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Grad
e 3
Core
Know
ledge
Lang
uage
Arts®
• Skil
ls St
rand
Unit 9Skills Workbook
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Unit 9 iii© 2013 Core Knowledge Foundation
Unit 9Skills Workbook
This Skills Workbook contains worksheets that accompany the lessons from the Teacher Guide for Unit 9. Each worksheet is identified by its lesson number and where it is intended to be used. For example, if there are two worksheets for Lesson 8, the first will be numbered 8.1 and the second 8.2. The Skills Workbook is a student component, which means each student should have a Skills Workbook.
Unit 9 1© 2013 Core Knowledge Foundation
Name: 1.1
The Lure of Spices
1. WhatwereEuropeanexplorerslookingfor?
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2. Listyourfavoritespicefromtheselectionandjustifywiththreereasonswhyitisyourfavorite.
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A. ____________________________________________________________________________
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B. ____________________________________________________________________________
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C. ____________________________________________________________________________
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Unit 9 3© 2013 Core Knowledge Foundation
Name: 1.2
Dear Family Member,
Pleasehelpyourchildsucceedinspellingbytakingafewminuteseacheveningtoreviewthewordswithhim/her.Helpfulactivitiesforyourchildtodoinclude:spellingthewordsorally,writingsentencesusingthewords,orsimplycopyingthewords.
Spelling Words
Thisweek,wearereviewingthespellingpatternswe’velearnedfor/ue/spelled‘u’,‘u_e’,and‘ue’.OnFriday,yourchildwillbeassessedonthesewords.
StudentshavebeenassignedtwoChallengeWords,impossibleandjournal.ChallengeWordsarewordsusedveryoften.TheChallengeWordsdonotfollowthespellingpatternsforthisweekandneedtobememorized.
TheContentWordforthisweekisexplorer.ThiswordisdirectlyrelatedtothematerialthatwearereadinginThe Age of Exploration.TheContentWordisanoptionalspellingwordforyourchild.Ifyourchildwouldliketotryit,butgetsitincorrect,itwillnotcountagainsthimorherontheassessment.Weencouragestudentstostretchthemselvesabitandtrytospellthisword.
Thespellingwords,includingtheChallengeWordsandtheContentWord,arelistedonthebackofthisworksheet.
Take-HomeWorksheet
4 Unit 9© 2013 Core Knowledge Foundation
1. hue
2. perfume
3. unify
4. continue
5. argue
6. amusement
7. accuse
8. rescue
9. issue
10. cubical
11. useful
12. utensils
13. bugle
14. occupy
15. uniform
16. confuse
17. fuming
18. mute
19. Challenge Word:impossible
20. Challenge Word:journal
Content Word:explorer
Student Reader
ThechaptersyourchildwillreadinThe Age of ExplorationincludeinformationaboutexplorersfromEurope.Theseselectionsarehistoricalaccountsofthedifficultiesexplorersfaced,whattheywereinsearchof,theirdestinations,andoften,theirdiscoveries.Thisweek,studentswillreadaboutthequestforspicesandgold,navigationaltools,andasettlementbuiltbytheSpanish.Besuretoaskyourchildeacheveningaboutwhatheorsheislearning.
StudentswilltakehometextcopiesofthechaptersintheReaderthroughouttheunit.Encouragingstudentstoreadatextdirectlyrelatedtothisdomain-basedunitwillprovidecontentandvocabularyreinforcement.Yourchildwillalsobringhomeacopyoftheglossaryforuseinreadingthetextcopiestofamilymembers.Theboldedwordsonthetextcopiesarethewordsfoundintheglossary.
Unit 9 5© 2013 Core Knowledge Foundation
Name: 1.3Take-HomeWorksheet
Introduction to The Age of ExplorationIn1491,mostEuropeansdidnotknowthatNorthandSouthAmericaexisted.The
peopleoftheAmericasdidnotknowthatEuropeexisted.AlthoughotherexplorershadvisitedtheAmericasbefore,Europeansdidnotknowthat.
In1492,thatchanged.Inthatyear,ChristopherColumbussailedacrosstheAtlanticOceanandaccidentallylandedonislandsoffthecoastoftheAmericas.HisexplorationsmarkedthestartoftheAgeofExploration.
AsnewsspreadaboutwhatColumbushadfound,menfromalloverSpainracedtofindtreasure.Spanishconquistadors,suchasFranciscoVasquezdeCoronado,setoutinsearchofsilverandgold.Theyslashedtheirwaythroughswamps.Theymarchedacrossdeserts.Theyexploredandconqueredmanylands.
Afewyearslater,otherEuropeancountriesgotinvolved.JohnCabotwentexploringforEngland.HenryHudsonexploredforEnglandandfortheNetherlands.SamueldeChamplainexploredforFrance.
Theseexplorerschangedtheworld.TheyconnectedEuropewiththeAmericas.Youwillreadaboutsomeoftheirjourneyshere.
Unit 9 7© 2013 Core Knowledge Foundation
Name: 1.4
The Lure of SpicesManyEuropeanexplorerswerehopingtofindgoldandother preciousmetals.
Youcanprobablyunderstandwhyexplorerswereeagertofindgold.Goldisavaluablemetaleventoday.However,youmaybesurprisedtolearnthatmanyexplorerswerealsoexcitedaboutfindingspices.Youmightbesaying,“Spices?Really?Whyweretheysoeagertofindspices?”
Here’stheanswer:Thingsthatarescarce,orhardtofind,tendtobeexpensive.That’swhygoldisexpensivetoday.That’salsowhyspiceswereexpensivefivehundredyearsago.Backthen,spiceswerescarceinEurope.Theywerehardtofind.Sotheycostalot.Somespiceswerealmostworththeirweightingold.
Theredballsinthecenterofthisimageareredpeppercorns.Acookcanaddafewwholepeppercornstosoup.Hecanuseaspicegrindertogrindthepeppercornsintotinybits.Eitherway,thepepperwilladdflavortothesoup.Itwillmakethesoupspicierandtastier.
Totheleftoftheredpeppercorns,youcanseewhitepeppercorns.Thesecomefromthesameplantsasredpeppercornsbuttheyarepreparedinadifferentway.Whitepeppercornsstartoutasred peppercornsbuttheouterhulloftheredpeppercornisremovedtorevealtheinnerkernel,whichiswhite.Theycanbeusedinthesamewayasredpeppercorns.
Theblackbowlintheupperrightofthisimageisfilledwithcloves.Clovesaredriedflowerbuds.Theyareusedtoaddflavortomeatsandstews,someteas,andpumpkinpie.Clovesareverystrong.Cookswhousethemmustbecarefulbecauseaddingtoomanyofthemmayoverwhelmotherflavorsinthedish.
Peppercornscan’tbegrowninEurope.Theycanonlybegrowninwarm,wetplaces,likeIndia.Theimageshowsunharvestedpeppercorns.
Today,wecangetpeppercornsfromIndiaprettyeasily.Anairplaneorashipcantransportlargeamountsofthem.Youcangotoagrocerystoreandgetalmostanyspiceyouwant.Alittlejarofclovesmightcostadollarortwo.Acanofpeppercornsmightcostfiveorsixdollars.
Take-HomeWorksheet
8 Unit 9© 2013 Core Knowledge Foundation
Fivehundredyearsago,Europeanswerenotsolucky.Theworldwasnotaswellconnectedasitistoday.
ASpaniardwhowantedpepperwouldhavetopayforalotmorethanjustthepepper.HewouldhavetopaythecostofshippingthepepperoverlandallthewayfromIndia,usingdonkeys,mules,andcamels.
Itwasthesamewithclovesandcinnamon.TheseplantscouldnotbegrowninEurope.Theyhadtobeimported,orbroughtin,toEuropefromfarawayplaces,liketheIndies.
Manyofthespicesweusearetheflowers,thefruits,ortheseedsoftheplant.Cinnamonisdifferent.Inthiscase,thepartoftheplantweuseisthebark.Stripsofbarkarecutoffthetree.Theouterbarkiscutaway.Theinnerbarkiskeptandrolleduplikelittle scrolls.Thesearecalledcinnamonsticks.Cinnamoncanalsobeground up,likepepper.
Doyoulikethetasteofcinnamon?Doyoulikecinnamonontoast?Howmuchdoyoulikeit?Wouldyoubewillingtosailacrossanoceantogetsomecinnamonforyourtoast?Inasense,thatiswhatEuropeanexplorersweretryingtodo.
Unit 9 9© 2013 Core Knowledge Foundation
Name: X.X2.1
Second Sons
1. Whatisthemainideaoftheselection?
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2. Ifyouwerenotafirstbornsoninthe1400sor1500s,whatwouldyouhavedonewhenyouroldestbrotherinheritedeverythingyourfatherowned?Justifyyouranswerwiththreesupportingreasonsforyourdecision.
