The Voyages of Christopher Columbus

LP Explorers of Sea Space& BY MICHAEL CONTRERAS & SUE BYERS WITH MELVIN COOK Illustrated by Mike eustis ISBN Print: 978-1-63260-226-8 ePub: 978-1-63260-227-5

855.200.SNAP www.snaplearning.net

ALL RIGHTS RESERVED. This book contains material protected under International and Federal Copyright Laws and Treaties. Any unauthorized reprint or use of this material is prohibited. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without express written permission from the author / publisher. LP

Lesson Student Table of Contents Plan Book

Introduction...... 4 4

Sea Exploration...... 6-12 5-8

Space Exploration...... 14 9

Manned Space Flight...... 16 10

Conclusion...... 18 11

Additional Source...... 20 12

Close Reading Check...... 21 13

Writing...... 22-34 14

Rubric...... 35 27

References...... 36 30

College and Career Readiness Standards...... 39 Introduce Book Students look at the front cover, read the title, author, and illustrator. Students browse the Table of Contents and book to predict what they will learn about.

First Read Teacher reads page 4 aloud. Second Read

Students read to the stop sign highlighting difficult and challenging words and phrases. Students use strategies to work through the decoding and meaning of words. Students restate or paraphrase the text to demonstrate their understanding.

Students determine the main idea, and then write it in the margins.

Paragraph(s) 1 Paragraph(s) 2 Paragraph(s) 3

Explorers search for new The 15th-17th centuries are Most explorers had a purpose information or increased called the Age of Exploration. in addition to exploration. resources.

Summarize the key idea of this passage in 25 words or less.

Most explorers searched for new information or increased resources. The 15th to 17th centuries are known as the Age of Exploration.

Third Read

Reread paragraph 2. Underline the characteristic that Columbus felt was necessary for sea exploration. Explain his meaning.

In paragraph 2, the quote from Columbus states you have to “have the courage to lose sight of the shore.” By this he means that explorers must be courageous and not afraid of the unknown in order to explore the ocean.

Reread paragraph 3. Describe the characteristics of explorers. Quote at least two details from the text to support your answer.

In paragraph 3, the text states, “explorers tend to be curious, creative, and independent.” It adds, “Most also possess a sense of a higher purpose.”

Reader Tasks - Quick Write 1 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

Photo: Michael L. Baird Michael Photo: Nina˜

Pinta Angel Miguel Photo:

Christopher Columbus painting by Sebastiano del Piombo Sebastiano by painting Columbus Christopher Christopher Columbus

1 Since the dawn of time, some humans have ventured forth into unknown territories and uncharted seas. For the most part, Santa Maria On Christopher Columbus’ first voyage, he took three those explorers were searching for either ships, the Niña, Pinta, and Santa Maria. Replicas of these ships are pictured above. new information or increased resources. Certainly, personal courage was a 3 characteristic common to both early and 2 The period including the 15th to 17th centuries has been titled the Age of modern explorers. However, explorers Exploration. One notable explorer also tend to be curious, creative, and active during this era was Christopher independent. Most also possess a sense of Columbus. He once proclaimed, higher purpose. For example, the primary “You can never cross the ocean goal of Columbus was to find a shorter until you have the courage to route to Asia. Columbus also believed lose sight of the shore.” that part of his mission was the spread of Christianity.

4 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 5 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 4 Paragraph(s) 5 Paragraph(s) 6

Early societies undertook Leif Eriksson was the first Wealth was the goal of seafaring explorations. European to land in North explorations during the Age of America. Exploration. Since then the primary purpose has been improved knowledge.

Summarize the key idea of this passage in 25 words or less.

Leif Eriksson was the first European explorer to land in North America. Increased wealth, and later improved knowledge, was the goal of explorations. Third Read

Reread paragraph 4. Identify the claim the authors make in this paragraph. Quote statements from the text that provide evidence to support the claim.

In paragraph 4, the authors claim that exploration “did not begin with the Age of Exploration.” The authors support this claim with the statement “seafaring explorations were undertaken by several societies.” They then give examples of these societies that include the Phoenicians, Greeks, Chinese, and Vikings.

Reread paragraph 6. Explain the relationship between the motivation for exploration during the Age of Exploration and the exploration that followed in the years after. Quote statements from the text that provide evidence for your answer.

In paragraph 6, the text states, “During the Age of Exploration, the motivation for exploration was largely for material wealth.” Following the Age of Exploration, the motivation changed. “Since that time, major explorations were launched primarily to obtain improved knowledge” about the world and universe.

Reader Tasks - Quick Write 2 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

4 Exploration, of course, did not begin with the Age of Exploration. Prior to that time, extensive seafaring explorations were undertaken by several societies. These included the Phoenicians, the Greeks, the Chinese, and the Vikings. “Viking”, replica of the Gokstad Viking ship, at the Chicago World Fair 1893

During the Age of Exploration, the 6 motivation for exploration was largely material wealth. However, since that time, major explorations were launched primarily to obtain improved knowledge about the remainder of the world and the universe beyond. Photo: Nick Stenning Photo:

Chinese junk ships have been in use since the 2nd century AD. The Duk Ling (Clever Duck) is of the junk design.

5 In fact, Viking ships were the first to cross the Atlantic Ocean. Leif Eriksson, an Icelandic explorer searching for timber, is believed to be the first European to land in North America. Eriksson landed on Newfoundland in modern-day Canada. He established a settlement there almost 500 years before the voyages of Columbus. Leif Eriksson Quine Thomas Photo: A memorial statue of Leif Eriksson.

5 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 6 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 7 Paragraph(s) 8 Paragraph(s) 9

Columbus set sail to find a Columbus explored what Columbus’s explorations were shorter passage to India. is called the New World, discounted because he didn’t including North, South, and discover a route to India. Central America.

Summarize the key idea of this passage in 25 words or less.

Columbus explored North, South, and Central America. His discoveries were discounted because he didn’t find a route to India. Third Read

Explain how the map clarifies your understanding of the text. Quote specifically from the text. Underline the specific lines of text to which the map refers.

The map shows the voyages of Christopher Columbus. In paragraph 7, the text states, “Columbus set sail in 1492 in search of a shorter passage to Asia.” In paragraph 8, the text states, “Columbus, in his four voyages, managed to explore many Caribbean islands.”

Reread paragraph 7. What can you infer from the last sentence in this paragraph? Cite at least two details from the text to support your answer.

