Standards Mastery Through Critical Thinking

STUDENT AND TEACHER EDITION

Standards Mastery through Critical Thinking

Experience the Difference in Your Classrooms Activities to engage and accommodate all learners

Critical thinking integrated into every activity LEVEL

Available in print or as digital PDFs in the i-Ready Teacher Toolbox LEVELS 1–8

SAMPLE4

A Company ThinkUp! ELA introduces the focus NCSCoS and the 9 Traits of Critical Thinking™ that support students as they learn, practice, and master NCSCoS concepts.

Traits of Critical We are pleased to introduce ThinkUp! ELA Teacher and Student Editions. We have developed this product to support your instruction for 100% of the NCSCoS Thinking for ELA with evidence-based strategies to help you scaffold high-quality instruction.

High-interest reading passages and activities Begins each unit with an “I will” learning target support students as they read, write, speak, statement based on the unit focus NCSCoS. and listen and develop critical thinking skills. Offers units that are organized by focus Includes activities that stimulate critical thinking NCSCoS with explanations of the standards to as evidenced by Depth of Knowledge and support planning and instruction and to align Revised Bloom’s Taxonomy coding. with your ELA scope and sequence.

Offers literary texts as well as informational texts that promote cross-curricular connections across content areas.

This sample contains the • Table of Contents Teacher Edition following content from • Unit 10 Teacher Edition ThinkUp! ELAR, Level 4: Call us at 844-452-4341 to implement ThinkUp! in your classroom. • Unit 10 Student Edition Learn more at mentoringminds.com/thinkup.

The final content may contain slight changes or revisions that are not yet reflected in this sample version. TEACHER EDITION TEACHER EDITION

Unit 17 Casey Jones: American Folk Hero NCSCOS Focus L.4.5 LITERATURE: Tall Tale...... 131

Unit 18 Super Noses NCSCOS Focus RI.4.7 INFORMATIONAL: Informational Text...... 139

Unit 19 The Shot and Randi’s Ride NCSCOS Focus RL.4.6 LITERATURE/LITERATURE: Realistic Fiction/Realistic Fiction...... 147 Table of Contents Unit 20 Relieved Rescue Access the Pre-Assessments on the Mentoring Minds website. NCSCOS Focus RL.4.1 LITERATURE: Historical Fiction...... 156

Teacher Resources The Gardener’s Roses and The Mightiest Unit 1 NCSCOS Frequency Chart ...... 164 NCSCOS Focus RL.4.9 LITERATURE/LITERATURE: Folktale/Fable...... 1 Skill-Based Literature ...... 182 Unit 2 Play by the Rules NCSCOS Focus RI.4.8 INFORMATIONAL: Opinion Piece...... 9 Glossary ...... 195 Unit 3 Exchanging Expectations NCSCOS Focus RL.4.3 LITERATURE: Realistic Fiction...... 17

Unit 4 Japanese Calligraphy: Art with Meaning NCSCOS Focus RI.4.3 INFORMATIONAL: Informational Text...... 25

Unit 5 A Smile on the Chisholm Trail and Drama on the Chisholm Trail NCSCOS Focus RL.4.7 LITERATURE/LITERATURE: Historical Fiction/Drama...... 33

Unit 6 Manners Through the Ages and Sandra’s Blog: Growing Up in a Small Town NCSCOS Focus RI.4.5 INFORMATIONAL/INFORMATIONAL: Informational Text/Opinion Piece...... 42

Unit 7 How the Beauty of Music Came to Earth NCSCOS Focus RL.4.2 LITERATURE: Myth...... 50

Unit 8 Volcano Erupts and Extremes in Nature for Kids NCSCOS Focus RI.4.6 INFORMATIONAL/INFORMATIONAL: Informational Text/Informational Text...... 58

Unit 9 The Trouble with Winning NCSCOS Focus RL.4.5 LITERATURE: Drama...... 67

Unit 10 Cardboard Bikes and Plastic Bottle Village NCSCOS Focus RI.4.9 INFORMATIONAL/INFORMATIONAL: Informational Text/Informational Text...... 75

Unit 11 Taming a Tornado NCSCOS Focus RL.4.4 LITERATURE: Legend...... 83

Unit 12 Tasty Tex-Mex NCSCOS Focus RI.4.1 INFORMATIONAL: Informational Text...... 91

Unit 13 The Circus Comes to Town NCSCOS Focus RL.4.3 LITERATURE: Historical Fiction...... 99

Unit 14 Alvin Ailey: A Legacy That Dances On NCSCOS Focus RI.4.4, L.4.4 INFORMATIONAL: Informational Text...... 107

Unit 15 Lessons and Family Strings NCSCOS Focus RL.4.5 LITERATURE/LITERATURE: Poem/Poem...... 115

Unit 16 International Pillow Fight Day and International Day of Happiness NCSCOS Focus RI.4.2 INFORMATIONAL/INFORMATIONAL: Informational Text/Informational Text...... 123 TEACHER EDITION

UNIT 10

Clarifying the Standard Review the following information to clarify the NCSCOS before planning instruction.

FOCUS STANDARD NCSCOS.RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

When students gather information about a topic, it is important that they use more than one source. One text might share facts or details about a topic that are not located in another text on the same topic. Reading and studying multiple texts on the same subject provides students with more complete understandings of the topic.

