FOA 2015-2016
Biomass is defined as the
energy that comes from living
organisms as well as the waste from
these organisms. Leftover cooking
oil is an example of biomass. The
cuttings from freshly chopped grass
is another example. Originally
thought of as only useful as fertilizer,
cow manure is an example of a type
of biomass that has multiple uses
today. What is unique about biomass
is its ability to be used as fuel which
relieves human dependence on
fossil fuels and provides a creative
way to recycle garbage
Day 1
Common Core Standard RI.1 Textual Evidence
1. Which detail most strongly supports the
idea that biomass can provide a way to
preserve our natural resources?
a. Cow manure has multiple uses today.
b. It has the ability to relieve human
dependence on fossil fuels.
c. Biomass is energy from organisms and
their waste.
Common Core Standard RI.2 Central Idea
2. Which statement below best summarizes
the central idea?
a. Cooking byproducts can be used as fuel
today.
b. Waste from human consumption is
biomass.
c. Biomass comes from living things and has
many uses.
Energy is released from biomass
when it is heated or gas is extracted
from it. After this process is complete,
the energy from it can be converted into
useable fuel. An example of this process
is what occurs on some farms. The
waste from farm animals is collected
and placed into a covered bin. As a
natural process, methane gas is emitted.
Using special machinery, the gas is
harvested and converted into useable
fuel. A growing number of farms use
this fuel instead of energy from electric
companies. The methane can then be
used to heat stoves, furnaces, or other
household appliances resulting in less
natural resources being used and as a
natural method of reusing waste. Excess
methane can also be sold by farmers to
utility companies.
Common Core Standard RI.5 Text Structure
Day 2
1. What is the text structure?
a. The author utilized a description text
structure to assist the reader with
understanding more about biomass.
b. The author utilized a problem and
solution text structure to express problems
with fuel and provide a solution.
c. The author utilized a cause and effect
structure to explain the causes and effects
of alternative fuels in the U.S.A.
Common Core Standard RI.4 Vocabulary
2. What detail most strongly supports the
idea that using biomass is gaining in
popularity?
a. More farms are selling their excess
energy to utility companies.
b. The methane gas can be used to heat
appliances.
c. A growing number of farms are using
biomass.
A creative alternative,
biomass is often used along with
fossil fuels such as crude oil and
coal in order to provide energy for
homes and businesses.
Companies and officials have
sought ways to reduce the carbon
impact on society while still
gaining the benefits of fossil fuels.
Biomass does not emit excess
carbon monoxide into the
environment. In contrast, trees
that are cut down do. While it is
known that trees contribute
oxygen and clean the air, when
they are cut, they release carbon
dioxide. When acres of trees are
cut at the same time, huge
amounts of carbon dioxide are
released into the environment.
•
Common Core Standard RI.5 Text Structure
Day 3
1. How does the author show that
biomass is less harmful than cutting
down large amounts of trees
a. by using cause and effect structure
to compare trees and biomass.
b. by using compare and contrast to
compare the differences between
cut trees and biomass
c. by explaining the mission of
companies
Common Core Standard RI.4 Vocabulary
2. What does alternative mean?
a. a different option
b. new techniques
c. energy facts
Non-renewable resources
are energy sources that are in
limited supply. On the other hand,
renewable resources are sources
that can be easily replaced. Wind
energy is one such example. Since
wind is abundant, harnessing
wind is an effective strategy for
using renewable resources.
Hydroelectric power is energy
produced from moving water. The
idea of using renewable energy is
not a new idea. Energy was
harnessed from steam as early as
the 1800s and became the most
Common Core Standard RI.1 Textual Evidence
Day 4
1. Which detail is true about
renewable resources?
a. Renewable resources have been
used for a long time.
b. Steam engines used wind
power.
c. There are plenty of
nonrenewable resources.
Common Core Standard RI.2 Central Idea
2. What does harnessing mean?
a. surrounding
b. reducing
c. getting
There are fewer fossil
fuels today. Scientists
estimate that we only have
enough crude oil and coal to
power the world for the next
hundred years. With life
expectancies expected to get
longer and the population in
the world increasing, human
energy demands have
skyrocketed.
Common Core Standard RI.2 Central Idea
Day 5
1. What is the central idea of this
paragraph?
Common Core Standard RI.1 Textual Evidence
2. What details helped you answer
question 1? Explain your ideas.
Mrs. Tillman shifted her
weight from one foot to the other.
It was as though Michelle was the
only student in the classroom.
Michelle looked at the teacher
with a smile that was as wide as a
prairie. None of the other
students said anything. Grabbing
all of her books, Michelle walked
out of the classroom into the
hallway. Really, what could Mrs.
Tillman do to me anyway, she
thought.
Common Core Standard RL.3 Interactions Between Ideas
Day 6
1. What does Michelle’s behavior
reveal about her personality?
a. She has an apathetic attitude.
b. She is feeling frustrated.
c. She is disappointed about her
grade.