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A.______________________________________________________________________________
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B._______________________________________________________________________________
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C.______________________________________________________________________________
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10 Unit 9© 2013 Core Knowledge Foundation
3. Doyouthinkprimogenitureisfair?Justifyyouranswerwiththreesupportingreasons.
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A._______________________________________________________________________________
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B._______________________________________________________________________________
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C.______________________________________________________________________________
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Unit 9 11© 2013 Core Knowledge Foundation
Name: X.X2.2
Family Tree
Draw your family tree on this page. Make sure to label your tree with names!
Unit 9 13© 2013 Core Knowledge Foundation
Name: X.X2.3
Creating Sentences Using Linking Words for example
Add examples to this group of sentences in the form of a list, using the words for example.
Example:The sporting goods store has a wide variety of sports equipment _______________________
(basketballs, footballs, clothing, tennis rackets, skis, boots, gloves, etc.)
• A possible sentence could be: The sporting goods store has a wide variety of sports equipment, for example, basketballs, clothing, and skis.
1.Mystoryincludesmanycharacters________________________________________________
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2.TheartcampIattendedlastsummertaughtmanyformsofcreatingartwork
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3.Thelibraryhasmanymagazinesaboutdifferentactivities _________________________
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14 Unit 9© 2013 Core Knowledge Foundation
Add an example to this group of sentences in the form of a complete sentence, using the words For example.
Example:
My friends and I love to spend time together on weekends. _______________________
(Last weekend, we went to a basketball game. One weekend, we went on a hike with our parents.)
• Possible sentences could be: My friends and I love to spend time together on weekends. For example, last weekend we went to a basketball game.
1.Mysisterwritestwosongsaweek. _________________________________________________
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2.Polly,mytalkativeparrot,knowslotsofsillyphrases. ______________________________
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3.Ourfriendsspenthoursandhoursplantingflowersintheiryard. _________________
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Unit 9 15© 2013 Core Knowledge Foundation
Name: 2.4
Second SonsDidyouknowthatmanyexplorershadolderbrothers?Veryfewofthemwerethe
oldestsonsintheirfamilies.
Canyouguesswhythatmightbe?
It’snotbecausefirstbornchildrendidn’twanttogooutandexploretheworld.IthastodowiththelawsinEuropeatthetime.MostcountriesinEuropehadlawsaboutwhocouldinheritanestate.Theselawsstatedthattheoldestsoninafamilywouldinheritallofhisfather’sland,goods,andmoney.
Thiswastrueforkings.Whenakingdied,hewouldbereplacedonthethronebyhiseldestson.Adaughtercouldonlybecomequeenifakinghadnosons.
Thiswasalsotruefornobles.Forexample,iftheDukeofRichlanddied,hiseldestsonwouldbecomethenewDukeofRichland.Thiseldestsonwouldinheriteverythinghisfatherowned.
Whatdidtheyoungersonsanddaughtersget?Nothing.
Thissystemisknownasprimogeniture.Primomeans“first.”“Geniture”meansborn.Primogenitureisasysteminwhichthefirstbornsoninheritseverythingwhenhisfatherdies.
Thiswayofdoingthingsseemsverystrangetoustoday.Italsoseemsunfair.Mostparentstodaywouldnotleavealltheirmoneyandpropertytotheiroldestson.Theywouldsplitthemoneyandpropertyupamongalltheirchildren.Why,then,didEuropeansdothingsdifferentlybackinthe1400sand1500s?
Thereisactuallyagoodreason.Let’sgobacktotheDukeofRichland.Imaginethatheisawealthylandownerlivinginalandwithnolawofprimogeniture.Let’ssayheowns1,000acresofgoodfarmland.But,alas,hedies.Hislandissplitbetweenhistwosons.Sonowwehavetwomen,eachofwhomhas500acresofland.Now,supposeeachofthesetwomenhasfoursons.Whenthefathersdie,theirlandsaresplitagain.Sonowwehaveeightmenwith125acreseach.Doyouseewhatishappening?TheestateofRichlandisbeingsplitup.Itisnolongerbigandimpressive.Itisbecomingsmallandunimportant.ThemenofRichlandareprobablyalsobecominglesspowerfulbecausetheyeachhavelessland.
Take-HomeWorksheet
16 Unit 9© 2013 Core Knowledge Foundation
Also,whoistheDukeofRichlandnow?Arealleightofhisgrandsonsnowdukes?Willtheirgrandsonsalsobedukes?Atthisrate,thelandwillbeoverrunbydukes!
Thenobles didnotwantthistohappen.Theywantedtokeeptheirlandstogether,sotheirfamilieswouldremainpowerful.TheywantedtheretobeoneDukeofRichlandandtheywantedhimtoremainoneofthemostpowerfulmeninthecountry.Thatiswhytheypassedlawsofprimogeniture.
Thiswasgoodnewsfortheoldestsonineachfamily.Itwasbadnewsfortheothersonsandforallthedaughters.Theyhadtofindotherwaystomakemoneyandgainpower.
Onewaytodothiswastobeanexplorer.Ifyoucouldnotinheritanythinginyourhomeland,whynotsailoffanddiscoversomeotherwaytomakeyourfortune?
Thisis,infact,whatmanysecondsonsdidinthelate1400sand1500s.TheywentinsearchofwaystomakemoneytheywouldneverhaveinheritediftheystayedinEurope.
Unit 9 17© 2013 Core Knowledge Foundation
Name: X.X3.1
Toscanelli’s Map
Match the term by each letter in the left column to the correct phrase in the middle column. Write the page number that justifies your answer.
A. 1474 1. Cippangu______ Page_____
B. Toscanelli 2. Mathwhiz______ Page_____
C. Japan 3. LandedintheCaribbeanandthoughthewasclosetoChina________
Page_____
D. TheSpiceIslands
4. ContinentsouthofEurope______ Page_____
E. China 5. CathayMangi_________ Page_____
F. Columbus 6. HowEuropeansknewaboutChina_______
Page_____
G. The Travels of Marco Polo
7. IslandssouthofCathayMangi______ Page_____
H. Africa 8. Toscanellimadeamapoftheworld______
Page_____
20 Unit 9© 2013 Core Knowledge Foundation
Name: 3.2
Word Shelf
pro–meansforward or before
provision
project
prologue
progress
Unit 9 21© 2013 Core Knowledge Foundation
Name: X.X3.3
Prefix pro–: Meaning forward or before
provision—(noun)somethingprovidedbeforehand
project—(verb)tothrowforward
prologue—(noun)anintroductiontoabookorplaythatcomesbeforethebookorplaystartsprogress—(noun)movementforward;improvementordevelopmentovertime
Write the correct word to complete each sentence.
propel proposal project provision
provide progress propose prologue
1. Weneededto_________________ourownsnacksforthefieldtrip.
2. Imade_________________onmyNativeAmericanprojectovertheweekendandIonlyhaveonepartlefttodo.
3. Samneededsomethingto_________________acarforwardforhisscienceexperiment.
4. Grandpasaid,“I_________________wegotothezoosinceitissuchanicedayouttoday.Whatdoyouthink?”
22 Unit 9© 2013 Core Knowledge Foundation
propel proposal project provision
provide progress propose prologue
5. Mysisterwasableto_________________lightontothewallsowecouldtraceshadowsonpaper.
6. Carterwasmissingone_________________forthehike:water.
7. Tyraagreedwithhermother’s_________________thatshegetallthecookieingredientsoutbeforebaking.
Write your own sentence using the one word left in the box.
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________________________________________________________________
24 Unit 9© 2013 Core Knowledge Foundation
Name: 3.4
Word Shelf
anti–meansagainst or opposite
antibodies
antifreeze
antidote
anticlimactic
Unit 9 25© 2013 Core Knowledge Foundation
Name: X.X3.5
Prefix anti–: Meaning against or opposite
antibodies—(noun)substancesinthebodythatfightagainstdiseaseantifreeze—(noun)asubstancethatprevents(orworksagainst)freezingantidote—(noun)asubstancethatworksagainstpoisonorsomethingbadanticlimactic—(adjective)theoppositeofclimactic;disappointing
Write the correct word to complete each sentence.
anticlimactic antidote climax freeze
perspire antifreeze antibiotic antiperspirant
1. Heneededtoputonmore_________________afterhisworkoutbecausehewasstillsweating.
2. Grandmaputraspberriesandwaterinicecubetraysto_________________sowecouldputthefruitcubesinourdrinksthenextday.
3. Ithoughttheendoftheplaywas_________________andshouldhaveendedwithabigcelebrationinsteadofjustthelightsdimming.
4. SomeNativeAmericantribesknowan_________________forwhenyoucomeincontactwithpoisonousthings,likeplantsandinsects.
26 Unit 9© 2013 Core Knowledge Foundation
anticlimactic antidote climax freeze
perspire antifreeze antibiotic antiperspirant
5. The_________________thedoctorprescribedformyinfectionwasnotworkingsoMomcalledhisofficetoaskforsomethingelse.
6. Whenitisveryhotoutsideinthesummer,I_________________alotandneedtodrinkalotofwatertostayhydrated.
7. The_________________ofthestoryinvolvedthemaincharacterfinallyfindingherfamilyafterbeinglostforalongtime.
Write your own sentence using the one word left in the box.
