weekly literature - ellis familyellis2020.org/treasures/tg-treasures/unit4_week3_1.pdffor putting a...

What makes oil so valuable and also

so challenging?

Real World Reading

ComprehensionGenreA Nonfiction Article in a

newspaper or magazine

tells facts about a person,

place, or event.

EvaluatePersuasionPersuasion is a method

of getting other people

to agree with your ideas

or opinions.

Oil fi eld worker

What can you find deep

beneath Earth’s surface? Here’s

a hint: it’s shiny, sticky, slick, and very

powerful. It’s oil.

Oil began forming hundreds of millions

of years ago as plant and animal remains

were covered with layers of rock. Over the

ages, those remains decayed. They turned

into a mighty black brew that we use to

make fuels. Fuels, such as gasoline, are

energy sources that are usually burned to

produce power.

Some nations sit atop huge

underground lakes of oil. Other places,

such as Japan and some European

countries, have little or no oil of their

own. The United States produces oil, but

it also buys about 59% of what it needs.

“Prairies are beautiful places,” says Mackenzie Burkhart.

“The long, fl owing grass looks just like the ocean.”

This sixth-grader from Park Ridge, Illinois, worries

that nuclear reactors threaten the prairies in his state.

A dozen reactors produce nearly three-quarters of all

the electricity for the state. Mackenzie believes nuclear

reactors have the potential to be extremely dangerous.

In an accident at a nuclear power plant, nuclear waste

could leak out. That could have devastating effects on

the plants and animals of the prairies.

Burkhart’s proposed solution: Provide energy from

a more environmentally safe source—windmills!

Big, colorful windmills caught Mackenzie’s eye

while he was on vacation in Denmark with his family.

“Windmills were everywhere, and they provided power

for much of the country,” he says.

Not only would windmills be environmentally safer, but,

as Mackenzie points out, they are also a renewable source

of power. Unlike fossil fuels or even nuclear fuels, he says,

“wind is endless.”

Go On

Mackenzie Burkhart

Answer Questions

Test StrategyAuthor and MeThe answer is not always

directly stated. Think about

everything you have read

to figure out the best

answer.

478

Find out more about renewable energy

sources at www.macmillanmh.com

A windmill farm in California uses clean technology to turn wind energy into electricity.

H igh wind speeds in the San Gorgonio Pass make conditions just right for

delivering clean electricity to homes. Since 1998, Californians have been able to choose the source of their electricity. I am proud to say that my parents switched to a clean source of electrical power.

Though it costs a bit more to generate electricity from wind than from fossil fuels, my parents decided to help the environment. They knew that burning fossil fuels always releases pollutants into the air.

“Choosing wind or solar power is the key to making sure that Earth’s future is bright,” says Nancy Hazard. Part of an organization that promotes the use of non-polluting energy sources, Ms. Hazard also says, “Creating that vision and really going for it—that’s how we’ll get energized!”

Around the globe, more people than ever are willing to pay extra for clean sources of energy. If you live in a place where power might be generated with a clean technology, get things rolling by talking to your parents and teachers. Remember: “Clean Energy for a Bright, Pollution-Free Future!”

Tiayana Banks, Palm Springs, CA

Vocabularyelectrical

globe

fuels

decayed

Real World Reading

472

Weekly Literature

Week At A Glance

Tested Skills for the Week

Read-Aloud AnthologyListening Comprehension

Readers’ Theater

•

•

Vocabulary/Comprehension

Weekly Theme: Energy Power Source

Whole Group

VOCABULARY

electrical, globe, fuels, decayed

Context Clues/Definitions

COMPREHENSION

Strategy: Evaluate

Skill: Persuasion

TEST STRATEGY

Author and Me

WRITING

Expository Writing

Science LinkPhysical Science

Forms of Energy

Small Group Options

Differentiated Instructionfor

Tested Skills



Science LinkMain Selection Genre Nonfiction Article

Test StrategyAuthor and Me

470A

A

UDIO CD

er!Waterpower!

by Genevieve Stamper

Informational Nonfiction

er!Waterpower!



W r!Waterpower!