The last sentence in paragraph 7 states, “The monarchs, however, did not expect him to return.” In the previous sentence the text says, “he was to be granted a portion of the profits as well as the title of “Admiral of the Seas.” We can infer that these promises were made because the monarchs did not expect that they would have to be fulfilled.

Reader Tasks - Quick Write 3 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

7 Columbus set sail in 1492 in search of Jamaica, and Cuba. Additionally, he a shorter passage to Asia, specifically also explored small parts of South and India. With ships and funds provided Central America. by King Ferdinand and Queen Isabella The voyages of Christopher columbus

of Spain, Columbus “NEW WORLD” “OLD WORLD”

was to return with ATLANTIC OCEAN NORTH EUROPE CENTRAL spices and other AMERICA Spain ASIA riches. Upon his Caribbean Islands homecoming, he India central AFRICA AMERICA was to be granted PACIFIC OCEAN INDIAN OCEAN SOUTH ATLANTIC OCEAN a portion of the AMERICA Map Key profits as well as the First Voyage Third Voyage Second Voyage Fourth Voyage title “Admiral of the Seas.” The monarchs, however, did not Since Columbus never did discover a 9 expect him to return. route to India, contemporary Europeans largely discounted his discoveries. In 8 He did return, of course. However, his fact, in an effort to boost the significance reappearance in Europe came from of his accomplishments, Columbus what later was called the New World, himself asserted that he indeed had not India. This world now includes found the east coast of Asia. North and South America as well as the surrounding islands. Columbus, in his four voyages, managed to explore many Caribbean islands. These islands include what presently is named the Bahamas,

6 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 7 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 10 Paragraph(s) 11 Paragraph(s) 12

Following the Age of James Cook explored and Charles Darwin, a naturalist, Exploration, expeditions were surveyed islands and coastlines investigated geologic features concentrated on the search for in the Pacific. and collected artifacts along new information. the coast of South America.

Summarize the key idea of this passage in 25 words or less.

James Cook explored and charted islands and coastlines of the Pacific. Charles Darwin, a naturalist, explored the coast of South America.

Third Read

Reread paragraph 12. Explain how Charles Darwin’s purpose and point of view was different from previous explorers mentioned in the text. Quote at least two details from the text to support your answer.

Charles Darwin was a naturalist and not an explorer like those who had gone before him. In paragraph 12, the text states he “investigated geologic features and collected artifacts of natural history along the coast of South America.” He kept a “journal throughout the voyage” that later became the basis for a publication.

Explain how the map clarifies your understanding of the text. Quote specifically from the text. Underline the specific lines of text to which the map refers.

The map shows the voyages of Captain James Cook. In paragraph 11 the text states, “During his 18th century voyages of discovery into the Pacific, he surveyed and named numerous land features.” He also recorded the “position of unknown islands and charted unfamiliar coastlines.”

Reader Tasks - Quick Write 4 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

10 Following the Age of Exploration, land features. He also recorded the expeditions were mainly concentrated position of unknown islands and charted upon the search for new information unfamiliar coastlines. He was the first rather than new sources of natural European to visit the Hawaiian Islands. resources. Examples of this new phase of exploration include Captain James Cook’s The HMS Beagle was Charles Darwin’s 12 exploration of the Pacific Ocean. Further floating home for five years. During that explorations of this nature also include the time, the British naturalist investigated scientific surveys of individuals such as geologic features and collected artifacts Charles Darwin. Additionally, the various of natural history along the coast of races to reach the North and South Poles South America. He maintained a journal also fall into this category of discovery. throughout the voyage. This material later was used as a foundation for his 1859 11 James Cook was a British explorer and publication, On the Origin of Species. captain in the Royal Navy. During his 18th century voyages of discovery into the Pacific, he surveyed and named numerous

Captain James Cook’s Voyages England EUROPE NORTH ASIA AMERICA ATLANTIC PACIFIC OCEAN OCEAN Hawaii AFRICA Christmas Island Captain

Marquesas Islands SOUTH Tonga Island AMERICA Tahiti James Cook AUSTRALIA Cook Easter Island Cape of Islands Good Hope

Tasmania Map Key New Zealand First Voyage Cape Horn Second Voyage Third Voyage Location Antarctica 2000 mi

7 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 8 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 13 Paragraph(s) 14

The first exploration of the North Pole is A team from Norway was the first to reach credited to Robert Peary, an American. the South Pole.

Summarize the key idea of this passage in 25 words or less.

Explorers from the United States, Great Britain, and Norway raced to be the first to reach the North and South Poles.

Third Read

Explain how the photographs clarify your understanding of the text. Quote specifically from the text. Underline the specific lines of text to which the photographs refer.

Two photographs show the men whose parties reached the North and South Poles first. The other photograph shows the South Pole. We can see from the photos that the conditions were extreme and harsh. The South Pole is frozen and isolated and the men’s clothing shows that it is extremely cold. In paragraph 14, the text says an exploration party “perished from starvation and the extreme cold.”

Reread paragraphs 13-14. Explain the effects of the race to explore the North Pole. Quote at least two statements from the text to support your answer.

In paragraph 13, the text states, “The North Pole was a coveted destination for many explorers.” They “longed for the prestige of being the first to reach the pole.” It was a difficult task because “uncharted ice masses and harsh climate conditions hindered many expeditions.” Even today, there “is some controversy” regarding the claims of an American discovery in 1909.

Reader Tasks - Quick Write 5 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

13 The North Pole was a coveted destination Again, the British, the Americans, and 14 for many explorers from different coun- the Norwegians led the race to the South tries. Explorers from Great Britain, the Pole. In December of 1911, Norway’s United States, Norway, and Italy longed Roald Amundsen and his group reached for the prestige of being the first to reach the pole. Robert Falcon Scott, a British the pole. However, uncharted ice masses explorer, also made it to the pole and harsh climate conditions hindered thirty-four days later with four others. many expeditions. The conquest of the Unfortunately, on the return trip, Scott North Pole generally has been credited and the others perished from starvation to Robert Peary, an American, and his and the extreme cold. party. But, even to this day, there is some Roald Amundsen controversy regarding his claims of a 1909 discovery.

Robert Peary

Roald Amundsen and his team at the South Pole

8 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 9 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 15 Paragraph(s) 16 Paragraph(s) 17-18

Modern space exploration is During World War II, the Following World War II, the a continuation of the search Germans created the first man- United States and Soviet Union for knowledge. made object to enter space. engaged in a space race.

Summarize the key idea of this passage in 25 words or less.