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Unit 9 27© 2013 Core Knowledge Foundation
Name: X.X3.6
Linking Words in conclusion
Add a concluding sentence for each paragraph, beginning with the words In conclusion.
Oursubstituteteacher,Mr.Brown,wasa“grammarwhiz”andexcitedlytaughtthegrammarlessontoourclass.Itseemedasthoughhelovedgrammarmorethananyothersubject.Hisexampleswerefullofdetailsandinformation.Hecalledonstudentstosharetheirideasandmadeeveryonefeelverysmart.Attheendofthelesson,allofusunderstoodwhathetaughtus._____________________________
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Ourclasstriptothezoowasadaytoremember!Weallgotonthebusandtookourassignedseats.Mrs.Washingtonhadpairedusupwithfriendssoweallchattedhappilyaswerodetothezoo.Then,wearrivedatthezooandbegantofollowtheguidearoundtolookatthemanykindsofanimals.Itwassocooltoseelions,tigers,andthedifferentkindsofbirds,andmanyofusweretakingpictures.Wemusthavewalkedformilesandmilestoseealloftheanimals.Attheendoftheday,wewerealltiredbutfullofgreatmemories.________________________________________
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28 Unit 9© 2013 Core Knowledge Foundation
Performingbeforeanaudienceforthefirsttimeisbothscaryandexciting.WhenIreachedthirdgrade,myparentsdecidedIshouldtakepianolessons,somethingIhaddreamedofforyears.Theyboughtasecond-handpianoatathriftshop,haditputinmybedroom,andhiredateachernamedMissSanders.SheandIwereinstantfriendsandIlovedeachandeverylessonItookfromher.Afterthreemonths,itwasrecitaltimeandIwasreadytoplaytwosongsIhadlearnedbyheart.AsIwalkeduptothepianoinherstudiotoplaymysongs,IlookedatalltheparentsandfamilieswhohadgatheredtohearMissSanders’studentsperform,andIthoughtIwouldfaint.IwassoafraidIwouldmakeamistakeorforgethowtoplaythesongs.ButIjusttookadeepbreathandwasabletoremembereverynote.WhenIwasfinished,Ihappilytookabowastheaudienceapplauded._____________________________
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Unit 9 29© 2013 Core Knowledge Foundation
Name: X.XName: 3.7
Blank Busters
hue cubical perfume useful unify
utensils continue bugle argue occupy
amusement accuse uniform mute confuse
rescue fuming issue
Challenge Word:impossible
Challenge Word:journal
Content Word:explorer
Fillintheblanksinthesentencesbelowwithoneofthespellingwordsinthechart.Onlyifneeded,addasuffixtotheendofawordinorderforthesentencetomakesense:–s,–ed,–ing,–er,or–ly.
1. Anthony’ssisterwearsverystrongsmelling__________________.
2. ____________________traveledonthehighseasandhopedtodiscoverrichesofmanykinds.
3. Myangrybrother__________________thetelevisionsohecouldfinish__________________withmeaboutwhereIwassitting.
4. Hewas__________________becauseI___________________thecomfychair.
30 Unit 9© 2013 Core Knowledge Foundation
30 Unit 2© 2011 Core Knowledge Foundation
5. Thepolice_________________dogbecame______________________whenhepickeduptwoscents.
6. Today,sailorsweara___________________andsomemayplaya__________________.
7. His____________________saidtheysawhimtakethemoneyoffoftheparkbench.
8. The_______________________parkride__________________forthelongesttime!
9. Didtheearlyexplorerswriteina_____________________?
10. Therainbowhadasoft___________________thatseemedtodriftacrossthesky.
Writethreesentencesusingspellingwordsofyourchoicethatwerenotusedinthefirsttensentences.Makesuretousecorrectcapitalizationandpunctuation.YoumayusetheChallengeWordsorContentWordinyoursentences.
1.___________________________________________________________________________________________________________________
2.___________________________________________________________________________________________________________________
3.___________________________________________________________________________________________________________________
Unit 9 31© 2013 Core Knowledge Foundation
Name: X.XName: 3.8
Toscanelli’s MapAnItalianmannamedPaolo[pow-loe]Toscanelli[tos-kəh-nel-ee]mayhavebeen
responsiblefortheEuropeanslandingintheAmericas.
Toscanelliwasamathwhiz,anastronomer,andamapmaker.In1474,hemadeamapoftheworld,whichhesentwithalettertotheKingofPortugaltellinghowtoreachtheIndiesbysailingwest.TheKingwasveryinterestedbutToscanelliwasnotcorrect.
OntherightsideofToscanelli’smap,youcanseesomepartsofEuropeinorange.Youmayknowsomeofthem:Ireland,labeled“Irlanda;”London,England;andLisbon,Portugal,labeled“Lisbona.”
TothesouthofEurope,youcanseepartofAfrica.ThepartEuropeanscalledGuineaislabeled.TheCanaryIslands,justoffthecoastofAfrica,arelabeled“Canariae.”
Lookattheleftsideofthemap.ThissideshowspartsofAsia,or,rather,itshowspartsofAsiawhereToscanellithoughttheymightbe.
DoyouseethebigislandlabeledCippangu?ThatwaswhatToscanelliandotherEuropeanscalledJapan.TheyhadheardaboutJapan.TheyknewitwassomewhereinAsia.Buttheydidnotknowexactlywhere.Toscanelliputitonhismapwherehethoughtitmightbe.
DoyouseethelandlabeledCathayMangi?ThatwaswhatToscanelliandothersofhisdaycalledChina.TheyhadreadaboutChinainabookcalledThe Travels of Marco Polo.Buttheydidnotknowexactlywhereitwas.Again,themapshowswhereToscanellithoughtChinawas,notwhereitreallyis.
DoyouseetheislandsjustsouthofCathayMangi?ThosearepartsoftheIndies.Theyarethe“spiceislands”thatEuropeansweresoeagertoreach.
NoticethatAsiadoesnotseemtobetoofarfromEurope.ThatwasoneofToscanelli’sbigideas.HethoughtEarthwasnotthatbig.HethoughtAsiawasprobablynottoofarfromEurope.Sothat’showhedrewitonhismap.
Now,imagineyouareChristopherColumbus.YouwanttofindawaytogettotheIndies.YoulookatToscanelli’smap.
Take-HomeWorksheet
32 Unit 9© 2013 Core Knowledge Foundation
“Wow!”yousay.“Lookatthat!Asiaisrightthere.It’snotsofarfromEurope.There’snothinginbetweenbutalittlewater!ItwouldnotbehardtogettoAsia!Why,Icouldgetthereinafewweeks.AllIwouldneedtodoissailwest!”
WecanneverbesurewhatwasinChristopherColumbus’smindwhenhefirstlookedatToscanelli’smap.WedoknowhemadeaplantotraveltotheIndiesbasedonToscanelli’smap.Then,hesetouttofindsomeonewhowouldpayforhisvoyage.Intheend,heconvincedKingFerdinandandQueenIsabellaofSpaintopayforit.
Now,hereisthesamemapwithsomethingadded.Thelightblueshowswhatisreallythere,notwhatToscanellithoughtwasthere.YoucanseetheoutlineofNorthAmericaandpartofSouthAmerica.
TheorangepartsofthemapshowtheAsianlandsColumbusexpectedtoreach.Thelightblueoutlineshowsthelandswhereheactuallyaccidentallylanded.
Toscanelli’smapexplainsalot.IthelpsusseewhereColumbusgottheideaofsailingwesttoreachtheIndies.ItalsohelpsusseewhyheranintotheislandsoftheCaribbeanandwhyhethoughthewasclosetoChina.
Unit 9 33© 2013 Core Knowledge Foundation
Name: X.X4.1
Navigation in the Age of Exploration
1. CircletheitemsusedfornavigationbyEuropeanexplorers.
maps compass forerunner astrolabe hourglass roadsign estimate stars
2. Whycouldn’texplorersuselandmarkstoguidethem?
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3. Describeitemsyourfamilyuseswhentraveling.
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Unit 9 35© 2013 Core Knowledge Foundation
Name: X.X4.2
Linking Words in the same way and in contrast
Look carefully at the pictures of the two balls. Write characteristics about each ball on the lines below it. Underline characteristics that match. Write an X in front of characteristics that do not match.
Characteristics of a Soccer Ball Characteristics of a Football
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
36 Unit 9© 2013 Core Knowledge Foundation
To compare, write a sentence about the soccer ball including characteristics that match the football. Hint: they are underlined. Write a second sentence describing the football including characteristics that match the soccer ball using the words in the same way.