When students read two or more texts on the same topic, they are expected to integrate the information. This requires that students practice the skill of synthesis. Synthesis is the process of combining information from different sources in order to produce a new understanding or new product. Guide students through the following steps to practice synthesizing information. 1. Read each text individually. 2. Consider each text to identify its main idea and key details. 3. Analyze the texts to determine similarities and differences between the main ideas and key details. 4. Synthesize the information based on the relationship of the common ideas and details using an appropriate organizational structure (e.g., description, cause/effect, compare/contrast).

When students have successfully integrated information from two or more texts, they can write or speak about the subject knowledgeably based on the new learning. Use these strategies to support students as they work toward mastery of this standard.

• After reading two or more texts on the same topic, have students compose a statement that expresses a main idea located in both texts. Then, have students select a detail from each text that supports the overarching key idea. Provide time for students to confirm or correct their identifications of key ideas and details with partners or small groups and then integrate the shared information to speak about the topic knowledgeably. • Have students select a “common ideas color” of highlighter or pencil and use the color to mark common ideas located in two texts on the same topic and then integrate the information into a single statement about the topic. • After reading two texts on the same topic, have students create three-column charts, labeling columns First Text, Common Ideas and Details, Second Text. Support students as they record information from the first text in First Text columns, information from the second text in Second Text columns, and similar ideas and details between the information in the texts in Common Ideas and Details columns. Guide students to use the information in the Common Ideas and Details columns to synthesize the information and produce statements that integrate the information from both texts on the topic.

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UNIT 10 Name: ______Unit 10

Pre-Assessment 15 min. Assign the Pre-Assessment for Unit 10. Using the Think Aloud strategy, guide students in an item-specific discussion, considering correct/incorrect responses and addressing misconceptions and common errors. Use the information to plan instruction. Unit 10

Standard Learning Target (student edition page 162) 5 min. Post and discuss the NCSCOS Learning Target so that students have a clear understanding of the intended outcome of the unit. STANDARD LEARNING TARGET

I will integrate information from two texts on the same topic in order to write or I will integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. speak about the subject knowledgeably.

Critical Thinking Traits Formative Assessment (student edition page 162) 10 min. Read each trait statement and ask students to provide examples of experiences and situations in which they have used the traits. Assess student understanding of each trait using the prompt and the suggested responses. Reflect: I review my thoughts and experiences to guide my actions. Focus for 9 Traits of Critical Thinking™ When you reflect, you make connections between the information in two texts about the same topic.

How might reflecting on the information that is common between the two texts help you integrate the Reflect: I review my thoughts and experiences to guide my actions. information about the topic? When you reflect, you make connections between the information in two texts about the Student responses might include that when you reflect you think carefully about the ideas and information in a same topic. text. Then, you use that thinking to determine if the connections between the two texts are similar or different. How might reflecting on the information that is common between two texts help you integrate the information about the topic?

Link: I apply knowledge to reach new understandings.

When you link, you use understandings from both texts and determine how the information is alike and different.

Why is it important to link as you connect information from both texts and use those connections to integrate the information as you speak or write about the topic? Link: I apply knowledge to reach new understandings. Student responses might include that when you link you use your understanding of the similarities and differences in two texts on the same topic to make connections and to integrate the information into an When you link, you use understandings from both texts and determine how the information organized product about the topic. is alike and different. Why is it important to link as you connect information from both texts and use those connections to integrate the information as you speak or write about the topic?

Create: I use my knowledge and imagination to express new and innovative ideas.

Collaborate: I work with others to achieve better outcomes. Create: I use my knowledge and imagination to express new and innovative ideas.

Collaborate: I work with others to achieve better outcomes.

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Guided Instruction (student edition pages 163-166) 45 min. Reader Tips Review Reader Tips Read aloud the Reader Tips. Emphasize the bold words and have students use the ThinkUp! ELA Student Edition Glossary to locate Authors of informational texts focus on aspects of topics they think are important. Therefore, two the meanings of the words. Ask students to read the glossary definitions. Discuss and provide examples of the vocabulary. texts on the same topic might include different information. Gathering information from more than one text provides readers with a more complete understanding of a topic. • information – knowledge or facts • integrate – to bring different parts together into a whole When gathering information from multiple texts on a topic, readers must integrate the information. • subject – the topic of a text Integrating information means combining ideas to create a deeper understanding of the topic. • text – the actual words in a written passage Then, readers are prepared to write or speak about the subject knowledgeably. • topic – the main thought or subject of a text

Follow these steps to help you integrate information from two texts on the same topic. Model Reading and Thinking 1. Answer these questions about each text separately. Read aloud the texts “Have a Hat!” and “More Than Meets the Eye” as follows: • What is the main idea of the text? • Before reading, ask students: Why is it important to read more than one text on a topic? • What details support the main idea in the text? • During reading, stop to ask students: What topic do these texts share? 2. Connect the texts by answering these questions. • After reading, ask students: What is similar and different about the information presented in each of these texts? • How are the topics connected? • How are the main ideas connected? • How are the details connected? Have a Hat! • What do these connections help me understand about the topic? by Lisa Sampson 3. Create a summary that includes information from both texts. Think about what information you would include from each text to share your knowledge with others.