Space exploration, a continuation of the search for new knowledge, led to a space race between the United States and Soviet Union.

Third Read

Reread paragraph 16. Describe the key events that led to the ability of people to explore space. Quote at least two statements from the text to support your answer.

In paragraph 16, the authors state “Advances in technology during World War II made it possible for people to explore space.” In 1942, the Germans built a rocket, the first man-made object to enter space. “That rocket’s design quickly became the model for subsequent rockets.”

Reread paragraphs 17-18. Underline the last sentence in paragraph 18, “The race for space had begun in earnest.” What do the authors mean?

In paragraph 17, the authors state that there was animosity between the Western and Eastern bloc nations. They were in “conflict for space superiority.” In paragraph 18, the text says that the Soviets were the first to launch a satellite into orbit, followed by the United States three months later. Both countries wanted to be the first to enter space.

Reader Tasks - Quick Write 6 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

15 Modern space exploration generally is a continuation of this search for

knowledge. However, advocates for Sputnik 1 further exploration of space often Air Force U.S. Photo: point to the possible material gains of continued efforts.

Replica of a German V-2 rocket Advances in technology Explorer 1 during World War II made NASA Photo: it possible for people to In 1957, the Soviet Union blasted a 18 explore space. In 1942, a satellite called Sputnik 1 into space. The German rocket called a V-2 Sputnik was the first manmade satellite to became the first man-made orbit Earth. One month later, the Soviets object to enter space. That launched a dog named Laika, the first 16 rocket’s design quickly became the model animal in space, into orbit. Three months for subsequent rockets. later, the United States launched Explorer I into orbit. The race for space had begun 17 Following World War II, animosity in earnest. between the Western Bloc nations and the Eastern Bloc countries led to what is termed the Cold War. The leader of the Captain James Cook’s Voyages Western Bloc was the United States. The USSR (Soviet Union) head of the Eastern Bloc was the Soviet U.S. ATLANTIC PACIFIC OCEAN PACIFIC Union, now known as Russia. The Space OCEAN OCEAN

INDIAN Race, or the conflict for space superiority, Map Key OCEAN NATO was a part of the Cold War. Warsaw Pact

9 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 10 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 19-20 Paragraph(s) 21-22 Paragraph(s) 23

In 1961, Soviet cosmonauts The Americans and the Soviets Mars is the latest goal for and American astronauts went entered the Space Race. The space travel. into space. Americans landed the first man on the moon.

Summarize the key idea of this passage in 25 words or less.

Soviet cosmonauts and American astronauts orbited the earth, with Americans, Armstrong and Aldrin, being the first men on the moon. Mars is the next goal.

Third Read

Reread paragraph 20. Underline the words of John Glenn in the last sentence, “I don’t know what you could say about a day in which you have seen four beautiful sunsets!” What does Glenn mean by these words? Quote and underline evidence from the text.

In paragraph 20, John Glenn refers to having seen four sunsets in one day. He is referring to the fact that “he orbited the planet three times in five hours. Glenn saw the sun go down four times.”

Reread paragraphs 19-23. Explain how the author organized this section of text. Identify the primary text structure. Cite and underline at least 2 signal words or phrases as evidence of the text structure.

The author used a chronological text structure in this section of text. Words that indicate this structure include: next, In 1961, three weeks later, in 1966, on July 20, 1969, and Since that time.

Reader Tasks - Quick Write 7 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

19 Placing a human into space became the The space exploration goal now became 21 next goal for both countries. Soviet space the moon. The Soviets jumped to an early explorers were called cosmonauts. The lead in the race for the moon by landing Americans termed theirs astronauts. In an unmanned probe on the surface 1961, the Soviets sent cosmonaut Yuri in 1966. Gagarin into space. Just three weeks later, astronaut Alan Shepard became the first American to venture into space.

20 John Glenn was the first American to orbit Earth and the fifth person in space. He orbited the planet three times in five Photo: NASA Photo:

hours. Glenn saw the sun go down four Buzz Aldrin on the Moon times instead of once. He once said of that However, on July 20, 1969, Apollo 11 22 flight, “I don’t know what you could say landed on the moon. American astronauts about a day in which you have seen four Neil Armstrong and Buzz Aldrin became beautiful sunsets!” the first humans to spend time on the lunar surface.

Since that time, much of the focus for 23 space exploration has been shifted to the other planets, most notably Mars. Plans for the future exploration and colonization of Mars already have begun.

Photo: NASA Photo: Some supporters predict a Mars landing The Apollo 11 lunar module, the Moon and the Earth. as early as the first half of the 21st century.

10 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 11 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 24-25 Paragraph(s) 26 Paragraph(s) 27

Early exploration was a search for Later exploration was Space exploration is rooted in knowledge and resources. motivated by scientific inquiry scientific inquiry, national pride During the Age of Exploration, and curiosity. and to discover new resources. material gain was the driving force.

Summarize the key idea of this passage in 25 words or less.

Sea explorers searched for knowledge, additional resources, and wealth. Space exploration is motivated by a quest for knowledge, pride, and resources. Third Read

Reread paragraphs 24-27. Explain the reasons for the authors to conclude with a summary. Underline the key ideas that are summarized. Find where these same key ideas were presented earlier in the book.

The authors use a concluding summary to review the key ideas in the book. In paragraph 24, the authors restate the major factors for early exploration, “a quest for knowledge and search for additional resources.” These were first mentioned in paragraph 1. In paragraph 26, the authors state that later explorations “were a product of scientific inquiry.” This was mentioned previously in paragraphs 10 and 11. Finally, in paragraph 27, the authors restate that space exploration “is rooted in scientific inquiry” as first mentioned in paragraph 15.

Create a new heading for this summary that restates the key idea for this section of text. Quote at least two details that support the heading.

I think “Quests for Knowledge and Resources” would be a good heading for this section of text because it sums up the reasons for human explorations of sea and space. In paragraph 25, the authors say, “Early exploration was a search for both.” In paragraph 26, they add, “Later exploration often was a product of scientific inquiry and simple curiosity.” Then they conclude by saying, “Modern space exploration is rooted in scientific inquiry as well,” along with national pride and a search for resources. Reader Tasks - Quick Write 8 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

24 In summary, human exploration of Later exploration often was a product 26 the unknown was motivated by two of scientific inquiry and simple major factors. Those factors are a curiosity. Explorers such as Cook, quest for knowledge and the desire for Darwin, and Amundsen sought mainly additional resources. to learn something about previously unknown locations. 25 Early exploration was a search for both. However, during the Age of Exploration, Modern space exploration is rooted in 27 material gain was the driving force. scientific inquiry as well. However, also Christopher Columbus provides a good present is national pride and a desire to example of an explorer of that period. discover new natural resources.

