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Try It Out! Sample Pack | ELA | Grade 8 | Lesson 22
Measuring Up to the NY Standards
The Try It Out! sample pack features:
• 1 full student lesson with complete Teacher Edition lesson• 1 full Table of Contents for your grade level• Correlation to your state standards
Developed to meet the rigor of the standards, Measuring Up employs support for using and applying critical thinking skills with direct standards instruction that elevate and engage student thinking.
Standards-based lessons featureintroductions that set students up for success with:
aVocabulary in Action
aRelevant real-world connections
aClearly identified learning goals
aConnections to prior learning
Guided Instruction and IndependentLearning strengthen learning with:
aDeep thinking prompts
aCollaborative learning
aSelf-evaluation
aDemonstration of problem-solving logic
aApplication of higher-order thinking
Flexible design meets the needs ofwhole- or small-group instruction.Use for:
aIntroducing standards
aReinforcement or standards review
aIntervention
aRemediation
aTest Preparation
Extend learning with online digital resources!Measuring Up Live 2.0 blends instructional print resources with online, dynamic assessment andpractice. Meet the needs of all students for standards mastery with resources that pinpoint student needs with customized practice.
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WORDS TO KNOW
central idea
supporting idea
Lesson 22ANALYZE DEVELOPMENT OF A CENTRAL IDEA RI.8.2
INTRODUCTIONReal-World Connection
NATURAL WONDERSMiles and Alex were hiking on a trail in the woods when Alex found a crystal. “Wow,” Alex said, “I can’t believe we found a crystal. Crystals are natural wonders!”
Miles was not so sure. “I thought crystals were common. What makes you think they are natural wonders?”
“Crystals are rare. You don’t fi nd them often,” Alex said, but he could not provide any additional evidence for his theory. “I must have read it somewhere,” he said.
How can Alex prove crystals are natural wonders? What facts and examples will support his theory? We will practice these skills in Guided Instruction and Independent Practice and revisit Alex and his theory about crystals at the end of the lesson.
What I Am Going to Learn● How to determine the central idea of a text
● How to analyze the development of a central idea over the course of a text
● How to analyze the relationship between the central idea and supporting ideas
What I May Already Know RI.6.2
● I know how to determine how a central idea is conveyed through particular details.
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Lesson 22 ANALYZE DEVELOPMENT OF A CENTRAL IDEA
Vocabulary in ActionAs you read, you will come across words that are used in a variety of ways.
● The central idea is the idea that the author is trying to communicate to the reader. It states both the subject of the text and the author’s opinion of the subject.
● A supporting idea develops the central idea further. These supporting ideas inspire the reader to think about the central idea from diff erent viewpoints. Supporting ideas include facts, examples, observations, expert opinions, descriptions, and comparisons that help make a point.
● You can analyze how the author uses supporting ideas to develop the central idea. Supporting ideas develop the central idea when they add to, or explain, the central idea.
● Supporting ideas can also provide evidence or examples that prove the central idea is true or accurate. That is what Alex needs to prove his theory about crystals!
GUIDED INSTRUCTION When Alex got home, he decided to research crystals. He emailed Miles about his fi ndings. Think about the diff erent ideas he uses to prove his point. Can you identify his central idea? Write it in the center bubble in the map on the next page.
From: Alex <[email protected]>
To: Miles <[email protected]>
Subject: Crystals
Hi, Miles,
I was right about crystals after all. I did some research online, and a crystal is any solid with molecules that fi t together in a repeating pattern. Do you remember that stretch of woods near Crispy’s snack shop? All those white rocks that look like petrifi ed snow are actually quartz crystals. There are so many that you probably couldn’t take two steps without kicking one.
Crystals occur naturally in many diff erent forms, but they can also be human-made. Some crystals are valuable gemstones, like rubies, diamonds, emeralds, and sapphires; others are common household items, like table salt and sugar. Some crystals are used for components in clocks and radio transmitters because they are good conductors of electricity.
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ANALYZE DEVELOPMENT OF A CENTRAL IDEA Lesson 22
You can grow your own crystals at home with a little sugar, water, and string. I’m no expert on natural wonders, but I think it’s pretty safe to say that you can’t make them in your kitchen.
In his email to Miles, examine how Alex develops the central idea. To do this, you must look at the supporting ideas in the email. This bubble map illustrates how Alex uses supporting ideas to develop his central idea over the course of the text. Can you fi ll in the empty bubble with a supporting idea?
Read Miles’s reply email to Alex. Try to fi gure out the central idea.
From: Miles <[email protected]>
To: Alex <[email protected]>
Subject: RE: Crystals
Alex,
Maybe the crystal I found today is not a natural wonder exactly, but I did research too, and I found a lot of caves that are considered natural wonders because of the crystals that grow inside.
It can take hundreds and thousands of years of extreme temperatures for crystals to form in caves. Maybe you can grow simple sugar crystals at home, but they won’t be magnifi cent like the crystals that grow naturally in caves.
THINK ABOUT ITAs you read, identify a sentence that states the central idea and the sentences that state supporting ideas. Notice how the author uses supporting ideas to develop the central idea.
2. Some crystalsare rare gems;
others arecommon.
3.
1. I can fi nd many crystals
nearby.
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Lesson 22 ANALYZE DEVELOPMENT OF A CENTRAL IDEA
More than 85,000 tourists a year visit the crystal caves in Bermuda to see stalactites and soda straws, which are beautiful crystals hanging from the ceilings of the cave. Another crystal cave in Pennsylvania is popular with tourists because of its glistening calcium crystals. Crystal Cave of the Giants in Mexico is the most amazing of all. The cave is so hot that tourists are only allowed to spend 15 minutes inside, and the crystals are gigantic! The expert who wrote the article said he felt like he was on another planet. I attached a link and a picture so you can check it out for yourself.
People do not travel from all over the world and pay to see ordinary rocks. They travel to see natural wonders! See you in school tomorrow.
1. Which choice best expresses the central idea of this text?
Ⓐ Crystal caves are common.
Ⓑ All crystals are natural wonders.
Ⓒ Crystal caves take thousands of years to form.
Ⓓ Crystals found in crystal caves are natural wonders.
2. Write down the fi rst supporting detail in the second paragraph of the email. Then underline a detail that helps the author make his point.
HINT, HINTAsk yourself what the author thinks about the subject, and then analyze how the author supports his opinion.
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ANALYZE DEVELOPMENT OF A CENTRAL IDEA Lesson 22
Color in the traffi c signal that shows how you are doing with the skill.
How Am I Doing?
What questions do you have?
What is a theory you have about something you have seen or heard?
What kinds of supporting ideas would you need to prove it to someone?
I am stuck.
I almost have it.
I understand
the skill.
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Lesson 22 ANALYZE DEVELOPMENT OF A CENTRAL IDEA
INDEPENDENT PRACTICERead the article. Then answer the questions that follow.
Devils Tower: A Mountain of MysteryGenre: Feature Article
1 In a vivid moment from the 1977 Steven Spielberg science-fi ction fi lm Close Encounters of the Third Kind, the main character Roy, played by Richard Dreyfuss, surprises his family by creating a mountain out of mashed potatoes on the dining room table. Days earlier, he had seen a UFO. From that moment on, he is seemingly hypnotized by visions of one particular, strangely shaped mountain. For much of the movie, the mountain remains a mystery, but in the fi nal climactic scenes viewers discover that it is the site of a huge government project to make contact with aliens.
2 Spielberg’s exciting movie is fi ction. The peculiar-looking mountain, however, is quite real. It is called Devils Tower. It stands on the fringes of the Black Hills in northeastern Wyoming. While there are no actual aliens on the mountain, the movie was right about one thing: a considerable amount of mystery surrounds this strange mountain.
3 Devils Tower stands more than 900 feet above the surrounding ponderosa-pine forest. Its peak rises 5,114 feet above sea level. From the ground below, visitors can see the tall rock formation jutting through the trees. From a distance, the six-sided hexagonal columns that line its sides resemble the grooved edges of a cupcake.
4 These unusual columns gave rise to a number of Native American traditions about the tower’s origins. The Arapaho, Cheyenne, and Kiowa have their own creation stories, each a little diff erent. In general, however, all of the stories speak of a bear chasing people. Fearing for their lives, the people pray for help. In answer, the Great Spirit brings forth a mountain from the ground beneath them. The angry bear then scratches at the mountain’s sides over and over, etching deep grooves in it. Indeed, the columns do resemble scratch marks from a large animal.
