Children of The Midnight Sun - NoRestriction

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DOMAIN: Cultures
LESSON TOPIC:
Traditions
LESSON
HO NC
R TEXT
ESSENTIAL QUESTION
What kinds of things might two different cultures have in common?
Children of the Midnight Sun
Literary Nonfiction
Native American Poetry

Poetry
WRITING
READING LITERATURE & INFORMATIONAL TEXT
Writing
Argument Writing: Draft, Revise, Edit, and Publish an Argument Focus Trait: Sentence Fluency
Comprehension Skills and Strategies

TARGET SKILL
Compare and Contrast Arguments and Claims Authors Purpose
Fluency
Intonation
Decoding
Recognizing Common Suffixes
TARGET STRATEGY
Question
LANGUAGE
Target Vocabulary
lore abundance lush teeming altered sophisticated retains concept cultural heritage
Spelling
Endings and Suffixes
reserved unlikely purposeful adorable amazement gentleness sparkling homeless excitement mileage graceful sincerely advanced usable amusement entirely wireless excluding scarcely changeable
Grammar
Longer Sentences
Vocabulary Strategies
Synonyms
SUGGESTED
LESSON
DAY 1
Oral Language
Listening Comprehension
Teacher Read Aloud, Climate Change Comes to Alaska, T310T311
DAY 2
Turn and Talk, T330
DAY 3
Classroom Conversation, T333
Vocabulary Text-Based Comprehension Whole Group

Skills and Strategies Craft and Structure
Research and Media Literacy
Introduce Vocabulary Vocabulary in Context, T312T313 Read and Comprehend, T314T315 FIRST READ Think Through the Text Read the Anchor Text: Children of the Midnight Sun, T316T327
Dig Deeper: How to Analyze the Text, T328 Compare and Contrast Arguments and Claims Authors Purpose SECOND READ Analyze the Text Reread the Anchor Text: Children of the Midnight Sun, T319, T325, T327 Your Turn, T330
Independent Reading Readers Guide: Children of the Midnight Sun, T332 Self-Selected Reading Apply Vocabulary Knowledge, T333
Foundational Skills
Fluency Decoding
Fluency Model Intonation, T342
Fluency Teach Intonation, T342
Fluency Practice Intonation, T342 Decoding Recognizing Common Suffixes, T343
Small Group
Language Arts
Whole Group
Spelling Grammar Writing
Spelling Endings and Suffixes: Pretest, T344 Grammar Daily Proofreading Practice, T346 Teach Compound and Complex Sentences, T346 Argument Writing: Draft, Revise, Edit, and Publish an Argument, Model, T350
Spelling Endings and Suffixes: Word Sort, T344 Grammar Daily Proofreading Practice, T347 Teach Compound-Complex Sentences, T347 Argument Writing: Draft, Revise, Edit, and Publish an Argument, Focus Trait: Sentence Fluency, T351
Spelling Endings and Suffixes: Word Families, T345 Grammar Daily Proofreading Practice, T347 Teach Writing Clear Sentences, T347 Argument Writing: Draft, Revise, Edit, and Publish an Argument, Draft, T351
Suggestions for Small Groups (See pp. T362T363.)
Suggestions for Intervention (See pp. S42S51.)
RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.10, SL.6.1c, SL.6.3, L.6.4a, L.6.4c, L.6.6
RI.6.1, RI.6.2, RI.6.6, RI.6.7, RI.6.8, RI.6.10, W.6.10, SL.6.1a, SL.6.1C, SL.6.1d
RI.6.1, RI.6.10, W.6.1a, W.6.1b, W.6.1c, W.6.1e, W.6.4, W.6.10, SL.6.1c, L.6.3a, L.6.6
State Standards
T308 Unit 2 Lesson 10

WHOLE GROUP
SMALL GROUP
RtI
ELL
LITERACY CENTERS
SUGGESTED WEEKLY PLANNER
DAY 4
Classroom Conversation, T334
DAY 5
Speaking and Listening, T341
FOR STUDENTS
eBook GrammarSnap Videos
Connect to the Topic Read Poetry: Native American Poetry, T334 Think Through the Text, T336 Compare Texts, T337 Vocabulary Strategies Synonyms, T338T339
Extend the Topic: Traditions Domain-Specific Vocabulary, T340 Optional Second Read: Native American Poetry, T334
Destination Reading Context Cards
FOR TEACHERS
Teacher One-Stop Interactive Whiteboard Lessons Literacy and Language Guide
Fluency Practice Intonation, T342
Fluency Progress Monitoring, T355

Lesson 10 Blackline Masters Additional Resources Assessment
Spelling Endings and Suffixes: Connect to Writing, T345 Grammar Daily Proofreading Practice, T348 Review Longer Sentences, T348 Argument Writing: Draft, Revise, Edit, and Publish an Argument, Revise, T352
Spelling Endings and Suffixes: Assess, T345 Grammar Daily Proofreading Practice, T348 Connect Grammar to Writing, T348T349 Argument Writing: Draft, Revise, Edit, and Publish an Argument, Revise, Edit, and Publish, T352
Suggestions for English Language Learners (See pp. E42E51.) RL.6.1, RL.6.4, RL.6.10, RI.6.1, RI.6.7, W.6.1a, W.6.1b, W.6.1c, W.6.1e, W.6.4, W.6.5, W.6.10, L.6.2b, L.6.4c RL.6.5, RL.6.7, W.6.5, W.6.6, SL.6.4, L.6.6
Weekly Planner T309

Suggested
Small Group Planner

Differentiated Instruction
DAY 1
Struggling Readers
H OU GH T ON M I F F L I N
DAY 2
Differentiate Comprehension: Compare and Contrast; Question, p. T366
DAY 3
Leveled Reader The Outer Banks, p. T368
HOUGHTON MIFFLIN
Vocabulary Reader Alaskas Natives, Differentiated Instruction, p. T364
TEACHER-LED
On Level
Leveled Reader Hero of the Poor, p. T369

HOUGHTON MIFFLIN
Advanced
Leveled Reader The Gees Bend Quilts, p. T370

HOUGHTON MIFFLIN
English Language Learners
Leveled Reader Loans for the Poor, p. T371