Asoccerballis ________________________________________________
______________________________________________________________________________
In the same way,afootballis _______________________________________
______________________________________________________________________________
To contrast, write a sentence about the soccer ball including characteristics that do not match the football. Hint: they have an X written in front of them. Write a second sentence describing the football including characteristics that do not match the soccer ball, using the words in contrast.
Asoccerballis_________________________________________________
________________________________________________________________________________
In contrast,afootballis___________________________________________
______________________________________________________________________________
Unit 9 37© 2013 Core Knowledge Foundation
Name: X.X4.3
Prefixes pro– and anti–
Choose the correct word to complete the sentence and write it on the line.
1. Iaskedmygrandmotherto(propel, proceed)
withcautionbecausethe
sidewalkstillhadicyspotsonit.
2. Inmyopinion,thebookendedinan(anticlimactic, climactic)
waybecausethemysterywasneversolved.
3. Thedoctorsaidmy(antibodies, antibiotic)
mustbestrongbecauseIamtheonlyoneinthefamilywhodidnotgetsick.
4. Inthemovie,awizarddescribeda(progress, prophecy)
hebelievedwouldcometrueintheyear2015.
5. Whenwelearnedaboutlight,welearnedhowto(project, propel)
lightontoasurfaceandcreateshadows.
6. Sheforgottopack(antibiotic, antiperspirant)
inhertravelbagforthemarathonsoshewillhavetobuysomewhenshearrivesinthecity.
7. Forthescienceexperiment,ourgrouphadtomakesomethingto(propel,
progress)thecarwebuilttowardsthetarget.
38 Unit 9© 2013 Core Knowledge Foundation
8. Insomeancientcivilizations,peopleused(antifreezes, antidotes)
tohelpothersgetwellaftergettingbittenbysomethingbadorpoisonous.
Write a sentence using each word listed.
1.proposal
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2.antisocial
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3.progress
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Unit 9 39© 2013 Core Knowledge Foundation
Name: X.X4.4
Word Sort
Identify the headers. Read the words in the box and circle the vowels that have the /ue/ sound. Write the words under each header that matches the header’s spelling pattern.
‘u’ > /ue/ ‘u_e’ > /ue/ ‘ue’ > /ue/
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queen unicycle mulemiscue huge Utah
pew conquer spuntissue venue guess
compute disvalue viewcostume commune ukuleleprofuse mutter Europecubicle suit quench
fumigate
Unit 9 41© 2013 Core Knowledge Foundation
Name: 4.5
Navigation in the Age of ExplorationDoyouevergoontripswithyourfamily?Howdotheadultsinyourfamilyfindthe
placestheywanttovisit?Dotheywritedowndirections?Dotheyusemaps?Dotheylookforlandmarksalongtheway?Dotheyhaveanelectronicdevicethattellsthemwheretoturn?
EarlyEuropeanexplorersdidn’thavemostofthosethings.Mostsailorsinthosedaysstayedclosetolandandlookedforfamiliarlandmarks.However,thiswouldnotworkforexplorers.Theycouldnotlookforfamiliarlandmarksbecausetheyweresailingintounknownwaters.
Earlyexplorersdidhavesomemapsbuttheywerenotalwaysaccurate.Sohowdidtheexplorerskeep trackofwheretheywere?
Theyhadseveraltoolsthattheymighthaveused.Oneofthemwasacompass.Acompassisaverysimpledevice.Itisjustalittlemagnetthatsitsonapinsoitcanspin.Thepointeronthemagnetpointsnorth.Backthen,nobodyknewwhy.Now,weknowit’sbecauseEarthhasamagnetic field,whichisstrongestatthepoles.Magnetsareattractedtothemagnetic fieldoftheNorthPole.
Usingacompass,anexplorercouldfigureoutwhichdirectionwasnorth.Plus,ifheknewwhichdirectionwasnorth,hecouldfigureoutsouth,east,andwest.Thatwasabighelp.
Explorersalsousedthestarstokeep trackoftheirposition.Sailorsinthisdayusedtwogadgets.Onewascalledaquadrant.Theotheronewascalledanastrolabe.Thedetailsofhowthesegadgetsworkarecomplicatedbutthebasicideaisnot.Theideaisthatyoucankeep trackofyourpositiononEarthbykeeping trackofwherecertainstarsappeartobeinthenightsky.Ifyoucantellwherethesun,theNorthStarandotherkeystarsare,youshouldbeabletofigureoutwhereyouareonEarth.
Othersmayhavekept trackofhowfartheyhadtraveledusingamethodcalleddead reckoning.
Here’showdead reckoningworked:asailorhadapieceofwoodthatwastiedtoarope.Theropewasknottedatregularintervals.Theremightbeaknoteveryfivefeet.Thesailorwouldtossthepieceofwoodoverboardwhiletheshipwassailing.Whenthewoodhitthewater,thesailorwouldturnoveranhourglass.
Take-HomeWorksheet
42 Unit 9© 2013 Core Knowledge Foundation
Thesailororthecaptainoftheshipwouldthenwatchtoseehowmuchropewaspulledoutoftheshipandintothesea.Iftheshipwasgoingfast,itwouldquicklyleavethepieceofwoodbehind.Itwouldpullmanyyardsofropeoutoftheshipbeforethehourglass ranout.Iftheshipwasgoingslower,itwouldnotpullasmuchropeout.Then,thepersonwouldcounthowmanyknotsofropegotpulledoutoftheshipbeforethehourglassemptiedout.Ifyouhaveeverheardofaship’sspeedreferredtoasknots,thisisaforerunnerofthatmeasurementofspeed.
Aship’scaptaincouldusedead reckoningtomakeanestimateofhowfasttheshipwasmoving.Then,hecouldestimatehowfartheshipwouldtravelinanhouroraday.Hecoulduseacompasstoknowwhichwayhewasheading.Hecouldputallthistogethertomakeanestimateofwherehewas.
Unit 9 43© 2013 Core Knowledge Foundation
Name: X.X5.1
Spelling Assessment
As your teacher calls out the words, write them under the correct header.
‘u_e’ > /ue/ ‘u’ > /ue/ ‘ue’ > /ue/
Challenge Word:
Challenge Word:
Content Word:
44 Unit 9© 2013 Core Knowledge Foundation
Dictated Sentences
1. __________________________________________________________________________________
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2. __________________________________________________________________________________
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Unit 9 45© 2013 Core Knowledge Foundation
Name: X.X5.2
El Castillo de San Marcos
1. Recordfivefactsyoufindasyouread.
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46 Unit 9© 2013 Core Knowledge Foundation
2. ChooseoneofthefollowingpointsofviewandwriteaparagraphdescribinganattackonthefortatSt.Augustine.
A. Youareasoldierwhoisinsidethefort.
B. Youareasoldierwhoisoutsidethefortattemptingtocaptureit.
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Unit 9 47© 2013 Core Knowledge Foundation
Name: X.X5.3
Compare and Contrast
Using the information from Worksheet 4.2, compare and contrast the two balls using the Venn diagram. Label each circle with either the words soccer ball or the word football. Write characteristics that the two balls have in common where the circles overlap. Write characteristics unique to each ball in the separate circles. Use the sentences that you wrote on the back of Worksheet 4.2 to help you.
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Unit 9 49© 2013 Core Knowledge Foundation
Name: X.XWord Meanings
Follow your teacher’s directions to complete this worksheet.
Example:Whowouldbemorefeeble,your92-year-oldgreatgrandmotheroryour10-year-oldsister?feebleold,frailfeeble—partofspeechadjective:meaningweak;notstrongMygreatgrandmotherwouldbemorefeeblethanmysister.
1. Ifyouwereplayingoutsideandsuddenlysawathunderstormheadingyourway,wouldyouskedaddle?
skedaddle___________________________________________________________________________
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skedaddle—partofspeech meaning
Sentence:___________________________________________________
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2. Whichwouldmorelikelybeamonstrosity,akittenoradinosaur?
monstrosity_________________________________________________________________________
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monstrosity—partofspeech meaning
Sentence:___________________________________________________
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5.4
50 Unit 9© 2013 Core Knowledge Foundation
3. WouldyouratherchiselawayatapieceofbarkortheAtlanticOcean?
chisel_________________________________________________________________________________
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chisel—partofspeech meaning
Sentence:___________________________________________________
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4. Whichofthefollowingtwopairsofcolorswouldbemoreincontrastwitheachother:twodifferentshadesofgreen,orblackandwhite?
contrast______________________________________________________________________________
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contrast—partofspeech meaning
Sentence:___________________________________________________
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5. Doyougetmorenutrientsfromspinachorachocolatecupcake?
nutrients____________________________________________________________________________
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nutrients—partofspeech meaning
Sentence:___________________________________________________
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Unit 9 51© 2013 Core Knowledge Foundation
Name: X.X6.1
Coronado Reports to the King
Write a letter to the King of Spain from the point of view of one of the native people in Coronado’s group.