When you think of Dr. Seuss, you probably think of silly stories and ridiculous rhymes. You may also think of The Cat in the Hat and Use a graphic organizer to record the answers to the questions in Step #2. the title character’s red and white striped hat. But what you probably do not know is that the famous hat looks just like a hat owned by Dr. Seuss.

Dr. Seuss was the owner of hundreds of hats. He kept his hats hidden in a closet in his home. Over the years, he obtained a variety of hats, including a sombrero, a hat made from a coconut, and several military hats. Dr. Seuss’s collection contained hats from 30 different countries.

The next time you read a book by Dr. Seuss, keep an eye out for characters wearing hats. You never know . . . that hat just may be based on one that Seuss owned.

More Than Meets the Eye by Mike Abramson

Dr. Seuss is known for writing amusing children’s books. But sometimes, his books hold deeper meanings. The Lorax, for example, sends the message that it is important to care for nature. The Sneetches teaches children that people should not be divided based on appearance. Although Sam-I-Am in Green Eggs and Ham might seem annoying, he reminds readers to remain persistent.

The name Dr. Seuss itself is not what it seems. The author is not a doctor at all, and Seuss is not really his last name. Dr. Seuss was Answer these questions when you read two or more texts on the same topic. born Theodor Seuss Geisel. He added the “Dr.” to his name during college to give his name credibility and because his father wanted him to become a doctor. Dr. Seuss has also used pen names. A pen name is used by an author instead of his or her real 1. What information about the topic is explained in each text? name. Dr. Seuss’s most recognizable pen name is Theo. LeSieg. The name LeSieg is Geisel spelled backwards! 2. What are the main ideas and details in each text? There is certainly more than meets the eye when it comes to this well-loved children’s author. 3. How can I integrate the information from both texts into one text that includes shared information about the topic?

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Read the selections. Then answer the questions.

Have a Hat! by Lisa Sampson

When you think of Dr. Seuss, you probably think of silly stories and ridiculous rhymes. You may also think of The Cat in the Hat and the title character’s red and white striped hat. But what you probably do not know is that the famous hat looks just like a hat owned by Dr. Seuss.

The next time you read a book by Dr. Seuss, keep an eye out for characters wearing hats. You never know . . . that hat may just be based on one that Seuss owned.

More Than Meets the Eye by Mike Abramson

The name Dr. Seuss itself is not what it seems. The author is not a doctor at all, and Seuss is not really his last name. Dr. Seuss was born Theodor Seuss Geisel. He added the “Dr.” to his name during college to give his name credibility and because his father wanted him to become a doctor. Dr. Seuss has also used pen names. A pen name is used by an author instead of his or her real name. Dr. Seuss’s most recognizable pen name is Theo. LeSieg. The name LeSieg is Geisel spelled backwards!

There is certainly more than meets the eye when it comes to this well-loved children’s author.

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Debrief the Items 1. What is similar about the two selections? Question 1 NCSCOS.RI.4.9, DOK: 3, RBT: Understand A. Both are about a famous author. • Read the item stem. B. Both are about unusual clothing styles. • Ask students to restate the question in their own words. • Have students read the answer choices. C. Both are about books that have special meanings. • Invite students to articulate a strategy for answering the item: I will think about the topic and main ideas in both selections and D. Both are about people who make up fake names for themselves. then determine the information that is shared in both selections. • Allow students to determine the correct answer using text evidence and logical reasoning. • Confirm the answer is A and discuss this reason: This answer choice demonstrates that the two selections are similar because they are about a famous author named Dr. Seuss. Question 2

NCSCOS.RI.4.9, DOK: 3, RBT: Understand

• Read the item stem. 2. What is one difference between the two selections? • Ask students to restate the question in their own words. • Have students read the answer choices. A. Only “Have a Hat!” tells how Seuss was a collector of certain items. • Invite students to articulate a strategy for answering the item: I will think about what I read in the two selections and then B. Only “Have a Hat!” describes the deeper meanings of Seuss’s books. decide how the information differs. • Allow students to determine the correct answer using text evidence and logical reasoning. C. Only “Have a Hat!” hints that Seuss is the world’s most creative writer. • Confirm the answer is A and discuss this reason: This answer choice demonstrates that “Have a Hat!” tells about Seuss’s large D. Only “Have a Hat!” explains why Seuss used a pen name for his writings. hat collection, but the second selection does not address that information. Question 3

NCSCOS.RI.4.9, DOK: 3, RBT: Understand

• Read the item stem. • Ask students to restate the question in their own words. • Have students read the answer choices. • Invite students to articulate a strategy for answering the item: I will think about what I read in both selections and then analyze 3. With which statement would both authors most likely agree? each option to see with which both authors would most likely agree. • Allow students to determine the correct answer using text evidence and logical reasoning. A. Seuss’s books are fun to read. • Confirm the answer is A and discuss this reason: This answer choice expresses an idea that both authors would agree B. Seuss loved a variety of animals. with—that Seuss’s books are fun. The first selection uses the word “silly stories and ridiculous rhymes” to describe his writings, while the second selection says that he wrote “amusing children’s stories.” C. Seuss worked hard at writing books. D. Seuss’s career as an author was long. Reflection