Common Core Standard RL.1 Textual Evidence
2. Write the evidence from the
text that helped you answer the
question. Explain your ideas
below.
“Alcinder!” I hear Matthew say.
I continue to straighten my coat.
He’s staring at me. I know
what’s coming. I just keep
gathering my things. The bus
screeches and halts like it is
confused about whether it
should go forward or backward.
I try to think about that instead.
I don’t know why Matthew
always bothers me. Maybe it’s
because of my size. I don’t want
to hear him calling me names
like he did yesterday. Idiot!
Nerd!
Common Core Standard RL.3 Interactions Between Ideas
Day 7
1. What does Alcinder’s response to
Matthew reveal about Alcinder’s character?
a. He is willing to stand up for himself when
others mistreat him.
b. He lacks the confidence to seek help so
that the bullying will stop.
c. He does not let the comments of others
bother him.
Common Core Standard RL.6 Differences in Points of View
2. How does the author use the differences
between the characters to create tension?
a. The author uses short sentences to draw
the readers attention to specific details to
create a mood of haste and fear.
b. The author uses vivid words to create the
atmosphere of irony.
c. The author uses figurative language to
create humor.
Latva lived underneath a
dream that was too big for him.
Regardless, his goal to obtain the
honor of his nation was forefront
in his mind. With the grace of a
gazelle and the fierceness of a
panther, he leaped from the
branch and startled the caribou
that grazed on the green carpet
meadow. This was his first hunt
for the day. If by fortune or skill,
he knew that he had to be the one
selected by the elders to be the
next leader. He had greater
abilities than the men that were
10 and 20 years older than him.
His age of 13 would be a barrier
for selection he thought, one
obstacle that he had to overcome.
Day
8
1. Based on the text, what can you
Common Core Standard RL.1 Textual Evidence
infer?
a. He is the most qualified to be leader,
but it will be hard to convince people.
b. He is able to catch gazelles and
panthers with ease and skill.
c. He is sure to be selected as the next
leader of the village.
Common Core Standard RL.4 Vocabulary
2. What does “Latva lived underneath a
dream that was too big for him” mean?
a. Latva is able to accomplish difficult
things.
b. Latva has many dreams and wishes.
c. Latva wants to accomplish a large
goal.
Rebecca was the only student at
Randolph Middle School that wore a
yellow heart on her cheek and a long
white skirt so long that it would
make the average person stumble.
This was her daily outfit and was
worn much like a uniform that a
nurse or steel factory worker would
wear to show employment status. To
Rebecca, this was ordinary, but to
the other students, her outfits
translated her loosely into being
thought of as a “strange and odd
person”. Rebecca knew what the
others thought of her. However one
could assume Rebecca did not
notice.
Day 9
Common Core Standard RL.3 Interactions Between Ideas
1. The description of Rebecca in the
setting helps the reader infera. Rebecca is self-centered
b. Rebecca is unusual
c. Rebecca is superficial
Common Core Standard RL.1 Textual Evidence
2. Write the clues in the text that
assisted you in answering question 1.
Explain your ideas below.
When I think back to my
Midwestern childhood home, my
mind conjures images of windy dirt
roads that unspool before your
eyes. I can see the stalks of corn
punctuating the fields that I romped
on as I tried to catch an airborne
dandelion seed as my brother and I
laughed and laughed until our
insides hurt. The overripe apple
sunsets are what I remember most.
I also remember the way that we
reclined in the back of my father’s
pickup truck and watched day and
night switch places. We used to
stare into the sky. We even staked
claim on stars as though we
personally owned them, having the
nerve to give them names.
Day 10
Common Core Standard RL.1 Textual Evidence
1. How does the author feel about
her childhood home?
(Constructive response)
Common Core Standard RL.4 Vocabulary
2. The author states, “When I think
back to my Midwestern childhood
home, my mind…” This is an example
of what type of literary device?
a. personification
b. hyperbole
c. flashback
Through the automobile
window, Hattie could see the rich,
rolling land and sprouting rows of
corn. She resolved not to reflect
on her current situation. Instead
she decided to accept the new life
that awaited her. The house was
far away. All of her children had
been raised there. The oak that
sat on the property and extended
branch fingers into the sky was
planted by her son Abner when he
was a boy. Hattie turned her head
toward the window and tried to
prevent her daughter Alice from
seeing the tears drop from her eye
and fill the creases on her skin. In
two days, the home will be sold to
a new family.
Common Core Standard RL.3 Interactions Between Ideas
Day 11
1. What do the setting and Hattie’s
inner thoughts reveal about her?
a. Hattie is being forced to move by a
new family.
b. Hattie does not have a good
relationship with her daughter.
c. Hattie is trying to adjust to the
changes in her life.