The International Space Station, launched in 1998, is a habitable satellite in Earth’s orbit. It functions as a space research laboratory.

11 Additional Source

The “Additi onal Source” is provided Additional Source for two purposes.

One, students will use this passage to the Directions:Carefully read the passage below. right to complete the Close Reading Check on the facing page. Death in Space: Reading this passage and completi ng The Soyuz 11 Tragedy the Close Reading Check is meant to by Aaron Shaw determine how well students are able to approach and comprehend complex and 1 challenging text. alyut 1 was the first true space Sstation. The Soviet Union Over ti me, students should demonstrate higher levels of profi ciency with each launched the unmanned craft in Close Reading Check. April of 1971. In June, the three- Two, students will use this passage Soyuz 11 on a 1971 USSR commemorative stamp man crew of Soyuz 11 became the to the right as an additi onal source to complete the writi ng prompt located aft er first humans to occupy a space the Close Reading Check. station. They stayed on Salyut 1 for 23 days. This was a new record for time

Follow these steps. spent in space. The names of the cosmonauts, Soviet Union astronauts, were Georgi Dobrovolski, Vladislav Volkov, and Viktor Patsayev. In the eyes of the people of the Soviet Union, the crew were heroes. Close Reading Check

2 Read the passage to students. Although the mission was a success, the return of the crew to Earth was not. The reentry went as planned. The automatic touchdown on land was perfect. The Provide a litt le background rescue personnel were pleased as they made their way to the descent module knowledge, but not so much that the students do not need to read to recover the crew. As quickly as possible, they opened the capsule to greet the the passage to complete the tasks or heroes. The three men were dead. answer the questi ons.

Students read the passage Shocked doctors attempted artificial respiration immediately. However, it was 3 independently. too late. An investigation revealed that the men had been dead for 30 minutes Students complete the tasks and due to suffocation. Apparently, an air vent had been ripped open during the answer the questi ons on the facing page. reentry process. This caused a loss of pressure and the rapid death of three brave men. They are the only humans to have died outside the Earth’s atmosphere. Use the Scoring Rubric on the facing page to score each task and answer.

NOTES!

Close Reading Check Completed ALL PARTS of the 12 task or questi on. Answered Directions:Use the passage on the facing page to answer the questions below. 3 ALL PARTS with a HIGH DEGREE of understanding. 1. Find the word cosmonauts in paragraph 1. In the space provided, write your definition of the word. Then, identify the strategy you used to deter- 3 mine the meaning. Finally, explain how this strategy was helpful to you. Completed ALL PARTS ______The word cosmonauts refers to “Soviet Union astronauts.” I used the of the task or questi on. ______appositive following the word to determine the meaning. When reading, I 2 Answered ALL PARTS with an ACCEPTABLE DEGREE of should look for appositives to help determine the meaning of words. ______understanding. ______

2. Determine the main idea of each paragraph. 3 Completed SOME PARTS P1 The Soviet Union launched the first space station occupied by three ______of the task or questi on. ______cosmonauts. Answered SOME PARTS 1 with a LIMITED DEGREE The mission was successful, but the cosmonauts died during reentry. ______P2 of understanding. ______P3 The men died from suffocation due to the loss of air pressure. ______No att empt was made to 0 complete the task or questi on, or the answer 3. Summarize this passage in 25 words or less. 3 is unintelligible. ______The Soviet Union launched the first space station occupied by three ______cosmonauts. The mission was successful, but the men suffocated during ______reentry.

4. What is the point of view and purpose of this text? Cite and quote evidence from the text to support your answer. Underline the evidence in 3 the text. ______This text is written in 3rd person. Some signal words or phrases that helped me ______identify the point of view are: they, the only humans, the cosmonauts, and the ______crew. The purpose of this text is to describe the Soyuz 11 tragedy which took ______the lives of the only three humans to have died outside the Earth’s atmosphere. ______© 2013 SNAP! Learning® All Rights Reserved. 13

NOTES!

Read the enti re prompt to students. Reread the fi rst paragraph. For Columbus Day, your school is hosting a special event about explorers.

Help students identi fy the purpose The staff in charge of the event is asking students to put themselves in the for writi ng. place of an explorer and give an opinion presentation about whether or not

Have students identi fy their role they would choose to explore an unknown territory. Presentations will be as the writer, the audience, the given at the Columbus Day celebration in front of students and staff. format, and the topic. After reading “Explorers of Sea and Space” and “Death in Space: The Students complete the Soyuz 11 Tragedy,” form an opinion stating whether or not you would choose R.A.F.T. Table as illustrated. to explore an unknown territory. Choose evidence from the sources to support (See completed R.A.F.T. table). your opinion. Then, write an opinion presentation several paragraphs long. Students restate the prompt using Organize and support your opinion with reasons or details from the sources. the frame at the bott om of the page as illustrated. Use your own words except when quoting directly from the sources. Be sure to cite the source title when using evidence from the sources. Reread the second paragraph.

Students underline or highlight the required elements:

1. Develop an opinion statement. R.A.F.T. Table 2. Organize and support the opinion ROLE presenter at Columbus Day Celebration statement with reasons and evidence from sources. AUDIENCE Columbus Day Celebration staff & attendees 3. Use your own words or quote from sources. FORMAT opinion presentation . Cite sources. TOPIC Would you explore an unknown territory?

a presenter at a Columbus I am ______.Day Celebration I am writi ng an ______opinion paper for role format the Columbus Day celebration staff and ______attendees about ______.if I would explore an unknown territory audience topic

NOTES!

This graphic organizer provides the OPINION Sentence structure for the multi -paragraph essay, arti cle, report, etc. Many people debate the risk of exploration but I think that if I was given It includes an introducti on that contains the opportunity, I would choose to explore unknown territories. the opinion sentence, three body paragraphs with reasons that support the opinion sentence, and a conclusion that restates the opinion sentence and CITE SOURCE SUPPORTING Reason summarizes the three supporti ng reasons. Title explorers said to have great courage “Explorers of Sea Space is provided for three body paragraphs in the MULTI-PARAGRAPH & Space” Graphic Organizer to the left and in the 4 ensuing pages of this portf olio; however, Page # students may choose as many or as 2 Paragraph # few body paragraphs as needed for this prompt. SUPPORTING Reason CITE SOURCE Using more than one source in the Title explorers first to experience new discoveries portf olio, students develop an opinion “Explorers of Sea sentence about the topic from the & Space” R.A.F.T. Table as illustrated.