HOUGHTON MIFFLIN
Reread Alaskas Natives
WHAT ARE MY OTHER STUDENTS DOING?
Struggling Readers
Vocabulary in Context Cards 91100 Talk It Over Activities
Listen to Audio of Children of the Midnight Sun; Retell and discuss
Reread Children of the Midnight Sun with a partner
Reread for Fluency: Hero of the Poor

HOUGHTON MIFFLIN
On Level

1
Advanced
lore
Reread and Retell Children of the Midnight Sun
Reread for Fluency: The Gees Bend Quilts
A tribes lore, or collected knowledge, is passed on by adults who teach traditions to new generations.
HOUGHTON MIFFLIN
Listen to Audio of Children of the Midnight Sun; Retell and discuss
For Strategic Intervention for this lesson, see pp. S42S51.
T362 Unit 2 Lesson 10

DAY 4
Differentiate Vocabulary Strategies: Synonyms, p. T372
DAY 5
Options for Reteaching, pp. T374T375
Weekly To-Do List

This Weekly To-Do List helps students see their own progress and move on to additional activities independently.
Name Date
BLACKLINE MASTER 10.2
Lesson 10
Weekly To-Do List

Put an X in each box when you finish the activity.
Must Do
Practice pages
May Do
Reading Log Vocabulary in Context Cards
Comprehension and Fluency Literacy Center Word Study Literacy Center Think and Write Literacy Center Daily Independent Reading Other
Practice Spelling Words Work on Writing assignment Other
Daily Independent Reading

Monday
Partners: Reread The Outer Banks Complete Leveled Practice SR10.1
HO UG HT O N M I F F L I N
Reread for Fluency: Children of the Midnight Sun Complete Literacy Stations Independent Reading Complete Literacy Stations Independent Reading
Tuesday Wednesday Thursday Friday

Weekly To-Do List
Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Grade 6, Unit 2
Vocabulary in Context Cards 91100 Talk It Over Activities Complete Readers Notebook, p. 111
Reread for Fluency: Children of the Midnight Sun Complete Leveled Practice A10.1
Complete Literacy Stations Independent Reading
Partners: Reread for Fluency: Loans for the Poor Complete Leveled Practice ELL10.1
HO UG HT O N M I F F L I N
Reread Alaskas Natives or Children of the Midnight Sun Complete Literacy Stations
Suggested Small Group Planner T363

DAY
SHARE OBJECTIVES
Identify and use compound and complex sentences. Discuss the importance of carrying on cultural traditions. Read to build meaning for Target Vocabulary words.
Oral Grammar
Longer Sentences
Say the following sentences. Call on individual students to provide compound and complex sentences.
Teacher Prompts 1. Sam likes hamburgers. Tom likes tacos. Compound sentence? Complex sentence? Students Respond
MATERIALS
Write-In Reader pages 9293 Context Cards: abundance, cultural, heritage, lore, retains
Sam likes hamburgers, but Tom likes tacos. While Sam likes hamburgers, Tom likes tacos.
TERMS ABOUT READING/ LANGUAGE ARTS

compound sentence complex sentence
2. Maria goes shing with her dad. Marias sister helps her dad cook the sh. Compound sentence?
Complex sentence?
Maria goes shing with her dad, and her sister helps her dad cook the sh. After Maria goes shing with her dad, her sister helps her dad cook the sh.
Talk About It
Focus students attention on cultural traditions. Ask: Why is it important to learn about and practice cultural traditions? Discuss the question, emphasizing these points: to keep the history of ones culture alive to learn how certain traditions came to be to bring families together to have fun and share cultural practices with other people SL.6.1c
SL.6.1c pose and respond to questions and make comments that contribute to the discussion; L.6.6 acquire and use general academic and domainspecific words and phrases/gather vocabulary knowledge for comprehension or expression
S42
Lesson 10
Target Vocabulary
Write-In Reader pages 9293
Display the Context Cards and discuss the meaning of each word. Read the passage, stopping at sentences with missing words. Discuss the meanings of Target Vocabulary words to help students determine which words make sense in the context of the sentences and the paragraph. Suggest that students underline words or phrases that provide clues to meaning. Also point out the following: The root of cultural is culture, meaning the way of life, ideas, customs, and traditions of a group of people. Lore comes from the Old English word lar, meaning learning, what is taught, knowledge, doctrine. Ask students to choose an answer they would like to read aloud. Responses:
1. abundance 2. lore 3. cultural 4. heritage 5. retains Quick Check Target Vocabulary
TARGET VOCABULARY
An abundance is a lot, or more than enough, of something. Something cultural has to do with a groups beliefs, practices, arts, laws, and ways of living. All of the things people inherit from their families, including traditions and objects, are part of their heritage. Lore is the collected knowledge, traditions, and beliefs of a person or group of people. Something that retains holds onto or keeps something inside.
Ask each student to use one of the Target Vocabulary words in a sentence. L.6.6
EXTRA PRACTICE
Build Fluency Have students read Write-In Reader pages 9293 with a partner or a family member.
Intervention, Day 1 S43

DAY
SHARE OBJECTIVES
Read multisyllable words with open and closed syllables in context. Compare and contrast using a Venn diagram. Read to apply skills and strategies.
Multisyllable Words
Cumulative Review
Write these sentences on the board or on a pad:
1. Dancing and singing were basic parts of Tlingit life. 2. This photo shows the cold, icy world we live in. 3. The dance contest was thrillingly close, but we won in
MATERIALS
the end. Have student volunteers circle the multisyllable words with a VCV or a VCCV pattern and then place a line after the first vowel (VCV) or between the consonants (VCCV). Assign students to work with a partner to practice reading the sentences. Then listen to each student read one sentence. Record your findings.

compare contrast question
RETEACH
Compare and Contrast

Hold up a marker and a pencil. Ask: How can we compare and contrast these two objects? Remind students that a comparison tells how two or more things are alike. A contrast tells how two or more things are different. Draw a Venn diagram to show the comparisons and the contrasts. Both Marker Pencil plastic bright color cant erase tool for writing tool for drawing wood usually gray can erase
Point out that comparisons can help readers understand a story. Ask students to compare and contrast two characters in a book they have recently read, explaining how they are alike and different.
Quick Check
RL.6.1 cite textual evidence to support what the text says explicitly as well as inferences drawn; RL.6.10 read and comprehend literature
Comprehension
Have partners compare and contrast settings from one or more books they have recently read.
S44
Lesson 10
READ
Good Luck, Aputik!