Common Core Standard RL.2 Objective Summary (Part 2 of Standard)
2. Which statement best summarizes
the prose text?
a. Hattie is remembering her childhood
and is saddened.
b. Hattie is leaving the home that she
has lived in for years.
c. Hattie is trying to prevent her
daughter from leaving.
It was his inner strength
that rendered Maxwell most
powerful. After a bit of
calculating, he decided that if he
could rally all the rest of the men
working for the mining company
together to proceed with a strike,
the owners would have no other
choice but to increase all the
wages. Paul Johnson was
expecting a new baby any day
now and needed the extra
income. Even Maxwell struggled
to earn enough to feed his family.
It was Maxwell’s cleverness that
would save all of the men.
Common Core Standard RI.2 Objective Summary (Part 2 of Standard)
Day 12
[***Note, this part of the standard wants facts and not opinions
to be stated in a summary]
1. Which statement best summarizes the story?
a. Maxwell should stand up to the owners of the
mine because they do not pay the workers
enough money.
b. Paul Johnson and Maxwell do not earn
enough money to care for the families and are
upset.
c. Since the miners do not believe that they are
paid enough money, Maxwell created a plan to
help them.
Common Core Standard RL.9 Analyze Modern Fiction
2. This standard asks readers to draw upon
character types that are known from traditional
stories. In what way is Maxwell similar to the
“Superman” character type?
a. Just like Superman, Maxwell’s true identity is
unknown to others.
b. Just like Superman, Maxwell wants to save
others.
c. Just like Superman, Maxwell seems to have
abnormal strength.
Powdery black smoke
dusted onto the city. It was the
remnants of the town that
troubled Mischa. War-tattered
structures cast shadows in the
twilight. Trying to avoid stepping
onto fragments of glass, Mischa
lumbered on attempting to locate
her younger brother. During the
blast, he had become lost which
left Mischa alone and worried. It
was something about his sharp
wit that began to reassure her
that although she had no physical
way of proving it; one day they
would reunite.
Common Core Standard RL.4 Vocabulary
Day 13
1. What impact do words such as
“remnants” and “cast shadows” have
on the reading passage?
a. The words explain why the war
has occurred.
b. The words show the tension
between the characters.
c. The words help the reader
visualize the setting.
Common Core Standard RL.3 Interactions Between Ideas
2. Mischa is no longer concerned
about her brother sincea. She is closer to locating him.
b. She knows that he has left the city.
c. She believes that he capable of
caring for himself.
His words were like
Shakespeare, poetic and trance
inducing. Some said that he could
con the last two dollars out of a
poor man’s pocket which was the
precise reason that Joan Beth
eyed Mr. Reynolds keenly as she
showed her mother the insurance
bill. Mr. Reynolds smiled really
wide and showed all of his
flawless teeth. It was the way that
he said things that disturbed Joan
Beth the most. Many single
women in town welcomed the
opportunity just to have Mr.
Reynolds glance their way but to
their later regret. Joan Beth
thought about what to do.
Day
14
1. The character trait that best describes
Common Core Standard RL.3 Interactions Between Ideas
Joan Beth isa. perceptive
b. jealous
c. clever
Common Core Standard RL.9 Analyze Modern Fiction
2. This standard asks readers to draw
upon character types that are known
from traditional stories. In what way is
Mr. Reynolds
similar to the “Shakespeare” character
type?
a. Shakespeare and Mr. Reynolds are
both well known among just the people
in their communities.
b. Shakespeare and Mr. Reynolds are
both famous.
c. Shakespeare and Mr. Reynolds are
great speakers.
Andrew adjusted the last belt
on his vehicle as he departed from
the market place that rested
precisely in the center of town.
Everything had to be perfect. A
twisted seat belt was Infraction
20631 and resulted in a fine that was
far greater than what anyone would
want to pay. What was worse was
breaking Infraction 41852, forgetting
to wear a helmet while driving which
was considered an even worse
offense than any seat belt law. It
would be many laws to remember,
but Andrew preferred this over the
lawless society that was once his
home. The commander kept things
this way. Very few people were
allowed admission into the territory,
so Andrew considered himself to be
lucky.
Common Core Standard RL.9 Analyze Modern Fiction
Day 15
1. This standard asks readers to draw upon
themes that are known from traditional
stories. In Fahrenheit 451 by Ray Bradbury,
the setting is a utopian society (this is a
society that is perfect). What aspects of this
text reveal utopian society ideas as well?
a. Everyone has to wear a seat belt.
b. There is someone in charge of the
society.
c. Care is taken to ensure nothing is wrong.