8 Page # Students organize and support Paragraph # 13 the opinion sentence with reasons and evidence from sources in the portf olio as demonstrated. SUPPORTING Reason CITE SOURCE

Title Students cite the source for each explorers considered heroes “Death in Space: The supporti ng reason as shown.

Soyuz 11 Tragedy” Students do not complete the Conclusion at this ti me. Page # 12 1 Paragraph # The examples we provide are for illustrati on purposes. Please work with students to develop their own opinion CONCLUSION sentence and supporti ng reasons and evidence.

NOTES!

The Introducti on contains three parts: a INTRODUCTION INTRODUCTION SNAPPY! Opening, the Opinion Sentence, and a Linking Sentence that links the SNAPPY! Opening to the Opinion Sentence. PLAN IT! SAY IT!

OPENING TYPES SNAPPY! Opening Examples SNAPPY! Opening PLAN IT! It was August 28, 1963 when Dr. Marti n Luther King Jr. gave a powerful speech to LINKING Sentences SF STATEMENT / FACT nearly 250 thousand people in Washington, D.C. It is important for students to learn OPINION Sentence how to write an eff ecti ve opening that hooks the reader. ? QUESTION Is it fair that one group of people is treated fairly and another group of people is treated unfairly? WRITE IT! The table to the right provides Q “I have a dream.” four SNAPPY! openings types with QUOTE an example for each type. These It was a hot and humid day in late summer. I sat on the shoulders of my father A ANECDOTE examples are used in every portf olio. looking out over a huge crowd of nearly 250 thousand people.

Students select an opening from the Opening Types column that they SNAPPY! Opening would like to use. “That’s one small step for man, one giant leap for mankind.” With guidance, students write a SNAPPY! opening in the SNAPPY! Opening box as illustrated.

Students copy the opinion sentence from the MULTI-PARAGRAPH Graphic Organizer on the previous page LINKING Sentences into the OPINION Sentence box as illustrated. Neil Armstrong said these famous words as he became the first man to walk on

The linking sentences are the last the moon. sentences students write.

With guidance, students write one or more sentences in the LINKING Sentences box. OPINION Sentence Many people debate the risk of exploration but I think that if I was given the These sentences link the SNAPPY! READ IT! SF STATEMENT FACT opening sentence to the Opinion INDENT PARAGRAPH opportunity, I would choose to explore unknown territories for the following reasons. ? QUESTION sentence so that the paragraph L LINKING SENTENCES ﬂ ows naturally. CHECK IT! Q QUOTE OP OPINION SENTENCE

SNAPPY! Opening SNAPPY! A ANECDOTE

NOTES!

INTRODUCTION SAY IT! SAY IT! With a partner, students orally rehearse the Introducti on using the SNAPPY! Opening graphic organizer from the left facing page and the frame to the left . LINKING Sentences

OPINION Sentence Teacher monitors oral rehearsal.

As students orally rehearse, they WRITE IT! may wish to change some of the Q wording from the graphic organizer “That’s one small step for man, one giant leap for mankind.” Neil to make the paragraph ﬂ ow L naturally. Armstrong said these famous words as he became the first man to walk on the OP moon. Many people debate the risk of exploration but I think that if I was given WRITE IT!

the opportunity, I would choose to explore unknown territories for the following Once students are sati sfi ed with their oral rehearsal, they write their reasons. paragraph in the WRITE IT! box as illustrated.

READ IT! Students read their introducti on aloud to make sure it sounds correct.

CHECK IT! Students mark up their writi ng using the codes from the CHECK IT! box as illustrated.

The elements in the CHECK IT! box are aligned to purpose and organizati on as detailed in the rubric at the back READ IT! INDENT PARAGRAPH SF STATEMENT FACT of this lesson plan book. ? QUESTION L LINKING SENTENCES CHECK IT! Q QUOTE OP OPINION SENTENCE It is recommended that students also edit

SNAPPY! Opening SNAPPY! A ANECDOTE for writi ng conventi ons.

NOTES!

© 2013 SNAP! Learning® All Rights Reserved. 25 Body BODY PLAN IT! Students expand the 1st supporti ng PLAN IT! reason from the MULTI-PARAGRAPH Graphic Organizer into a sentence in SUPPORTING Reason the 1st SUPPORTING Reason box as illustrated to the right. Explorers are said to have great courage.

Students elaborate the 1st supporti ng reason with explanati ons, examples, personal experiences, or details from the text in the ELABORATE box.

Students copy the cited source informati on from the MULTI- ELABORATE PARAGRAPH Graphic Organizer as illustrated in the CITE SOURCE column I would want to be known as courageous. There is much danger involved with to the right. exploring, as many lives have been lost in the pursuit of discovering something new. Students quote or paraphrase evidence from the cited source in the Christopher Columbus understood this cost and knew courage was required in order to QUOTE or PARAPHRASE box. be a true explorer. The TRANSITIONS Table provides various transiti ons students may use in constructi ng the body paragraph. QUOTE or PARAPHRASE a reason from a source CITE SOURCE Column 1 lists transiti ons Columbus said, “You can never cross the ocean until you Title to be used with the 1st supporti ng “Explorers of Sea reason sentence in the paragraph. have the courage to lose sight of the shore.” & Space”

2 Column lists transiti ons to be Page # 4 used with quoti ng or paraphrasing Paragraph # 2 evidence from the text.

TRANSITIONS Table

1 First 2 The author states The fi rst reason The text says To begin with The author says Initi ally According to ______,author In the fi rst place

NOTES!

© 2013 SNAP! Learning® All Rights Reserved. 26 Body BODY SAY IT! SAY IT! With a partner, students orally rehearse this body paragraph using 1 Transiti on , 1st supporti ng reason the graphic organizer, the

elaborate TRANSITIONS Table from the left facing page and the frame to the left . Transiti on 2 , quote or paraphrase a reason from a source Teacher monitors oral rehearsal.

WRITE IT! As students orally rehearse, they may wish to change wording from SR the graphic organizer and try To begin with, explorers are said to have great courage. I would want diff erent transiti ons from the EL TRANSITIONS Table to make the to be known as courageous. There is danger involved with exploring as many paragraph ﬂ ow naturally. lives have been lost in the pursuit of discovering something new. Christopher WRITE IT! Columbus understood this cost and knew courage was required in order to be a Once students are sati sfi ed with true explorer. According to the authors, Columbus said, “You can never cross the their oral rehearsal, they write their Q CS paragraph in the WRITE IT! box as ocean until you have the courage to lose sight of the shore.” (“Explorers of Sea illustrated.