Read aloud the Reflection on My Learning and the Reflection on Critical Thinking prompts. Have students debrief in the large group, in small groups, or with partners. Reflection on My Learning What steps will you follow to integrate information from two texts on the same topic? Students might answer that they will read each text to gain information about the topic. Then, they will analyze the similarities and differences between the two texts. Finally, they will combine information from both texts that demonstrates a thorough understanding of the topic. Reflection on Critical Thinking – Reflect and Link How did you use the critical thinking traits reflect and link to help you integrate information from the two texts on the same topic? Students might answer that they used the reflect trait to seek information from each text to determine the likenesses and differences between the main ideas and details shared in the texts and that they used the link trait to use the connections in the texts to integrate the information accurately and thoroughly.

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Reflection on My Learning What steps will you follow to integrate information from two texts on the same topic?

Reflection on Critical Thinking – Reflect and Link How did you use the critical thinking traits reflect and link to help you integrate information from the two texts on the same topic?

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UNIT 10 Name: ______Unit 10

Building Background Knowledge 20 min. Read the selections. Then answer the questions. Guide students to establish the purpose for reading the unit text by completing this activity: Have students view a video about the environmental benefits of recycling. Instruct students to work in small groups to discuss key ideas from the video. Guide students to work collaboratively with members of the group participating in the discussion to develop a plan for implementing recycling efforts at school. Cardboard Bikes (NCSCOS: RI.4.9, SL.4.1.a, SL.4.1.b, SL.4.1.c, SL.4.1.d, SL.4.2, SL.4.3) by Thomas Sylvan Vocabulary Mastery 10 min. If you were to hear the words cardboard bicycle, you would probably think, Impossible! But Israeli Preteach the Text-Specific Vocabulary words that might interfere with student comprehension of the unit text(s). Present the inventor Izhar Gafni thought, No problem! NCSCOS Vocabulary during the instruction of the standards. Text-Specific Vocabulary NCSCOS Vocabulary Gafni developed the idea after he learned about a canoe made from cardboard. As a cycling bear insulators information enthusiast and mechanical engineer, Gafni was confident that a cardboard bicycle was possible. But beneficial mechanical integrate when he shared his idea with other engineers, they doubted his plan. contribution production subject enhanced prototypes text enthusiast recycled topic Gafni set to work. He decided to build a cardboard bicycle on his own. The biggest difficulty was innovative resistant creating cardboard that would be strong enough to hold the weight of a person. He discovered the Vocabulary Activities 15 min. solution to this problem by thinking about Japanese origami. In origami, paper is folded to create different shapes. Gafni realized that these folds made the paper stronger. When he used folded Use the Vocabulary Activities to support student understanding of the Text-Specific and NCSCOS Vocabulary. cardboard, he could triple the amount of weight the cardboard could bear. He tested the folded Activity: Vocab Erase cardboard under cars and cinder blocks to be sure it would work. Next, he created a coating for the Have students work in two teams and form lines leading to the whiteboard. Write two lists of Text-Specific or NCSCOS vocabulary bike that would make it weather resistant. Eventually, the bikes were painted with acrylic paints words on the board. On your signal, have the first student of each team move to the board, read the first word, and provide the mixed with add-ons that sealed and enhanced them. meaning. If correct, have students erase the words and move to the end of the lines. Note to students that the first team to erase all the words on their team list wins. After developing several prototypes, the bicycle was finished. It (NCSCOS: L.4.4, L.4.5, L.4.6) weighs only about 30 pounds, yet it can carry up to 350 pounds of weight. The entire bike is made of recycled cardboard, Activity: Vocabulary Word Clouds recycled plastic, and recycled car tires. It is both fireproof and Display Text-Specific and NCSCOS vocabulary words. Provide small groups of students with large sheets of paper and colored waterproof. The production of a cardboard bike costs less than markers. Instruct students to create Word Clouds graphic organizers by writing the vocabulary words in centers of papers and by $20! using different colored markers to write synonyms, definitions, and descriptions of the words around the vocabulary words. Allow students to share and display their Word Clouds. Unfortunately, as with many innovative ideas, it is difficult to (NCSCOS: L.4.4, L.4.5, L.4.6) secure enough money to get a product in the hands of Reading: Foundational Skills 10 min. consumers. Cardboard Technologies, the company that Gafni founded along with his partners, holds the rights to the cardboard bike design. The company has Guide students to demonstrate understandings of these reading foundational skills before they read the text(s). Prompt students to apply understanding of these reading foundational skills as they read words in context and out of context. already secured the funding to mass produce the bikes so they can be purchased for only $49.

Use these words in the unit text to provide instruction for decoding words with final stable syllables: mechanical, recycled At this time, the future of the cardboard bike is unclear. But what is clear is that Izhar Gafni Use these words in the unit text to provide instruction for decoding words with syllable division patterns: enthusiast developed an idea that benefits the environment. Consumers will also benefit from the low cost and Use these words in the unit text to provide instruction for decoding words with suffixes and how they change base words: from the knowledge that they are doing their part to protect Earth. production, insulators, contribution

(NCSCOS: RF.4.4) Special thanks to cardboardtech.com for providing information and a photograph for the cardboard bike.