Wa erpower!Waterpower!



Waterpower!Waterpower!






Resources for Differentiated Instruction

Leveled ReadersLeveled Readers

• Same Theme• Same Vocabulary• Same Comprehension Skills

LEVELED PRACTICE

CLASSROOM LIBRARY

Approaching On Level Beyond

On-Level Reader

sheltered for English

Language Learner

ELL Teacher’s Guide

also available

Beyond LevelApproaching Level

English Language Leveled Reader

On Level

ELL

ONLINEINSTRUCTION

www.macmillanmh.com

AUDIO CD

Listening

Library

Fluency

Solutions

•

•

CD ROM

Vocabulary

PuzzleMaker

•

A

UDIO CD CD ROM

Also AvailableLEVELED READER PROGRAM

Genre Informational Nonfiction

Genre NonfictionGR Levels P–U

P R U

Phonics and Decoding

Comprehension

Vocabulary

Also available Reading Triumphs,

Intervention Program

•

•

•

INTERVENTION ANTHOLOGY

Approaching On Level Beyond

Trade books to apply Comprehension Skills

HOME-SCHOOL CONNECTION

Family letters in

English and Spanish

Take-Home Stories

•

•

The Power of Oil 470B

http://www.macmillanmh.com





so challenging?

Real World Reading




place, or event.




or opinions.

Oil fi eld worker












produce power.







474

The Power of Oil, 474–477

ORAL LANGUAGE• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing

Focus Question Does it matter what kind of energy we use and where we get it? Why or why not?

Build Background, 470

Read Aloud: “At the Flick of a Switch,” 471

Listening/Speaking

Focus Question What makes oil so valuable and so challenging?

WORD STUDY• Vocabulary

• Phonics/Decoding

Vocabulary

electrical, globe, fuels, decayed 472

Practice Book A-O-B, 126

Strategy: Context Clues/Definitions, 473

Vocabulary

Review Vocabulary, 474

Phonics

Decode Words with /ü/, /ū/, and /˙u/, 481E


READING• Develop

Comprehension

• Fluency

“Clean as a Breeze,” 472–473

Comprehension, 473A–473B

Strategy: Evaluate

Skill: Persuasion


Model Fluency, 471

Partner Reading, 470I

The Power of Oil, 474–477

Comprehension, 474–477

Strategy: Evaluate

Skill: Persuasion



LANGUAGE ARTS• Writing

• Grammar

• Spelling

Writing

Daily Writing Prompt: Write a letter to the editor about your thoughts on your town’s plan to build a power plant.

Article, 481A–481B

Grammar Daily Language Activities, 481I

Pronoun-Verb Agreement, 481I

Grammar Practice Book, 109

Spelling Pretest Words with /ü/, /ū/, and /u̇ /, 481G

Spelling Practice Book, 109–110

Writing

Daily Writing Prompt: List three positive and three negative reasons for putting a wind turbine in your neighborhood.



Pronoun-Verb Agreement, 481I


Spelling Word Sorts, 481G

Spelling Practice Book, 111

ASSESSMENT• Informal/Formal

Vocabulary, 472Comprehension, 473B

Comprehension, 477Phonics, 481E

Leveled Readers


so challenging?

Real World Reading




place, or event.




or opinions.

Oil fi eld worker












produce power.







474

Student Book











globe

fuels

decayed

Real World Reading

472

Student Book

Differentiated Instruction 481M-481VDifferentiated Instruction 481M-481VTurn the Page for

Small Group Lesson Plan

Suggested Lesson Plan Instructional NavigatorInteractive Lesson Planner

470C470C

Vocabulary

Vocabulary Words

Context Clues/Definitions

Comprehension

Strategy: Evaluate

Skill: Persuasion

Writing

Expository Writing

Listening/Speaking

Focus Question Based on what you have read, how would you explain the relationship between clean energy choices and emission levels?

Summarize, 477


Focus Question What is another alternative energy source to replace fossil fuels and nuclear reactors? Describe this source and tell why you think it would work.

Expand Vocabulary: Energy, 481F


Focus Question Write a letter persuading the President to promote alternative uses of power. Give concrete examples of how Americans use too much oil and explain ways that we could use less.

