figure is a Pyramid

Classify each solid figure. Write prism, pyramid, cone, cylinder, or sphere. 1. = 2. 3. 4, % Chapter Resources 11-11 Reteach © Houghton Mifflin Harcourt Publishing Company ath D) Name _

Learning Objective You will classify three-dimensional figures as polyhedrons and non-olyhedrons and name each solid figure by its base shape. Classify the solid figure. Write prism, pyramid, cone, cylinder, or sphere. 1. 3.

i. 0------D

There are no bases. There is 1 curved surface. It is a

Name the solid figure. ., 4. 5. t I I I \ s )

8. 3.

10. Nanako said she drew a square pyramid and 11. WRITE Mah Explain why a three• that all of the faces are triangles. Is this possible? dimensional figure with a curved surface is Explain. not a polyhedron.

Chapter 11 659 wath S Lesson 11.5 Name _ Reteach

Unit Cubes and Solid Figures

A unit cube is a cube that has a length, width, and height of 1 unit. You can use unit cubes to build a rectangular prism. y• l unit I unit Count the number of cubes used to build the rectangular prism.

The length of the prism is made up of 8 unit cubes.

The width of the prism is made up of 2 unit cubes.

The height of the prism is made up ot T unit cube.

The number of unit cubes used to build the rectangular prism is 16

Count the number of unit cubes used to build each solid figure.

1. 2.

______unit cubes ______unit cubes

3. 4,

______unit cubes ______unit cubes

Chapter Resources 11-13 Reteach © Houghton Mifflin Harcourt Publishing Company Lesson 11.6 Name _ Reteach

Understand Volume

The volume of a rectangular prism is equal to the number of unit cubes that make up the prism. Each unit cube has a volume of 1 cubic unit. Find the volume of the prism. 1 unit cube = 1 cubic inch

Step 1 Count the number of unit cubes in the bottom layer of the prism. There are4 unit cubes that make up the length of the first layer. There are 2 unit cubes that make up the width of the first layer. There is _1_ unit cube that makes up the height of the first layer. So, altogether, there are _!!_ unit cubes that make up the bottom layer of the prism. Step 2 Count the number of layers of cubes that make up the prism.

The prism is made up of __ layers of unit cubes.

Step 3 Find the total number of cubes that fill the prism. Multiply the number of layers by the number of cubes in each layer. 3 x 8 = 24 unit cubes Each unit cube has a volume of 1 cubic inch. So, the volume of the prism is 24 x 1, or 24 cubic inches.

Use the unit given. Find the volume.

t. 2.

3 ft

5 ft

6cm Each cube = 1 cu ft Each cube = 1 cu cm

Volume = cu _ Volume = cu _

Chapter Resources 11-15 Reteach © Houghton Mifflin Harcourt Publishing Company ra + (j) - JI JI QlAll All loo - [__ - - - . - . - - - - : . ~ -; - - .... . - - - ~... - - - . - - ' -

Name _ aEIA':::'fl Use the unit given. Find the volume. ©1.

4cm 3 in. Each cube = 1 cu cm Each cube = l cu in.

Volume= cu Volume= Cu

3. 4.

6 ft Each cube = 1 cu ft 5 in. Each cube = l cu in.

Volume= Cu Volume= CU

Compare the volumes. Write <,>,0r =.

8 in. Each cube = l cu in. 4 in. Each cube = l cu in .

. ~ cuin.) cuin.

2ft 3 ft

8 ft 9 ft Each cube = 1 cu ft Each cube = l cu ft

cuft

Chapter 11 • Lesson 6 671 a+r. ® Lesson 11.8 Name _ Reteach

Volume of Rectangular Prisms

Jorge wants to find the volume of this rectangular prism. He can use cubes that measure 1 centimeter on each side to find the volume. 4cm

Step 1 The base has a length of 2 centimeters ? and a width of 3 centimeters. Multiply to find the area ,° 3cm of the base. 2 cm Base =_2 x_3 Base= _6 cm? < 2 Step 2 The height of the prism is 4 centimeters. Add the <1<27. » number of cubes in each layer to find the volume. '---v--' 2 Remember: Each layer has 6 cubes.

Step 3 Count the cubes. 24 cubes Multiply the base and the height to check your answer. Volume =G x_4 Volume = 24 cubic centimeters

So, the volume of Jorge's rectangular prism is 24 cubic centimeters.