Preview the selection with students using the Think Aloud to predict the setting. Guide students to use the illustrations to make predictions. Record their ideas. I see pictures of people dressed for the snow. I also see a picture of a dog sled coming down a snowy trail. I think this story takes place in the Arctic or somewhere very cold and snowy. What other clues help you predict the setting? Together, review the steps to the Question strategy on Write-In Reader page 305. As needed, guide students in applying the strategy as they read. READ Ask students to read to confirm their predictions. Choral-read the selection page by page with students. Discuss, confirm, and revise students predictions based upon text details. RL.6.10 REREAD Call on individuals to read aloud while others follow along. Point out the multisyllable words that have an open or closed first syllable (with a VCCV or VCV letter pattern), such as winter, evening, graceful, and content. Stop to discuss each question. Allow time for students to write their responses before proceeding. Sample answers are provided. Page 94: How is Nanuq like a polar bear? (Both dont mind the cold.) Help unpack meaning, if needed, by asking: How do polar bears feel about the cold? (It doesnt bother them.) How does Nanuq feel about the cold? (He doesnt mind it.) Unpack Meaning: For questions on pages 9597, you may want to use the notes in the right-hand column. Page 95: Why do you think Nanuq is not a musher like his uncle? (He is a child.) Page 96: Write a detail from the text that shows that drumming is part of the heritage of Nanuqs father. (The drum Nanuqs father is using belonged to his father, Nanuqs grandfather.) RL.6.1 Page 97: Write two ways in which the womens song imitates real life. (sounds imitate animals; some words tell of real-life experiences) Have partners discuss this question and then share with the group.
Think Aloud
UNPACK MEANING
Use prompts such as these if students have difficulty with a StopThinkWrite question: Page 95 What can you tell about Nanuqs age from the pictures and text? (He is a boy.) Page 96 What does heritage mean? (traditions and things people inherit from their families) Whose drum is Nanuqs father using? (Nanuqs grandfathers) Page 97 What do the women sing about at the celebration? (a team of dog sleds, a brave musher, and a young boy) Who are the women singing about? (Aputiks Iditarod race and Nanuq)
EXTRA PRACTICE
DAY
SHARE OBJECTIVES
Use compound and complex sentences. Read aloud fluently to improve intonation. Read to apply skills and strategies.
Oral Grammar
Longer Sentences
Say the following sentences. Call on individual students to provide compound and complex sentences.
Teacher Prompts Students Respond
MATERIALS
Write-In Reader pages 95, 98100
1. Greg does his homework. Sean waits for Greg to nish his homework. Compound sentence? Complex sentence?

compound sentence intonation complex sentence
Greg does his homework, and Sean waits for Greg to nish. Greg does his homework while Sean waits.
2. Sal wants to be a dentist. Sals father wants her to be a doctor. Compound sentence? Complex sentence?
Sal wants to be a dentist, but her father wants her to be a doctor. Although her father wants her to be a doctor, Sal wants to be a dentist.
RETEACH
Fluency: Intonation
Write-In Reader page 95
Explain that you are going to read from page 95 in two different ways, and you want students to evaluate your reading. First, read with intonation, or by varying your pitch. Then, read with no intonation, like a robot. Ask: What did you think of my rst reading? Explain. Was my second reading better or worse? Explain. Be sure students recognize how hard it is to understand meaning when someone reads with no intonation, or variation in pitch.
RL.6.1 cite textual evidence to support what the text says explicitly as well as inferences drawn; RL.6.2 determine a theme or central idea of a text/ provide a summary; RL.6.4 determine the meaning of words and phrases, including figurative and connotative meanings/analyze impact of word choice; RL.6.10 read and comprehend literature
Discuss with students their responses to your questions. Then read with intonation, following students advice. Have students practice reading aloud with intonation.
S46
Lesson 10
READ
Good Luck, Aputik!

Review the first part of the story with students. Ask: Who is Aputik? Why is the community having a celebration in his honor? Who is Nanuq? Then preview todays reading. Have students look for clues to help them predict how this story will end. READ Ask students to read to confirm their predictions. Choral-read the selection page by page with students. Discuss, confirm, and revise predictions based upon text details. Ask if there was anything about the way the story ended that surprised them. RL.6.10 REREAD Call on individuals to read aloud while others follow along. Stop to discuss each question. Allow time for students to write their responses before proceeding. Sample answers are provided. Page 98: Why is it important that the snowhouse retains warmth? (It is minus 30 degrees outside; people need to stay warm.) Help unpack meaning, if needed, by asking: What does retains mean? (holds in) Is it cold or warm outside? (cold) What might happen if the snowhouse doesnt stay warm? (People might freeze.) Unpack Meaning: For questions on pages 99100, you may want to use the notes in the right-hand column. Page 99: According to Nanuq, in what way is Aputik like the musher in the song? (Aputik is brave, and he will win the race.) Have partners discuss this question and then share with the group. Page 100: How has the Iditarod changed between 1973 and today? (Today winners finish the race in much less time.)
Quick Check Retelling
UNPACK MEANING
Use prompts such as these if students have difficulty with a StopThinkWrite question: Page 99 What signal word tells you that Aputik and the musher in the song are alike? (like) Page 100 What facts are given about the 1973 race? (first Iditarod, 35 mushers, winner finished in 20 days) What facts do you see about the 2008 race? (winner finished in just over 9 days) What is the one thing you can tell that changed? (the number of days it takes the winner to finish)
RL.6.4
RL.6.1
Have students retell the end of the story. Support the retelling by asking: How does the celebration end? What does Nanuqs mother say to Aputik? What does Aputik tell Nanuq? RL.6.2 EXTRA PRACTICE

DAY
SHARE OBJECTIVES
Read multisyllable words with open and closed syllables. Identify compound and complex sentences. Answer questions using evidence from the text.
Multisyllable Words
Cumulative Review
1. He looked at his uncle with shining eyes. 2. They unjustly gave away our land. 3. They selshly used up our sh and game.
MATERIALS

compound sentence complex sentence
Have student volunteers circle the multisyllable words with a VCV or a VCCV pattern and then place a line after the first vowel (VCV) or between the consonants (VCCV). Assign students to work with a partner to practice reading the sentences. Then listen to each student read one sentence. Record your findings.
RETEACH
Compound and Complex Sentences