Speaking and Listening Strategies, 481A

Vocabulary

Review Words in Context, 481C

Strategy: Context Clues/Definitions , 481D


Phonics

Decode Multisyllabic Words, 481E

Vocabulary

Clipped Words, 481F

Apply Vocabulary to Writing, 481F

Vocabulary

Spiral Review: Vocabulary Game, 481F

The Power of Oil,474–477

Comprehension

Comprehension Check, 477

Maintain Skill: Compare and Contrast, 477A

Repeated Reading, 477A



“Windmills on the Prairies,” 478–479

Test Strategy: Author and Me

Research and Study Skills

Using Computers, 477B



Self-Selected Reading,470I

Comprehension

Strategy: Evaluate

Skill: Persuasion

Practice, 477A


Writing

Daily Writing Prompt: Your family is about to buy a new car. Explain to them why they should buy a hybrid car.



Mechanics and Usage: Using Correct Contractions, 481J


Spelling

Word Meanings, 481H


Writing

Daily Writing Prompt: If you had to power your television by riding a bicycle for one hour, would you still watch it? Explain your choice.



Pronoun-Verb Agreement, 481J


Spelling

Review and Proofread, 481H


Writing

Daily Writing Prompt: Twenty years from now, you buy your first energy-efficient car. Describe your car and its features.



Pronoun-Verb Agreement, 481J

Grammar Practice Book, 113–114

Spelling Posttest, 481H


Fluency, 477A Vocabulary, 481D


so challenging?

Real World Reading




place, or event.




or opinions.

Oil fi eld worker












produce power.







474

Student Book


so challenging?

Real World Reading




place, or event.




or opinions.

Oil fi eld worker












produce power.







474

Student Book

“Prairies are beautiful places,” says Mackenzie Burkhart.

“The long, fl owing grass looks just like the ocean.”

This sixth-grader from Park Ridge, Illinois, worries

that nuclear reactors threaten the prairies in his state.

A dozen reactors produce nearly three-quarters of all

the electricity for the state. Mackenzie believes nuclear

reactors have the potential to be extremely dangerous.

In an accident at a nuclear power plant, nuclear waste

could leak out. That could have devastating effects on

the plants and animals of the prairies.

Burkhart’s proposed solution: Provide energy from

a more environmentally safe source—windmills!

Big, colorful windmills caught Mackenzie’s eye

while he was on vacation in Denmark with his family.

“Windmills were everywhere, and they provided power

for much of the country,” he says.

Not only would windmills be environmentally safer, but,

as Mackenzie points out, they are also a renewable source

of power. Unlike fossil fuels or even nuclear fuels, he says,

“wind is endless.”

Go On

Mackenzie Burkhart

Answer Questions

Test StrategyAuthor and MeThe answer is not always

directly stated. Think about

everything you have read

to figure out the best

answer.

478

Student Book

Differentiated Instruction 481M-481V Differentiated Instruction 481M-481VDifferentiated Instruction 481M-481V

Weekly Assessment, 221–228

The Power of Oil 470D

Suggested Lesson Plan

For intensive intervention see TriumphsR E A D I N G

Focus on Skills

Differentiated Instruction

What do I do in small groups?

Instructional Navigator Interactive Lesson Planner

Approaching Level

• Additional Instruction/Practice

• Tier 2 Instruction

Fluency, 481N

Vocabulary, 481N

Comprehension, 481OELL Context Clues, 481N

Phonics, 481M

Vocabulary, 481O

Leveled Reader Lesson, 481P

• Vocabulary

• ComprehensionOn Level

• Practice Vocabulary, 481Q

Leveled Reader Lesson, 481R

• ComprehensionELL Leveled Reader,

481U–481V


• Comprehension

• Vocabulary

Beyond Level

• Extend Vocabulary, 481S

Leveled Reader Lesson, 481T

• ComprehensionELL Graphic Organizer, 481T


• Comprehension

• Vocabulary

Use your observations to guide additional instruction and practice.

