WASHED
UP
Quote accurately from a text when explaining what the text says.
Compare or contrast two or more characters, settings, or events in a
story or drama, drawing on details from the text.
Lesson 1 - Unit 1B
 Enduring Understanding:
 Essential Questions:
 Readers understand the
relationship between
individuals, concepts, and
events based on information
provided in the text.
 How do readers identify
relationships and interactions in
texts.
 Writers understand how to
develop a topic with facts,
definitions and concrete
details.
 Writers will examine a topic and
convey ideas with facts,
definitions and detail.
Building Understanding
 Foundational skills
 -ing endings
 -ing changes the meaning of a word.
 How does –ing change or add meaning to the following words:
 Shouting
 Traveling
 clamoring
 Word Work
 Complete page 52, numbers 1-5
 Check your work with a partner
Building
Understanding
Washed up
Read pgs 4-11
T-P-S: What is similar about the three
families described in the text?
Use pg numbers and specific text evidence to
prove your answer
Close Read
 Give specific pg #s (4-11) and evidence to prove your
answers
 To understand and explain the text we use main
characters and important story events. The book
starts with some dialogue. Who is the person
speaking?
 What does the text tell you about the Liu family?
What does the picture add to your understanding
of the Liu family?
 What is the first clue that the Walpole family might
not be prepared for a survival contest?
Which part of the text helps you understand this?
Vocabulary
By-The-Way Words
Benchmark Vocab.
 reality (pg 4)
 civilization (pg 4)
 environment (pg 7)
 vied (pg 6)
 adapt (pg 9)
 ultimate (pg 9)
 You Try Vocabulary:
 Pg 53 in your journal
 Use elements in the stories
to write your sentences
Reading Analysis
 Relationship and interactions between characters
 Character traits
 Comparing and contrasting characters
Character
Character trait
Evidence of
character trait
(interaction)
BRAIN BREAK
https://www.youtube.com/watch?v=oRY_wV7nQ78
Introduce a topic
*I can introduce a topic clearly, provide a general observation
and focus, and group related information logically.
Conventions First!
 Simple verb tenses for regular verbs
 The tense of a regular verb shows the time of the action.
 Past, present and future are referred to as simple verb tenses.
 Past tense refers to events that have already happened.
 Future tense describes events that haven’t happened yet.
 Are the following sentences past, future for present tense?
 The students ask questions about unfamiliar topics.
 Oliver asked two questions about the mountain
ecosystems
 I shall ask my own questions about the ecosystems.
 Several types of birds lived in the area.
 What types of birds will live there 50 years from now?
 Try the “Conventions” section on pg 54 of your journal
 Share with a buddy
Lesson 1
Choose and Introduce a Topic
 The purpose of an informative text is to inform readers about a specific
topic.
 A topic is the subject of a text.
 One way to introduce a topic would be with an observation, interesting detail
or image related to the topic.
 Your assignment will be to write an introductory paragraph about an
ecosystem.
Brainstorm Example
Animals
Plants:
Ducks, fish, frogs
Duckweed
Cattails
Ponds and
Freshwater
ecosystems
Fact:
Fact:
Freshwater ecosystems include
ponds, rivers, streams and
lakes
Freshwater ecosystems cover
20% of the earth.
Introductory Paragraph
Example
NOW IT’S YOUR TURN
1. Choose an ecosystem
2. Create a bubble map to plan your introductory paragraph about
your ecosystem.
3. Write one paragraph introducing your ecosystem. Keep in mind
that we will be adding to this paragraph in future lessons.