Review that a compound sentence joins two complete sentences with a coordinating conjunction such as and, or, or but. A complex sentence joins a complete sentence with a dependent clause, or incomplete sentence. Complex sentences use subordinating conjunctions such as because, since, after, although, and when. Have students turn to page 98 and read the rst sentence aloud. Ask: What are the two parts of this sentence? (As the women sing; they form a circle and start to dance) Are both parts complete sentences? (no) Is this a complex or a compound sentence? (complex) What is the subordinating conjunction in this sentence? (As) Have students read the rest of the page and identify compound and complex sentences and conjunctions. (Possible responses: Even though its 30F (34.4C) outside, the snowhouse retains warmth: complex, Even though; Nanuqs father taps faster on the sides of the drum, and the pace of the dance quickens: compound sentence, and)
Quick Check Grammar
RL.6.1 cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
Have students write a compound sentence and a complex sentence. Have them underline the conjunction in each.
S48
Lesson 10
Look Back and Respond

Help students complete the Look Back and Respond page. Model how to use the hint in question 1 to find evidence that can be used to support answers. Explain that evidence is proof, clues, or information. Remind students that they can circle or underline the specic words in the selection that they use as evidence for their answers. 1. How is the Arctic climate the same as or different from the climate where you live? (Answers will vary, but should reect that it is very cold in the Arctic.) Help unpack meaning, if needed, by asking: What is the weather like in the Arctic? (very cold) Is the weather ever like the Arctic where you live? Explain. (Answers will vary.) Have students work independently on questions 2, 3, and 4. When students have completed the page, have partners discuss their responses and then share with the group. Sample responses are provided. Accept reasonable responses. Unpack Meaning: For questions 24, you may want to use the notes in the right-hand column to guide the discussion about student responses.
2. Name three things the villagers at the celebration do to honor
UNPACK MEANING
Use prompts such as these if students have difficulty with a question: 2. Reread the first paragraph on page 96. What does the author say there will be at the celebration? (drumming, singing, dancing, and eating) 3. What does Nanuq do on page 97 that shows how he feels about his uncle? (He grins with pleasure.) What evidence on page 95 shows how Nanuq feels about his uncle? (He wants to be a musher like Aputik; he cheers for his uncle.) 4. What celebrations have you been to or do you know about? What were they like? How were they the same as the one for Aputik? How were they different? (Answers will vary.)
Aputik. (Possible responses: play drums, dance, sing, eat) be like him)
RL.6.1
RL.6.1
3. How does Nanuq feel about his uncle? (proud, impressed, wants to 4. How does the celebration in the story compare with celebrations
that you know? (Responses will vary.)
EXTRA PRACTICE
Retell Have students retell Good Luck, Aputik! to a partner or a family member.

DAY
SHARE OBJECTIVES
Read multisyllable words with open and closed syllables. Demonstrate understanding of Target Vocabulary words. Preview Sequence of Events and the Summarize Strategy.
Multisyllable Words
Cumulative Review
1. He is a shing hero in his town. 2. They will resell some of the catch. 3. He trustingly gave her his hand and began to dance.
MATERIALS
Context Cards: abundance, altered, concept, cultural, heritage, lore, lush, retains, sophisticated, teeming Write-In Reader pages 94100 Leveled Reader: The Outer Banks
Have student volunteers circle the multisyllable words with a VCV or VCCV pattern and then place a line after the rst vowel (VCV) or between the two consonants (VCCV). Assign students to work with a partner to practice reading the sentences. Then listen to each student read one sentence. Record your ndings.

sequence of events summarize
REVIEW
Target Vocabulary
Context Cards
Display the Context Cards for altered, concept, lush, sophisticated, and teeming. Review the meanings of these words. Then have students use the words in oral sentences about traditions or customs. L.6.6 Add the Context Cards for abundance, cultural, heritage, lore, and retains. Distribute one card to each pair or small group. Have students come up with a small skit using the word in some way. Have them present their skit to the rest of the class. WRITE ABOUT IT Ask students to write about a cultural tradition they practice in their family or a tradition they know or have read about. Have them tell about that tradition using the word heritage in their descriptions. L.6.6
TARGET VOCABULARY
Something altered is changed or adjusted. A concept is a basic or general notion, idea, or thought. Something lush is thick with greenery and plant life. Something sophisticated is complex or has many details or pieces. To be teeming is to be full of things, often living things.
RL.6.2 determine a theme or central idea of a text/ provide a summary; RL.6.5 analyze how a sentence, chapter, scene, or stanza fits in the overall structure; L.6.6 acquire and use general academic and domain-specific words and phrases/gather vocabulary knowledge for comprehension or expression
S50
Lesson 10
PRETEACH
Sequence of Events Summarize

Introduce the skill and strategy. Say: In the next lesson, we are going to focus on understanding the sequence of events in a text. Well also learn how to summarize events and information. Explain: To understand the sequence of events, we pay attention to what happens in a text and when it happens. We can then put these events in the order in which they happened. By knowing the sequence of events, we can better understand and remember important details from the text. Ask: What happens rst in this story? (Nanuq goes to the rivers edge to wait for his uncle, Aputik.) What happens next? (Aputik races by on his sled.) List on the board with students the sequence of events from the story. Help students correctly sequence the events of the story. 1. A big celebration takes place in Aputiks honor. 2. Nanuqs father plays the drum while villagers sway and dance. 3. The women sing a song about Aputik and Nanuq. 4. Aputik dances to the sound of the singing and drumming. 5. People clap and cheer when the dancing, singing, and drumming have nished. 6. Aputik says Nanuq will be in his heart as he races.
RL.6.5
RETURN TO THE ANCHOR TEXT
Be a Reading Detective!
Student Book pages 281291 Write-In Reader pages 101A101B Page through Children of the Midnight Sun with students, and review the important ideas. Remind students about the target skill: compare and contrast. Point out that when readers compare and contrast, they nd ways in which two things are similar to and different from one another. Have students answer the rst question in the Write-In Reader. Remind them that a reading detective looks for clues. Circulate to offer assistance and to make sure that students are taking notes about evidence from the text. Have students write their responses.
SPIRAL REVIEW
Review the skill main idea and details with students. Remind them that the main idea is the central idea of a selection or section of text. Authors support and convey their main ideas with facts, explanations, and details. Have students answer the second question in the Write-In Reader. Circulate to offer assistance and to make sure that they are taking notes about evidence from the text. Have students write their responses.
Turn to and review the Summarize strategy, found on page 302 of the Write-In Reader. Tell students that when they summarize, they should briey tell the important parts of the text in their own words. Have them summarize the story. RL.6.2 APPLY READING SKILLS Introduce The Outer Banks. Choral-read the first few pages with students. Depending on their abilities, have students continue reading with partners or as a group.
Quick Check Fluency
Classroom Collaboration
Have pairs of reading detectives compare their responses and the clues they found in the text.
Leveled Reader
EXTRA PRACTICE
Independent Reading Have students read from a book of their choice and describe what they read in their reading logs.
Listen to individual students as they read the Write-In Reader selection. Make specific notes about words that presented difficulty for them.