Vocabulary

Words: electrical, globe, decayed,

fuels

Strategy: Context Clues/Definition

Comprehension

Strategy: Evaluate

Skill: Persuasion

Fluency

Phonics

Decode Words with /ü/, /ū/, and /u̇/

470E

Day 5

Focus on Leveled Readers

Leveled Reader DatabaseGo to www.macmillanmh.com

Search by

• Comprehension Skill

• Content Area

• Genre

• Text Feature

• Guided Reading Level

• Reading Recovery Level

• Lexile Score

• Benchmark Level

BeyondApproaching

ELL

Apply skills and strategies while reading

appropriate leveled books.




P R U

On LevelSubscription also available.

Levels P-U

Small Group Options

Additional Leveled Reader Resources

Phonics, 481M

Fluency, 481N

Vocabulary, 481O


• Comprehension

Phonics, 481M


• Comprehension

Fluency, 481N


• Make Connections Across

Texts

Fluency, 481Q

Vocabulary, 481Q


• Comprehension

Study Skills, 481Q


• Comprehension

Fluency, 481Q


• Make Connections Across

Texts

Fluency, 481S

Vocabulary, 481S


• Comprehension

Study Skills, 481S


• Comprehension

Fluency, 481S

Self-Selected Reading, 481T

The Power of Oil 470F


Teacher-Led Small Groups

Indepen

de

nt

Ac

tiv

itie

sLite

rac

yW

orkstations

© M

acmillan/M

cGraw

-Hill

✔ Put a check next to the activities you complete.

Name Date

My To-Do ListMy To-Do List

Reading

Practice fluency

Choose an article to read

Writing

Write a fictional narrative

Write about saving energy

Social Studies

Research first uses of electricity

Write a short report

Technology

Vocabulary Puzzlemaker

Fluency Solutions

Listening Library

www.macmillanmh.com

Word Study

Write sentences with context clues

Sort words by vowel spellings

Science

Research wind farms

Write a report

Leveled Readers

Write About It!

Content Connection

Independent Practice

Practice Book, 126–132

Grammar Practice Book, 109–114

Spelling Practice Book, 109–114

20 Unit 4 • The Power of Oil Contracts

Isabella

Vincent

Jack Eliza

Dean

Maria

Green

Literacy Workstations

Independent Activities

Teacher-LedSmall Groups

Red

Blue

Orange

Green

What do I do with the rest of my class?

Managing the Class

Class Management Tools

Includes:

• How-To Guides • Rotation Chart • Weekly Contracts

Layered Book Foldable Pyramid Foldable

Hands-on activities for reinforcing weekly skills.

470G

A

UDIO CD




Support Your OpinionWith a partner, write a paragraph telling

your opinion about dams. Are they good

sources of energy? Are they more good

or bad for the environment? Support your

opinion with reasons and facts.

Building with ButtressesLearn more about how engineers use buttresses

to support heavy loads. With a partner, look

up pictures of buttresses. Then experiment

by making your own structures—one with a

buttress and one without. See how much stress

each can take.

Independent Activities

Approaching On Level ELL Beyond

LEVELED PRACTICE

Approaching On Level ELLBeyond

ONLINE INSTRUCTION www.macmillanmh.com

Turn the page for Literacy Workstations.

VOCABULARY PUZZLEMAKER

Activities providing multiple exposures to vocabulary, spelling,and high-frequency words including crossword puzzles, word searches, and word jumbles

CD ROMCD ROM

For Repeated Readings and Literacy Activities

Leveled ReadersLeveled Readers

Skills: Vocabulary (p. 126), Comprehension: Persuasion (p. 127), Graphic Organizer (p. 128), Fluency (p. 129),

Study Skill: Media Center (p. 130), Vocabulary Strategy: Context Clues (p. 131), Phonics (p. 132)

• Meet the Author/Illustrator

• Oral Language Activities

• Computer Literacy Lessons

• Vocabulary and Spelling Activities

• Research and Inquiry Activities

• Leveled Reader Database

LISTENING LIBRARY

Recordings of selections

• Main Selections

• Leveled Readers

• ELL Readers

• Intervention Anthology

FLUENCY

SOLUTIONS

Recorded passages for modeling and practicing fluency

The Power of Oil 470H


Reading20 Minutes

• Select a paragraph from the Fluency passage on page 129 of your Practice Book.

