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Florida LAFS

2015English Language Arts Instruction5

Table of Contents

©Curriculum Associates, LLC Copying is not permitted.iii

CCLSLAFSUnit 1: Key Ideas and Details in Informational Text . . . . . . . . . 1

Lesson 1: Finding Main Ideas and Details . . . . . . . . . . . . . . . . . . 3 5 .RI .1 .2

Lesson 2: Summarizing Informational Texts . . . . . . . . . . . . . . . . . 11 5 .RI .1 .2

Lesson 3: Using Details to Support Inferences . . . . . . . . . . . . . . . 19 5 .RI .1 .1

Lesson 4a: Explaining Relationships in Scientific and Technical Texts . . . . . . . . . . . . . . . . . . . . . . . . . 27 5 .RI .1 .3

Lesson 4b: Explaining Relationships in Historical Texts . . . . . . . . . . . 35 5 .RI .1 .3

Unit 1 Interim Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Unit 2: Key Ideas and Details in Literature . . . . . . . . . . . . . . 51

Lesson 5: Comparing and Contrasting Characters in Drama . . . . . . . 53 5 .RL .1 .3

Lesson 6: Comparing and Contrasting Settings and Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 5 .RL .1 .3

Lesson 7: Finding the Theme of a Story or Drama . . . . . . . . . . . . . 69 5 .RL .1 .2

Lesson 8: Finding the Theme of a Poem . . . . . . . . . . . . . . . . . . . 77 5 .RL .1 .2

Lesson 9: Summarizing Literary Texts . . . . . . . . . . . . . . . . . . . . . 85 5 .RL .1 .2

Lesson 10: Using Details to Support Inferences in Literary Texts . . . . . 93 5 .RL .1 .1


Unit 3: Craft and Structure in Informational Text . . . . . . . . 109

Lesson 11: Unfamiliar Words . . . . . . . . . . . . . . . . . . . . . . . . . . 111 5 .RI .2 .4

Lesson 12: Comparing Text Structures, Part 1: Chronology, Problem/Solution . . . . . . . . . . . . . . . . . 119 5 .RI .2 .5

Lesson 13: Comparing Text Structures, Part 2: Cause/Effect, Compare/Contrast . . . . . . . . . . . . . . . . 129 5 .RI .2 .5

Lesson 14: Analyzing Accounts of the Same Topic . . . . . . . . . . . . 139 5 .RI .2 .6


Table of Contents

©Curriculum Associates, LLC Copying is not permitted.iv

LAFSUnit 4: Craft and Structure in Literature . . . . . . . . . . . . . . 157

Lesson 15: Language and Meaning . . . . . . . . . . . . . . . . . . . . . . 159 5 .RL .2 .4

Lesson 16: Understanding Literary Structure . . . . . . . . . . . . . . . . 167 5 .RL .2 .5

Lesson 17: Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 5 .RL .2 .6


Unit 5: Integration of Knowledge and Ideas in Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191

Lesson 18: Finding Information from Multiple Sources . . . . . . . . . . 193 5 .RI .3 .7

Lesson 19: Understanding Supporting Evidence . . . . . . . . . . . . . 203 5 .RI .3 .8

Lesson 20: Using Multiple Sources for Writing and Speaking . . . . . . 211 5 .RI .3 .9


Unit 6: Integration of Knowledge and Ideas in Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229

Lesson 21: Analyzing Visual Elements in Literary Texts . . . . . . . . . . 231 5 .RL .3 .7

Lesson 22: Comparing and Contrasting Stories in the Same Genre . . 239 5 .RL .3 .9


Language Handbook

Conventions of Standard English

Lesson 1: Coordinating and Subordinating Conjunctions . . . . . . . 259 5 .L .1 .1b

Lesson 2: Prepositions and Prepositional Phrases . . . . . . . . . . . . 261 5 .L .1 .1b

Lesson 3: Interjections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263 5 .L .1 .1b

Lesson 4: Perfect Verb Tenses . . . . . . . . . . . . . . . . . . . . . . . . 265 5 .L .1 .1c

Lesson 5: Using Verb Tenses . . . . . . . . . . . . . . . . . . . . . . . . . 267 5 .L .1 .1d

Lesson 6: Shifts in Verb Tense . . . . . . . . . . . . . . . . . . . . . . . . . 269 5 .L .1 .1e

Lesson 7: Correlative Conjunctions . . . . . . . . . . . . . . . . . . . . . 271 5 .L .1 .1f

Lesson 8: Punctuating Items in a Series . . . . . . . . . . . . . . . . . . . 273 5 .L .1 .2a