Find the volume. 2.-4f rA¢ uIW: 5 ft t '3cm

Volume: _ Volume: _

g 3 a £ ? 3. 4, al I g" a a r I a 4, LA a & 3cm ~ {n ',. 4inil ? 3 cm 2 in. 6cm 4 in.

Volume: Volume:

Name: Date: Directions: Determine the volume of each prism shown.

1. 2.

• Volume cubic units Volume ____ cubic units • • 3 7/7z7ZZ77, [777I 7. lI I I I I I I

• • Volume cubic units Volume CUC Un[TS

p 1 I

cubic units • • ---- • • e , ® • • • Lesson 11.9 , Name _ ' Reteach

Algebra • Apply Volume Formulas

You can use a formula to find the volume of a rectangular prism.

Volume = length x width x height V =(IX w) x h

Find the volume of the rectangular prism. I !I 4 in. ' I Step 1 Identify the length, width, and height I I of the rectangular prism. ,,·------'/3 in. length= 9 in. width= 3 in. height= _4 in. 9 in.

Step 2 Substitute the values of the length, width, and height into the formula.

V = (/ X w) X h v=(9x 3 )x 4 Step 3 Multiply the length by the width.

V = (9 X 3) X 4 V = 27 x 4

Step 4 Multiply the product of the length and width by the height.

V = 27 X 4 = 108

So, the volume of the rectangular prism is 108 cubic inches.

Find the volume. '47» i. C------W~" Li&, 12 ft 8cm

V= _ V= _

Chapter Resources 11-21 Reteach © Houghton Mifflin Harcourt Publishing Company g 9 .• • • • • USING THE VOLUME FORMULA [\IgfpC.[)gfe; Directions: Determine the volume of each prism shown. 1) 2) 4 ft.

fho ] \[\ 10 in. 8 ft.

• • 3) . . 4.) 1O yards 24 cm. 8 yards y Cm =-+ 16 yards. 4 cm.

• 5) • •

16 in

40 ft. 0 0

20 in

10 ft. 24 in. • • • • • • • ------• ·· \a.+h @) Food Webs e Claim-Evidence-Reasoning [] A[1)Q' Date: ---- Scenario Food webs model the relationships between organisms within an ecosystem. Every organism within a food web has a specific role. Some make their own food, some eat otohear sorgasn. isms, and some, such as5 ]the dung beetle, eat the waste of other ¥% f~ )i . ~- : fyeria I / Cheetah ~ ~~

&. -/} {FF \ \r\f Zeb ·< • S% ut 'Giraff e l::3ab'oon~ Bi

s@»# Termites Prompt Write a scientific explanation describing the relationship between the grass and the dung beetle. Claim: What is the relationship!

Evidence: HOu can you prove j} ?

Reasoning:

Name: ------Date: 1 The food of almost any type of organism can be traced to-

A the sun.

B the ocean. C bacteria. D plants.

2 Which of the following best explains the primary role of decomposers in ecosystems? Decomposers-

A break down dead organisms and recycle materials.

B provide an important source of food for many animals. C change matter that is not food into matter that is food. D extract water from soil and release it into the atmosphere.

3 Destiny is given a list of organisms and asked to determine how these organisms interact together. Destiny draws them in a food web diagram, which is provided.

Sun =p Algae » Minnows » BOSS > a. " Larvae ,Sunfish ®Per Snails Turtles

Based on her diagram, what is the role of the sunfish in this food web? A To break down waste products made by insect larvae B To provide energy for the bass and snapper turtles C To take in light from the sun and produce food D To consume the algae and other pond plants

C 4 7%%. lff ~ F;~d mouse .5® Snake Eagle

Based on the diagram, which three consumers all get their energy directly from the same producer?

A Squirrel, robin, and field mouse B Squirrel, deer, and mountain lion C Prairie grass, deer, and mountain lion D Plant seeds, field mouse, and snake

5 The main requirement for a diverse ecosystem is that- A new species, which compete with existing species, are continually introduced. B there are enough resources available to support many different types of organisms. C the number of animal species is greater than the number of plant species. D none of the organisms present are consuming other organisms to meet their needs.

Name, Date

The Life Cycle of an Environmentally Friendly Onion

1 Everybody loves fresh, healthy vegetables, and everybody wants the environment to stay healthy. One way people can help the environment is to

3 !$ «me ,» compost the food and living matter they don't eat I;;• ' or use. Just because a living organism dies does not 4. ; I mean that it cannot be put back into the cycle of i matter. I

2 Compost occurs when water, air, and bacteria break down material that has been alive. Material that has come from living organisms is called biomass. Compost piles at home often start out with unused food; yard material, such as dead leaves or grass clippings; and maybe some animal manure.