5 Geologists have varying explanations for the tower’s origins, and these accounts have some points of agreement. For example, geologists agree about the age of the rock formation. They date it from the Triassic period, 225 million to 195 million years ago. Geologists also generally agree that the rock formation was formed by a fl ow of magma, or hot molten rock, pushing between other rocks. Because the surrounding rocks were softer and weaker than the magma, they wore away, or eroded, faster over time. What remains is the hardened magma.
Devils Tower on a sunny day.
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ANALYZE DEVELOPMENT OF A CENTRAL IDEA Lesson 22
6 The geometric exterior was formed as the liquid magma cooled and crystallized, becoming solid. This cooling process created long cracks called columnar joints. These joints give the tower its unique appearance.
7 This is where the agreed-upon conclusions end and the mystery begins. Geologists still do not agree on what specifi cally created the tower. One early explanation proposed that the tower is actually a natural formation called a laccolith. A laccolith occurs when magma splits the surrounding strata, or rock layers, and causes the top layer to blow up into a dome shape. The resulting formation resembles a mushroom. Over millions of years, proponents say, the mushroom center of Devils Tower was exposed as the surrounding bedrock wore away.
8 Other geologists dispute this claim. They say that if the tower were actually a laccolith, it would be much wider than it is now.
9 A second theory about the tower’s origins suggests that it is the remains of an ancient, extinct volcano. This theory argues that the magma not only pushed up through the rock but also broke through the surface. Over time, the volcano became extinct. The melted magma inside the center cooled and became a volcanic plug. This rock was much stronger than the rock surrounding it. As a result, it remained while the outer shell wore away.
10 While some scientists still accept the extinct volcano theory, others are less convinced. They note a major weakness in the theory: there is no other evidence of volcanic activity in the area. It has no traces of ash or lava fl ow.
11 A third theory suggests the magma that formed the rock was what geologists call a stock. A stock is the name for a small formation of igneous rock—magma that has cooled—below the surface. The rock cooled, and over time, it was exposed by erosion.
12 One can fi nd support for each one of these theories in textbooks and on geology websites. Perhaps geologists will eventually fi nd the hard evidence they need to solve this mystery. Until then, whether people think the tower is an ancient volcano, a laccolith, or a stock, its beauty as a natural wonder is clear and undeniable.
READING NOTES
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Lesson 22 ANALYZE DEVELOPMENT OF A CENTRAL IDEA
1. What central idea do the supporting ideas develop in paragraphs 1 and 2 of the text?
Ⓐ Devils Tower is a real mountain.
Ⓑ Devils Tower is a natural formation.
Ⓒ Devils Tower is a mysterious mountain.
Ⓓ Devils Tower is capable of hypnotizing someone.
2. Which phrase best describes the kind of supporting details given in paragraph 3?
Ⓐ examples that help the reader understand the mountain’s origins
Ⓑ descriptions that help the reader picture the mountain’s strangeness
Ⓒ expert opinions that help the reader draw a conclusion about the mountain
Ⓓ comparisons that help the reader understand diff erent theories about the mountain
3. What is the central idea presented in paragraphs 3 and 4?
Ⓐ Devils Tower may be more than what it seems.
Ⓑ Devils Tower is something that can be measured.
Ⓒ Devils Tower’s unique shape inspired origin stories.
Ⓓ Devils Tower may have been shaped by wild animals.
TIPS AND TRICKSAll of these are key details, but the question asks you to pay attention to the key details in paragraph 3.
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ANALYZE DEVELOPMENT OF A CENTRAL IDEA Lesson 22
4. Which supporting idea from the text best supports the central idea presented in paragraphs 3 and 4?
Ⓐ “Devils Tower stands more than 900 feet above the surroundingponderosa-pine forest.” (paragraph 3)
Ⓑ “From a distance, the six-sided hexagonal columns that line its sides resemble the grooved edges of a cupcake.” (paragraph 3)
Ⓒ “The Arapaho, Cheyenne, and Kiowa have their own creation stories, each a little diff erent.” (paragraph 4)
Ⓓ “Indeed, the columns do resemble scratch marks from a large animal.” (paragraph 4)
5. Which statement best expresses the central idea of paragraphs 5 through 11 in the text?
Ⓐ Geologists agree about how to label Devils Tower.
Ⓑ Geologists are unsure about how Devils Tower formed.
Ⓒ Geologists are unsure about how long ago Devils Tower was created.
Ⓓ Geologists agree that Devils Tower was formed by a process of heating and cooling of rock long ago.
6. Which quotation from the text best supports the central idea of paragraphs 5 through 11?
Ⓐ “The geometric exterior was formed as the liquid magma cooled and crystallized, becoming solid.” (paragraph 6)
Ⓑ “Geologists still do not agree on what specifi cally created the tower.” (paragraph 7)
Ⓒ “Over millions of years, proponents say, the mushroom center of Devils Tower was exposed as the surrounding bedrock wore away.” (paragraph 7)
Ⓓ “While some scientists still accept the extinct volcano theory, others are less convinced.” (paragraph 10)
TIPS AND TRICKSFirst, look at paragraphs 5 through 11 to see the order in which the supporting ideas appear. Then, choose the central idea that is supported by all three supporting ideas.
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Lesson 22 ANALYZE DEVELOPMENT OF A CENTRAL IDEA
7. Which statement best expresses the central idea of the entire text?
Ⓐ There is nothing truly mysterious about Devils Tower.
Ⓑ Devils Tower is a mystery that science will one day solve.
Ⓒ Devils Tower is a mystery that has inspired many explanations.
Ⓓ The beauty of Devils Tower is more important than its mysteries.
8. How does the author’s use of Close Encounters of the Third Kind in the beginning of the text support the central idea?
8.
SKETCH ITCreate a bubble map to analyze the development of a central idea. When you fi gure out the central idea, write it in the center bubble. As you read, write down each new supporting idea in a new bubble around the center bubble.
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ANALYZE DEVELOPMENT OF A CENTRAL IDEA Lesson 22
9. How does the author develop the central idea of “Devils Tower: A Mountain of Mystery” over the course of the text?
9.
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Lesson 22 ANALYZE DEVELOPMENT OF A CENTRAL IDEA
EXIT TICKET
Now that you have mastered the art of analyzing the development of a central idea, let’s revisit the Real-World Connection.
Imagine you are Alex’s friend. You want to help him prove his theory that crystals are natural wonders. Look at the supporting ideas listed below. Then, complete the bubble map with three supporting ideas that best support his theory.
Supporting Ideas
1. Mexico’s Crystal Cave has some of the world’s largest gypsum crystals.
2. Ice, snow, and glaciers are some common examples of crystals.
3. Salt crystals form as salt water from the ocean evaporates.
4. Scientists discovered a rare quasicrystal inside a meteorite that fell to Earth in Russia.
5. Jeremejevite, one of the rarest gemstones in the world, sometimes occurs in clear crystal form.
RI.8.2
3.
Crystals are“natural
wonders.”
2.
1.