Table of Contents

©Curriculum Associates, LLC Copying is not permitted.v

LAFSConventions of Standard English (continued)

Lesson 9: Commas After Introductory Elements . . . . . . . . . . . . . 275 5 .L .1 .2b, 5 .L .1 .2c

Lesson 10: More Uses for Commas . . . . . . . . . . . . . . . . . . . . . . 277 5 .L .1 .2c

Lesson 11: Punctuating Titles of Works . . . . . . . . . . . . . . . . . . . 279 5 .L .1 .2d

Knowledge of Language

Lesson 12: Revising Sentences . . . . . . . . . . . . . . . . . . . . . . . . . 281 5 .L .2 .3a

Lesson 13: Combining Sentences . . . . . . . . . . . . . . . . . . . . . . . 283 5 .L .2 .3a

Lesson 14: Varieties of English: Dialect and Register . . . . . . . . . . . 285 5 .L .2 .3b

Vocabulary Acquisition and Use

Lesson 15: Using Context Clues . . . . . . . . . . . . . . . . . . . . . . . . 287 5 .L .3 .4a

Lesson 16: Greek and Latin Word Parts . . . . . . . . . . . . . . . . . . . 289 5 .L .3 .4b

Lesson 17: Using a Dictionary or Glossary . . . . . . . . . . . . . . . . . . 291 5 .L .3 .4c

Lesson 18: Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . 293 5 .L .3 .5a

Lesson 19: Idioms, Adages, and Proverbs . . . . . . . . . . . . . . . . . . 295 5 .L .3 .5b

Lesson 20: Synonyms and Antonyms . . . . . . . . . . . . . . . . . . . . . 297 5 .L .3 .5c

Lesson 21: Homographs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299 5 .L .3 .5c

Lesson 22: Using a Thesaurus . . . . . . . . . . . . . . . . . . . . . . . . . 301 5 .L .3 .4c

Lesson 23: Words That Connect Ideas . . . . . . . . . . . . . . . . . . . . 303 5 .L .3 .6

©Curriculum Associates, LLC Copying is not permitted.27L4a: Explaining Relationships in Scientific and Technical Texts

Lesson 4a Part 1: Introduction

Theme: It’s Electric

Explaining Relationships in Scientific and Technical Texts

A scientific text tells you about the natural world. If you read about why lightning strikes or how electricity makes machines work, you’re reading a scientific text. A technical text helps you make or do something. If you follow directions to use a digital camera or do an experiment to explore how a battery works, you’re using a technical text.

Both scientific and technical texts describe relationships, or how two or more events or ideas connect to one another. One type of relationship is cause and effect, in which one event or idea makes another event or idea happen. Let’s work through an example of this.

Read the text below. Look for cause-and-effect relationships that seem important.

You’re pretty familiar with what electricity can do. You flip a switch and a light bulb glows. You push a button and a fan whirs to life. Turning a knob on an electric oven makes metal heat up and cook food. But why do you get these results? What do a glowing light bulb, a spinning fan, and a hot oven have in common?

The answer is current electricity, or the steady flow of bits of matter called electrons. You can’t see electrons. They’re so small that even the best microscopes won’t show one to you. But while electrons aren’t visible, you can see the effects of their motion. Light bulbs, fans, ovens—all of these work because you’ve let the electrons flow.

Now complete the chart below. Explain how each event is related to the others.

Event Event Event

A person flips a light switch. Electrons start moving.

Explanation of Relationship

��

��

As you read scientific and technical texts, think about how they connect events and ideas to each other. That way, you’ll better understand what goes on in the world around you.

Lesson 4 LAFS 5.RI.1.3: Explain the relationships or interactions between two or more . . . events, ideas, or concepts in a . . . scientific or technical text.

Lesson 4aPart 2: Modeled Instruction

©Curriculum Associates, LLC Copying is not permitted.

L4a: Explaining Relationships in Scientific and Technical Texts28

Read the science passage below.

Explore how to answer this question: “What were the results of Volta’s experiments with electricity?”

Think of how the events in the article are connected in cause-and-effect relationships. How did each event relate to the others? Underline a detail that tells the effect Volta achieved by experimenting with metal disks and cloth soaked in saltwater.

Complete the chart below. Add the missing event from Volta’s experiment. Then explain the relationship between the three events.

Event Event Event

Volta experimented with chemicals to find out more about electricity.

Volta stacked pairs of metal disks with saltwater-soaked cloths and attached wires to the stack.