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Unit 9 53© 2013 Core Knowledge Foundation
Name: X.X6.2
Dear Family Member,
Pleasehelpyourchildsucceedinspellingbytakingafewminuteseacheveningtoreviewthewordswithhim/her.Helpfulactivitiesforyourchildinclude:spellingthewordsorally,writingsentencesusingthewords,orsimplycopyingthewords.
Spelling Words
Thisweek,wearereviewingspellingpatternswe’velearnedfor/oo/:‘oo’,‘ew’,’o’,and‘o_e’.OnFriday,yourchildwillbeassessedonthesewords.
StudentshavebeenassignedthreeChallengeWords,countryandthrough/threw.ChallengeWordsarewordsusedveryoftenandneedtobememorized.TheChallengeWordthrewdoesfollowoneofthespellingpatternsforthisweek.Althoughthroughalsomakesthe/oo/sound,itisaveryrarespelling.
TheContentWordforthisweekisdiscovery.ThiswordisdirectlyrelatedtothematerialwearereadinginThe Age of Exploration.TheContentWordisanoptionalspellingwordforyourchild.Ifyourchildwouldliketotryit,butgetsitincorrect,itwillnotcountagainsthimorherontheassessment.Weencouragestudentstostretchthemselvesabitandtrytospellthisword.
Thespellingwords,includingtheChallengeWordsandContentWord,arelistedonthebackofthisworksheet.
Take-HomeWorksheet
54 Unit 9© 2013 Core Knowledge Foundation
1. remove
2. dewdrop
3. groove
4. shrewd
5. booth
6. movement
7. balloon
8. newborn
9. chewing
10. whoever
11. strewn
12. disapprove
13. undo
14. lose
15. kangaroo
16. toothache
17. improve
18. Challenge Word:country
19. Challenge Word:through
20. Challenge Word:threw
Content Word:discovery
Student Reader
ThechaptersyourchildwillreadthisweekinThe Age of ExplorationincludeinformationaboutSpanish,English,andFrenchexplorers.Also,yourchildwillreadabouttworeasonsforexploration:toclaimlandforaspecificEuropeancountryandtoestablishtradewithNativeAmericans.Studentswillalsoreadadescriptionofayoungsailor’slifeonaship.Besuretoaskyourchildeacheveningaboutwhatheorsheislearning.
StudentswilltakehometextcopiesofthechaptersintheReaderthroughouttheunit.Encouragingstudentstoreadatextdirectlyrelatedtothisdomain-basedunitwillprovidecontentandvocabularyreinforcement.Pleaseremindyourchildthattheglossarycanbeusedforfindingthemeaningoftheboldedwords.
Unit 9 55© 2013 Core Knowledge Foundation
Name: X.X
El Castillo de San MarcosThebuildingontherightisafortinSt.Augustine,Florida,wheretheSpanish
establishedasettlementin1565.ItistheoldestcontinuouslyoccupiedEuropeansettlementintheUnitedStates.Youcanvisittheretodayandstillseetheoldbuildingsstanding.
This fortwasbuiltbytheSpanishinthe1600s.ItiscalledElCastillodeSanMarcos.ThatisitsSpanishname.ItsEnglishnameistheCastle(orFort)ofSaintMark.
ElCastillodeSanMarcoswasnotthefirstforttheSpanishbuiltinSt.Augustine.TheSpanishbuiltsevenoreightfortsbeforetheybuiltthisone.Buttheseearlierfortsweremadeofwoodandwerenotverystrong.Someofthemweredestroyedinwars.Otherswerewreckedbyhurricanes.In1672,theSpanishdecidedtobuildanewfort.Thistime,theydecidedtheywouldusestonetomakeitstrong.
Thisiswhatabastionlookslikefromtheground.
Imagineyouareasoldier.Wouldyouliketoattackabastionlikethis?Howwouldyoudoit?
Ifyoutriedtogetclose,Spaniardsontopofthebastionwouldopenfire.Theywouldshootatyouwithgunsandcannons.
Ifyougotcloseenoughtosetupaladder,themeninthe fortwouldtipitover.Theymightdrophotoilonyou.Ouch!
Youcouldtrytoattackwithcannons.Butthewallsofthefort arethickandstrong.Afewcannonballswouldnotharmthem.Butdon’tforget,theSpanishhadcannonsoftheirown.Theywouldfirebackatyouandyouwouldnothavethickstonewallstohidebehind!
CanyouguesswhatthewallsofElCastillodeSanMarcosaremadeof?Believeitornot,theyaremadeofseashells!TheSpanishusedakindofrockcalledcoquina.Coquinaisamixtureoffossilsandseashells.
Lookatthestoneontheright.Itiscoquina.Canyouseetheseashells?Thoseshellsaretheremainsoftinyanimalsthatlivedinthesealong,longago.
6.3Take-HomeWorksheet
56 Unit 9© 2013 Core Knowledge Foundation
TheSpanishfoundcoquinaalongtheFloridaseashore.Theyusedittobuildthefort.
Coquinaturnedouttobeagoodstoneforbuildingforts.Itissofterthanotherrocks.Thatmeansitdoesnotcrackorshatterwhencannonballshitit.Acannonballmightmakeadentinacoquinawalloritmightbeabsorbedintothewall.But,inmostcases,itwouldnotcrackthewall.
Thefortwassurroundedbyamoat.Itisnolongerfilledwithwater.Itisnowadrymoat.
Therewasonlyonewayintothefort.Youhadtoenteramini-fortthatstoodjustinfrontofthemainfort.Thismini-fortwascalledtheravelin.
Abridgeledfromtheravelinacrossthemoatandintothemain fort.Thelastpartofthisbridgewasadrawbridge.Itcouldbelifteduptokeeppeoplefromgettingin.
Itwasnoteasytoopenthedrawbridge.Ittookfivemenfifteenminutestoopenit.
Inthisimage,youcanseethebridgethatleadsintothefort.Itisontheleft.
ElCastillodeSanMarcoswasastrongfortress.Itwasattackedmanytimesbutitwasnevercaptured.
Unit 9 57© 2013 Core Knowledge Foundation
Name: X.X6.4
Coronado Reports to the KingFranciscoVasquezdeCoronadowasaSpanishconquistador.Heexploredwhatis
nowtheAmericanSouthwestinsearchoftheSevenCitiesofCibola[SEE-boe-lə],whichweresaidtohavestreetspavedwithgold.Duringthetrip,CoronadowroteletterstotheKingofSpain.Inhissecondletter,writteninOctoberof1541,hedescribedhismarchacrosstheGreatPlainstoQuivira[Kee-VEE-rə],inmodern-dayKansas.Hetoldthekingaboutthenativepeopleheandhismenmet.Healsodescribedthebuffalotheysaw,whichhecalled“cows.”OnthepagesthatfollowisaneditedversionofCoronado’sletter.
YourMajesty,
AfterIsentmylastletter,Imetsomenativepeoplefromadistantland.Theyboastedoftheirland,whichiscalledQuivira.Theysaidthementherelivedinlargehouses.Theysaidtheirchiefsdinedondishesmadeofgold.Ididnotknowwhethertobelievethesereports.ImadeupmymindtogoandseeQuivira.
Wesetofflastspringandreachedtheplains.Theseplainswerevast—sovast thatwecouldnotseetheendofthem.Theywereflatandopenwithgrassesthatblowinthebreeze.Wetraveledoverthemformorethan300leagues.The plainswerefullofcows.Thereweretoomanyofthemtocount.Therewasnotasingledaywhenwedidnotseesomeofthem.
After17days,wemetsomenativepeople.TheyarecalledQuerechos[Ker-AE-koez].Theydonotplantcrops.Theytravelaroundwiththecows.Theyeatthefleshofthecowstheykill.Theytantheskinsofthecowsandmakeclothesfromthem.Theyhavelittletentsmadeofcowhide.Theyliveinthesetentswhiletheytravelaroundwiththecows.Theyhavedogsthatcarrytheirtentsandpolesfromplacetoplace.
Wetraveled42daysmore.Attimes,itwashardtofindtheway.Ontheplains,therearefewlandmarks.Therearenohills.Therearenostones,trees,orshrubs.Allwecouldseewasaseaofgrass.
Welivedonthefleshofthecowswekilled.Wewentmanydayswithoutwater.Sometimes,whatwedrankwasmoremudthanwater.Therearenotreesontheplainsexceptbytherivers.So,wecouldrarelyfindfirewood.
After77days,wearrivedinQuivira.
Take-HomeWorksheet
58 Unit 9© 2013 Core Knowledge Foundation
Thiswastheplaceourguideshaddescribed.Theyhadtoldusofstonehousesthatweremanystoriestall.Butwefoundonlylittlegrasshuts.Therewereonlyafewpeopleintheplaceandtheywereas barbarousastheotherswehavemet.TheysworetoobeyYourMajestyandplacedthemselvesunderyourroyal lordship.