Common Core Standard RL.3 Interactions Between Ideas
2. The first four sentences were added to
the text in order toa. establish the setting
b. inform the reader about the conflict of
the story
c. provide reasons why Andrew will most
likely anger the commander
Day 16 (9/14)
• Researcher 1
Two researchers submit their conflicting opinions about animal research
The benefit that animals have in
Common Core Standard RI.8 Delineate Arguments
research is widely known. Many of
the successful treatments for
ailments can be attributed to the use
1. Is the first researcher’s
of these animals. There should not
evidence relevant and
be a debate about whether or not
sufficient?
animals should be used in testing.
The benefits of such use is clear.
Researcher 2
Common Core Standard RI.9 Analyze Two Texts
Using animals to research human
diseases is wasteful. Even our closest
2. What are the conflicting
relative, the chimpanzee, does not
viewpoints of the
have enough DNA that matches
humans. When research on animals
researchers?
does seem promising, the same
testing is not always successful on
humans. Clinical testing trials on
humans are best.
Microorganisms are tiny
thriving, living creatures that can
be found everywhere. This type of
living being includes organisms
such as mold and bacteria.
Bacteria are single-celled and can
be found inside the bodies of
humans and animals. Serving the
purpose of breaking down food,
bacteria is widely found within of
the stomach and intestinal tract.
While some bacteria is helpful,
there are other types that can
result in sickness or the death of
their host.
Day 17 (9/15)
Common Core Standard RI.1 Cite Textual Evidence
1. Which statement supports the
idea that bacteria can be beneficial?
a. It can be found inside of humans
and animals.
b. It can result in sickness.
c. It can assist with digestion.
Common Core Standard RI.5 Analyze Structure
2. What is the purpose of the fourth
and fifth sentences?
a. They elaborate on the function of
bacteria.
b. They define what microorganisms
are.
c. They both tell the risks of bacteria.
Day 18 (9/16)
With budget crises looming, many school districts have debated about eliminating fine arts and
physical education.
Viewpoint 1
Fine arts such as drama and music
classes should be kept in schools.
School is the first opportunity some
have to discover their talents. Think
of countless famous people that
began their hobbies at a young age.
Viewpoint 2
Fine arts and physical education
classes can both be described as a
complete waste of money. With so
many schools facing financial issues,
we don’t need to waste any money
on these programs. As a result, fine
arts and physical education should
end.
Common Core Standard RI. 9 Analyze Two Texts
1. What are the conflicting
viewpoints of the speakers?
Common Core Standard RI.8 Delineate Arguments
2. Is the second researcher’s
evidence relevant and
sufficient?
During a time known as the
Renaissance Period, a wave of
creativity extended throughout
Europe. Beginning in the middle of
the 14th century, a series of highly
regarded sculptures, paintings,
writings, and architectural
structures were created. The
foremost reason why this period is
considered to be important is
because of the impact it made on
how humans viewed the world.
For the first time in history, men
looked to other humans to answer
philosophical questions about life
and tell about the purpose of
existence.
Day 19 (9/17)
Common Core Standard RI.5 Analyze Structure
1. What is the purpose of the last
sentence?
a. to explain the significance of this
period
b. to tell what was created at this
time
c. to name the century the
Renaissance occurred
Common Core Standard RI.1 Cite Textual Evidence
2. The Renaissance Period wasa. a series of sculptures that were
created
b. the name given to the 12th
century
c. a time period of great creativity
Day 20 (9/18)
For years, there has been great debate about the existence of aliens. Two opposing viewpoints on this
topic are presented.
Common Core Standard RI.9 Analyze Two Texts
Speaker 1
Aliens exist. Respected reporter Peter
Jennings risked his career and
reputation to present proof about the
existence of aliens. This along with
accounts from many prove that aliens
do exist. With the fear that it would
cause, it is understandable that the
government would keep this knowledge
hidden.
Speaker 2
The idea that aliens exist is nothing but
silly speculation. If it was true, why
don’t we have hardcore proof by now?
Many that claim to have had an “alien
experience” don’t seem believable.
There is no proof to show that aliens
actually do exist.
1. What are the conflicting viewpoints
of the speakers?
Common Core Standard RI.8 Delineate Arguments
2. Speaker one would most likely agree
with which statement?
a. Most people lie about seeing an alien
for financial gain.
b. If a respected and knowledgeable
person provides evidence for alien
existence, they should be trusted.
c. There is not valid evidence to support
the idea that humans have made
contact with aliens, or that they exist.
Mesopotamia was an ancient society
that was located between the Tigris
and Euphrates rivers in the Middle
East. This historical nation is often
referred to as the fertile crescent
because of its mineral rich soil.
Located in modern-day Iraq, it is
thought of as the birthplace of
civilization. The yearly floods and
adequate rain made it a successful
farming region resulting in a
kingdom that flourished for many
years. An abundance of natural
resources such as timber assisted in
enabling Mesopotamians with
trading trade with neighboring
civilizations.