& Space”) READ IT! Students read their paragraph aloud to make sure it sounds correct.

CHECK IT! Students mark up their writi ng using the codes from the CHECK IT! box as illustrated. READ IT! INDENT PARAGRAPH Q QUOTE The elements in the CHECK IT! box are aligned to purpose and organizati on, T TRANSITIONS P PARAPHRASE and evidence and elaborati on as CHECK IT! SR SUPPORTING REASON detailed in the rubric at the back of EL ELABORATION CS CITE SOURCE this lesson plan book.

Peer editi ng is encouraged once students become profi cient with marking up, NOTES! editi ng, and revising their own writi ng.

PLAN IT! BODY Students expand the 2nd supporti ng PLAN IT! reason from the MULTI-PARAGRAPH Graphic Organizer into a sentence in SUPPORTING Reason the 2nd SUPPORTING Reason box as illustrated to the right. Explorers are the first to experience new discoveries.

Students elaborate the 2nd supporti ng reason with explanati ons, examples, personal experiences, or details from the text in the ELABORATE box.

Students copy the cited source ELABORATE informati on from the MULTI- PARAGRAPH Graphic Organizer as illustrated in the CITE SOURCE column It would be so exciting to be the first person to find something that was unknown. to the right. The New World, the Hawaiian Islands, and South America were all uncharted until Students quote or paraphrase evidence from the cited source in the someone encountered them. The North Pole was another one of these locations. QUOTE or PARAPHRASE box.

The TRANSITIONS Table provides various transiti ons students may use in constructi ng the body paragraph. QUOTE or PARAPHRASE a reason from a source CITE SOURCE

Title Column 1 lists transiti ons to be “Explorers from Great Britain, the United States, used with the 2nd supporti ng reason “Explorers of Sea sentence in the paragraph. Norway, and Italy longed for the prestige of being the & Space”

first to reach the pole.” Page # 8 Column 2 lists transiti ons to be used with quoti ng or paraphrasing Paragraph # 13 evidence from the text.

TRANSITIONS Table

1 Second In additi on 2 The author states The second reason Further The text says Another reason Furthermore The author says Additi onally According to ______,author

NOTES!

© 2013 SNAP! Learning® All Rights Reserved. 28 Body BODY SAY IT! SAY IT! With a partner, students orally rehearse this body paragraph using 1 Transiti on , 2nd supporti ng reason the graphic organizer, the TRANSITIONS Table from the left elaborate facing page and the frame to the left . Transiti on 2 , quote or paraphrase a reason from a source Teacher monitors oral rehearsal.

WRITE IT! As students orally rehearse, they may wish to change wording from SR the graphic organizer and try Furthermore, explorers are the first to experience new discoveries. It would diff erent transiti ons from the EL be so exciting to be the first person to find something that was undiscovered. TRANSITIONS Table to make the paragraph ﬂ ow naturally. The New World, the Hawaiian Islands, and South America were all unknown WRITE IT! until someone encountered them. The North Pole was another one of these Once students are sati sfi ed with locations. The text says, “Explorers from Great Britain, the United States, their oral rehearsal, they write their Q paragraph in the WRITE IT! box as Norway, and Italy longed for the prestige of being the first to reach the pole.” illustrated. CS (“Explorers of Sea & Space”) READ IT! Students read their paragraph aloud to make sure it sounds correct.

CHECK IT! Students mark up their writi ng using the codes from the CHECK IT! box as illustrated.

READ IT! The elements in the CHECK IT! box are INDENT PARAGRAPH Q QUOTE aligned to purpose and organizati on, T TRANSITIONS P PARAPHRASE and evidence and elaborati on as CHECK IT! SR SUPPORTING REASON detailed in the rubric at the back of this lesson plan book. EL ELABORATION CS CITE SOURCE

Peer editi ng is encouraged once students become profi cient with marking up, NOTES! editi ng, and revising their own writi ng.

PLAN IT! Body Paragraph 4 BODY Students expand the 3rd supporti ng PLAN IT! reason from the MULTI-PARAGRAPH Graphic Organizer into a sentence in SUPPORTING Reason the 3rd SUPPORTING Reason box as illustrated to the right. Explorers are considered heroes.

Students elaborate the 3rd supporti ng reason with explanati ons, examples, personal experiences, or details from the text in the ELABORATE box.

Students copy the cited source informati on from the MULTI- ELABORATE PARAGRAPH Graphic Organizer as illustrated in the CITE SOURCE I can only hope that one day I will have the opportunity to do something heroic. column to the right. Explorations journey through unknown lands and include unknown risks but, these Students quote or paraphrase evidence from the cited source in the missions can change the world, bringing new knowledge or natural resources. The QUOTE or PARAPHRASE box. Soyuz 11 crew became the first humans to live on a space station. The TRANSITIONS Table provides various transiti ons students may use in constructi ng the body paragraph. QUOTE or PARAPHRASE a reason from a source CITE SOURCE Column 1 lists transiti ons to be Title The cosmonauts that spent time occupying this space used with the 3rd supporti ng reason “Death in Space: The sentence in the paragraph. station were heroes in the eyes of the Soviet Union. Soyuz 11 Tragedy”

2 Column lists transiti ons to be Page # 12 used with quoti ng or paraphrasing Paragraph # 1 evidence from the text.

TRANSITIONS Table

1 Third Last 2 The author states The third reason Lastly The text says The last reason Finally The author says A fi nal reason A fi nal idea According to ______,author

NOTES!

BODY SAY IT! SAY IT! With a partner, students orally rehearse this body paragraph using 1 Transiti on , 3rd supporti ng reason the graphic organizer, the elaborate TRANSITIONS Table from the left facing page and the frame to the left . Transiti on 2 , quote or paraphrase a reason from a source Teacher monitors oral rehearsal.