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Plastic Bottle Village At the close of 2017, an initiative called the Carbon Footprint Sticker was started to collect plastic bottles and to be beneficial for the community. When visitors travel to Bocas del Toro, Panama, they by Theresa Richardson can receive 25 carbon footprint stickers after making a small contribution. When a visitor finishes a beverage, he simply places a sticker on the bottle. Then, a local citizen takes the bottle with a sticker How many plastic bottles do you throw away in one year? An average American uses about 170 and exchanges it for food at a local supermarket. Each bottle is worth five cents. So, 50 bottles plastic water bottles a year! But only about 25% of these bottles are recycled. Unfortunately, equal $2.50 in food. This may not seem like a lot. But for the poorest people in Panama, the money America is not the only country with this problem. helps them meet their basic needs.

Robert Bezeau moved from Canada to Panama in 2009. He soon noticed that the beaches were All of this has been the result of Robert Bezeau noticing a problem. He developed an innovative littered with plastic bottles. In 2012, he started a recycling project. He, along with volunteers, solution to that problem. His solution aids the environment and the local community. And that is a collected plastic bottles. In just a year and a half, they had gathered one million plastic bottles. win for everyone.

In 2015, Bezeau came up with a plan for these plastic bottles. He developed the idea to construct a Special thanks to Plastic King Robert Bezeau for providing information and photographs about the Plastic Bottle Village. Plastic Bottle Village in the jungles of Panama. His plan was to construct a community consisting of 90 to 120 homes made using plastic bottles. The 83-acre community will also consist of gardens, a small boutique, and parks. Bezeau would also like to include an education center so others can be taught how to use discarded plastic.

The process for constructing a plastic bottle home is not complex. First, a steel frame with wire mesh is constructed in the shape of the home. The “cages” are then filled with plastic bottles. The number of bottles needed varies based on the size of the home. The first home constructed in 2015 used 10,000 bottles. A two-story home that used 22,000 bottles was completed in 2016. A four-story “castle” was built in July of 2017 using 40,000 bottles. Then, electricity and plumbing are added. The final step is plastering concrete over the wire cages. The plastic bottles are very good insulators. The plastic bottles help keep the home at a comfortable temperature. The frame and the plastic bottles have a certain amount of flexibility, so the homes can even withstand the tremors of earthquakes.

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Read the Text (student edition pages 167-169) 30 min. Use “Cardboard Bikes” to answer questions 1–4. The texts should be read more than one time and in different contexts, including teacher read alouds, partner reads, small group reads, and independent reads for sustained and increasing periods of time. Encourage students to read with appropriate fluency, 1. What does the information in paragraph 3 help the reader understand? including rate, accuracy, and prosody. Support students as they monitor comprehension and make adjustments by rereading, using background knowledge, checking for visual cues, and asking questions. A. how a cardboard bike might be used in the future (NCSCOS: RI.4.10, RF.4.4, RF.4.5) B. how the inventor got the idea for a cardboard bike Lexile Analysis 890L and 840L C. the process the inventor used to create a cardboard bike Items (student edition pages 170-175) 30 min. D. the problems the inventor experienced while creating a cardboard bike Provide a variety of opportunities for students to respond to the items: independently, with partners, in small groups, or in the large group. Additionally, offer variety in the use of the items: have students write options, ask students to write the stems, use different strategies for students to demonstrate and support their responses.

# Answer NCSCOS DOK RBT 2. How did Gafni use his knowledge of origami during his development of the cardboard bike? 1 C RI.4.1 2 Understand 2 A RI.4.3 2 Understand A. He created a stronger bike by folding the cardboard. 3A C RI.4.2 2 Understand B. He made an interesting bike by using colorful cardboard. 3B C RI.4.2 3 Understand 4 B RI.4.7 2 Apply C. He designed a weather resistant bike by using special paint. 5 B RI.4.1 2 Understand D. He developed a beautiful bike by creating interesting shapes. 6 D RI.4.7 2 Apply 7 D RI.4.2 3 Understand 8 C L.4.4 1 Apply 9 A RI.4.9 3 Understand 10 D RI.4.9 3 Understand 3. The following question has two parts. First, answer part A. Then, answer part B. 11 A RI.4.9 3 Understand Part A 12 B RI.4.9 3 Understand 13 Answers may vary. RI.4.9 3 Understand Which sentence states a main idea of the selection? 14 Answers may vary. RI.4.9 3 Understand A. Cardboard bikes are popular. 15 A L.4.6 1 Apply 16 C Interjections 1 Apply B. Cardboard bikes are impossible to create. 17 A L.4.6 1 Apply C. Cardboard bikes benefit the environment. 10 min. Reflection (student edition page 174) D. Cardboard bikes are painted with acrylic paint.