Day 21(9/21)
Common Core Standard RI.1 Textual Evidence
1. Mesopotamia was a successful
civilization mostly becausea. timber was sold there
b. it had excellent soil and enough
water for daily needs
c. the area is rich in history
Common Core Standard RI.4 Vocabulary
2. Flourished most likely meansa. was successful
b. excellent growing seasons
c. natural resources
Mesopotamian society
originated with the establishment of
the first permanent cities between
4000 and 3500 BC. Before then,
humans migrated regularly in search
of food. This society is regarded
because they had the first known
writing system. Their writing is
known as cuneiform. Sticks and
bones were used to imprint onto clay
tablets. Mesopotamians used a reed
to scribble symbols onto moist clay.
The clay was then allowed to dry
which left a permanent impression.
Primarily, the elect members of
society as well as their children were
formally taught how to read and
write and they were able to attend
school.
Day 22 (9/22)
Common Core Standard RI.3 Interactions Between Ideas
1. Until Mesopotamia was establisheda. rulers controlled their citizens
b. wealthy residents did not teach their
young children
c. humans were mostly nomads
Common Core Standard RL.7 Evaluate Different Mediums
2. Which statement lists an advantage of
presenting this information in print form
rather than in video?
a. It gives readers a visual of an important
time in history.
b. The information can be easily accessed
by many people.
c. Creative sound effects can be
remembered.
Its closeness to multiple
bodies of water made
Mesopotamia an ideal location for
trade. Traveling often by boat,
Mesopotamian traders exchanged
dried fish, timber, copper, and tin
for goods found in distant lands.
The rich natural goods found on
this soil made Mesopotamia a
valuable partner in trade.
Archaeological discoveries have
made knowledge about
Mesopotamia possible. Much of
what is known about this ancient
civilization was discovered on
artifacts that have been
excavated. These images provide
researchers with vital information
about daily life.
Day 23 (9/23)
Common Core Standard RI.2 Central Idea
1. What is the purpose of this
text?
a. to describe daily trade in
Mesopotamia
b. to tell where Mesopotamia was
located
c. to explain why copper was
exchanged
Common Core Standard RI.1 Textual Evidence
2. Which details best helped you
determine the answer to question
1?
Now…
• Some of you will take
this time to finish your
CFA from yesterday. If
you need to finish
please see me.
• If you are finished you will
read your peers ending to
the story that you wrote at
least 3 and answer these
questions.
1. Did you like their ending?
2. How was it different from
your ending?
3. What would you suggest to
make the story better?
As the nation began to grow,
additional support was needed in
Mesopotamia to govern the daily
affairs of the citizens and to maintain
order. Without some form of
leadership in the different provinces,
Mesopotamia would have been even
more vulnerable to outside attacks
from other societies. Mesopotamia
was organized into smaller citystates. This meant that each city had
a separate leader that reported back
to the ruler of the nation. The citystate rulers built fortresses around
their cities in order to keep them
safe.
Day 24(9/24)
Common Core Standard RL.3 Interactions Between Ideas
1. Dividing Mesopotamia into citystates was helpful becausea. many had the opportunity to serve
as leaders
b. less people had to report to the
ruler
c. it was easier to protect the nation
Common Core Standard RI.2 Central Idea
2. What is the central idea of this
text? Explain below.
Mesopotamians were
extremely resourceful. In the
northern provinces, wood was
in great supply. Forests
blanketed this portion of the
country. This was not the case
in other regions. As a result, the
Mesopotamians created clay
bricks for use in structures in
the other regions. Most of the
surviving architecture is in clay
form. Clay building materials
protected the Mesopotamians
from the natural elements and
provided citizens with sturdy
and comfortable homes
Day 25 (9/25)
Common Core Standard RI.2 Central Idea
1. What is the main purpose of
the second and third sentences?
a. to tell the benefits of using
wood rather than clay
b. to explain the sturdiness of the
Mesopotamian homes
c. to give examples of why
alternatives to wood were needed
Common Core Standard RL.1 Textual Evidence
2. Based on the information in the text,
a reader can determinea. most of the ancient Mesopotamian
buildings have collapsed over time
b. clay building materials have the
same durability as wood ones
c. architecture has evolved from clay
When the man opened his eyes, he
could remember only fragments of information.
Droplets of seemingly insignificant facts
bounced into his memory like marbles. His
favorite color, the kind of car that he drives, and
even his telephone number were all known to
him. More important information like who he
was or where he came from were all a complete
mystery. A pain no less intense than that of a
swinging hammer settled into his forehead. The
man winced as he opened his eyes and tried to
make sense of the muffled lights that
encompassed him. “Are you okay?” asked a
voice. It was the voice of a woman, and it
reminded the man of tinkling chimes. “I just
wanted to make sure that you were okay. I was
the one that called the police. There was no way
that I could let you lie there in the road.” It hurt
too much to speak, so the man nodded his head
to show some type of thanks for the kind deed.
He realized that he had been in some type of
accident although how he got into the road still
made no sense to him.