WRITE IT! As students orally rehearse, they may wish to change wording from SR EL the graphic organizer and try Lastly, explorers are considered heroes. I hope that one day I will have diff erent transiti ons from the TRANSITIONS Table to make the the opportunity to do something heroic. Explorers journey through unknown paragraph ﬂ ow naturally. lands and their explorations include unknown risks. However these missions can WRITE IT! change the world, bringing new knowledge or natural resources. The Soyuz 11 Once students are sati sfi ed with crew became the first humans to live on a space station. According to Aaron their oral rehearsal, they write their P paragraph in the WRITE IT! box as Shaw, the cosmonauts that spent time occupying this space station were heroes illustrated. CS in the eyes of the Soviet Union. (“Death in Space: The Soyuz 11 Tragedy”) READ IT! Students read their paragraph aloud to make sure it sounds correct.

CHECK IT! Students mark up their writi ng using the codes from the CHECK IT! box as illustrated.

READ IT! The elements in the CHECK IT! box are INDENT PARAGRAPH Q QUOTE aligned to purpose and organizati on, T TRANSITIONS and evidence and elaborati on as P PARAPHRASE CHECK IT! SR SUPPORTING REASON detailed in the rubric at the back of this lesson plan book. EL ELABORATION CS CITE SOURCE

Peer editi ng is encouraged once students become profi cient with marking up, NOTES! editi ng, and revising their own writi ng.

Paragraph 4 PLAN IT! BODYBody Paragraph 4 CONCLUSION It is important for students to learn how PLAN IT! to write an eff ecti ve closing. CLOSING TYPES SNAPPY Closing Examples The table to the right provides four SUPPORTING Reason SNAPPY! Closing Types with an example ? WONDER /QUESTION I wonder what Marti n Luther King would think of America today? for each type. These examples are used in every portf olio. M MESSAGE / MORAL Peaceful protests can lead to change.

He will long be remembered for his peaceful eﬀ orts to make change. Students restate or paraphrase PS POWERFUL STATEMENT the opinion sentence from the ELABORATE CC CLEVER CONNECTION The dream lives on! Introducti on in the Restate the OPINION box. Restate the OPINION Students summarize the supporti ng Exploration may be dangerous but I think that if I had the chance, I would reasons from the body in the SUMMARIZE the Supporti ng choose to explore unknown territories. Reasons box.

Students select a SNAPPY! Closing Type from the SNAPPY! Closing Table SUMMARIZE the Supporting Reasons as illustrated by the red circle in the fi rst column of the table at the top of As discussed, my opinion is based on the fact that explorers are said to have great the page. courage, are the first to experience new discoveries, and are considered heroes. Students create a SNAPPY! Closing and write it in the SNAPPY! Closing box. SNAPPY! Closing The TRANSITIONS Table provides various transiti ons students may use For me, the decision would be simple. Who does not want to be known as a in constructi ng the Conclusion. hero and have their life remembered in history books? Column 1 lists transiti ons to be used with restati ng the opinion sentence in the paragraph. TRANSITIONS Table

Column 2 lists transiti ons to be 1 In closing To conclude 2 As stated, As discussed, used with summarizing the three In summary To sum up As noted, In other words, supporti ng reasons. To summarize In brief As shown above, Therefore, In conclusion

NOTES!

BODY CONCLUSIONParagraph 4 SAY IT! SAY IT! With a partner, students orally rehearse the Conclusion using the Transiti on 1 3rd supporti ng reason Transiti on , restate or paraphrase the opinion graphic organizer, the TRANSITIONS Table from the left facing page and 2 elaborate Transiti on , summarize supporti ng reasons the frame to the left . Transiti on 2 quote or paraphrase a reason from a source , SNAPPY! closing Teacher monitors oral rehearsal.

WRITE IT! As students orally rehearse, they may wish to change wording from ROP the graphic organizer and try In closing, exploration may be dangerous but I think that if I had the diff erent transiti ons from the chance, I would choose to explore unknown territories. As discussed, my opinion TRANSITIONS Table to make the paragraph ﬂ ow naturally. SR is based on the fact that explorers are said to have great courage, are the first SR SR WRITE IT! to experience new discoveries, and are considered heroes. For me, the decision ? Once students are sati sfi ed with would be simple. Who does not want to be known as a hero and have their life their oral rehearsal, they write their paragraph in the WRITE IT! box as remembered in history books? illustrated.

READ IT! Students read their conclusion aloud to make sure it sounds correct.

CHECK IT! Students mark up their writi ng using the codes from the CHECK IT! box as illustrated.

The elements in the CHECK IT! box are READ IT! INDENT PARAGRAPH PARAGRAPH Q? QUOTEWONDER / QUESTION aligned to purpose and organizati on as detailed in the rubric at the back T TRANSITIONS M MESSAGE / MORAL P PARAPHRASE of this lesson plan book. CHECK IT! SR SUPPORTING REASONS REASON PS POWERFUL STATEMENT ROP RESTATE OPINION CS CITE SOURCE

EL ELABORATION CLOSING SNAPPY! CC CLEVER CONNECTION It is recommended that students also edit © 2013 SNAP! Learning® All Rights Reserved. for writi ng conventi ons. 25 Peer editi ng is encouraged once students become profi cient with marking up, editi ng, and revising their own writi ng. NOTES!

WRITE IT! FINAL DRAFT

Students compose their fi nal draft using WRITE IT! “That’s one small step for man, one giant leap for mankind.” Neil the introducti on, body paragraphs, and conclusion from the WRITE IT! steps on I Armstrong said these famous words as he became the first man to walk on the the previous pages. moon. Many people debate the risk of exploration but I think that if I was given the opportunity, I would choose to explore unknown territories for the following reasons. ALIGNMENT TO RUBRIC To begin with, explorers are said to have great courage. I would want to States a clear opinion statement be known as courageous. There is danger involved with exploring as many lives have been lost in the pursuit of discovering something new. Christopher Columbus Well-organized with understood this cost and knew courage was required in order to be a true explorer. introducti on, body, and According to the authors, Columbus said, “You can never cross the ocean until you conclusion have the courage to lose sight of the shore.” (“Explorers of Sea & Space”) Uses appropriate transiti ons Furthermore, explorers are the first to experience new discoveries. It would be so exciting to be the first person to find something that was unknown. The New

Quotes from sources to B World, the Hawaiian Islands, and South America were all uncharted until someone support reasons encountered them. The North Pole was another one of these locations. The text says “Explorers from Great Britain, the United States, Norway, and Italy longed for the Paraphrases from sources to support reasons prestige of being the first to reach the pole.” (“Explorers of Sea & Space”) Lastly, explorers are considered heroes. I hope that one day I will have the (Cites sources) opportunity to do something heroic. Explorers journey through unknown lands and their explorations include unknown risks. However these missions can change the Uses appropriate vocabulary world, bringing new knowledge or natural resources. The Soyuz 11 crew became the from sources. first humans to live on a space station. According to Aaron Shaw, the cosmonauts that spent time occupying this space station were heroes in the eyes of the Soviet Union. (“Death in Space: The Soyuz 11 Tragedy”) In closing, exploration may be dangerous but I think that if I had the chance, I would choose to explore unknown territories. As discussed, my opinion is based on the fact that explorers are said to have great courage, are the first to experience new C discoveries, and are considered heroes. For me, the decision would be simple. Who does not want to be known as a hero and have their life remembered in history books?