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ANNOTATED
TEACHER EDITION
[ ii ]
Letter to Students vi
Letter to Parents and Families vii
What You’ll See in Measuring Up to the New York P-12 Common Core Learning Standards viii
CHAPTER 1 | LANGUAGE SKILLSNY P-12 CCLS LESSONL.8.4.a, L.8.4.b 1. Use Context and Word Parts 1
L.8.5.b 2. Use Word Relationships 11
L.8.5.a 3. Interpret Figures of Speech 20
L.8.5.c 4. Distinguish Connotations with Similar Denotations 31
L.8.4.c, L.8.4.d 5. Use Reference Materials 40
W.8.1, W.8.4 6. Write Arguments 49
W.8.2, W.8.4 7. Write Informative Texts 59
W.8.3, W.8.4 8. Write Narratives 70
W.8.5, W.8.6 9. Revise and Edit 80
W.8.7, W.8.8 10. Research, Gather Information, and Cite Sources 89
Unit 1 Practice Test 101
CHAPTER 2 | WRITING SKILLS
Introduction
CONTENTS
Unit 1 LANGUAGE AND WRITING
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[ iii ]
CHAPTER 1 | KEY IDEAS AND DETAILSNY P-12 CCLS LESSONRL.8.1 11. Cite Strong Evidence from a Story 107
RL.8.2 12. Determine Theme or Central Idea 117
RL.8.2 13. Summarize a Story 128
RL.8.3 14. Analyze Elements of Stories and Dramas 138
RL.8.4 15. Determine Figurative and Connotative Meanings 148
RL.8.4 16. Analyze Analogies and Allusions 157
RL.8.5 17. Compare and Contrast Text Structures 166
RL.8.6 18. Analyze Eff ects of Points of View in Stories 180
RL.8.7 19. Analyze Filmed and Live Productions of a Text 190
RL.8.9 20. Analyze Source Works for Fiction 203
Unit 2 Practice Test 217
CHAPTER 2 | CRAFT AND STRUCTURE
CHAPTER 3 | INTEGRATION OF KNOWLEDGE AND IDEAS
Unit 2 LITERATURE
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[ iv ]
CHAPTER 1 | KEY IDEAS AND DETAILSNY P-12 CCLS LESSONRI.8.1 21. Cite Strong Evidence from a Text 225
RI.8.2 22. Analyze Development of a Central Idea 235
RI.8.2 23. Summarize a Text 247
RI.8.3 24. Analyze Connections and Distinctions in a Text 257
RI.8.4 25. Determine Figurative, Connotative, and Technical Meanings
267
RI.8.4 26. Analyze Impact of Word Choice 276
RI.8.5 27. Analyze the Structure of a Paragraph 284
RI.8.6 28. Determine Author’s Point of View and Purpose 293
RI.8.7 29. Evaluate Diff erent Mediums 302
RI.8.8 30. Evaluate an Argument and Claims 311
RI.8.9 31. Analyze Multiple Texts with Confl icting Information 321
Unit 3 Practice Test 334
CHAPTER 2 | CRAFT AND STRUCTURE
CHAPTER 3 | INTEGRATION OF KNOWLEDGE AND IDEAS
Unit 3 INFORMATIONAL TEXT
CONTENTS
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[ v ]
References
Acknowledgments 344
Correlation to the New York P-12 Common Core Learning Standards and New York Next Generation Learning Standards 345
Glossary 350
Writing Scoring Rubrics 356
Graphic Organizers 357
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Correlation to the New York P-12 Common Core Learning Standards and New York Next Generation Learning Standards
This worktext is customized to the New York P-12 Common Core Learning Standards for English Language Arts, and the new 2017 New York NGLS are referenced where applicable.
New York P-12 Common Core Learning Standards Lessons 2017 NGLS
Reading Standards for Literature, Grade 8
Key Ideas and Details
RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
11 8R1
RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
12, 13 8R2
RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
14 8R3
Craft and Structure
RL.8.4 Determine the meaning of words and phrases as they are used in a text, including fi gurative and connotative meanings; analyze the impact of specifi c word choices on meaning and tone, including analogies or allusions to other texts.
15, 16 8R4
RL.8.5 Compare and contrast the structure of two or more texts and analyze how the diff ering structure of each text contributes to its meaning and style.
17 8R5
RL.8.6 Analyze how diff erences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such eff ects as suspense or humor.
18 8R6
Integration of Knowledge and Ideas
RL.8.7 Analyze the extent to which a fi lmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
19 8R7
RL.8.9 Analyze how a modern work of fi ction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
20 8R9
Range of Reading and Level of Text Complexity
RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and profi ciently.
Embedded Unit 2
N/A
Reading Standards for Informational Text, Grade 8
Key Ideas and Details
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
21 8R1
RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
22, 23 8R2
CORRELATIONS
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CORRELATIONS
[ 346 ] d i | E li h L A | L l H
New York P-12 Common Core Learning Standards Lessons 2017 NGLS
RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
24 8R3
Craft and Structure
RI.8.4 Determine the meaning of words and phrases as they are used in a text, including fi gurative, connotative, and technical meanings; analyze the impact of specifi c word choices on meaning and tone, including analogies or allusions to other texts.
25, 26 8R4
RI.8.5 Analyze in detail the structure of a specifi c paragraph in a text, including the role of particular sentences in developing and refi ning a key concept.
27 8R5
RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to confl icting evidence or viewpoints.
28 8R6
Integration of Knowledge and Ideas
RI.8.7 Evaluate the advantages and disadvantages of using diff erent mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
29 8R7
RI.8.8 Delineate and evaluate the argument and specifi c claims in a text, assessing whether the reasoning is sound and the evidence is relevant and suffi cient; recognize when irrelevant evidence is introduced.
30 8R8
RI.8.9 Analyze a case in which two or more texts provide confl icting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
31 8R9
Range of Reading and Level of Text Complexity
RI.8.10 By the end of the year, read and comprehend literary nonfi ction at the high end of the grades 6–8 text complexity band independently and profi ciently.
Embedded Unit 3
N/A
Writing Standards, Grade 8
Text Types and Purposes
W.8.1 Write arguments to support claims with clear reasons and relevant evidence. 6 8W1
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
6 8W1a
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
6 8W1b
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
6 8W1c
d. Establish and maintain a formal style. 6 8W1f
e. Provide a concluding statement or section that follows from and supports the argument presented.
6 8W1e
W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
7 8W2
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New York P-12 Common Core Learning Standards Lessons 2017 NGLS
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
7 8W2a
b. Develop the topic with relevant, well-chosen facts, defi nitions, concrete details, quotations, or other information and examples.
7 8W2b
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
7 8W2d
d. Use precise language and domain-specifi c vocabulary to inform about or explain the topic. 7 8W2c
e. Establish and maintain a formal style. 7 8W2f
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
7 8W2e
W.8.3 Write narratives to develop real or imagined experiences or events using eff ective technique, relevant descriptive details, and well-structured event sequences.
8 8W3
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
8 8W3a
b. Use narrative techniques, such as dialogue, pacing, description, and refl ection, to develop experiences, events, and/or characters.
8 8W3b
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
8 8W3c
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
8 8W3d
e. Provide a conclusion that follows from and refl ects on the narrated experiences or events. 8 8W3e
Production and Distribution of Writing
W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6–8 N/A
W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
9 N/A
W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas effi ciently as well as to interact and collaborate with others.
9 N/A
Research to Build and Present Knowledge
W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
10 8W6
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[ 348 ] masteryeducation.com | English Language Arts | Level H
CORRELATIONS
[ 348 ] d i | E li h L A | L l H
New York P-12 Common Core Learning Standards Lessons 2017 NGLS
W.8.8 Gather relevant information from multiple print and digital sources, using search terms eff ectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
10 8W7
W.8.9 Draw evidence from literary or informational texts to support analysis, refl ection, and research. Embedded Units 2 and 3
8W5
a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fi ction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
Embedded Unit 2
8W5
b. Apply grade 8 Reading standards to literary nonfi ction (e.g., “Delineate and evaluate the argument and specifi c claims in a text, assessing whether the reasoning is sound and the evidence is relevant and suffi cient; recognize when irrelevant evidence is introduced”).
Embedded Unit 3
8W5
Range of Writing
W.8.10 Write routinely over extended time frames (time for research, refl ection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specifi c tasks, purposes, and audiences.
Embedded Lessons 6–10
N/A
Range of Writing
W.8.11 Create a presentation, art work, or text in response to a literary work with a commentary that identifi es connections and explains divergences from the original.
Embedded Units 2 and 3
8W4
a. Make well-supported personal, cultural, textual, and thematic connections across genres. Embedded Units 2 and 3
8W4
b. Create poetry, stories, plays, and other literary forms (e.g. videos, art work). Embedded Units 2 and 3
8W4
Language Standards, Grade 8
Conventions of Standard English
L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Embedded Unit 1
8L1
L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Embedded Unit 1
8L2
Knowledge of Language
L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Embedded Unit 1
8L3
Vocabulary Acquisition and Use
L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing fl exibly from a range of strategies.