DAY
Speaking and Listening

USE LANGUAGE SUPPORT CARD Present Language Support Card 10. Use the activities on the back of the card to introduce concepts and vocabulary from Children of the Midnight Sun and to practice Academic English.
Children of the Midnight Sun
Language Support Card
Lesson 10
SHARE OBJECTIVES
Participate in a discussion about a Native American community. CONTENT Say, read, and use Target Vocabulary and high-utility words. LANGUAGE Practice comparing and contrasting and complete a Venn Diagram. CONTENT
dancer
blanket
mask
MATERIALS
Language Support Card 10 Context Cards Chant, ELL10.2 Student Book Selection Master ELL10.3
Develop Target Vocabulary

USE CONTEXT CARDS Show the Context Cards for cultural and heritage. Present the cards using Steps 13 of the Introduce Vocabulary routine on Teachers Edition p. T312. Help students use cultural and heritage to discuss why a community is important to its members. Encourage students to use high-utility words in their responses.
TARGET VOCABULARY
= Spanish cognate abundance abundancia altered alterado concept concepto cultural cultural heritage lore lush retains retener sophisticated sofisticada teeming
USE ORAL LANGUAGE CHANT Distribute Chant, ELL10.2. Read the title aloud, and have students repeat. Have students look at the title, images, and other information on the page. Then have them predict what they think the chant will be about.
BLM
ELL10.2
As you read the chant aloud, display the Context Cards for lore, retains, cultural, and heritage. After you read the chant, have a proficient reader lead students in an echo-reading of it. As a group, brainstorm a list of your own cultural traditions, such as special foods, celebrations, rituals, and so forth. List responses and discuss similarities and differences. Allow students to include language from Chant, ELL10.2. Encourage them to use high-utility words. Display the list of traditions throughout the week as a reference. WRITE-PAIR-SHARE Display sentence frames such as the following and have partners use them to write complete sentences. 1. Celebrating the Chinese New Year is part of my heritage. 2. My familys traditions have not altered over the years.
TERMS ABOUT INFORMATIONAL TEXT

compare contrast = Spanish cognate comparar contrastar
RI.6.10 read and comprehend literary nonfiction; SL.6.1c pose and respond to questions and make comments that contribute to the discussion
E42 Lesson 10
Lesson 10
Scaffold Comprehension
PREVIEW CHILDREN OF THE MIDNIGHT SUN Explain that students will skim Children of the Midnight Sun in order to predict what the selection is about. Help students scan photographs, captions, and other text features on Student Book pp. 282291. Have them predict one thing they may learn by reading the text. SCAFFOLD MAIN SELECTION Distribute ELL10.3. Read the page aloud. Then have students chorally reread it with you.
PRETEACH
CHECK PROGRESS
Do students
correctly pronounce and use vocabulary words in discussion? practice comparing and contrasting?
REVIEW TOGETHER
Have partners use Context Cards to review the Target Vocabulary words and their meanings. Have them complete the activities on the backs of the cards. Have partners take turns using complex sentences with conjunctions and and but to compare and contrast the lives of Native Americans in the past and today.
ELL10.3
BLM

TEACH/MODEL Read aloud paragraphs 3 and 5 on ELL10.3. Point out the words like and but. Explain that these words are often used to compare and contrast two things. Explain that to compare is to notice things that are alike, and to contrast is to notice things that are different. GUIDED PRACTICE Have students read paragraphs 3 and 5 on ELL10.3 and note similarities and differences between the lives of Native Americans in the past and today. Display a graphic organizer like the one on Student Book p. 278. Explain that a Venn Diagram like this can help students compare and contrast two things. Label the two circles in the Venn Diagram Native Americans in the Past and Native Americans Today. Help students use information from ELL10.3 to complete the graphic organizer. Did Native Americans in the past have cars? Do Native Americans today still hunt and fish?
RI.6.10, SL.6.1c
Display a completed Venn Diagram as a reference throughout the week.
Scaffolded Practice and Application Beginning Help students

pronounce the words compare and contrast, and review the meaning of each term.
Low Intermediate
Have partners discuss the Venn Diagram. Have them explain how each piece of information either compares or contrasts two things.
High Intermediate
Have partners use the words and and but to restate the information in the Venn Diagram in complete sentences.
Proficient Have students

use a completed Venn Diagram to write a paragraph comparing and contrasting Native Americans today and in the past. Have them read their work aloud.
English Language Learners, Day 1 E43

DAY
Scaffold Comprehension
REVIEW CHILDREN OF THE MIDNIGHT SUN Use a Think Aloud and the following prompts to lead students on a guided review of Children of the Midnight Sun. Remind students that reviewing and retelling what they read will help them compare and contrast information in the text. RI.6.10, SL.6.1c PAGE 254: In this picture, each member of Selinas family is wearing a similar traditional costume. Their clothes are a sign that they belong to the same clan. PAGE 255: Prince of Wales Island is a lush setting where the ocean is teeming with fish. Why was this so important to Selinas ancestors? (They relied on fishing for food.) PAGE 257: Point to the picture. Joshs dance costume is part of his cultural heritage. What other traditions are part of his heritage? (Sample answer: the ceremonial feast called a potlatch) PAGE 259: Have students describe what Josh is doing in the photo. Some parts of life on the island have altered. Would Joshs ancestors have had telescopes they could use to look at birds? (no) CHECK COMPREHENSION If students need additional support with the main selection, direct them to ELL10.3. Read the selection aloud, and have them listen and follow along on their pages.
BLM
Think Aloud
SHARE OBJECTIVES
Review and discuss literary nonfiction. LANGUAGE Recognize and understand words with common suffixes. LANGUAGE Ask and answer questions about Children of the Midnight Sun. CONTENT
MATERIALS
Student Book Student eBook Context Cards Selection Master ELL10.3 Language Support Card 10
TERMS ABOUT LANGUAGE/ INFORMATIONAL TEXT