Day 26- 10/13/15
Common Core Standard RL.3 Interactions Between Ideas
1. How does the story create
suspense? Which events in the
plot help to increase the
suspense?
Common Core Standard RL.3 Interactions Between Ideas
2. Of what significance, if any, is
the setting of this story?
“Can I check on you later? I just want to
make sure that you are fine. This would give
anyone a scare—you know, to see someone in
that condition,” said the woman. The woman
stared at the man’s face for reassurance. By this
time, the pain entombed the man’s body. The
man struggled to find a limb that he still had the
power to move without intense pain. He waved
his fingers. The gesture was enough to assure
the woman, so she quietly exited the room.
Who am I? I must have a family somewhere
looking for me, the man thought to himself. I
wonder if I got into some type of accident on my
way to work. My boss and family must surely be
nervous wrecks, the man thought. Just then, the
door to his hospital room opened wildly. Two
men in police uniforms raided the room and
cuffed the man. “That’s the thief! I think he
snuck around the block and got hit by a car,”
said the police officer. “You are under arrest.”
Day 27-10/13/15
Common Core Standard RL.6 Point of View (Irony)
1. Situational irony is when the
outcome is different than what
the character expects or hopes it
would be. In what way does this
passage demonstrate situational
irony?
Common Core Standard RL.3 Character Analysis
2. An antihero (antagonist) is a
character that does not have any
of the qualities of a typical main
character (protagonist) such as
courage, virtue, etc. In what ways
is the unnamed man an antihero?
Works of fiction often use a variety of
character types. Unlike the hero that saves the
day or gains the support of the reader, an
antihero often does not have any redeeming
qualities. This character might be the villain or
just a rotten person. Some authors use an
antihero as the main character to reflect the
differences in humans and to make a point
about the human condition. Certain words are
used to describe characters. The protagonist is
the main character. The antagonist is the
character that is fighting against the main
character. Some characters in literature are fully
developed and undergo a change. These are
dynamic characters. Static characters on the
other hand are minor characters. These
characters are included in stories to support the
main character. Static characters play a minor
role in a story and do not undergo change.
Day 28-10/14/15
Common Core Standard RL.1 Textual Evidence
1. Explain the differences between
the various types of characters.
Common Core Standard RL.1 Textual Evidence
2. Why do authors sometimes use
an antihero (antagonist)?
a. to show what a dynamic
character is
b. to reveal what some people are
like
c. to demonstrate the role of static
characters in fiction
Mrs. Kelly asked twice, Janice, who kept
protesting at first, let herself be worn down. “Only if
it’s no problem,” Janice said. It galled me. Janice
struggled to grab all of her books from the ground.
She smiled when Freddy insisted on getting her
belongings and carrying them to the car. I was
Freddy’s paid tutor. That was it. Freddy got into the
car, and we waited for Janice to make her floppy
entrance. I reminded myself about why I was even
there with him and his mother. Tutoring the most
popular boy at school was in my eyes a privilege and
a delight. I looked at Janice’s cracked toenail polish as
she entered a foot into the car. Who wears opened
toe high heel shoes to school anyway? She probably
waited along the school path on purpose and hoped
to being seen by Mrs. Kelly and Freddy. I moved
closer to Freddy so that Janice could sit down. Of
course, Janice did not want to sit on the end, she
squeezed her skinny legs right between Freddy and
myself in the back seat as though it was the only
space available in the whole car. I scooted over
reluctantly. This was going to be a long ride to school.
Day 29-10/15/15
Common Core Standard RL.3 Character Analysis
1. How does the narrator feel
about Janice?
a. indifferent
b. detached
c. resentful
Common Core Standard RL1 Textual Evidence
2. What details from the text most
strongly support your answer to
question one? Explain your ideas.
The metal tin was harder to open than
Richard thought it would be. It didn’t matter
because he had it. That idiot! He thought to
himself as he used a pocket knife to pry open the
edges of the tin. Old ladies always try to hide their
money in sneaky places in their homes. This tin is
probably loaded with cash, Richard thought as he
nearly salivated on himself in delight.
For weeks, he had watched Ms. Mullins
from his parked car follow her same daily routine.
He knew that she lived alone. She seemed to be
the perfect candidate for one of his robberies. Just
minutes earlier, he had finally executed his plan
and pretended to be a repairman. She had allowed
him into her home to take estimates for work.
While she wasn’t looking, he had slipped a metal
container that had a tight-fitting lid into his bag.
Richard gave the lid a hard twist. After a few
seconds of prying, the tin lid finally burst open
sending a cloud of gray dust into the air and onto
his lap. At that point, Richard realized that the tin
did not contain money, instead it held cremated
ashes.
Day 30-10/16/15
Common Core Standard RL.6 Point of View (Irony)
1. In what way does this passage
demonstrate situational irony?