Thenativesgavemeapieceofcopper.IhavesentthisbacktotheviceroyofNewSpain.Ihavenotseenanyothermetalinthesepartsexceptthisandsomelittlecopperbells.
WestayedinQuivirafor25days.IsearchedthenearbylandstoseeifthereisanythingwhichcouldbeofservicetoYourMajesty.Besidesthelanditselfandpeoplewholiveonit,Ihavenotfoundorheardofanything.Iamsurethereisnogoldhere.
ThelandinQuiviraisthebestIhaveseenforproducingcrops.Thesoilisblack.Thelandiswell-wateredbyspringsandrivers.IfoundsomepruneslikethoseinSpain.Therearesomenuts.Therearealsoverygoodsweetgrapesandmulberries.
Ihavetreatedthenativesaswellaswaspossible,asYourMajestycommanded.Theyhavereceivednoharminanywayfrommeorfromthosewhowentinmycompany.
Thisismyreport.IhavedoneallthatIpossiblycouldtoserveYourMajesty.IremainYourMajesty’shumbleservantandvassal,
Francisco Vasquez de Coronado
Unit 9 59© 2013 Core Knowledge Foundation
Name: X.X7.1
John Cabot
1. Recordfivefactsyoufindasyouread.
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60 Unit 9© 2013 Core Knowledge Foundation
2. Writealetterhometellingaboutyourlifeonboardtheship.Takeastandaseitherlikingitalotornotlikingitatallandjustifyyourpositionwithfivesupportingdetails.
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Unit 9 61© 2013 Core Knowledge Foundation
Name: X.X7.2
Build Sentences with Linking Words for example
Add adjectives and adverbs to the top rows of boxes and a list of examples in the bottom rows. Choose from your list to create two new, more interesting sentences. Connect your elaborated sentence to the list using the words for example.
StarterSentence:The boy broke his leg.Adjectivesto
describethe boyAdverbstodescribe
howAdverbstodescribe
whenAdverbstodescribe
where1. 1. 1. 1.2. 2. 2. 2.3. 3. 3. 3.4. 4. 4. 4.
Alistofexamplestoanswerthefollowing,“Becausetheboybrokehisleg,listtheactivitieshecouldnolongerdo.”
1.2.3.4.
New sentences:
1. __________________________________________________________________________________
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2. __________________________________________________________________________________
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62 Unit 9© 2013 Core Knowledge Foundation
Add adjectives and adverbs to the top rows of boxes and a sentence that states an example in the bottom rows. Choose from your list to create two new, more interesting sentences. End your elaborated sentence with a period. Add the second sentence starting with the words For example.
StarterSentence:Mother cooks.Adjectivesto
describemotherAdverbstodescribe
howAdverbstodescribe
whenAdverbstodescribe
where1. 1. 1. 1.2. 2. 2. 2.3. 3. 3. 3.4. 4. 4. 4.
AsecondsentencedescribingMother’scooking.1.2.3.4.
New sentences:
1. __________________________________________________________________________________
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2. __________________________________________________________________________________
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Unit 9 63© 2013 Core Knowledge Foundation
Name: 7.3
Multiple Meanings of Vocabulary Words
claim—1.verbTosaysomethingbelongstoyou.2. verbTosaythatsomethingisrealortrue.3.nounAstatementthatsomethingisafact.
hull—1.nounTheframeofaboatorship.2.nounTheoutercoveringofaseedorfruit.
league—1.nounAdistancebetween2.4and4.6miles.2.nounAgroupofpeoplewithacommoninterest,suchasasportsteam.
noble—1.adjectiveHavinggoodqualities,suchashonesty.2.nounApersonfromafamilyofhighsocialrank,similartopatriciansinancientRome.
page—1.nounAboyservant.2.verb Tofindsomeonebycallingouttothem.3.nounOnesideofasheetofpaperinabook.4.verbTothumbthroughabook.
plain—1.adjectiveNotfancy.2.nounAlarge,flatareaoflandwithnotrees.
prune—1. verbTocutoffunnecessarybranchesfromatreetohelpitgrow.2.nounAdriedplum.
tan—1.nounAlightbrowncolor.2.verbToturnanimalskinintoleatherusingaspecificprocess.3.nounSomethingyouhavewhenyousitoutinthesunandyourskinbecomesdarker.
watch—1.nounThetimethatsomeoneisondutytoguardorprotectsomething.2. nounAsmalltimepieceyouwearonyourwrist.3.verbTolookatforaperiodoftime.4.verbTobeawareorcarefulofsomething.
Unit 9 67© 2013 Core Knowledge Foundation
Name: 7.5
John CabotJohnCabot(knownasGiovanniCaboto[JEE-oe-VO-neeCA-bu-toe]inhisnative
Italy)hadthesamedreamasColumbus:toreachAsiabysailingwest.However,unlikeColumbus,CabotthoughtthebestchanceofreachingAsiawouldbetosailaroundthenorthernpartofEarth,wherethedistancearoundwouldbesubstantiallyshorterthanthedistanceattheequator.Cabot,likeotherexplorers,wantedtofindtheNorthwestPassage,whichwasthoughttobeashorterroutewestfromEuropetoAsia.FindingashorterroutetoAsiameantfindingashorterroutetospices.
ManydetailsofCabot’slifeandvoyagesareunknown.Hedidnotkeeprecordsduringhisvoyagesnorwasmuchwrittenabouthislife.However,itisknownthathewasItalianandhadsupportfromKingHenryVIIofEnglandforhisvoyages.KingHenryVIIgaveCabotachartertoexploreandclaimlandforEngland.
CabotmadehisfirstattempttofindtheNorthwestPassagein1496.Thisattemptwasafailure.Hehadadisagreementwithsomemembersofhiscrew.Therewasalsoashortageoffoodandheranintobadweather.CabotdecidedtoturnbackforEngland.
Cabottriedagainin1497,withasingleshipandacrewof18.Thistime,hereachedland,whichhethoughtwasAsia.However,thislandturnedouttobethecoastofNorthAmerica.Itisnotknownexactlywherehefirstsightedland,though.ItmayhavebeenthecoastofNewfoundland.CabotspentashorttimeexploringthecoastanditispossiblethathesailedasfarsouthastheChesapeakeBay.Duringthisvoyage,Cabotfoundalargeareaofshallowwaterthatwasabundantwithfish.Thisarea,knownastheGrandBanks,isstilloneofthebestfishingareasintheworldtoday.Atanyrate,CabotandhismenbecameoneofthefirstEuropeanexpeditionstoseethelandmassnowknownasNorthAmerica.
CabotsailedbacktoEnglandwithhisnews.Certainthathehadfoundanew,shorterroutetoAsia,Cabotgainedsupportforanother,muchlargerexpedition.ThisexpeditionleftEnglandin1498,butitneverreturned.NobodyknowsforcertainwhathappenedtoCabotandhismen.Intime,itbecameclearthatCabothadnot,infact,locatedtheNorthwestPassage.However,EnglandbaseditslaterclaimstoNorthAmericanterritoryonCabot’sexplorations.WhenCabothadfirstsightedland,hehadgoneashoreandclaimeditforEngland.Cabot’sexplorationbeganEngland’sdesiretoexploreandcreatesettlementsinNorthAmerica.
Take-HomeWorksheet
68 Unit 9© 2013 Core Knowledge Foundation
DoyouthinkyoucouldbeasailoronCabot’sship?Hereisadescriptionofwhatitmightbeliketobeayoungsailor.
Onaship,youngboysservedaspages.Onland,apageworkedforaknight.Atsea,heworkedforacaptain.Pagesdidallsortsofoddjobs.Theycarriedmessages,moppedthedeck,helpedpassoutfood,andcleanedupaftermeals.
Olderboysmightbeaskedtoworkthebilge pumps.Eventhebestshipssometimessprangaleak.Ifashipleakedtoomuch,itmightsink.Tokeepthatfromhappening,sailorshadtopumpwateroutoftheshipusingabilge pump.Thiswasaterriblejob.Thebilgewaterwasdisgusting.Itsmelledbadanditmadethesailorssick.
Afterpumpingbilgewaterallday,itwouldhavebeengreattositdowntoanice,warmmeal.Unfortunately,sailorsdidnotgetmanywarmmeals.Formostmeals,theygothardtack.
Hardtackwasakindofbreadthatwasbakedoverandover.Hardtack wassohard,itwastoughtoeat.Sailorshadtosoakitinadrinktosoftenitup.Thegoodthingabouthardtack,though,wasthatitwouldnotspoilonalongvoyage.Itwassohard,bugshadtroublegettingintoit—unlessitgotwet.Onceitgotwet,weevilsandotherbugscouldanddidgetintoit.Butyoucouldusuallyseethemandbrushthemoffwithyourfingers.