• With a partner, take turns reading the sentences aloud. Read each sentence word by word.

Extension

• Read the paragraph again, this time reading groups of words that belong together, pausing between each group.

• How does this help to better understand the meaning?

• Time Your Reading: Listen to the Audio CD.

Fluency SolutionsListening Library

Fluency

Things you need:

• Practice Book

35

In

dep

en

de

nt

Ac

tiv

itie

s

Teacher-Led Small Groups

Lite

rac

yW

ork

statio

ns

470I

Objectives• Time reading to practice fluency.

• Read fluently and offer constructive feedback.

• Read an article and identify persuasive

techniques.

Objectives• Use context clues to write sentences.

• Sort words according to vowel spelling.

Literacy ActivitiesCollaborative Learning Activities

Managing the Class




Objectives• Write a fictional narrative with characters,

dialogue, a plot, and a setting.

• Write a persuasive paragraph for a news

article.

Objectives• Make a KWL chart for information about

wind farms.

• Use research to find important details.

Literacy Workstations

The Power of Oil 470J


Talk About ItDoes it matter what kind of

energy we use and where

we get it? Why or why not?

Find out more about kinds

and sources of energy at

www.macmillanmh.com

470

Oral LanguageBuild Background

ACCESS PRIOR KNOWLEDGE

Share the following information.

The first energy form people used was

fire. Before electricity, wood was the

primary source of fuel for cooking,

heat, and light.

TALK ABOUT ENERGY: POWER

SOURCE

Discuss the weekly theme.

■ What are some ways we use energy?

■ Where does energy come from?

FOCUS QUESTION Ask a volunteer to

read “Talk About It” on Student Book

page 470 and describe the photo.

■ How is energy being made or used?

■ Which sources of energy do you

think are the best to use?

ORAL LANGUAGE • Build Background

• Read Aloud

• Expand Vocabulary

VOCABULARY• Teach Words in Context

• Context Clues

COMPREHENSION• Strategy: Evaluate

• Skill: Persuasion

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 481M–481V

Beginning Build Background Point to the word energy in the

photo and say it with students. Point to the lights and say, Lights

need energy. Turn off the lights and say, No energy, no lights. Point to

the photo and say, This factory makes energy. Point out the cognate

energia to Spanish speaking students.

Intermediate Develop Concepts Write on the board: computer,

TV, CD player. Ask, What do these machines need to work? (energy)

Point to the photo and say, This is a power plant. It makes energy.

What do you know about energy?

Advanced Develop Background Complete the Intermediate

Task. Find out what students know about energy sources and fuels.

Help students discuss their ideas.

470


471

For an extended lesson plan and Web site activities for oral

language development, go to www.macmillanmh.com

Read AloudRead “At the Flick of a Switch”

GENRE: Poem

Remind students

that a poem is

arranged in stanzas.

Poems may rhyme

and follow a rhythm.

Many poems use

imagery or figurative

language.

LISTENING FOR A PURPOSE

Ask students to listen for and make

notes about the persuasive message

this poet uses as you read “At the

Flick of a Switch” in the Read-Aloud

Anthology. Choose from among the

teaching suggestions.

Fluency Ask students to listen

carefully as you read aloud. Tell

students to listen to your phrasing,

expression, and tone of voice.

RESPOND TO THE POEM

Ask students to write a poem detailing

what they can do to conserve energy.

Expand VocabularyInvite students to identify three more

words in the poem that relate to this

week’s theme of Energy: Power Source.

Have students use these new words

in a sentence and share their new

sentences with a partner.

Talk About It Student pages 470–471

Picture Prompt

Look at the picture. Write about what you see. You can write a poem,

a story, or a description, or use any other type of writing you like.

Read Aloud pages 77–79

The Power of Oil 471












globe

fuels

decayed

Real World Reading

472

Vocabulary/Comprehension Student page 472

VocabularyTEACH WORDS IN CONTEXT

Use the following routine.