Read aloud the Reflection on My Learning and Reflection on Critical Thinking prompts. Have students debrief in the large group, in Part B small groups, or with partners. Which detail from the selection supports your answer in part A? Reflection on My Learning How might integrating information from two texts be beneficial to you as a reader? Student responses might include: Integrating A. “Gafni developed the idea after he learned about a canoe made from cardboard.” information from two texts is beneficial because it helps me make connections between the information presented in each text, which helps me to gain a more thorough understanding of the topic. B. “Eventually, the bikes were painted with acrylic paints mixed with add-ons that sealed and enhanced them.” Reflection on Critical Thinking – Reflect and Link What might you think about when you integrate information from two texts on the same topic? Student responses might include: I C. “The entire bike is made of recycled cardboard, recycled plastic, and recycled car tires.” might think about the purposes of the authors, the similarities and differences between the information presented, and the structures D. “The company has already secured the funding to mass produce the bikes so they can be used. purchased for only $49.” Why is it important to integrate information from two texts on the same topic? Student responses might include: It is important to integrate information from two texts because doing so helps me determine how concepts are related and allows me to gather additional information about a topic.

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4. Why does the author most likely include the image of the cardboard bike? Use “Plastic Bottle Village” to answer questions 5–8. 5. Read the paragraph from the selection. A. to show the materials that are used to construct a cardboard bike B. to emphasize that a cardboard bike looks like a typical bike Robert Bezeau moved from Canada to Panama in 2009. He soon noticed that the beaches were littered with plastic bottles. In 2012, he started a recycling project. He, along with C. to help the reader recognize that the bike works well volunteers, collected plastic bottles. In just a year and a half, they had gathered one million D. to convince the reader to buy the bike plastic bottles.

What can the reader infer about Robert Bezeau based on the information in this paragraph? A. He does not enjoy working alone. B. He is committed to the project he began. C. He prefers to spend most of his time at the beach. D. He is seeking more volunteers to complete his work. 6. Why are the two photographs included in the selection?

A. to help the reader understand how a home made from plastic bottles stays warm B. to help the reader understand the size of a home that is made from plastic bottles C. to help the reader understand the number of plastic bottles needed to construct a home D. to help the reader understand how the plastic bottles are placed inside the walls of a home 7. Which detail from “Plastic Bottle Village” supports the idea that homes made from plastic bottles are sturdy?

A. “The process for constructing a plastic bottle home is not complex.” B. “A four-story ‘castle’ was built in July of 2017 using 40,000 bottles.” C. “The plastic bottles are very good insulators.” D. “The frame and the plastic bottles have a certain amount of flexibility, so the homes can even withstand the tremors of earthquakes.” 8. Read the sentence from the selection.

At the close of 2017, an initiative called the Carbon Footprint Sticker was started to collect plastic bottles and to be beneficial for the community.

Based on the meaning of the root bene, what does the word beneficial mean? A. planning an event B. taking a different path C. having a positive result D. creating a new challenge

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Use “Cardboard Bikes” and “Plastic Bottle Village” to answer questions 9–12. 13. What similarities do Izhar Gafni and Robert Bezeau share as inventors? Use details from both 9. With which statement would the authors most likely agree? selections to support your answer.

A. People should create the items they need without harming the environment. B. Volunteers have great potential for impacting communities in positive ways. C. Engineers have the best ideas for creating the items people desire. D. Plastic has many practical uses in people’s homes. 14. What can you conclude about the process of developing a new product? Use details from both selections to support your answer.

10. What is similar about “Cardboard Bikes” and “Plastic Bottle Village”? A. Both authors share information about how people in other countries construct items. B. Both authors convince the reader that creating low-cost items is important. Reflection on My Learning C. Both authors show how consumers can purchase items that protect Earth. How might integrating information from two texts be beneficial to you as a reader? D. Both authors highlight people who are building items in creative ways.

11. What is one difference in the information presented in the selections? A. “Cardboard Bikes” describes a product that is not yet available, while “Plastic Bottle Village” describes a product that is already in use. Reflection on Critical Thinking – Reflect and Link B. “Cardboard Bikes” focuses on the inventor of the product, while “Plastic Bottle Village” Reflect – I review my thoughts and experiences to guide my actions. focuses on the location of the product’s invention. What might you think about when you integrate information from two texts on the same C. “Cardboard Bikes” explains the successes of the product, while “Plastic Bottle Village” topic? explains the challenges faced by the creator of the product. D. “Cardboard Bikes” includes details about the amount of time needed to create the product, while “Plastic Bottle Village” includes details about the number of people needed to complete a product.

Link – I apply knowledge to reach new understandings. 12. The second paragraphs of both selections provide details about which topic? Why is it important to integrate information from two texts on the same topic? A. consumers B. inspiration C. pollution D. recreation

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Name: ______Unit 10

Writing: Revising/Editing 15. A student wants to improve the precise language used in his story.

Tony’s job at the Materials Recovery Facility wasn’t exactly exciting. Working at the Murf, as the employees called it, was boring. All day, every day, Tony sorted items that are able to be recycled speeding by on a conveyor belt. Friday started out just like every other day. Suddenly, Tony was surprised by something unusual.

Which best replaces the underlined phrase?

A. materials B. recoverables C. recyclables D. substances

16. A student wants to ensure correct grammar usage.

It’s not plastic. It’s not aluminum, paper, or glass, Tony thought to himself. “_____Where should I put this?” he asked. Tony held up a soft, furry kitten.

Which word belongs in the blank? A. Eek! B. Hey! C. Ow! D. Yay!