Ifavoyagewasgoingwell,sailorsmightgetotherkindsoffood.Theymightgetalittlesaltedmeatnowandthen.Theymightgetsomefishorafewbeans.Butifsupplieswererunninglow,theymightgetnothingbuthardtack.
Thedietonsailingshipswassobadthatmanysailorsgotsick.Lotsofthemgotadiseasecalledscurvy.Today,weknownowthatscurvyiscausedbyalackofvitaminC,foundinfreshfruitsandvegetables.IntheAgeofExploration,peopledidnotknowthis.Somanysailorsdied.
Afteralongdayofwork,sailorswerereadytofallintobedandresttheirachingbones.Theywereready—buttherewerenobedsforthemtofallinto.Thecaptainhadabedtosleepin,butthesailorsdidnot.Theysleptonthedeck.Astheshiprolledbackandforthwiththewaves,thesailorsrolledwithit.
Mostsailorshadtostandwatchforpartofthenight.Whenthatwasdone,theycouldsleepforafewhours.Inthemorning,theywouldgetupanddoitalloveragain.Asailor’sdaystartedbrightandearly.
So,whatdoyouthink?Doesasailor’slifesoundgoodtoyou?
Unit 9 69© 2013 Core Knowledge Foundation
Name: X.X8.1
Henry Hudson
Write two paragraphs about how it might have felt to be one of the sailors left behind with Henry Hudson in a boat with no oars.
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Unit 9 71© 2013 Core Knowledge Foundation
Name: X.X8.2
Review Suffixes: –ish, –ness, –able, and –ible
Circle the correct word, from the choices after each sentence, to complete the sentence.
1.Afterdoingyogaforsolong,sheisquite____________andcaneasilymoveherbodyintodifferentpositions.
flex flexible
2.Wewantedtoshow____________towardourneighborsoweaskedifhewouldlikeforustoraketheleavesinhisyard.
kindness kind
3. MomsaidIhada____________andwouldnotbegoingtoschoolorsoccerpractice. fever feverish
4.Dadhashisgreatgrandfather’swatch,whichisa____________familyheirloomthathewillpassontomeoneday.
valuable value
5.Itwasgoodtoseeourfriend____________foronceafterhavingatoughtimeoverthelastfewmonths.
happiness happy
6.Icaneasily____________thesleevesonmynewvestandifitiscoldoutside,Icanjustkeepthesleeveson.
remove removable
7.The____________boygrabbedalltheshovelsinthesandboxandwouldnotlettheotherchildrenusethem.
self selfish
8.Thecityaddedanentrancetothebusstationatthebackofthebuilding,makingthestationmuchmore____________foreveryone.
accessible access
72 Unit 9© 2013 Core Knowledge Foundation
Write the part of speech, meaning, and root word for each word.
1. stillness
PartofSpeech________________ RootWord_____________________
Meaning______________________________________________________
2.snobbish
PartofSpeech________________ RootWord_____________________
Meaning______________________________________________________
3.chewable
PartofSpeech_________________ RootWord_____________________
Meaning______________________________________________________
4.reversible
PartofSpeech________________ RootWord_____________________
Meaning______________________________________________________
5.fitness
PartofSpeech________________ RootWord____________________
Meaning______________________________________________________
compareSorry, lose a turn
contrast Ride the waterfall!
compare contrast
Tree falls! Lose a
turn
contrast compare
compare
contrast compareTake a card from your opponent
contrastSorry, lose a turn
START
FINISH!
compare
8.3
Match Me If You
Can
Match Me If You
Can
compare contrast compareTake
another turn
contrast
compare
Give a card to your
opponent
contrast
compare
contrast
contrast compare contrastTake
another turn
compare
Unit 9 77© 2013 Core Knowledge Foundation
Name: X.X8.4
Compare or Contrast?
Steve and Dan both play basketball.
Compare or Contrast?
Our dice are red and yours are blue.
Compare or Contrast?
We live in the city and you live in the
country.
Compare or Contrast?
Fran smiles all day long while Fred
frowns.
Compare or Contrast?
Police cars and fire engines both have
sirens.
Compare or Contrast?
Sam’s puppy barks and Sally’s kitten
purrs.
Compare or Contrast?
Fairy tale giants are very tall while
children in my class are short.
Compare or Contrast?
The two brothers are very different; one
likes to read while the other would rather play video games.
Compare or Contrast?
Father works during the day while Mother
works at night.
Unit 9 79© 2013 Core Knowledge Foundation
Name: X.X8.4 continued
Compare or Contrast?
Carla and Kevin tell funny jokes.
Compare or Contrast?
All of the children will sip their
lemonade on the hot, summer day.
Compare or Contrast?
The graceful dancer leaps high in the air while the clumsy one
trips.
Compare or Contrast?
The grass on the hillside is green and lush, while plants in the desert are brown
and spindly.
Compare or Contrast?
Motorcycles zoom down the road while scooters move slowly.
Compare or Contrast?
We all spelled our spelling words
correctly on Friday.
Compare or Contrast?
The lemons tasted sour and the peaches
tasted sweet.
Compare or Contrast?
Molly drives to work slowly and Milly
speeds to get there.
Compare or Contrast?
My brother is older than I am and my
sister is younger than I am.
Unit 9 81© 2013 Core Knowledge Foundation
Name: X.X8.5Blank Busters
remove whoever dewdrop kangaroo groove
disapprove shrewd newborn booth lose
movement balloon toothache strewn improve
chewing undo
Challenge Word:country
Challenge Word:through
Challenge Word:threw
Content Word:discovery
Fillintheblanksinthesentencesbelowwithoneofthespellingwordsinthechart.Onlyifneeded,addasuffixtotheendofawordinorderforthesentencetomakesense:–s,–ed,–ing,–er,–es,or–ly.
1. Thethirdgradeteacher’sstudentsworkedhardto_______________theirspelling.
2. Shaniasaidshesawthecutest,tiny,________________________________atthezootoday.
3. “____________________leftthekitchenamessbettertellme!”Susieholleredaftercleaningallday.
4. Spain,England,andFrancewere______________________wantingtoclaimlandsoverseas.
82 Unit 9© 2013 Core Knowledge Foundation
5. Juanwasholdinghisjawbecausehehadahorrible_______________andhopedhewouldnot_________________atooth.
6. The__________________glistenedontherosepetal.
7. Explorershavetraveledacrossoceans,inthesky,andunderwatermakingmanynew_________________________.
8. Randy’sdadisa_________________businessman,whichhelpshimsavealotofmoney.
9. Thepaperswere_________________acrossTaylor’sdeskwhilehewastryingtofindhismathhomework.
10. Haveyoueverwalked_________________thewoodsonabrisk,wintryday?
Writethreesentencesusingspellingwordsofyourchoicethatwerenotusedinthefirsttensentences.Makesuretousecorrectcapitalizationandpunctuation.YoumayusetheChallengeWordsorContentWordinyoursentences.
1.___________________________________________________________________________________________________________________
2.___________________________________________________________________________________________________________________
3.___________________________________________________________________________________________________________________
Unit 9 83© 2013 Core Knowledge Foundation
Name: 8.6
Henry HudsonAnEnglishmannamedHenryHudsontriedfourtimestofindtheNorthwest
Passage.Hediedtrying.
First,in1607,hetriedsailingnorthfromEngland.Ifyoulookataglobe,youcanseewhathewastryingtodo.HeunderstoodthatEarthwasroundandhethoughthecouldsailacrosstheNorthPole.Hedidn’tunderstandthatsolidicealwayscoverstheArcticOcean.“Ihopedtohaveaclearsea,”Hudsonwroteofhisfirstjourney,but“thatprovedimpossibleduetotheicesurroundingus.”
Hudsontriedagainin1608.Hesailednortheastandagainfoundicebergsandfreezingweather.Heturnedhisboataroundandtriedsailingnorthwest.Whenhiscrewrealizedthattheyweren’theadinghome,theyrebelledagainstHudson,sayingtheywouldn’tworkunlesstheysailedtoEngland.So,hometheywent.
In1609,HenryHudsonsailedwest.Thistime,hewasworkingforagroupofbusinessmencalledtheDutchEastIndiaCompany.Onthistrip,hereachedNorthAmericaandclaimedlandforHolland.
Hudsonsawmanynativepeople.Onemanwhosailedwithhimwroteinhisjournal,“Theyarewell-dressedinloosedeerskinsandbroughtgreentobaccowhichtheygaveusinexchangeforknivesandbeads.”Thenativepeoplealsogavethesailorsbreadmadeofmaize.
Hudsonsailedpast“averygoodpieceofgroundandacliffclosebyofwhite-greencolor…onthesideoftherivercalledManna-hata.”ItwastheislandwenowcallManhattan(thecenterofNewYorkCitytoday).Next,Hudsonsailedupariverthatstillbearshisname.You’llfindtheHudsonRiveronamapofthestateofNewYork.