NOTES!

READ IT! CHECK GENRE I INTRODUCTION Students read their fi nal draft aloud to make sure it sounds correct. INFORMATIONAL B BODY OPINION CHECK IT! CHECK IT! NARRATIVE C CONCLUSION Students mark up their writi ng using the codes from the CHECK IT! box as RUBRIC illustrated. The elements in the CHECK IT! box are aligned to purpose and organizati on PURPOSE & States a clear opinion, stays on topic as detailed in the rubric. ORGANIZATION Is well-organized

Has an introducti on and conclusion It is recommended that students do a fi nal Uses appropriate transiti ons edit for writi ng conventi ons.

Peer editi ng is encouraged once students SUBTOTAL become profi cient with marking up, editi ng, and revising their own writi ng. EVIDENCE & Quotes or paraphrases from sources to support the opinion ELABORATION statement and supporti ng reasons Elaborates the opinion statement and supporti ng reasons with examples, personal experiences, or details from the text Rubric Develops ideas clearly using appropriate vocabulary (uses vocabulary from sources) Place a “1” in the score box if the student has met the Style is appropriate for the format and audience writi ng descriptor. (formal and academic)

SUBTOTAL Place a “0” in the score box if the student has not met the writi ng descriptor. CONVENTIONS Uses proper spelling, punctuati on, and capitalizati on

Uses correct grammar and sentence formati on Total the score.

SUBTOTAL

TOTAL SCORE

NOTES!

A Children’s History of Space Timeline: spacekids.co.uk/spacehistory

Leif Erikson: mnc.net/norway/LeifErikson.htm

Stott, C. (2009). Space Exploration. DK Children.

Trotman, F. (1998). Exploration of Space. Barron’s Educational Series, 1st ed.

Images Page 4 Sebastiano del Piombo (1519). Christopher Columbus [Painting]. http://www.metmuseum.org/Collections/search-the-collections/437645

Niña in Morro Bay by Michael L. Baird, CC BY 2.0 http://commons.wikimedia.org/wiki/File:Ni%C3%B1a_replica_-_Morro_Bay_CA.jpg

La Pinta by Miguel Angel, CC BY-SA 2.5 http://commons.wikimedia.org/wiki/File:LaPinta.jpg

Edward H. Hart (1904). Replica of Santa Maria [Dry plate negative]. http://www.loc.gov/pictures/resource/det.4a14921/

Page 5 Duk Ling in HK harbour by Nick Stenning, CC BY-SA 2.0 http://commons.wikimedia.org/wiki/File:Duk_Ling_in_HK_harbour.jpg

Viking, Replica of the Gokstad Viking Ship [1893]. http://commons.wikimedia.org/wiki/File:Viking,_replica_of_the_Gokstad_Viking_ship,_at_the_Chicago_World_Fair_1893.jpg

Leif Eriksson by Thomas Quine, CC BY-SA 2.0 http://www.flickr.com/photos/quinet/3325075966/

Page 7 Nathaniel Dance-Holland (1728-1779). Portrait of James Cook [oil painting]. http://commons.wikimedia.org/wiki/File:Captainjamescookportrait.jpg

Page 8 Hampton B. Hampton (1900-1920). Photogravure portrait of Robert Peary in furs (1909). http://www.oshermaps.org/exhibitions/the-coldest-crucible/v-pearys

Daniel Georg Nyblin (1826-1910). Portrett av Roald Amundsen (1872-1928). National Library of Norway. http://www.flickr.com/photos/national_library_of_norway/5074707782/

Bjaaland, Olav. The successful explorers at the South Pole, 14th December 1911 [picture]. National Library of Australia. http://www.nla.gov.au/apps/cdview/?pi=nla.pic-an23814300&fullrecord=yes

Page 9 V-2 Rocket in the Peenemünde Museum by AElfwine, CC BY-SA 3.0 http://commons.wikimedia.org/wiki/File:Fus%C3%A9e_V2.jpg

U.S. Air Force. Sputnik I Replica. National Museum of the US Air Force. http://www.nationalmuseum.af.mil/shared/media/photodb/photos/070308-F-1234S-001.jpg

Explorer 1 Satellite (1958). NASA. http://heasarc.gsfc.nasa.gov/Images/explorer/explorer1.gif

Page 10 The Apollo 11 lunar module, the Moon, and the Earth (1969). NASA. ftp://nssdcftp.gsfc.nasa.gov/miscellaneous/planetary/apollo/as11_44_6642.jpg

Astronaut Buzz Aldrin on the moon by NASA, PD http://en.wikipedia.org/wiki/File:Aldrin_Apollo_11.jpg

CEE AD CAREER READIE TADARD

LITERARY TEXT INFORMATIONAL TEXT

DT Details in Text Inference DT Details in Text Inference

CM entral essage Th heme M Main Idea Sum Summary

CSE Characters, Settings, and Events Rel Relationships in Text

Wo Wo Ph Words and Phrases Ph Words and Phrases

SS Story Structure TS ext Structure TS ext Structure

PoV Point of View Pur Purpose PoV Point of View

Illustrations Visual Visual Images TF ext eatures in Stories Information

RE Reasons and Evidence

CC Compare and Contrast CC Compare and Contrast

TC Text Complexity TC Text Complexity

FOUNDATIONAL SKILLS WRITING

Ph Phonics and Word Recognition Informational / Explanatory WR

Fl luency Nar Narrative

SPEAKING AND LISTENING O A Opinion / Argumentative

CD Collaborative Discussion CW Coherent Writing

Po Presentation of Information WP Writing Process

MM Multimedia RoW Range of Writing

LANGUAGE

WM Word Meaning FL Figurative Language, WR Word Relationships

fv Recommended READABILITY CCR Stretch Title Word Count Grade Type Lexile FP* Lexile Range

5 Explorers of Sea 1020 Z 770 - 980 1339 and Space

*Fountas and Pinnell EAN