Explanation of Relationship

��

��

Making Current Electricity by Sydney Holmes

Current electricity powers our cell phones, cameras, and other devices. So where does the

electricity for these machines come from? Batteries, of course! But who invented the battery?

Like other scientists in the early 1800s, Alessandro Volta of Italy was curious about

electricity. His curiosity led him to experiment with chemicals. By combining two different

metals with paper soaked in saltwater, Volta learned he could generate a little electricity.

Like a good scientist, Volta experimented further. He soaked pieces of cloth in saltwater.

Next, he sandwiched several pairs of copper and zinc disks between the cloth pieces. These he

piled into a large stack. When Volta attached a wire to the top and bottom of the stack, he made

a discovery. The stack produced a steady electrical current! Volta had discovered a way to use

chemicals to make a good source of electricity. The first battery was born.

Genre: Science

Lesson 4aPart 3: Guided Instruction


L4a: Explaining Relationships in Scientific and Technical Texts 29

Show Your Thinking

Read the passage about electricity and magnets. Use the Close Reading and the Hint to help you answer the question below.

Circle the correct answer.Which sentence best describes the relationship between electricity and magnetism?A The wire forces a current to flow into the magnetized compass. B The battery changes the current into many tiny magnets.C The electric current produces a magnetic field around the wire.D The compass needle produces an electrical current.

HintWhich choice has details telling what forms around the battery wire?

With a partner, discuss whether there is a connection between Volta’s experiments and the discovery in 1820 of the relationship between electricity and magnetism. Use details from both “Making Current Electricity” and “Electricity and Magnets” in your answer.

Electricity and Magnets by Melody Hays

Lucky accidents have advanced our understandings about

electricity. For instance, in 1820, a scientist hooked wires to a

battery that just happened to be near a compass. He noted that

when electricity flowed through the wires, the compass needle

moved.

So how did this happen? As you might know, a compass

needle usually points north. Bring a magnet close to it, however,

and the needle veers toward the magnet. A battery that produces

an electrical current acts as a magnet. This is because a magnetic

area, or “field,” is created around the wires when the current

flows. The field from the current is what moves the needle!

Wrapping the wire around a metal core makes the magnetic field

even stronger. This discovery—that electric currents make

magnetic effects—helped to advance knowledge about electrical

forces.

Which detail tells you what happens when current flows in a wire? Underline a sentence that explains how the wire becomes a magnet.

Close Reading Genre: Science

Lesson 4a



Part 4: Guided Practice

This is an experiment, so I’ll read each step carefully and think about how it relates to the other steps.

Read the technical text below. Use the Study Buddy and Close Reading to guide your reading.

This experiment tells how to make a battery similar to the one

Alessandro Volta made in the early 1800s. The reaction of salt and

vinegar in the presence of copper and zinc produces a current.

Battery Power by Gary Gibson, in Science for Fun Experiments

1 Find 12 copper coins and zinc washers of similar size. They

will need to be stacked. Cut out 12 same-sized circles of

blotting paper.

2 Pour vinegar into a glass with

a tablespoonful of salt. Soak

each piece of blotting paper

in the mixture. Stack a coin, then

a washer, on a piece of blotting

paper. Finish with a washer.

3 Take 6½ feet of thin plastic-coated

copper wire. Coil it tightly around an

iron nail as many times as you can.

4 Attach one end of the copper wire

to the bottom coin and the other to

the top washer.

5 Test your battery by bringing the nail close to a small compass.

The nail should make the compass needle swing.

Why It Works

The salt and vinegar start a chemical reaction. Negatively charged

particles flow through coins to the washers, around the wire coil,

and back to the battery.1 The electric current creates a magnetic

field that affects a compass needle.

1 The negatively charged particles are bits of matter called electrons.

Which sentence in step 5 tells what result to expect? Underline the sentence telling what should happen.

Close Reading

Why is it important to stack the materials in a certain way? The section “Why It Works” tells why.

Genre: Technical

Lesson 4a



Genre: Text

Part 4: Guided Practice

Use the Hints on this page to help you answer the questions.

1 Study the chart below.

Event Event Event

The vinegar and salt start a chemical reaction.

Particles flow through the coins to the washers and around the wire coil.

The particles flow back to the battery.

Which sentence best explains the relationship between the events?

A The electric current is caused by a magnetic field.

B The electric current results from chemicals reacting when in contact with the coins and washers.

C The electric current is caused by coiling the copper wire around the nail several times.

D The electric current results from bringing the compass near the blotting paper.

2 Which sentence from the experiment best explains how you know that you’ve built a battery that works?

A “Pour vinegar into a glass with a tablespoonful of salt.”