3 Let's say you have a hamburger for lunch one day. You like onions on your burger. You cut an onion, being careful to cut the top and bottom off, and peel back the tough outer layers of the onion skin. You can put the parts of the onion you do not use into a compost bin in the backyard. Other biomass is already "cooking." The bin can be plastic, wood, or just a pile in the yard. The fresh discarded onion attracts insects and worms. The onion also attracts tiny bacteria and other microorganisms that like to eat what you don't. You would not want to eat that onion now!

4 A compost pile needs plenty of material, air, and water. Then, the microorganisms can start to break down the material, producing heat and energy. This is where the phrase cooking the compost comes from. You will want to keep the pile moist. You must also stir it occasionally so that the material in the outer layers spends some time in the middle of the pile. Most of the decomposing action occurs in the middle of the pile. The more water, air, and biomass you put in the pile, the better your compost will get.

«Accelet ±le eattitg tic - All Rig/its Reseed Saco¢ D g Reading Science

Matter Cycles (8)

5 After a few weeks, the parts of the onion you didn't eat are a nice mushy goo. It has been broken down and released as energy by other living organisms. Your compost pile is now ready to be used in your garden. It is full of nutrients and mulch, which will help keep your garden vegetables stay healthy as they grow.

6 Your onion has taken an extraordinary journey around the cycle of matter. It began as a nice, round vegetable on the table. It changed from scraps in the compost bin to a pile of mushy, brown material, to wonderful nutrients for your garden. Never underestimate the power of an onion!

1. Which of the following components is NOT necessary for successful composting?

A. Air B. Moisture C. Plastic composting bins D. Bacteria

2. What is the main point of the reading passage?

A. Oxygen is the most important component of a composting process. B. Compost can only be made of vegetables. C. Onions are the only vegetables that can be recycled. D. Living matter can live, die, and be broken down, producing a cycle of matter.

Accelerate Learnt1g tic -Al Righi's Reseved Sance (S) ~ Reading Science

Matter Cycles (B)

3. Which of the following statements is true about compost?

A. Compost can only be made of vegetables. B. Compost starts with material bought at a garden center store. C. Compost starts at home, with unused food and yard material. D. Compost material is not good for a home garden.

4. Which animals are essential for good composting?

A. Spiders B. Insects and worms C. Dogs D. Cattle

5. What does the phrase cooking the compost mean?

A. Letting the microbes decompose matter, releasing energy. B. Preparing vegetables for a meal. C. Spending energy preparing a compost bed. D. Burning papers to produce ash for the compost pile.

Hello from the WMS Specials Team,

Attached are the assignments for the last three weeks of the school year. These assignments from your specials teachers are required and need to be submitted in order to be graded for Quarter 4. There are three options that you have in order to submit your work:

Work Submission: o Physical copies of work can be turned in to the school. o Photos/Videos of work can be posted to the "MS Specials" Microsoft Teams page. o Photos/Videos of work can be emailed to your Specials Teachers.

We recommend that work be submitted virtually if possible, to alleviate the amount of work needing to be physically scanned. Listed below are each of our work emails so you can contact us with questions and work submission. Your child also has access to our Microsoft Teams page at "MS Specials" using their Clever login, where they can be in contact with us asking any questions and submitting their work. We also hold weekly 'Specials Hangouts' on our-Teams page, which are virtual meetings for students to see us and their classmates. If submitting work on Microsoft Teams, make sure to post to the specific specials tab/section as opposed to the main/general tab. Ms. Page is asking that you post library work submissions to her already existing "Library Media" page on Microsoft Teams so all work is in the same place for her.

No matter the format of submission, physical or virtual, you can either take a photo of the attached paper, checking off and initialing each completed activity, or you can turn in the actual product of your work. For example, a drawing, journal writing, or music worksheet can either be turned in physically to WMS or can be posted as a photo to us through email or Teams. For any physical activities, especially for Mr. Bernier, you can post photos or videos of you completing those to email or Teams.