1, 5 8L4
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
1 8L4a
9781609796778_MUSS_ELA_NY8_SE_int.indb 3489781609796778_MUSS_ELA_NY8_SE_int.indb 348 8/20/2018 12:50:51 PM8/20/2018 12:50:51 PM
[ 349 ]Correlation to the NY P-12 CCLS and NY NGLS | masteryeducation.com [ 349 ]C l i h NY P 12 CCLS d NY NGLS | d i
New York P-12 Common Core Learning Standards Lessons 2017 NGLS
b. Use common, grade-appropriate Greek or Latin affi xes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
1 8L4b
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to fi nd the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
5 8L4c
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
5 8L4d
L.8.5 Demonstrate understanding of fi gurative language, word relationships, and nuances in word meanings.
2–4 8L5
a. Interpret fi gures of speech (e.g. verbal irony, puns) in context. 3 8L5a
b. Use the relationship between particular words to better understand each of the words. 2 8L5b
c. Distinguish among the connotations (associations) of words with similar denotations (defi nitions) (e.g., bullheaded, willful, fi rm, persistent, resolute).
4 8L5c
L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specifi c words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Embedded Lessons 1–5
8L6
9781609796778_MUSS_ELA_NY8_SE_int.indb 3499781609796778_MUSS_ELA_NY8_SE_int.indb 349 8/20/2018 12:50:52 PM8/20/2018 12:50:52 PM
[ 152 ] masteryeducation.com | English Language Arts | Level H Copying is prohibited.
[ 235
]U
nit
3 |
Info
rmat
iona
l Tex
t |
mas
tery
educ
atio
n.co
mC
opyi
ng is
pro
hibi
ted.
WO
RD
S TO
KN
OW
cent
ral i
dea
supp
ortin
g id
ea
Less
on 2
2A
NA
LYZ
E D
EVEL
OPM
ENT
OF
A
CEN
TR
AL
IDEA
RI.8
.2
INTR
OD
UCT
ION
Rea
l-W
orld
Con
nec
tion
NA
TU
RA
L W
ON
DER
SM
iles
and
Ale
x w
ere
hiki
ng o
n a
trai
l in
the
woo
ds w
hen
Ale
x fo
und
a cr
ysta
l. “W
ow,”
Ale
x sa
id, “
I can
’t be
lieve
we
foun
d a
crys
tal.
Cry
stal
s ar
e na
tura
l w
onde
rs!”
Mile
s w
as n
ot s
o su
re. “
I tho
ught
cry
stal
s w
ere
com
mon
. Wha
t mak
es y
ou
thin
k th
ey a
re n
atur
al w
onde
rs?”
“Cry
stal
s ar
e ra
re. Y
ou d
on’t
fi nd
them
ofte
n,”
Ale
x sa
id, b
ut h
e co
uld
not p
rovi
de a
ny a
dditi
onal
evi
denc
e fo
r hi
s th
eory
. “I m
ust h
ave
read
it
som
ewhe
re,”
he
said
.
How
can
Ale
x pr
ove
crys
tals
are
nat
ural
won
ders
? Wha
t fac
ts a
nd e
xam
ples
w
ill s
uppo
rt h
is th
eory
? We
will
pra
ctic
e th
ese
skill
s in
Gui
ded
Inst
ruct
ion
and
Inde
pend
ent
Prac
tice
and
revi
sit A
lex
and
his
theo
ry a
bout
cry
stal
s at
the
end
of th
e le
sson
.
Wh
at I
Am
Goi
ng
to L
earn
● H
ow to
det
erm
ine
the
cent
ral i
dea
of a
text
● H
ow to
ana
lyze
the
deve
lopm
ent o
f a
cent
ral i
dea
over
the
cour
se o
f a
text
● H
ow to
ana
lyze
the
rela
tions
hip
betw
een
the
cent
ral i
dea
and
supp
ortin
g id
eas
Wh
at I
May
Alr
eady
Kn
ow RI
.6.2
● I k
now
how
to d
eter
min
e ho
w a
cen
tral
idea
is c
onve
yed
thro
ugh
part
icul
ar d
etai
ls.
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[ 153 ]Unit 3 | Informational Text | masteryeducation.comCopying is prohibited.
[ 237
]U
nit
3 |
Info
rmat
iona
l Tex
t |
mas
tery
educ
atio
n.co
mC
opyi
ng is
pro
hibi
ted.
AN
ALY
ZE
DEV
ELO
PMEN
T O
F A
CEN
TR
AL
IDEA
Le
sson
22
You
can
grow
you
r ow
n cr
ysta
ls a
t hom
e w
ith a
litt
le s
ugar
, wat
er, a
nd s
trin
g.
I’m n
o ex
pert
on
natu
ral w
onde
rs, b
ut I
thin
k it’
s pr
etty
saf
e to
say
that
you
ca
n’t m
ake
them
in y
our
kitc
hen.
[Rea
ding
Lev
el: 1
000–
1100
L; W
ord
Cou
nt: 1
56]
In h
is e
mai
l to
Mile
s, e
xam
ine
how
Ale
x de
velo
ps th
e ce
ntra
l ide
a. T
o do
this,
yo
u m
ust l
ook
at th
e su
ppor
ting
idea
s in
the
emai
l. T
his
bubb
le m
ap il
lust
rate
s ho
w A
lex
uses
sup
port
ing
idea
s to
dev
elop
his
cen
tral
idea
ove
r th
e co
urse
of
the
text
. Can
you
fi ll
in th
e em
pty
bubb
le w
ith a
sup
port
ing
idea
?
Rea
d M
iles’s
rep
ly e
mai
l to
Ale
x. T
ry to
fi gu
re o
ut th
e ce
ntra
l ide
a.
Fr
om: M
iles
<m
ilest
hem
an@
bmai
l.com
>
To: A
lex
<al
ejan
dro1
234@
bmai
l.com
>
Subj
ect:
RE:
Cry
stal
s
Ale
x,
May
be th
e cr
ysta
l I fo
und
toda
y is
not
a n
atur
al w
onde
r ex
actly
, but
I di
d re
sear
ch to
o, a
nd I
foun
d a
lot o
f ca
ves
that
are
con
side
red
natu
ral w
onde
rs
beca
use
of th
e cr
ysta
ls th
at g
row
insi
de.
It ca
n ta
ke h
undr
eds
and
thou
sand
s of
yea
rs o
f ex
trem
e te
mpe
ratu
res
for
crys
tals
to fo
rm in
cav
es. M
aybe
you
can
gro
w s
impl
e su
gar
crys
tals
at h
ome,
bu
t the
y w
on’t
be m
agni
fi cen
t lik
e th
e cr
ysta
ls th
at g
row
nat
ural
ly in
cav
es.
TH
INK
ABO
UT
ITA
s yo
u re
ad, i
dent
ify a
sen
tenc
e th
at s
tate
s th
e ce
ntra
l ide
a an
d th
e se
nten
ces
that
sta
te s
uppo
rtin
g id
eas.
Not
ice
how
the
aut
hor
uses
su
ppor
ting
idea
s to
dev
elop
the
ce
ntra
l ide
a.
2. S
ome
crys
tals
are
rare
gem
s;ot
hers
are
com
mon
.3.
Peo
ple
can
mak
e cr
ysta
lsea
sily.
1. I
can
fi nd
man
y cr
ysta
lsne
arby
.
Cry
stal
s ar
eno
t“n
atur
alw
onde
rs.”
[ 236
]m
aste
ryed
ucat
ion.
com
| E
nglis
h La
ngua
ge A
rts
| L
evel
HC
opyi
ng is
pro
hibi
ted.
Less
on 2
2
A
NA
LYZ
E D
EVEL
OPM
ENT
OF
A C
ENT
RA
L ID
EA
Voc
abu
lary
in A
ctio
nA
s yo
u re
ad, y
ou w
ill c
ome
acro
ss w
ords
that
are
use
d in
a v
arie
ty o
f w
ays.
● T
he c
entr
al id
ea is
the
idea
that
the
auth
or is
tryi
ng to
com
mun
icat
e to
the
read
er. I
t sta
tes
both
the
subj
ect o
f th
e te
xt a
nd th
e au
thor
’s
opin
ion
of th
e su
bjec
t.
● A
sup
port
ing
idea
dev
elop
s th
e ce
ntra
l ide
a fu
rthe
r. T
hese
sup
port
ing
idea
s in
spire
the
read
er to
thin
k ab
out t
he c
entr
al id
ea fr
om d
iff er
ent
view
poin
ts. S
uppo
rtin
g id
eas
incl
ude
fact
s, e
xam
ples
, obs
erva
tions
, ex
pert
opi
nion
s, d
escr
iptio
ns, a
nd c
ompa
rison
s th
at h
elp
mak
e a
poin
t.