■ Globe is another name for Earth

and its shape. Our classroom globe

shows the shapes of the continents

and oceans. How is a globe similar to

and different from a map? COMPARE AND

CONTRAST

■ Fuels are substances burned to make

heat or power. We should work hard to

conserve our natural fuels, such as coal.

What are some fuels that are used to

heat homes? EXAMPLE

■ When something is decayed , it has

become rotted. When leaves and grass

become decayed, they turn into new

soil. What is a synonym for decayed?

SYNONYM

Define: Electrical relates to energy

carried through wires that produces light

or heat.

Example: In science, we learned about

electrical currents.

Ask: What are some things in your house

that are electrical? EXAMPLE

Reinforce Vocabulary For electrical, draw on the board a switch

plate and wires running to a light. Show through gestures how

electricity runs from the switch plate through the wire to the light.

For fuels, say, Some people heat their homes by burning wood in

fireplaces. Coal can be burned to cook food. Wood and coal are fuels.

They make heat. Ask, What other kinds of fuels do you know of?During Small Group Instruction

If No Approaching Level

Vocabulary, p. 481N

If Yes On Level Options,

pp. 481Q–481R

Beyond Level Options,

pp. 481S–481T

Do students understand

word meanings?

472


Nuclear power plants generate some

of the energy we use, but most of our

energy comes from fuels such as

oil, natural gas, and coal. These

fuels are called fossil fuels.

Over millions of years, heat

and pressure from deep within

Earth have reacted with the

remains of plants and animals

that have decayed to form fuel.

Once these natural resources are used

up, they are gone forever.

Renewable energy

sources can be reused,

and they create much

less pollution than

fossil fuels.

• Hydropower uses the force of flowing

water to create electricity.

• Solar energy comes from the sun.

• Wind turbines are machines that look

like giant windmills. They use the

force of the wind to create electricity.

• Geothermal energy comes

from heat in Earth’s core that

is used to create electricity.

• Biomass includes natural products

such as wood and corn. These

materials are burned and used

for heat.

Nuclear power plant

Hydropower plant

Worldwide, people use more than 80 million barrels of oil per day. A barrel contains 42 gallons. These countries are the biggest oil guzzlers. China’s oil consumption is growing faster than that of any other country.

= 1 million barrels

UNITED STATES

CHINA

JAPAN

GERMANY

RUSSIA

Millions of barrels per day (2004 est.)

20.4

6.3

5.5

2.7

2.6

U.S. Energy SourcesU.S. Energy Sources

Top 5 Oil Users

473

VocabularySTRATEGYCONTEXT CLUES

Definitions Tell students that

sometimes the context defines an

unfamiliar word. Point out the word

hydropower in the second column of

“U.S. Energy Sources.” Ask students to

find the definition.

Read “Clean as a Breeze”

As you read “Clean as a Breeze” with

students, have them look for context

clues, especially definitions, to unlock

the meaning of unfamiliar words. Tell

students they can use this strategy as

they read new words in The Power of

Oil.

Vocabulary/Comprehension Student page 473

Complete each sentence with a word from the box.

electrical globe fuels decayed

1. The new cars will help use less gasoline.

2. A horrible smell comes from the remains of animals that have

.

3. Scientists are always trying to produce better and make them burn cleaner.

4. Countries from around the will participate in the conference.

Now write a paragraph in which you use each vocabulary word at least once.

electrical

decayed

fuels

globe

Possible response provided.

Much electrical power is produced by burning oil, coal,

or natural gas. These fossil fuels are mined or pumped

out of the ground. They can be found all over the globe.

In all cases, they are the remains of decayed material.

On Level Practice Book O, page 126

Approaching Practice Book A, page 126

Beyond Practice Book B, page 126 The Power of Oil 473












globe

fuels

decayed

Real World Reading

472

Transparency 18

Reread for

ComprehensionSTRATEGYEVALUATE

Tell students it is important to evaluate, or think critically, about

what they are reading. As they read, they should ask themselves

which statements are facts and which are the author’s opinions.

They should also identify the author’s purpose. Is the author writing

to entertain, to inform, to persuade, or some combination?