Ms. Hanley (Art)- [email protected] Ms. Page (Library)- [email protected] Thank you for all that you are doing during this time, Ms. Morin (Music) - [email protected] WMS Specials Team Mr. Bernier (PE) - [email protected] , AY' MSc .ibrary PE Insect Art With this warmer weather Water Challenge! Reading Challenge Because we were doing comes...bugs! Read for 15 minutes or [striking when we left and Add different amounts of more in your own reading [didn't get to the baseball Many people do not like bugs, but nook. Use pillows, swing, this week's assignment aesthetically speaking I think they water to two (or more) GLASS blankets, trays or any are fascinating! This week I would drinking glasses and tap is to watch the video below other items to create your May 26°• like you to create a detailed them gently with a METAL 'on the mechanics of the own special reading drawing of the insect of your spoon. baseball. Then write 5 things space. Take a picture of May 29 choice. Try searching ldown that you learned from "detailed (insect name) drawing" what book are you [the video, and post on P.E. for a reference image. Are the sounds the same or reading in your reading [teams page different? Try making a nook. Post your picture in Once your drawing is complete melody out of them! the Library Channel in · '» · 1 ; you can give your insect a habitat Teams! If you don't have access to by heading outside, collecting Let Will Smith be Or la computer, you can some leaves, and doing some practice your baseball swing texture rubbings in the borders of your inspiration: [Typing Challenge your paper! https://www.youtube.com/w Do Keyboarding Drill: It's land take pictures or video of atch?v=8rySrCjINIM Hot! on Typing Club [yourself and upload to I have created a step-by-step Smile! Post a picture with [teams P.E. page. You can use video that you can follow along you typing with your pet. BONUS Challenge: Can you la baseball bat, softball bat, or with! Give it a watch! Don't have a pet? play a song from this year? ... wiffleball bat. Then, post a picture of https://www.youtube.com/watch?v=fv75 Hot Cross Buns, Closet Key, you with your highest https://www.youtube.com/ 5-selTQ Sailor Sailor, Witch Witch Search "Insect Art with Ms. Hanley" on score or favorite badge watch?v=ke/yBnlHqCo&list=L YouTube earned this year in the This video is also posted in the Art LO7snXW3Bpp3• Send a picture or video of you Library Channel in Teams! section of our teams page under uDVWTb6uYA&index=2&t=0s experimenting! the 'Art Videos' tab. , AY' MSc .ilorary Pc Commemoration Art Reading Challenge Looking back on this 2019• "Bim Bum" Challenge Read for 15 minutes or more 15 min. Circuit Training 2020 school year, what is butside. Wear sunglasses, put on la hat, lay on a blanket, or sit your fondest memory or Try learning this song and [30 second rest in between lunder a shaded tree. Wherever leach. something that you are doing the clapping part along [you read, take a picture of what Jwe 1 grateful for? with it. It's like a tongue book are you reading in your 20 jumping jacks J we s" twister for your hands! outside space. Post your picture Create a work of art as a in the Library Channel in Teams! representation of that Can you sing it faster than the Or 5 push ups moment or thing. The recording?! Word Challenge

:i o ' Do l0crunches artwork can depict a F oj0.D F[0'0 r, T T success that you have had, BIM BUM ACTIVITY: [M H sk 'sG, A 't A 30 second plank or celebrate a teacher or https://safeyoutube.net/w/R r]i's ] Tito staff member that has Fx2 helped to guide or inspire ------With Scrabble tiles or [S alternate leg lunges you. If you do not have internet Bananagram tiles create a board access, try performing "Oh with words that describe Repeat until you've gone for [Summer. Try to use all the tiles This work of art can be my! Fish in the Sky!" to a 15 minutes. [that you can to make the biggest created in the materials of steady beat. How fast can you board possible. You can even time your choice. It could be a speak this tongue twister of a yourself to make it even more drawing, painting, collage, poem?! lchallenging. Post a picture of you with your sculpture, etc. (poem included in packet) board on the Library Channel in Teams.

Final Week (June 8- June 12): Use this time to get caught up on any work that you may have missed. Tune into our last virtual hangout Thursday June 11 at 11am. Conversational Solfege - Level 1 General Music

Unit 2

Oh My! Fish in the Sky!

g 2 'h : 2 O•h my! Fish Im the sk•y!

3 \J 2 Shoes o•n th•e ce•i l-in•g a•nd trees w•al k-ing b•y.

+ 2 2 2, \) 2 2 Reach-ing up low, Bend-ing down h•ig h,

2 2 : l. 2 11 E•v - 'ry-thing se•e ms •to be wrong. Right?

from John M. Feierabend's Conversational Solfege Level 1 manual, GIA Publications, Inc. 2000.

SRB 41 TM 149