B “Attach one end of the copper wire to the bottom coin and the other to the top washer.”

C “The nail should make the compass needle swing.”

D “The salt and vinegar start a chemical reaction.”

3 The coins, washers, and paper must be stacked in a certain order. Explain why this order is important to the experiment’s success. Use two details from the passage in your answer.

Which answer choice tells what happens to create the flow of electricity?

Hints

Find the sentence in step 5 that tells you how you know you have made an electrical current.

Reread the section “Why It Works.” Note the path the electrical current takes from one part of the battery to the other.

Lesson 4a



Read the scientific article. Then answer the questions that follow.

Hydroelectric Powerby the United States Department of the Interior

Hydroelectric power: How it works

1 So just how do we get electricity from water? Actually, hydroelectric and coal-fired power plants produce electricity in a similar way. In both cases, a power source is used to turn a propeller-like piece called a turbine. The turbine then turns a metal shaft in an electric generator. The generator is the motor that produces electricity. A coal-fired power plant uses steam to turn the turbine blades. A hydroelectric plant uses falling water to turn the turbine. The results are the same.

Reservoir

Intake

Penstock

Tailrace

Generator

Power LinesPowerhouse

Hydroelectric Dam

Turbine OutflowRiver

2 The theory is to build a dam on a large river that has a large drop in elevation. The dam stores lots of water behind it in the reservoir. Near the bottom of the dam wall there is the water intake called a penstock. Gravity causes the water to fall through the penstock inside the dam. At the end of the penstock, there is a turbine propeller, which is turned by the moving water. The shaft from the turbine goes up into the generator, which produces the power.1 Power lines connected to the generator carry electricity to your home and mine. The water continues past the propeller through the tailrace. The water then flows into the river, past the dam. By the way, it is not a good idea to be playing in the water right below a dam when water is released!

1 For the generator to produce electricity, loops of wire must spin rapidly through force fields made by magnets.

Part 5: LAFS Practice

Lesson 4a



Genre: Text

Pumped storage: Reusing water for peak electricity demand

3 Demand for electricity is not “flat” and constant. Demand goes up and down during the day. Overnight there is less need for electricity in homes, businesses, and other facilities. For example, at 5:00 pm on a hot August weekend day, there may be a huge demand for electricity to run millions of air conditioners! But, 12 hours later at 5:00 am . . . not so much. Hydroelectric plants are more efficient at providing for peak power demands during short periods than are fossil fuel and nuclear power plants. One way of doing that is by using “pumped storage,” which uses the same water more than once.

4 Pumped storage is a method of keeping water in reserve for peak periods of power demand. Pumps move water that had already flowed through the turbines back up to a storage pool above the power plant. That happens when customer demand for energy is low, such as during the middle of the night. The water is then allowed to flow back through the turbine-generators at times when electricity demand is high.

1 Reread paragraph 2 in the passage. Then study the chart below.

EvEnt EvEnt EvEnt

Moving water pushes the blades of the turbine.

The shaft from the turbine spins inside the generator to produce electricity.

Power lines connected to the generator carry electricity to people’s homes.

Which statement best explains the relationship between the events described in the chart?

A The turbine turns a shaft in the generator, producing electricity that moves through the power lines.

B The generator creates electricity that moves from the power lines to the turbine.

C Water is turned into steam, which makes the turbine turn and creates electricity that flows through the power lines.

D By using the water more than once, the water from pumped storage causes the power lines to carry more electricity to people’s homes.

Answer Form

1 A B C D

2 A B C D

3 A B C D

Number Correct 3


Lesson 4a



2 What role does gravity play in a hydroelectric dam’s ability to produce electricity?

A Gravity causes the penstock to channel water away from the turbine propeller.

B Gravity forces the water to fall down through the penstock and push the turbine.

C Gravity creates the need for water to be pumped past the turbine to the tailrace.

D Gravity lets the water flow through the penstock and into the generator.

3 The passage says that hydroelectric plants respond well to rapidly changing demands for electrical power. Which sentence from the passage best explains why?

A “A coal-fired power plant uses steam to turn the turbine blades.”

B “The theory is to build a dam on a large river that has a large drop in elevation.”

C “. . . at 5:00 pm on a hot August weekend day, there may be a huge demand for electricity to run millions of air conditioners!”

D “Pumped storage is a method of keeping water in reserve for peak periods of power demand.”

4 The passage says that demand for electric power changes throughout the day. Explain how hydroelectric plants can produce different amounts of electricity based on differences in demand. Use details from the passage to support your answer.

Go back and see what you can check off on the Self Check on page 1.Self Check


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