● Yo
u ca
n an
alyz
e ho
w th
e au
thor
use
s su
ppor
ting
idea
s to
dev
elop
th
e ce
ntra
l ide
a. S
uppo
rtin
g id
eas
deve
lop
the
cent
ral i
dea
whe
n th
ey a
dd to
, or
expl
ain,
the
cent
ral i
dea.
● Su
ppor
ting
idea
s ca
n al
so p
rovi
de e
vide
nce
or e
xam
ples
that
pro
ve
the
cent
ral i
dea
is tr
ue o
r ac
cura
te. T
hat i
s w
hat A
lex
need
s to
pr
ove
his
theo
ry a
bout
cry
stal
s!
GU
IDED
INST
RUCT
ION
W
hen
Ale
x go
t hom
e, h
e de
cide
d to
res
earc
h cr
ysta
ls. H
e em
aile
d M
iles
abou
t his
fi nd
ings
. Thi
nk a
bout
the
diff e
rent
idea
s he
use
s to
pro
ve h
is p
oint
. C
an y
ou id
entif
y hi
s ce
ntra
l ide
a? W
rite
it in
the
cent
er b
ubbl
e in
the
map
on
the
next
pag
e.
Fr
om: A
lex
<al
ejan
dro1
234@
bmai
l.com
>
To: M
iles
<m
ilest
hem
an@
bmai
l.com
>
Subj
ect:
Cry
stal
s
Hi,
Mile
s,
I was
rig
ht a
bout
cry
stal
s af
ter
all.
I did
som
e re
sear
ch o
nlin
e, a
nd a
cry
stal
is
any
sol
id w
ith m
olec
ules
that
fi t t
oget
her
in a
rep
eatin
g pa
tter
n. D
o yo
u re
mem
ber
that
str
etch
of
woo
ds n
ear
Cris
py’s
sna
ck s
hop?
All
thos
e w
hite
ro
cks
that
look
like
pet
rifi e
d sn
ow a
re a
ctua
lly q
uart
z cr
ysta
ls. T
here
are
so
man
y th
at y
ou p
roba
bly
coul
dn’t
take
two
step
s w
ithou
t kic
king
one
.
Cry
stal
s oc
cur
natu
rally
in m
any
diff e
rent
form
s, b
ut th
ey c
an a
lso
be h
uman
-m
ade.
Som
e cr
ysta
ls a
re v
alua
ble
gem
ston
es, l
ike
rubi
es, d
iam
onds
, em
eral
ds,
and
sapp
hire
s; o
ther
s ar
e co
mm
on h
ouse
hold
item
s, li
ke ta
ble
salt
and
suga
r. So
me
crys
tals
are
use
d fo
r co
mpo
nent
s in
clo
cks
and
radi
o tr
ansm
itter
s be
caus
e th
ey a
re g
ood
cond
ucto
rs o
f el
ectr
icity
.
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[ 239
]U
nit
3 |
Info
rmat
iona
l Tex
t |
mas
tery
educ
atio
n.co
mC
opyi
ng is
pro
hibi
ted.
AN
ALY
ZE
DEV
ELO
PMEN
T O
F A
CEN
TR
AL
IDEA
Le
sson
22
Col
or in
the
tra
ffi c
sign
al
that
sho
ws
how
you
are
do
ing
with
the
ski
ll.
How
Am
I D
oing
?
Wha
t qu
estio
ns d
o yo
u ha
ve?
Wha
t is
a t
heor
y yo
u ha
ve a
bout
som
ethi
ng y
ou h
ave
seen
or
hear
d?
Wha
t ki
nds
of s
uppo
rtin
g id
eas
wou
ld y
ou n
eed
to p
rove
it t
o so
meo
ne?
I am
stu
ck.
I alm
ost
have
it.
I un
ders
tand
th
e sk
ill.
[ 238
]m
aste
ryed
ucat
ion.
com
| E
nglis
h La
ngua
ge A
rts
| L
evel
HC
opyi
ng is
pro
hibi
ted.
Less
on 2
2
A
NA
LYZ
E D
EVEL
OPM
ENT
OF
A C
ENT
RA
L ID
EA
Mor
e th
an 8
5,00
0 to
uris
ts a
yea
r vi
sit t
he c
ryst
al c
aves
in B
erm
uda
to s
ee
stal
actit
es a
nd s
oda
stra
ws,
whi
ch a
re b
eaut
iful c
ryst
als
hang
ing
from
the
ceili
ngs
of th
e ca
ve. A
noth
er c
ryst
al c
ave
in P
enns
ylva
nia
is p
opul
ar w
ith
tour
ists
bec
ause
of
its g
liste
ning
cal
cium
cry
stal
s. C
ryst
al C
ave
of th
e G
iant
s in
Mex
ico
is th
e m
ost a
maz
ing
of a
ll. T
he c
ave
is s
o ho
t tha
t tou
rists
are
onl
y al
low
ed to
spe
nd 1
5 m
inut
es in
side
, and
the
crys
tals
are
gig
antic
! The
exp
ert
who
wro
te th
e ar
ticle
sai
d he
felt
like
he w
as o
n an
othe
r pl
anet
. I a
ttac
hed
a lin
k an
d a
pict
ure
so y
ou c
an c
heck
it o
ut fo
r yo
urse
lf.
Peop
le d
o no
t tra
vel f
rom
all
over
the
wor
ld a
nd p
ay to
see
ord
inar
y ro
cks.
T
hey
trav
el to
see
nat
ural
won
ders
! See
you
in s
choo
l tom
orro
w.
[Rea
ding
Lev
el: 1
000–
1100
L; W
ord
Cou
nt: 2
09]
1.
Whi
ch c
hoic
e be
st e
xpre
sses
the
cen
tral
idea
of t
his
text
?
Ⓐ
Cry
stal
cav
es a
re c
omm
on.
Ⓑ
All
crys
tals
are
nat
ural
won
ders
.
Ⓒ
Cry
stal
cav
es ta
ke th
ousa
nds
of y
ears
to fo
rm.
Ⓓ
Cry
stal
s fo
und
in c
ryst
al c
aves
are
nat
ural
won
ders
.
2.
Wri
te d
own
the
fi rst
sup
port
ing
deta
il in
the
sec
ond
para
grap
h of
the
em
ail.
The
n un
derl
ine
a de
tail
that
hel
ps t
he a
utho
r m
ake
his
poin
t.
Sam
ple
resp
onse
: Som
e cr
ysta
ls fo
rm n
atur
ally
unde
r ext
rem
e co
nditi
ons
over
long
per
iods
of t
ime.
Ⓓ
HIN
T, H
INT
Ask
you
rsel
f wha
t the
aut
hor
thin
ks a
bout
the
sub
ject
, and
the
n an
alyz
e ho
w t
he a
utho
r su
ppor
ts
his
opin
ion.
9781609796839_MUSS_ELA_NY8_TE.indb 1549781609796839_MUSS_ELA_NY8_TE.indb 154 8/22/2018 12:24:44 PM8/22/2018 12:24:44 PM
[ 155 ]Unit 3 | Informational Text | masteryeducation.comCopying is prohibited.
[ 241
]U
nit
3 |
Info
rmat
iona
l Tex
t |
mas
tery
educ
atio
n.co
mC
opyi
ng is
pro
hibi
ted.
AN
ALY
ZE
DEV
ELO
PMEN
T O
F A
CEN
TR
AL
IDEA
Le
sson
22
6
The
geo
met
ric e
xter
ior
was
form
ed a
s th
e liq
uid
mag
ma
cool
ed a
nd
crys
talli
zed,
bec
omin
g so
lid. T
his
cool
ing
proc
ess
crea
ted
long
cra
cks
calle
d co
lum
nar
join
ts. T
hese
join
ts g
ive
the
tow
er it
s un
ique
app
eara
nce.