= Spanish cognate narrative nonfiction narrativa de no ficcin suffix sufijo base word adjective adjetivo noun nombre question
ELL10.3
Have students take turns reading sections of ELL10.3 aloud. Then have them answer the following questions about the selection.
RI.6.10, SL.6.1c
1. Which clan symbol appears on Selinas bracelet? 2. What is the name of Selinas grandfathers boat? 3. What Tlingit tradition would Josh have practiced a century ago? Have students work in pairs to circle high-utility words and highlight Target Vocabulary words found on ELL10.3. Have them explain each vocabulary word in their own words. AUDIO SUPPORT Make the Student eBook for Children of the Midnight Sun available. Have students follow in the text as they listen.
RI.6.10 read and comprehend literary nonfiction; SL.6.1c pose and respond to questions and make comments that contribute to the discussion
E44 Lesson 10
Lesson 10
PRETEACH
CHECK PROGRESS
Do students recognize and understand words with common suffixes? ask and answer questions about Children of the Midnight Sun?
Common Sufxes
INTRODUCE Write suffix, happiness, and sadness. Say the words aloud and have students repeat. Remind students that a suffix is a word part that is added to the end of a base word. Point out that happiness and sadness have the same suffix, -ness. Many words end in the suffix -ness. Other common suffixes are -ful, as in helpful or joyful, and -less, as in restless and sleepless. Point out that the suffix -ness turns an adjective into a noun, and that the suffix -ful turns a noun into an adjective. Suffixes can change the form of a base word, like changing the y in happy to i in happiness. PRACTICE Have students use Context Cards, the chant, the Selection Master, or Children of the Midnight Sun to look for and name words with common suffixes. (wonderful; beautiful; dampness; softness)
RETEACH
REVIEW TOGETHER
Have partners list words they know with suffixes -less and -ful. Have partners take turns asking and answering questions about Children of the Midnight Sun.
Question
TEACH/MODEL Write question and explain the term. Remind students that asking questions helps readers figure out how well they understand a text. Use a Think Aloud to model asking questions about Children of the Midnight Sun. As I read, I check my understanding by asking myself why a person must marry someone from a different clan. I find the answer on page 287: Clans are like families. GUIDED PRACTICE As a class, list questions about the photographs and text details in Children of the Midnight Sun. Review Teach Academic English on Language Support Card 10. Remind students to use the phrase used to as they ask questions about the traditions described in Children of the Midnight Sun. Scaffolded Practice and Application Beginning Help students
review the questions from the Guided Practice activity. Help them record ways they could answer the questions, such as by looking in the text.
Think Aloud
Low Intermediate
Help students rewrite the questions from the Guided Practice activity and use details from Children of the Midnight Sun to answer them, if possible.
High Intermediate
Have partners flip through Children of the Midnight Sun and record information in the text that can be used to answer questions they might have about Native Americans.

flip through Children of the Midnight Sun and write three to four questions that they have about text details or photographs.

DAY
Practice Target Vocabulary

USE ORAL LANGUAGE CHANT Distribute Chant, ELL10.2. Have a student read the title aloud. SL.6.1c Read the chant aloud or have a proficient reader model reading aloud.
ELL10.2
SHARE OBJECTIVES
Practice using Target Vocabulary words orally. LANGUAGE Identify and understand synonyms. LANGUAGE Compare and contrast two things. CONTENT
BLM
Have students identify Target Vocabulary and high-utility words in the chant and read the words aloud with you. Have them restate each Target Vocabulary word and use it in a short phrase. Then have them complete the activity on the page. PRACTICE FLUENCY: ACCURACY Read Chant, ELL10.2 aloud. As you read, replace the words lore and heritage with low and hurting. Stop to correct the errors. Explain that context helps you decide which word makes sense. Have partners read the chant. Remind them to decode each word accurately, using context to help them.
MATERIALS
Chant, ELL10.2 Language Support Card 10 Context Cards
TERMS ABOUT LANGUAGE/ INFORMATIONAL TEXT

synonym thesaurus compare contrast = Spanish cognate sinnimo tesauro comparar contrastar
SL.6.1c pose and respond to questions and make comments that contribute to the discussion; L.6.4c consult reference materials, both print and digital, to find pronunciation and determine or clarify meaning or part of speech
E46 Lesson 10
Lesson 10
PRETEACH
CHECK PROGRESS
Do students correctly use Target Vocabulary words? demonstrate fluency as they read the chant with accuracy? identify and understand synonyms? compare and contrast two things?
Synonyms
INTRODUCE Write synonym and thesaurus. Synonyms are words that mean the same or almost the same thing, like sleepy and tired. You can find synonyms for a word by looking up the word in a thesaurus. L.6.4c Write lush and teeming. If a place is full of plants, it is lush. If it is full of animals, we can say it is teeming with animals. Are the meanings of lush and teeming exactly the same, or roughly the same? (roughly the same) THINK-PAIR-SHARE Write angry, annoyed; happy, cheerful; wet, soaked. Discuss each pair of synonyms as a group. Have students use the words to orally complete the following sentences: 1. Someone who is angry may be annoyed about something. 2. A happy person has a cheerful expression. 3. Because I got wet in the rain, my clothes are soaked !
RETEACH
REVIEW TOGETHER
Provide additional practice with Context Cards. Have partners take turns reading Chant, ELL10.2 aloud. Encourage them to help each other note inaccuracies and correct them using context clues. Have partners brainstorm synonyms for the words big, small, and rich. As a group, orally compare and contrast two items in the classroom, such as two different posters or books.