17. A student has not used the most precise word in the last paragraph of a story.

“I’ll take him!” Mrs. Garcia, Tony’s supervisor, exclaimed. “What should we name him?” “Murphy, of course,” Tony replied. With a broad smile, Tony went back to work. Working at the Murf may not be fun, but it certainly can have its rewards.

Which word best replaces the underlined word? A. exciting B. important C. respectable D. rewarding

Illegal to Copy 175 TEACHER EDITION STUDENT EDITION

UNIT 10 Name: ______Unit 10

Performance Task (student edition pages 176-180) 120 min. Guide students through the Performance Task by: Performance Task Task: • directing students to read the Task, Directions for Beginning, and Research Questions sections. • instructing students to read the Sources for Performance Task, recording notes as they read. Your school’s science fair is taking place soon. Your class has decided to focus on completing • debriefing student responses to the Research items. science projects about the environment. You become interested in reusing and recycling. Your teacher takes the class to the library to look up more information. You will read several sources • supporting students as they read Your Assignment and Remember sections before composing texts that respond to the about this topic. prompt.

After you have reviewed these sources, you will answer some questions about them. Briefly scan the Part 1: Research sources and the three questions that follow. Then, go back and read the sources carefully so you will 1. Students should select option C. have the information you will need to answer the questions and complete your research. 2. Student responses might include: Both sources provide examples of people who have reused trash to create new things. “Plastic Bottle Village” describes a man who used discarded plastic bottles as a building material to create homes. The In Part 2, you will write an informational article using information you have read. source states that the plastic bottles had been littering the beaches, so the man’s work has led to less litter on the beaches. “From Paper to Flowerpots” describes how students use discarded paper to make flowerpots. The source states that the paper the students use for the flowerpots will not have to go to a landfill. Less waste in landfills is good for the Directions for Beginning: environment. You will now review several sources. You can review any of the sources as often as you like. 3. Student responses might include: Recycling and reusing are important because both actions help to keep the Earth clean. Source #1 explains that one million plastic bottles were cleaned up from the beaches in Panama. The bottles were reused as building materials for homes. Source #2 says that waste in landfills and incinerators pollutes air and water. It then states Research Questions: that recycling and reusing reduce pollution. Reducing pollution is important for our health and the health of Earth. After reviewing the research sources,usethe rest of the time in Part1to answer three questions about them. Your answers to these questions will be scored. Also, your answers will help you think Part 2: Writing about the information you have read, which should help you write your informational article. Student responses should include a well-written informational article on the topic of reusing and recycling. The responses should use information and ideas from more than one source and should attend to the elements of the Remember section which provides the criteria for a well-written informational article. Part1 (NCSCOS: W.4.2, W.4.2.a, W.4.2.b, W.4.2.c, W.4.2.d, W.4.2.e, W.4.2.f, W.4.2.g, W.4.4, W.4.5, W.4.6, RF.4.2, L.4.1, L.4.2, L.4.3) Sources for PerformanceTask:

Source #1 Reread “Plastic Bottle Village.” Use the space to record notes about this source that will help you on your task.

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Name: ______Name: ______Unit 10 Unit 10

Source #2 Source #3 Read this article that describes product distribution and disposal. Read this article that describes a special project of students. Products and the Environment based on information from the Environmental Protection Agency From Paper to Flowerpots based on information from the Environmental Protection Agency Everyone uses products each day, from toothbrushes to notebooks to video games. Each of these products affects the environment. This article focuses on how products get to us and what happens Elementary school children in Hebron, Nebraska, are learning about reusing and recycling. At the when we are finished with them. same time, they are enriching the lives of “adopted grandparents” at elder care communities.

Distribution and Use For more than a decade, sixth-graders in the community have been making flowerpots for the We all rely on various products in our daily lives. Usually, it is easier than making the same items elderly. The flowerpots are made with recycled paper that the students make themselves. More than from scratch. For example, going to a store and buying a bag of rice is much simpler than trying to 100 students from six classrooms participate in the program each year. Crystal Fangmeier of the grow rice in a paddy in the backyard. After products are made, many must be packaged for Thayer County Cooperative Extension Agency developed the program. She wanted to show children transportation. Then, the products are distributed to stores. Often, products are transported long that “just because you throw something away, that doesn’t mean it’s gone.” distances across the nation before people can purchase and use those items. Products often require packaging to protect them. Packaging helps prevent spoilage and damage First, the students learn about reusing and recycling. Then, they use shredded paper from a local during transportation, storage, and sale. Sometimes, packaging is needed to provide information to hospital to create paper pulp. Using small cups as molds, the students shape the paper pulp into consumers, such as nutrition facts. When packaging is discarded it can create a great deal of waste. starter pots. The pots dry for one week. Then, the students plant flowers in the pots for their adopted In some communities packaging materials are not recyclable. Then, these items must be thrown grandparents. The students enjoy telling the recipients about how they made the pots. away. Other organizations have become interested in the project. They hope to launch similar projects in Product Retirement their communities. In addition, many students continue reusing creatively after the project ends. For example, some are coloring their own wrapping paper. These students are helping to ensure that After use, many items or packaging are disposed of in landfills or incinerators, furnaces for burning less paper goes to a landfill. This is good news for the environment. waste materials. Others are recycled. If products are disposed of in landfills or incinerators, they no longer serve a purpose. In addition, these disposal methods can pollute air and water. However, if products are reused or recycled, they continue to provide benefit. The products can be used as a raw material to create new items. They can also be used in the same way they were originally intended. Reusing and recycling products saves natural resources, prevents waste, and reduces pollution. Also, manufacturers will be more likely to make products with recycled materials as more people buy them. Waste Reduction Ideas adapted from “10 Steps for Being Waste-Free” by the Environmental Protection Agency Waste Prevention Recycling • Type notes rather than printing articles. • Help your school organize a recycling • Use both sides of sheets of paper. competition. • Make notepads from scrap paper. • Place recycling bins in convenient locations. • Help your school organize Waste-Free Lunch • Create posters to teach which items are and are Days. not recyclable and hang the posters. Reuse/Donation Other • Reuse school supplies, such as folders and • Start an environmental club at your school. binders. • Brainstorm ways to educate others about waste • Use old magazines and newspapers for art reduction. projects. • Join WasteWise or other EPA programs for • Donate clothing, furniture, or electronics to a recognition of your efforts. local charity.