7
Thi
s is
whe
re th
e ag
reed
-upo
n co
nclu
sion
s en
d an
d th
e m
yste
ry
begi
ns. G
eolo
gist
s st
ill d
o no
t agr
ee o
n w
hat s
peci
fi cal
ly c
reat
ed th
e to
wer
. One
ear
ly e
xpla
natio
n pr
opos
ed th
at th
e to
wer
is a
ctua
lly a
na
tura
l for
mat
ion
calle
d a
lacc
olith.
A la
ccol
ith o
ccur
s w
hen
mag
ma
split
s th
e su
rrou
ndin
g st
rata
, or
rock
laye
rs, a
nd c
ause
s th
e to
p la
yer
to b
low
up
into
a d
ome
shap
e. T
he r
esul
ting
form
atio
n re
sem
bles
a m
ushr
oom
. O
ver
mill
ions
of
year
s, p
ropo
nent
s sa
y, th
e m
ushr
oom
cen
ter
of D
evils
To
wer
was
exp
osed
as
the
surr
ound
ing
bedr
ock
wor
e aw
ay.
8
Oth
er g
eolo
gist
s di
sput
e th
is c
laim
. The
y sa
y th
at if
the
tow
er w
ere
actu
ally
a la
ccol
ith, i
t wou
ld b
e m
uch
wid
er th
an it
is n
ow.
9
A s
econ
d th
eory
abo
ut th
e to
wer
’s o
rigin
s su
gges
ts th
at it
is th
e re
mai
ns o
f an
anc
ient
, ext
inct
vol
cano
. Thi
s th
eory
arg
ues
that
the
mag
ma
not o
nly
push
ed u
p th
roug
h th
e ro
ck b
ut a
lso
brok
e th
roug
h th
e su
rfac
e. O
ver
time,
the
volc
ano
beca
me
extin
ct. T
he m
elte
d m
agm
a in
side
the
cent
er c
oole
d an
d be
cam
e a
volc
anic
plu
g. T
his
rock
was
muc
h st
rong
er th
an th
e ro
ck s
urro
undi
ng it
. As
a re
sult,
it r
emai
ned
whi
le th
e ou
ter
shel
l wor
e aw
ay.
10
W
hile
som
e sc
ient
ists
stil
l acc
ept t
he e
xtin
ct v
olca
no th
eory
, oth
ers
are
less
con
vinc
ed. T
hey
note
a m
ajor
wea
knes
s in
the
theo
ry: t
here
is
no o
ther
evi
denc
e of
vol
cani
c ac
tivity
in th
e ar
ea. I
t has
no
trac
es o
f as
h or
lava
fl ow
.
11
A
third
theo
ry s
ugge
sts
the
mag
ma
that
form
ed th
e ro
ck w
as w
hat
geol
ogis
ts c
all a
sto
ck. A
sto
ck is
the
nam
e fo
r a
smal
l for
mat
ion
of
igne
ous
rock
—m
agm
a th
at h
as c
oole
d—be
low
the
surf
ace.
The
roc
k co
oled
, and
ove
r tim
e, it
was
exp
osed
by
eros
ion.
12
O
ne c
an fi
nd s
uppo
rt fo
r ea
ch o
ne o
f th
ese
theo
ries
in te
xtbo
oks
and
on g
eolo
gy w
ebsi
tes.
Per
haps
geo
logi
sts
will
eve
ntua
lly fi
nd th
e ha
rd
evid
ence
they
nee
d to
sol
ve th
is m
yste
ry. U
ntil
then
, whe
ther
peo
ple
thin
k th
e to
wer
is a
n an
cien
t vol
cano
, a la
ccol
ith, o
r a
stoc
k, it
s be
auty
as
a na
tura
l won
der
is c
lear
and
und
enia
ble.
[Rea
ding
Lev
el: 9
00–1
000L
; Wor
d C
ount
: 748
]
REA
DIN
G N
OT
ES
[ 240
]m
aste
ryed
ucat
ion.
com
| E
nglis
h La
ngua
ge A
rts
| L
evel
HC
opyi
ng is
pro
hibi
ted.
Less
on 2
2
A
NA
LYZ
E D
EVEL
OPM
ENT
OF
A C
ENT
RA
L ID
EA
IND
EPEN
DEN
T PR
ACTI
CER
ead
the
artic
le. T
hen
answ
er th
e qu
estio
ns th
at fo
llow
.
Dev
ils T
ower
: A M
ount
ain
of M
yste
ryG
enre
: Fea
ture
Art
icle
1
In a
viv
id m
omen
t fro
m th
e 19
77 S
teve
n Sp
ielb
erg
scie
nce-
fi ctio
n fi l
m C
lose
Enc
ount
ers
of t
he T
hird
Kin
d, t
he m
ain
char
acte
r R
oy, p
laye
d by
Ric
hard
Dre
yfus
s, s
urpr
ises
his
fam
ily b
y cr
eatin
g a
mou
ntai
n ou
t of
mas
hed
pota
toes
on
the
dini
ng r
oom
tabl
e. D
ays
earli
er, h
e ha
d se
en a
U
FO. F
rom
that
mom
ent o
n, h
e is
see
min
gly
hypn
otiz
ed b
y vi
sion
s of
on
e pa
rtic
ular
, str
ange
ly s
hape
d m
ount
ain.
For
muc
h of
the
mov
ie, t
he
mou
ntai
n re
mai
ns a
mys
tery
, but
in th
e fi n
al c
limac
tic s
cene
s vi
ewer
s di
scov
er th
at it
is th
e si
te o
f a
huge
gov
ernm
ent p
roje
ct to
mak
e co
ntac
t w
ith a
liens
.
2
Spie
lber
g’s
exci
ting
mov
ie is
fi ct
ion.
The
pec
ulia
r-lo
okin
g m
ount
ain,
ho
wev
er, i
s qu
ite r
eal.
It is
cal
led
Dev
ils T
ower
. It
stan
ds o
n th
e fr
inge
s of
th
e Bl
ack
Hill
s in
nor
thea
ster
n W
yom
ing.
Whi
le t
here
are
no
actu
al a
liens
on
the
mou
ntai
n, t
he m
ovie
was
rig
ht a
bout
one
thi
ng: a
con
side
rabl
e am
ount
of
mys
tery
sur
roun
ds t
his
stra
nge
mou
ntai
n.
3
Dev
ils T
ower
sta
nds
mor
e th
an 9
00 fe
et a
bove
the
surr
ound
ing
pond
eros
a-pi
ne fo
rest
. Its
pea
k ris
es 5
,114
feet
abo
ve s
ea le
vel.
From
th
e gr
ound
bel
ow, v
isito
rs c
an s
ee th
e ta
ll ro
ck fo
rmat
ion
jutt
ing
thro
ugh
the
tree
s. F
rom
a d
ista
nce,
the
six-
side
d he
xago
nal c
olum
ns th
at li
ne it
s si
des
rese
mbl
e th
e gr
oove
d ed
ges
of a
cup
cake
.
4
The
se u
nusu
al c
olum
ns g
ave
rise
to a
num
ber
of N
ativ
e A
mer
ican
tr
aditi
ons
abou
t the
tow
er’s
orig
ins.
The
Ara
paho
, Che
yenn
e, a
nd
Kio
wa
have
thei
r ow
n cr
eatio
n st
orie
s, e
ach
a lit
tle d
iff er
ent.
In g
ener
al,
how
ever
, all
of th
e st
orie
s sp
eak
of a
bea
r ch
asin
g pe
ople
. Fea
ring
for
thei
r liv
es, t
he p
eopl
e pr
ay fo
r he
lp. I
n an
swer
, the
Gre
at S
pirit
brin
gs
fort
h a
mou
ntai
n fr
om th
e gr
ound
ben
eath
them
. The
ang
ry b
ear
then
sc
ratc
hes
at th
e m
ount
ain’
s si
des
over
and
ove
r, et
chin
g de
ep g
roov
es in
it.
Inde
ed, t
he c
olum
ns d
o re
sem
ble
scra
tch
mar
ks fr
om a
larg
e an
imal
.
5
Geo
logi
sts
have
var
ying
exp
lana
tions
for
the
tow
er’s
ori
gins
, and
the
se
acco
unts
hav
e so
me
poin
ts o
f ag
reem
ent.
For
exa
mpl
e, g
eolo
gist
s ag
ree
abou
t th
e ag
e of
the
roc
k fo
rmat
ion.