TEACH/MODEL Write and pronounce compare and contrast. Have students repeat. Explain that to compare is to notice things that are alike, and to contrast is to notice things that are different. GUIDED PRACTICE Draw a large Venn Diagram. Have students brainstorm similarities and differences between two places, such as a school and a shopping center. (Sample answer: One has classrooms; one has shops.) Have students indicate where on the diagram each idea should be recorded. SL.6.1c Review Teach Academic English on Language Support Card 10. Remind students that complex sentences with conjunctions and and but can be used to compare and contrast two things.

pronounce the words compare and contrast and record an example of each from the Guided Practice activity.
Low Intermediate
Have partners discuss the ideas in the Guided Practice activity. Have them explain in writing how each piece of information is either comparing or contrasting two things.
High Intermediate
Have partners use and and but to rewrite the ideas from the Guided Practice activity in complete sentences.

use the ideas from the Guided Practice activity to write a paragraph comparing and contrasting schools and shopping centers. Have them read their work aloud.

DAY
Scaffold Poetry Selection

DISCUSS NATIVE AMERICAN POETRY Use the following picture-text prompts to lead students on a review of Native American Poetry. Remind students that poetry often uses repetition to create rhythms, images, or emotions. RL.6.1, SL.6.1c PAGE 296: Read Song aloud. This poem is about a village that retains a certain cultural tradition. What is that tradition? (dancing) Do you know any traditional dances? (Answers will vary.) PAGE 297: This poem is about a basketweaver who makes baskets with sophisticated patterns. Have students find the word sophisticated on the page. Read the second stanza of the poem. The green limb and gold stem in the poem describe grasses that grow where the basketweaver lives. What word have we learned to describe a place where many plants grow? (lush) PAGE 298: This poem is about the concept of community. The poet talks about the lessons, or lore, that communities can teach us. What lessons have you learned from your community? (Answers will vary.)
SHARE OBJECTIVES
Comprehend and discuss poetry. CONTENT Build reading proficiency through peer-supported reading. LANGUAGE Identify longer sentences. LANGUAGE
MATERIALS
Student Book Leveled Reader Context Cards
TERMS ABOUT LANGUAGE/ LITERATURE

= Spanish cognate poetry poesa simple sentence compound sentence complex sentence compound-complex sentence coordinating conjunction subordinating conjunction conjuncin subordinante
Peer-Supported Reading
READ LOANS FOR THE POOR To read more about communities working together, direct students to the Leveled Reader. Have partners or small groups take turns rereading the selection aloud to one another. READING WITH STICKY NOTES Equip students with pads of sticky notes. After students read and mark the text, form pairs or groups by combining more proficient readers with struggling or less proficient readers.
HO U G HTO N MI FFLI N
1. Have individuals read the selection and put sticky notes on pages they have difculty with or would like to discuss. 2. Have them talk about the sections they marked, either with a partner or in groups.
RL.6.1 cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn; SL.6.1c pose and respond to questions and make comments that contribute to the discussion
E48 Lesson 10
Lesson 10
RETEACH
CHECK PROGRESS
Do students use expanding vocabulary and sentence structures to talk about Native American Poetry and Loans for the Poor? combine simple sentences into compound and complex sentences?
Longer Sentences
TEACH/MODEL Write simple sentence, compound sentence, and complex sentence. You have learned that simple sentences can be joined by conjunctions such as although, but, or and to make compound or complex sentences. Display the sentences Josh hunts. Selina fishes. Then write Josh hunts, and Selina fishes. Write People can buy their food. People still hunt and fish. Although they can buy their food, people still hunt and fish. Read the sentences aloud and identify each. (simple; simple; compound; simple; simple; complex) A compound-complex sentence is even longer. It joins a compound sentence to a complex sentence. Write Although they can buy their food at the store, Josh hunts, and Selina fishes. GUIDED PRACTICE Remind students that and is a coordinating conjunction, which connects two simple sentences to make a compound sentence. Remind them that although is a subordinating conjunction, which connects two simple sentences to make a complex sentence. Write Haidas have their own language. Tlingits have their own language. What kind of sentences are these? (simple) How can we make a compound sentence? (connect them with and) Write They all speak English. How can we make a longer sentence using this sentence and the previous ones? (Sample answer: Although they all speak English, Haidas have their own language, and Tlingits have their own language, too.) Transfer Skills
Adverbial Clauses Languages such as Cantonese and Vietnamese use a balancing word in the main clause. Native speakers of these languages may include a superfluous connecting word when creating complex English sentences, such as Even though I am not big, but I can run fast. Provide extra practice identifying and eliminating extra connecting words from complex sentences.
REVIEW TOGETHER
Provide additional practice with Context Cards. Have partners read sections of Native American Poetry and Loans for the Poor to each other. Write out sentences. Have partners identify each sentence as simple, compound, complex, or compound-complex, and circle the conjunctions in each sentence, when appropriate.

identify and label sentences as simple, compound, complex, or compoundcomplex.
Low Intermediate
Help students identify and label sentences as simple, compound, complex, or compound-complex. Have them circle the conjunctions used to join sentences and clauses.
High Intermediate
Have partners write examples of simple, compound, complex, and compound-complex sentences. Have them circle the conjunctions they use.

write paragraphs containing simple, compound, complex, and compound-complex sentences. Have them circle the conjunctions and read their work to partners.

DAY
Compare Texts
ORGANIZE CONCEPTS Use the model below to help students complete a chart comparing communities. Have students refer to their Leveled Reader and Student Book for specific text evidence.
RI.6.1, SL.6.1c
SHARE OBJECTIVES
Discuss and compare communities. CONTENT Make a chart to compare and contrast communities. CONTENT Build academic sentence structures. LANGUAGE Use domain-specific words to write an argument. LANGUAGE
Children of the Midnight Sun the Haidas, the Tlingits
Native American Poetry the Makah Nation, the Rumsien Ohlone, the Maidu Washington state and California
Loans for the Poor families in various poor villages Bangladesh, Haiti, Mexico, India, and other countries support individuals as they run businesses and pay back microloans
Communities
MATERIALS
Student Book Leveled Reader Writing Rubric Blackline Master in Grab-and-Go
Where Members Live
Prince of Wales Island in Alaska
What Communities Do
TERMS ABOUT WRITING