Common Core Standard RL.3 Character Analysis
2. What is the purpose of the
internal dialogue (the character’s
internal thoughts) in the text?
How does this contribute to the
plot?
No living organism exists in complete
isolation from others. Plants and
animals that live in a particular
habitat share the same air, the same
soil, and the same neighbors. They
live together, and they live in
harmony. While some animals feed
on others, they each contribute to an
intricate web of life to create overall
balance. One of the most important
relationships is between humans and
animals. Humans have a
responsibility to protect living things.
If animal hunting and habitat loss is
not stopped, a greater number of
animals will become extinct.
Day 31
Common Core Standard RI.1 Textual Evidence
1. What is the text structure?
a. The author utilizes a description text
structure to assist the reader with
understanding more about specific forms of
animal webs.
b. The author utilizes a problem and solution
text structure to express difficulties that animals
face.
c. The author utilizes a cause and effect
structure to explain the causes and effects of
threatened habitats.
Common Core Standard RI. 3 Interactions Between Ideas
2. What is considered to be one of most
important relationships?
a. the relationship between mankind and
animals
b. the relationship between mankind and plants
c. the relationship between mankind and
Elephants continue to be
endangered despite great efforts to
save them. Two species of elephants
survive in present-day Africa and
Southern Asia. These are the sole
remnants of an order of giant
creatures that once inhabited most of
the world. An elephant’s size alone
distinguishes it from all other land
mammals, but the possession of trunk
and the peculiarities of its head, which
include two tusks in the upper jaw and
only four other teeth, also set them
apart. It is this distinction that causes
elephants to become the victims of
hunters. The ivory, primarily made
from an elephant’s tusk, is hunted for
use in jewelry and other types of
goods.
Day 32 10/26/15
Common Core Standard RI.4 Vocabulary
1. What does peculiarities most
closely mean?
a. unusualness
b. common
c. largeness
Common Core Standard RI.1 Textual Evidence
2. What material is primarily
found in elephant tusks?
a. ornament
b. silk
c. ivory
Day 33 10/27/15
Whales are also endangered animals. Their meat and
blubber continue to make them a target for hunters.
Whaling has been a tradition in many countries. The types
of whales that are most threatened by humans are those
that live in the open oceans. It is its fat that is used to
produce oil. Primary targets of hunting include the sperm
whale, the blue whale, the humpback whale and the fin
whale. Almost all countries have now agreed to cease
whaling, although it is still carried out by some eastern
Asian nations. Whaling still exists in some sections of
Japan. Until there is a total ban, these
creatures will face extinction.
Common Core Standard RI.3 Interactions Between Ideas
1. Why is it important that many
countries to agree to have antiwhaling laws?
Common Core Standard RI.2 Summarize
2.Summarize the passage.
A few mammals do not give birth.
Instead, they lay eggs. These creatures are
called monotremes. Several varieties of
monotremes are also subject to extinction
without assistance from organizations and
government agencies. The surviving genera
of monotremes includes the duck-billed
platypus and the Australian and New
Guinea anteaters. All lay eggs. Soft, leathery
shells and a pouch distinguish them. Once
their babies are born, some continue to
grow in a temporary pouch. Although the
monotremes have fur that evolved to help
maintain body temperature, the
temperature regulating mechanism in the
brain is imperfect; as a result, they tend to
be cooler and have more variable body
temperature than higher mammals.
Monotremes die because of continuous
deforestation which destroys their natural
habitat.
Day 34 10/28/15
Common Core Standard RI.2 Summarize
1. Which answer choice
summarizes the text?
a. Monotremes have soft leathery
shells.
b. Deforestation threatens the
monotreme habitat.
c. Monotremes are egg laying
animals with cool temperatures.
Common Core Standard RI.4 Vocabulary
2. What does the word distinguish
most closely mean?
a. survive
b. eliminate
c. separate
Several varieties of fish struggle to exist as
well. Man has fished the shallow margins of
the seas from the earliest times, but not until
recently have newer methods of preserving
catches and strategies for deep-sea fishing using
ocean going ships gotten underway.
Various nineteenth-century developments included
the large scale building of trawlers,
the introduction of railway transports from fishing
ports to inland cities, and the establishment of
canning factories. Today, scientifically developed
fishing methods and easier means of preserving
catches and transporting them have led to
overfishing in many areas. This has caused the
fishing industry to become an international rather
than a national concern. Action is now being taken
on an international scale to safeguard the
inhabitants of the ocean.
Day 35 10/29/15
Common Core Standard RI.3 Interactions Between Ideas
1. What strategies could
be used to preserve fish?