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Name: ______Name: ______Unit 10 Unit 10

Research Part 2 Read and answer questions 1–3. You will now review your notes and sources, and plan, draft, revise, and edit your writing. You may use your notes and go back to the sources. Now read your assignment and the information about 1. Source #1 says “In 2015, Bezeau came up with a plan for these plastic bottles. He developed the how your writing will be scored, then begin your work. idea to construct a Plastic Bottle Village in the jungles of Panama.” Select the sentence in Source #2 that best supports this detail. Your Assignment: A. “After use, many items or packaging are disposed of in landfills or incinerators, furnaces for Your teacher wants each student to write an informational article that will be displayed with your burning waste materials. science fair project. You decide to write about reusing and recycling. Your article will be read by ” other students, teachers, and parents. B. “In addition, these disposal methods can pollute air and water.” Using more than one source, develop a main idea about the importance of reusing and recycling C. The products can be used as a raw material to create new items. “ ” products. Choose the most important information from more than one source to support your main D. “Also, manufacturers will be more likely to make products with recycled materials as more idea. Then, write an informational article about your main idea that is several paragraphs long. people buy them.” Clearly organize your article and support your main idea with details from the sources. Use your own words except when quoting directly from the sources. Be sure to give the source title or number when using details from the sources.

REMEMBER: A well-written informationalarticle 2. Source #1 and Source #3 discuss how people have reused waste materials to create something • has a clear main idea. new. Explain what the sources say about how reusing waste materials helps the environment. • is well-organized and stays on the topic. Use two details, one detail from Source #1 and one detail from Source #3, to support your • has an introduction and conclusion. explanation. For each detail, include the source title or number. • uses transitions. • uses details from the sources to support your main idea. • puts the information from the sources in your own words, except when using direct quotations from the sources. • gives the title or number of the source for the details or facts you included. • develops ideas clearly. • uses clear language. • follows rules of writing (spelling, punctuation, and grammar usage).

Now begin work on your informational article. 3. Explain why reusing and recycling is important. Give one reason from Source #1 and one reason from Source #2 to support your explanation. For each reason, include the source title or Manage your time carefully so that youcan number. 1. plan your informational article. 2. write your informational article. 3. revise and edit the final draft of your informational article.

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UNIT 10 Name: ______Unit 10

Reflection on Critical Thinking (student edition page 181) 5 min. Allow time for students to reflect on their application of the critical thinking traits during the unit.

During this unit, you used a variety of critical thinking traits. Which critical thinking trait did you use more than others? Explain how Reflection on Critical Thinking you used that critical thinking trait. During this unit, you used a variety of critical thinking traits. Which critical thinking trait did you use Student responses should include the identification of a critical thinking trait they used more than others during this unitwithan more than others? explanation of how that critical thinking trait was used.

Home Connection Share the following activities on your class Web page or in your class newsletter to create learning opportunities for students and Explain how you used that critical thinking trait? their families.

1. Allow your child to gather and use trash and recyclable items to construct a piece of art. 2. Help your child search the Web to discover recycling opportunities in the community.

Literature Connection Continue building student knowledge related to this unit by inviting students to self-select texts for independent reading, by reading aloud texts, and by recommending titles as inquiry resources.

Here Comes the Garbage Barge! – Jonah Winter AD 670L

Recycle! – Gail Gibbons AD 840L

Choose to Reuse – Lisa Bullard 520L Recycled Tires – Toney Allman 830L The Adventures of a Plastic Bottle – Alison Inches One Plastic Bag – Miranda Paul Ada’s Violin – Susan Hood Trash Magic: A Book about Recycling a Plastic Bottle – Angie Lepetit Junk Re-Thunk – Brian Yanish The Tree Lady – H. Joseph Hopkins

(NCSCOS: RL.4.10, RI.4.10, RF.4.4, RF.4.5) Teacher Reflection 1. What activities best supported student learning and success? 2. What did I notice about students’ understanding of the Focus NCSCOS? 3. How can I revisit the unit Focus NCSCOS in future instruction? 4. How might I improve the instruction of this unit?

82 Illegal to Copy Illegal to Copy 181 NOTES

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