The
y da
te it
from
the
Tri
assi
c pe
riod
, 22
5 m
illio
n to
195
mill
ion
year
s ag
o. G
eolo
gist
s al
so g
ener
ally
agr
ee t
hat
the
rock
form
atio
n w
as fo
rmed
by
a fl o
w o
f m
agm
a, o
r ho
t m
olte
n ro
ck,
push
ing
betw
een
othe
r ro
cks.
Bec
ause
the
sur
roun
ding
roc
ks w
ere
soft
er
and
wea
ker
than
the
mag
ma,
the
y w
ore
away
, or
erod
ed, f
aste
r ov
er t
ime.
W
hat
rem
ains
is t
he h
arde
ned
mag
ma.
Dev
ils T
ower
on
a su
nny
day.
9781609796839_MUSS_ELA_NY8_TE.indb 1559781609796839_MUSS_ELA_NY8_TE.indb 155 8/22/2018 12:24:46 PM8/22/2018 12:24:46 PM
[ 156 ] masteryeducation.com | English Language Arts | Level H Copying is prohibited.
[ 243
]U
nit
3 |
Info
rmat
iona
l Tex
t |
mas
tery
educ
atio
n.co
mC
opyi
ng is
pro
hibi
ted.
AN
ALY
ZE
DEV
ELO
PMEN
T O
F A
CEN
TR
AL
IDEA
Le
sson
22
4. W
hich
sup
port
ing
idea
from
the
tex
t be
st s
uppo
rts
the
cent
ral i
dea
pres
ente
d in
par
agra
phs
3 an
d 4?
Ⓐ
“Dev
ils T
ower
sta
nds
mor
e th
an 9
00 fe
et a
bove
the
surr
ound
ing
pond
eros
a-pi
ne fo
rest
.” (
para
grap
h 3)
Ⓑ
“Fro
m a
dis
tanc
e, th
e si
x-si
ded
hexa
gona
l col
umns
that
line
its
side
s re
sem
ble
the
groo
ved
edge
s of
a c
upca
ke.”
(pa
ragr
aph
3)
Ⓒ
“The
Ara
paho
, Che
yenn
e, a
nd K
iow
a ha
ve th
eir
own
crea
tion
stor
ies,
eac
h a
little
diff
eren
t.” (
para
grap
h 4)
Ⓓ
“Ind
eed,
the
colu
mns
do
rese
mbl
e sc
ratc
h m
arks
from
a la
rge
anim
al.”
(pa
ragr
aph
4)
5. W
hich
sta
tem
ent
best
exp
ress
es t
he c
entr
al id
ea o
f par
agra
phs
5 th
roug
h 11
in t
he t
ext?
Ⓐ
Geo
logi
sts
agre
e ab
out h
ow to
labe
l Dev
ils T
ower
.
Ⓑ
Geo
logi
sts
are
unsu
re a
bout
how
Dev
ils T
ower
form
ed.
Ⓒ
Geo
logi
sts
are
unsu
re a
bout
how
long
ago
Dev
ils T
ower
was
cre
ated
.
Ⓓ
Geo
logi
sts
agre
e th
at D
evils
Tow
er w
as fo
rmed
by
a pr
oces
s of
he
atin
g an
d co
olin
g of
roc
k lo
ng a
go.
6. W
hich
quo
tatio
n fr
om t
he t
ext
best
sup
port
s th
e ce
ntra
l ide
a of
pa
ragr
aphs
5 t
hrou
gh 1
1?
Ⓐ
“The
geo
met
ric e
xter
ior
was
form
ed a
s th
e liq
uid
mag
ma
cool
ed
and
crys
talli
zed,
bec
omin
g so
lid.”
(pa
ragr
aph
6)
Ⓑ
“Geo
logi
sts
still
do
not a
gree
on
wha
t spe
cifi c
ally
cre
ated
the
tow
er.”
(pa
ragr
aph
7)
Ⓒ
“Ove
r m
illio
ns o
f ye
ars,
pro
pone
nts
say,
the
mus
hroo
m c
ente
r of
D
evils
Tow
er w
as e
xpos
ed a
s th
e su
rrou
ndin
g be
droc
k w
ore
away
.”
(par
agra
ph 7
)
Ⓓ
“Whi
le s
ome
scie
ntis
ts s
till a
ccep
t the
ext
inct
vol
cano
theo
ry,
othe
rs a
re le
ss c
onvi
nced
.” (
para
grap
h 10
)
Ⓒ
Ⓑ
Ⓑ
TIP
S A
ND
TR
ICK
SFi
rst,
look
at p
arag
raph
s 5
thro
ugh
11 t
o se
e th
e or
der
in w
hich
the
su
ppor
ting
idea
s ap
pear
. The
n,
choo
se t
he c
entr
al id
ea t
hat i
s su
ppor
ted
by a
ll th
ree
supp
ortin
g id
eas.
[ 242
]m
aste
ryed
ucat
ion.
com
| E
nglis
h La
ngua
ge A
rts
| L
evel
HC
opyi
ng is
pro
hibi
ted.
Less
on 2
2
A
NA
LYZ
E D
EVEL
OPM
ENT
OF
A C
ENT
RA
L ID
EA
1. W
hat
cent
ral i
dea
do t
he s
uppo
rtin
g id
eas
deve
lop
in p
arag
raph
s 1
and
2 of
the
tex
t?
Ⓐ
Dev
ils T
ower
is a
rea
l mou
ntai
n.
Ⓑ
Dev
ils T
ower
is a
nat
ural
form
atio
n.
Ⓒ
Dev
ils T
ower
is a
mys
terio
us m
ount
ain.
Ⓓ
Dev
ils T
ower
is c
apab
le o
f hy
pnot
izin
g so
meo
ne.
2. W
hich
phr
ase
best
des
crib
es t
he k
ind
of s
uppo
rtin
g de
tails
giv
en in
pa
ragr
aph
3?
Ⓐ
exam
ples
that
hel
p th
e re
ader
und
erst
and
the
mou
ntai
n’s
orig
ins
Ⓑ
desc
riptio
ns th
at h
elp
the
read
er p
ictu
re th
e m
ount
ain’
s st
rang
enes
s
Ⓒ
expe
rt o
pini
ons
that
hel
p th
e re
ader
dra
w a
con
clus
ion
abou
t the
m
ount
ain
Ⓓ
com
paris
ons
that
hel
p th
e re
ader
und
erst
and
diff e
rent
theo
ries
abou
t the
mou
ntai
n
3. W
hat
is t
he c
entr
al id
ea p
rese
nted
in p
arag
raph
s 3
and
4?
Ⓐ
Dev
ils T
ower
may
be
mor
e th
an w
hat i
t see
ms.
Ⓑ
Dev
ils T
ower
is s
omet
hing
that
can
be
mea
sure
d.
Ⓒ
Dev
ils T
ower
’s u
niqu
e sh
ape
insp
ired
orig
in s
torie
s.
Ⓓ
Dev
ils T
ower
may
hav
e be
en s
hape
d by
wild
ani
mal
s.
Ⓒ
Ⓑ
Ⓒ
TIP
S A
ND
TR
ICK
SA
ll of
the
se a
re k
ey d
etai
ls, b
ut t
he
ques
tion
asks
you
to
pay
atte
ntio
n to
the
key
det
ails
in p
arag
raph
3.
9781609796839_MUSS_ELA_NY8_TE.indb 1569781609796839_MUSS_ELA_NY8_TE.indb 156 8/22/2018 12:24:49 PM8/22/2018 12:24:49 PM
[ 157 ]Unit 3 | Informational Text | masteryeducation.comCopying is prohibited.
[ 245
]U
nit
3 |
Info
rmat
iona
l Tex
t |
mas
tery
educ
atio
n.co
mC
opyi
ng is
pro
hibi
ted.
AN
ALY
ZE
DEV
ELO
PMEN
T O
F A
CEN
TR
AL
IDEA
Le
sson
22
9.
How
doe
s th
e au
thor
dev
elop
the
cen
tral
idea
of “
Dev
ils T
ower
: A
Mou
ntai
n of
Mys
tery
” ov
er t
he c
ours
e of
the
tex
t?