SKILLPERSUASION

■ When an author’s purpose is to persuade, he or she is trying to

convince the reader to do or believe something. Sometimes the

author’s opinions are not stated directly, or they may be stated as

if they are facts. They can be inferred from the context and the

author’s choice of words. Students should look for loaded words

that are meant to cause an emotional response in the reader.

■ Explain that good readers are alert to various techniques of

persuasion. Most advertising makes use of these to convince

readers to buy a particular product or service. Authors whose

purpose is to persuade the reader may also use them.

Objectives• Evaluate an article

• Identify techniques of

persuasion

• Use academic language:

evaluate, techniques,

persuasion

Materials

• Comprehension Transparency

18

• Leveled Practice Books, p. 127

Explain Academic

Language Make a

chart with the heading

Techniques of Persuasion

and the words testimonials,

endorsements, bandwagon,

and slogans in the left

column. In the right

column give examples of

each type.

Persuasion

Introduce 473A–B

Practice/Apply

474–477; Leveled Practice, 127–128

Reteach/Review

481M–T

Assess Weekly Tests; Unit 4 Test

Maintain 599A

Student Book page 472 available on

Comprehension Transparency 18473A

Persuasion is convincing other people to agree with your ideas or opinions. Writers can use reasons, facts, examples, or feelings to try to persuade people.

Read the selection below. Then answer the questions that follow.

No matter where you live, it is a good idea to walk rather than use a car.

Walking is good for you! The exercise helps to keep you healthy. My

dad stopped driving last year and now he’s running in races!

Walking also cuts down on automobile use. This helps reduce pollution

and is a good way to make our town safer. If fewer people are driving,

there will be fewer automobile accidents.

1. What is the writer trying to persuade you to do?

2. What is one of the reasons the writer gives for his or her point of view?

3. Write an additional reason that supports the writer’s point of view.

4. What example does the writer give to support the statement that walking

is good for you?

5. Has the writer persuaded you to walk instead of ride? Why or why not?

walk instead of ride in a car

Walking is good exercise; cars pollute the

environment; walking is safer than driving.

Walking is more fun.

The writer’s father stopped driving and

now he runs in races.

Answers will vary.

Possible responses provided.

On Level Practice Book O, page 127

Approaching Practice Book A, page 127

Beyond Practice Book B, page 127


■ Techniques of persuasion include, among others, testimonials

or endorsements, appeals to do what everyone else does

(bandwagon), and the repetition of catch phrases and slogans.

MODEL

Reread the first paragraph of “Clean as a Breeze” from Student

Book page 472.

Think Aloud I notice in the first paragraph that the author makes

statements about wind power. I need to decide which are facts

and which are opinions. In the first sentence, she says high

winds in the San Gorgonio Pass are perfect for providing clean

energy. Wind speeds can be measured, so that is probably a fact.

Calling the electricity “clean” makes me wonder if there is “dirty”

electricity. The author may be trying to make a point here.

GUIDED PRACTICE

■ Help students determine whether the second and third sentences

in the first paragraph are statements of fact or opinion. Have them

discuss whether any opinions are stated directly or indirectly. (The

second sentence is a matter of public record, so it is a fact. The

third is an indirect opinion that appeals to the reader’s emotions.)

■ Have students use what they have read in the first two paragraphs

to discuss what it is the author wants the reader to do or think.

(The author wants us to believe that electricity generated with

wind power is a better choice because it does not pollute the air.)

APPLY

Have students reread the remainder of the selection and identify

statements of fact or opinion. Then ask them to look for techniques

of persuasion that the author might be using to persuade the

reader. If students identify testimonials, make sure they determine

whether the person providing the endorsement is an expert, a

celebrity, or the “man in the street.” Ask them to tell how convincing

any slogans are and explain why. Have students distinguish between

persuasive and informational text.

During Small Group Instruction

If No Approaching Level Comprehension, p. 481O

If Yes On Level Options, pp. 481Q–481R

Beyond Level Options, pp. 481S–481T

Can students identify techniques of persuasion?

The Power of Oil 473B

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