= Spanish cognate argument writing claim reason razn evidence
retain traditions: hunting/fishing, dancing, making blankets/totem poles, etc.
retain traditions: dancing, basketweaving, and storytelling
Have students orally form sentences based on the information in the chart. Provide sentence frames such as the following: 1. The Haidas and the Tlingits hunt and sh in lush Alaska. 2. The Rumsien Ohlone people retain their basketweaving traditions. 3. The communities in Loans for the Poor help each other pay back loans. BUILD ACADEMIC SENTENCE STRUCTURES To help students compare and contrast communities, ask questions such as Where do the communities in Native American Poetry live? What about those in Loans for the Poor? Provide sentence frames such as: 4. Both Children of the Midnight Sun and Native American Poetry are about communities, much of whose heritage has not altered. 5. The communities in Native American Poetry live in the United States, but the communities in Loans for the Poor live in countries such as Bangladesh, Haiti, Mexico, and India. 6. In all three selections, community members believe in the same important concepts.
RI.6.1 cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn; W.6.1a introduce claim(s) and organize reasons and evidence clearly; W.6.1b support claim(s) with reasons and evidence, using credible sources and demonstrating understanding of the topic or text; W.6.1c use words, phrases, and clauses to clarify relationships; W.6.4 produce writing in which development, organization, and style are appropriate to task, purpose, and audience; W.6.5 develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach; SL.6.1c pose and respond to questions and make comments that contribute to the discussion; L.6.3a vary sentence patterns
E50 Lesson 10
Lesson 10
RETEACH
CHECK PROGRESS
Do students correctly identify similarities and differences between texts? use a combination of different kinds of sentences in their writing?
Argument Writing
TEACH/MODEL Review the features of an argument. An argument is made up of sentences and paragraphs that tell the authors opinion, or what he or she thinks about something. Some arguments respond to, or give opinions about, books. Read and discuss the Writing Traits Checklist on Student Book p. 302. Read and discuss the Writing Model on Student Book pp. 302303. Point out examples of sentence fluency. GUIDED PRACTICE Explain that the class will work together to write an argument. W.6.1a, W.6.1b, W.6.1c, W.6.4, W.6.5, SL.6.1c, L.6.3a Explain that the essay will be a response to Children of the Midnight Sun. Write Does Children of the Midnight Sun do a good job of showing Haida and Tlingit life? Have students read the question aloud chorally. Explain that this will be the question that the opinions in the essay will try to answer. How should we begin the Domain-Specic Vocabulary essay? (by summarizing Traditions what the book is about) ceremony, generation, indigenous, traditional, What else should the tribal essay include? (sentences that give opinions on how well the book shows Haida and Tlingit life; evidence supporting the arguments) Have students suggest sentences that give opinions about the question and include evidence from the selection and domain-specific words. RI.6.1 Read the completed response aloud chorally. Discuss the essay. Have students suggest changes to increase sentence fluency. (Sample answer: Change two simple sentences to one compound sentence.) Scaffolded Practice and Application Beginning Provide the
frame I think Children of the Midnight Sun is a _______ book. Help students read and complete the frame with a word that tells their argument.
REVIEW TOGETHER
Have students work in pairs or small groups to read and review the rows and columns of the communities comparison chart. Have partners help each other check for and include domain-specific words in their writing. Have students review the Writing Rubric and use it to improve their writing.
Low Intermediate
Help students brainstorm one change to the essay that will give stronger text evidence for their argument. Help them write their revised sentence.
High Intermediate
Have students add several sentences to the essay, making sure to include text evidence. Have partners exchange papers and read each others writing.

write a new argument about the selection Loans for the Poor. Have them read their work to a partner.


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Copyright by Houghton Mifflin Harcourt Publishing Company All rights reserved.

Houghton Mifflin Harcourt Publishing Company

Native American Poetry

READING LITERATURE & INFORMATIONAL TEXT

Comprehension Skills and Strategies

Houghton Mifflin Harcourt Publishing Company

Vocabulary Text-Based Comprehension Whole Group

Research and Media Literacy

Fluency Model Intonation, T342

Fluency Teach Intonation, T342

Fluency Practice Intonation, T342 Decoding Recognizing Common Suffixes, T343

Spelling Grammar Writing

Suggestions for Small Groups (See pp. T362T363.)

Suggestions for Intervention (See pp. S42S51.)

T308 Unit 2 Lesson 10

SUGGESTED WEEKLY PLANNER

eBook GrammarSnap Videos

Destination Reading Context Cards

Fluency Practice Intonation, T342

Fluency Progress Monitoring, T355

Weekly Planner T309

Small Group Planner

Vocabulary Reader Alaskas Natives, Differentiated Instruction, p. T364

Vocabulary Reader Alaskas Natives, Differentiated Instruction, p. T364

Differentiate Comprehension: Compare and Contrast; Question, p. T366

Leveled Reader Hero of the Poor, p. T369

Vocabulary Reader Alaskas Natives, Differentiated Instruction, p. T365

Differentiate Comprehension: Compare and Contrast; Question, p. T367

Leveled Reader The Gees Bend Quilts, p. T370

English Language Learners

Vocabulary Reader Alaskas Natives, Differentiated Instruction, p. T365

Differentiate Comprehension: Compare and Contrast; Question, p. T367

Leveled Reader Loans for the Poor, p. T371

Reread Alaskas Natives

WHAT ARE MY OTHER STUDENTS DOING?

Vocabulary in Context Cards 91100 Talk It Over Activities

Listen to Audio of Children of the Midnight Sun; Retell and discuss

Reread Children of the Midnight Sun with a partner

Reread for Fluency: Hero of the Poor

Vocabulary in Context Cards 91100 Talk It Over Activities

Reread and Retell Children of the Midnight Sun

Reread for Fluency: The Gees Bend Quilts

English Language Learners

Reread Alaskas Natives

Listen to Audio of Children of the Midnight Sun; Retell and discuss

Vocabulary in Context Cards 91100 Talk It Over Activities

For Strategic Intervention for this lesson, see pp. S42S51.

T362 Unit 2 Lesson 10

Differentiate Vocabulary Strategies: Synonyms, p. T372

Options for Reteaching, pp. T374T375

Weekly To-Do List

Differentiate Vocabulary Strategies: Synonyms, p. T373

Options for Reteaching, pp. T374T375

Weekly To-Do List

Differentiate Vocabulary Strategies: Synonyms, p. T373

Options for Reteaching, pp. T374T375

Practice Spelling Words Work on Writing assignment Other

Daily Independent Reading

Partners: Reread The Outer Banks Complete Leveled Practice SR10.1

Tuesday Wednesday Thursday Friday

Complete Literacy Stations Independent Reading

Suggested Small Group Planner T363