Sam
ple
resp
onse
: The
aut
hor u
ses
diffe
rent
kin
dsof
sup
porti
ng id
eas
to d
evel
op th
e ce
ntra
l ide
a of
the
artic
le: D
evils
Tow
er is
a m
yste
ry th
at h
asin
spire
d m
any
expl
anat
ions
. In
para
grap
h 4,
the
auth
or g
ives
exa
mpl
es o
f Ara
paho
, Che
yenn
e, a
ndK
iow
a cr
eatio
n st
orie
s. In
par
agra
phs
5 th
roug
h 11
,th
e au
thor
cite
s ex
pert
opin
ions
from
geo
logi
sts.
Thes
e id
eas
supp
ort t
he c
entra
l ide
a be
caus
e th
eysh
ow th
at d
iffer
ent g
roup
s of
Nat
ive
Am
eric
ans
tell
sim
ilar c
reat
ion
stor
ies
abou
t Dev
ils T
ower
, and
vario
us g
eolo
gist
s ha
ve p
ropo
sed
alte
rnat
ive
expl
anat
ions
abo
ut it
s fo
rmat
ion.
9.
[ 244
]m
aste
ryed
ucat
ion.
com
| E
nglis
h La
ngua
ge A
rts
| L
evel
HC
opyi
ng is
pro
hibi
ted.
Less
on 2
2
A
NA
LYZ
E D
EVEL
OPM
ENT
OF
A C
ENT
RA
L ID
EA
7. W
hich
sta
tem
ent
best
exp
ress
es t
he c
entr
al id
ea o
f the
ent
ire t
ext?
Ⓐ
The
re is
not
hing
trul
y m
yste
rious
abo
ut D
evils
Tow
er.
Ⓑ
Dev
ils T
ower
is a
mys
tery
that
sci
ence
will
one
day
sol
ve.
Ⓒ
Dev
ils T
ower
is a
mys
tery
that
has
insp
ired
man
y ex
plan
atio
ns.
Ⓓ
The
bea
uty
of D
evils
Tow
er is
mor
e im
port
ant t
han
its m
yste
ries.
8.
How
doe
s th
e au
thor
’s us
e of
Clo
se E
ncou
nter
s of
the
Thi
rd K
ind
in t
he
begi
nnin
g of
the
tex
t su
ppor
t th
e ce
ntra
l ide
a?
Sam
ple
resp
onse
: The
aut
hor u
ses
this
as
anex
ampl
e of
how
Dev
ils T
ower
insp
ired
a fi l
mm
aker
.Th
is s
uppo
rts th
e ce
ntra
l ide
a th
at D
evils
Tow
er is
am
yste
ry th
at h
as in
spire
d m
any
expl
anat
ions
.
Ⓒ
8.
SK
ETC
H IT
Cre
ate
a bu
bble
map
to
anal
yze
the
deve
lopm
ent o
f a c
entr
al id
ea.
Whe
n yo
u fi g
ure
out t
he c
entr
al
idea
, wri
te it
in t
he c
ente
r bu
bble
. A
s yo
u re
ad, w
rite
dow
n ea
ch n
ew
supp
ortin
g id
ea in
a n
ew b
ubbl
e ar
ound
the
cen
ter
bubb
le.
9781609796839_MUSS_ELA_NY8_TE.indb 1579781609796839_MUSS_ELA_NY8_TE.indb 157 8/22/2018 12:24:50 PM8/22/2018 12:24:50 PM
[ 158 ] masteryeducation.com | English Language Arts | Level H Copying is prohibited.
[ 246
]m
aste
ryed
ucat
ion.
com
| E
nglis
h La
ngua
ge A
rts
| L
evel
HC
opyi
ng is
pro
hibi
ted.
Less
on 2
2
A
NA
LYZ
E D
EVEL
OPM
ENT
OF
A C
ENT
RA
L ID
EA
EXIT
TIC
KET
Now
tha
t yo
u ha
ve m
aste
red
the
art
of a
naly
zing
the
dev
elop
men
t of
a c
entr
al id
ea, l
et’s
revi
sit
the
Real
-Wor
ld C
onne
ctio
n.
Imag
ine
you
are
Ale
x’s
frie
nd. Y
ou w
ant
to h
elp
him
pro
ve h
is t
heor
y th
at c
ryst
als
are
natu
ral
won
ders
. Loo
k at
the
sup
port
ing
idea
s lis
ted
belo
w. T
hen,
com
plet
e th
e bu
bble
map
with
thr
ee
supp
ortin
g id
eas
that
bes
t su
ppor
t hi
s th
eory
.
Su
pp
ort
ing I
de
as
1.
Mex
ico’
s C
ryst
al C
ave
has
som
e of
the
wor
ld’s
larg
est
gyps
um c
ryst
als.
2.
Ice,
sno
w, a
nd g
laci
ers
are
som
e co
mm
on e
xam
ples
of c
ryst
als.
3.
Salt
crys
tals
form
as
salt
wat
er fr
om t
he o
cean
eva
pora
tes.
4.
Scie
ntis
ts d
isco
vere
d a
rare
qua
sicr
ysta
l ins
ide
a m
eteo
rite
tha
t fe
ll to
Ear
th in
Rus
sia.
5.
Jere
mej
evite
, one
of t
he r
ares
t ge
mst
ones
in t
he w
orld
, som
etim
es o
ccur
s in
cle
ar
crys
tal f
orm
.
RI.8
.2
3. J
erem
ejev
ite, o
ne
of th
e ra
rest
ge
mst
ones
in th
ew
orld
, som
etim
es
occu
rs in
cle
ar
crys
tal f
orm
.
Cry
stal
s ar
e“n
atur
alw
onde
rs.”
2. S
cien
tists
di
scov
ered
a ra
re
quas
icry
stal
in
side
a m
eteo
rite
that
fell
to E
arth
in R
ussi
a.1.
Mex
ico’
s C
ryst
al
Cav
e ha
s so
me
of th
e w
orld
’s
larg
est g
ypsu
m
crys
tals
.
9781609796839_MUSS_ELA_NY8_TE.indb 1589781609796839_MUSS_ELA_NY8_TE.indb 158 8/22/2018 12:24:50 PM8/22/2018 12:24:50 PM
[ 159 ]Unit 3 | Informational Text | masteryeducation.comCopying is prohibited.
ANALYZE DEVELOPMENT OF A CENTRAL IDEA Lesson 22
TEACHER NOTESREAL-WORLD GOAL FOR STUDENTS• Analyze the relationship between a central idea and supporting ideas.
TIPS FOR THE STRUGGLING LEARNER• Students may struggle with distinguishing which supporting ideas best support the central
idea. Write Alex’s central idea on the board: “Crystals are natural wonders.” Have students brainstorm a list of natural wonders they know, such as the Grand Canyon, Mount Everest, Niagara Falls, and so on. Point out that a natural wonder is something in nature that people might want to view in person because it is so special. Ask students which sentences tell about something that is rare, unusual, or impressive in some way (1, 4, 5), like the list of natural wonders they brainstormed.
• Students may struggle to complete bubble maps correctly. Display a bubble map. Explain that they will write one supporting idea in each bubble. Show them how to write the fi rst supporting idea on the list—Mexico’s Crystal Cave has some of the world’s largest gypsum crystals—in the fi rst bubble. Tell them that they do not have to worry about the order in which they write supporting ideas.
TIPS FOR THE ENGLISH LANGUAGE LEARNER• Read the Real-World Connection aloud. Ask students to identify Alex’s theory. It will be
challenging for English learners if they do not have any prior knowledge of the subject. Use pictures of crystals and other rare minerals to convey Alex’s theory. Have students underline Alex’s theory in the text.
• Read the Guided Instruction passage aloud. At the end of each paragraph, ask students to paraphrase the paragraph. If English learners do not have enough mastery of the language yet to paraphrase, provide a simple summary for each paragraph and point out the key ideas that you chose from the original text. Provide a simple sentence frame for summarizing: This paragraph is mostly about __________. The evidence that supports this idea is __________.
ACTIVITIES FOR THE ADVANCED LEARNER• Students can analyze the development of a central idea over the course of a text, such as a
magazine or newspaper article. Direct them to create bubble maps to identify the central idea of the article and three supporting ideas that the author uses to develop it.
• Students can write articles about a natural wonder. Remind them to build their articles around a central idea and to develop it with supporting ideas. Have volunteers read their articles to the class.
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