Common Core Standard RI.3 Interactions Between Ideas
2. What factor has led to the
lower numbers of fish?
a. indirect catching
techniques
b. trawlers that affect
breeding habitats
c. better methods of
capturing fish
It is important to read a text more than
once. The first time is to get a basic
understanding. The second read is for analyzing
the techniques that an author uses to convey
ideas. Authors do this in two main ways. One
way is through diction, and the other way is
through syntax. Diction refers to how words are
organized in a sentence. “Show don’t tell” is a
golden rule that students are often told to
follow when they write essays and narrative
text. Professional writers also take this advice
and carefully select words to convey their
ideas. Syntax is the word order or the type of
sentence a writer uses. This also affects
meaning.
Day 36 11/2/15
Common Core Standard RL.4 Vocabulary (Syntax and Diction)
1. What are diction and
syntax? What effect does the
use of both of these tools
have on a text?
Common Core Standard RL.3 Interactions Between Ideas
2. Based on this passage, why
is reading a text multiple
times an effective reading
strategy?
A close reading is when a person
carefully reads a passage. The notes that are
taken on the document or on sticky notes are
called annotations. When a reader closely reads
for diction, a reader will look for similes,
metaphors, personification, repetition, vivid
words, and other types literary devices. The
reader will then explain how these tools assist in
conveying meaning. Below is a sample passage.
Do a close reading for diction.
I had just gotten my drivers license a
week earlier, and my brother let me borrow his
tattered clunker that he calls his dream wheels.
It was the type of winter day that freezes one
into submission. Chunks of snow clung to the
bottom of tree branches like they were white
limes. Snow eased into the boots of bundled
pedestrians that struggled to walk down icy
sidewalks. I was there at the Shake and Shop
and was trying to get the engine of the car to
start. My car belched a cloud of black smoke.
Day 37 11/3/15
Common Core Standard RL.4 Vocabulary (Syntax and Diction)
1. Do a close reading of this short
passage. What diction or syntax
stand out to you? Explain.
Common Core Standard RL.1 Textual Evidence
2. How does the word choice in the
short passage about the car impact the
author’s message?
a. It enables the reader to understand
the cause of the conflict.
b. It provides an analysis of the
resolution of the story.
c. It describes the turning point and the
central lesson.
Story 1
Hilda Finkle stood there all pretentious next to
her brand new 1950 convertible dressed with
yellow bloomers and winged sunglasses for all
the world to see. That’s why all the girls hated
her. She made common place of making
everyone feel less since her daddy owned the
town bank and two stores. Most of us couldn’t
rub two nickels together and would have
rejoiced to purchase anything from a Sears
catalog rather than wear homemade dresses.
Story 2
I remember when I got the car as though it was
yesterday. It had a canary yellow body and a canvas
convertible roof. Eyes shined and mouths whistled
whenever I drove throughout town in that car. Today
my car sits with chipped paint in the garage.
Day 38 11/4/15
Common Core Standard RL.5 Text Structure
1. Compare and contrast the
structures of both texts. How do
the structures help the reader
determine the setting?
Common Core Standard RL.5 Text Structure
2. How does the use of flashback
in story two assist the reader?
a. It establishes the difficulty with
getting around today.
b. It assists the reader in
understanding why the car is so
loved.
c. It enables one to comprehend
the character’s internal conflict
The pain caused Horatio to crouch
down and clench his jaws which made a
nearly mute clicking sound. The pain
reached its climax and Horatio struggled
to keep his eyes open on the field. He
began to fall. The other football players
rushed to grab him before he could
injure himself more. He collapsed into a
heap on the wet football field.
“Get an ambulance!” yelled the coach as
he rushed over to Horatio. “I just hope
it’s not a concussion.” Horatio struggled
to stay awake. Everything was a hazy
blur.
Day 39 11/5/15
Common Core Standard RL.4 Vocabulary (Tone)
1. How does the word choice
contribute to the tone of the
reading selection?
a. It creates a tone of urgency.
b. It creates a tone of optimism.
c. It creates a tone of cynicism.
Common Core Standard RL.1 Textual Evidence
2. What is everyone’s greatest
concern about the player and
why?
Maeng gulped in a breath of air and tried to
keep calm. For three weeks, she had evaded
discovery in the Chinese
forest. She knew that if she was found out to be
an illegal resident, she would be returned to
North Korea and would certainly face years of
confinement at the labor prison. One police
officer rubbed his chin and glared at her. The
other officer pointed his finger and urged her to
speak. Maeng had learned a few words in
Chinese before she had arrived. She had also
practiced saying them; but the slightest Korean
accent was enough to get her true identity
found out.
“Who are you?” One of the officers asked
through curled lips.
“Uwww wuh uww wuh!” Maeng snorted as she
jerked her leg. The officers looked on in
confusion. Maeng then got on all fours and
scuffled through the brittle soil and made the
sounds louder.
“Let’s get out of here,” said one of the officers.
“She doesn’t understand what we are saying.”
Day 40 11/6/15
1. Closely read the text for
diction. How does the word
choice assist with
understanding what Maeng is
like as well as the setting?