In1610,HudsontriedoncemoretofindashortcutfromEuropetoAsia.HesailedashipcalledDiscoveryintoawideexpanseofwaterinthenorthernpartofCanada.Today,itisnamedafterhim:theHudsonBay.
Onthemap,theHudsonBaylookslikeabig,openbodyofwater.Butinmanyplaces,thewatergetstooshallowforsailing.Inmanyotherplaces,itisfrozensolidalmostallyearlong.Onceagain,HenryHudsonhadsailedintoicywaters,justaswinterwascoming.
Hudsonandhiscrewwentashoreduringthewinter.Theyranshortoffoodand
Take-HomeWorksheet
84 Unit 9© 2013 Core Knowledge Foundation
water.Someofthecrewgotsick.Somedied.ThesailorsblamedHudsonforcaringmoreaboutfindingtheNorthwestPassagethanaboutkeepinghiscrewsafeandhealthy.
Whentheicebegantomelt,thecrewrebelled.TheyforcedHudson,hisson,andafewcrewmembersloyaltoHudsontogetintoasmallboatwithnooars.Then,theyleftthembehindandsailedtheDiscoverybacktoEngland.NooneeverheardfromHenryHudsonagain.
Unit 9 85© 2013 Core Knowledge Foundation
Name: X.X9.1
The Fur Trade and Samuel de Champlain
1. Whyweretradersmostinterestedinbeaverpelts?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Whotooktheleadinthefurtrade?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. MakealistofallthethingsthatChamplaindescribedinhisjourneydowntheRiveroftheIroquois.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
86 Unit 9© 2013 Core Knowledge Foundation
4. WhydidtheCanadianpeopleputabeaverononeoftheircoins?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Unit 9 87© 2013 Core Knowledge Foundation
Name: 9.2
Comparative and Superlative Adjectives
Write the correct form of the verb in the blank.
1.(high)Askyscraperis__________________thanmyhouse.
2.(goofy)Thatcartoonisthe__________________cartoonI’veeverseen!
3.(short)Mylegsare_____________thanyoursbecauseI’myoungerthanyouare.
4.(jolly)Mygrandfatherisa________________personwhoisalwayslaughing.
5.(thin)Thebreadonyoursandwichiscutin________________slicesthanthebreadonmysandwich.
6.(lucky)MybrothersandIare__________________tohavesuchagreatfamily!
7.(red)Thatdeliciousappleisthe_______________appleinthewholebunch.
8.(rare)Iamtoldthatapurpleandorangebutterflyisvery________________.
9.(fuzzy)Mysisterlikesmysweaterbetterbecauseit’s_______________thanhers.
10.(neat)Whyisyourbedroomalways_________________thanmine?
Write a sentence using the word in parentheses.
1.(largest)______________________________________________________________________________________________________________________________________________________________
88 Unit 9© 2013 Core Knowledge Foundation
2.(lazier)______________________________________________________________________________________________________________________________________________________________
3.(deepest)_____________________________________________________________________________________________________________________________________________________________
4.(bigger)______________________________________________________________________________________________________________________________________________________________
Unit 9 89© 2013 Core Knowledge Foundation
Name: 9.3
Prefix Review: pro– and anti–
If the sentence shows an example of the correct meaning of the underlined word, write yes on the blank that follows. If the sentence does not show an example of the correct meaning of the underlined word, write no.
1. IwantedtopropelthecanoeforwardsoIsattherewiththeoarsintheboatwithme.________
2. Dadpickedupsomeantifreezeatthehardwarestoretopourintothetruck’senginebecauseitdidn’tstartupaseasilyinthemiddleofthewinterwithsuchcoldweathereveryday.________
3. Loki’swifeSigunaremindedhimoftheprophecythatsaidthegodswoulddieoneday.________
4. Shewassoantisocialthatshealwaysinvitednewstudentstositatourlunchtablesotheywouldn’tfeelleftout.________
5. IdecidedtoproceedwiththeotherpartsofmyprojectwhileIwaitedforthegluetodryonthesolarsystemmodelIcreated.________
6. Hepresentedagoodprologueaftertheplayendedthatdescribedwhathappenedtothecharactersinthefuture.________
7. IusedthelastofmyantiperspirantatthegymafterthecyclingclasssoImadeanotetomyselftobuymoreonthewayhome.________
90 Unit 9© 2013 Core Knowledge Foundation
8. Ilikehowproactivethegroupleaderwas,makingsureeveryonehadthenecessarymaterialsandknewwherethingsshouldgobeforetellingustostartworking.________
Write a sentence for each word like the ones above that you can answer with yes.
1.proposal
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2.antidote
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3.progress
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Unit 9 91© 2013 Core Knowledge Foundation
Name:
Word Sort
Identify the headers. Read the words in the box and circle the vowels that have the /oo/ sound. Write the words under each header that matches the header’s spelling pattern.
‘oo’ > /oo/ ‘ew’ > /oo/ ‘o’ > /oo/ ‘o_e’ > /oo/________________ ________________ ________________ ________________
________________ ________________ ________________ ________________
________________ ________________ ________________ ________________
________________ ________________ ________________ ________________
________________ ________________ ________________ ________________
________________ ________________ ________________ ________________
________________ ________________ ________________ ________________
disapprove blood whoever bloomingAndrew review droop crewdoable cashew cruise proofmove glove torn stood
notebook stewed newspaper gluesmoke cocoon renew spoonredo shook noodle tune
9.4
Unit 9 93© 2013 Core Knowledge Foundation
Name: 9.5
The Fur Trade and Samuel de ChamplainManyoftheFrenchmenwhocametoNorthAmericainthe1600sand1700swere
furtraders.Thesetraderstradedwiththenativepeople.TheygavethemEuropeangoodsin exchangeforanimalskinsandfurs.
Thetraderscollectedmanykindsoffurbuttheyweremostinterestedinbeaverpelts.BeaverhatswerepopularinEurope.YoucouldsellbeaverhatsinEngland,France,Germany,andRussia.
Whywerebeaverhatssopopular?Foronething,beaverfuristhick.ItisthickenoughtokeepyourheadwarminacoldRussianwinteranditiswaterproof.Rainrunsoffabeaverhat.Yourheadstaysdry.
Somehatmakersusedthebeaverfurasitwas.Theymadesoft,puffyhats.Othersprocessedthebeaverfurtomake felt.Thesmooth,waterprooffeltwasthenformedintohats.Felthatsdidnotlookliketheyweremadeofbeaverfur.But,theywere.
InmanypartsofEurope,therewerenobeaversleft.Huntershadkilledtoomanyofthem.Thebeaverhadalmostgoneextinct.Europeanscouldnotgetbeaverpeltsathome.So,theywerewillingtopayforbeaverpeltsimportedfromNorthAmerica.
SamueldeChamplainandotherFrenchmentooktheleadinthefurtrade.Theysetuptrading postsinNorthAmerica.Thereweretrading postsalongtheAtlanticCoast.Thereweretrading postsinQuebecandalongtheSt.LawrenceRiver.Therewereeventrading postsfartherwest,alongtheshoresoftheGreatLakes.
OnthepagethatfollowsisanadaptationofChamplain’sjourneydowntheRiveroftheIroquoistothelakethatcametobearhisname:LakeChamplain.
July,1609
Wecontinuedonourjourneyuntilwecametoanisland.TheislandwasaboutthreeleagueslongandhadthefinestpinetreesthatIhadeverseen.Wewenthuntinghereandcapturedsomewildanimals.
Thenextday,westartedoutagain,floatingdowntheriverasfarastheentrancetoalargelake.Thereweremanyprettyislandsthere.Theyallcontainedmanyfineforestsandlushmeadows.Thereweretoomanybirdstocount.Also,wesawallkindsofwildanimalssuchasdeerwiththeiryoungfawns,bears,andmanyanimalsthatmovefromthe
Take-HomeWorksheet
94 Unit 9© 2013 Core Knowledge Foundation
mainlandovertotheislandsandbackagain.Wecapturedmanyoftheseanimalsaswell.Thereweremanyriversthatemptiedintothelakeaswellasdenseforestsoffinetrees.Ifoundchestnuttreesontheborderofthelake.Ihadneverseentreeslikethisbefore.Thereweregreatnumbersoffishinthelake.
Inoticedthatmanyofthemountainsinthedistancetothenorthhadsnowontopofthem.IwastoldthattheIroquoislivedthereandthatthereweremanybeautifulvalleyswithfruitandgrainthere.
Manydifferentnativegroupslivedintheselands.TheFrenchmadetreatieswithsomeofthem,includingtheAlgonquin[al-GON-kwin]peopleandtheHuron[HYER-on]people.TheFrenchagreedtotradewiththesepeopleandnotfightwiththem.
Thenativepeoplewouldbringbeaverpeltstotrade.Insomecases,theywouldbring peltstheyhadgatheredthemselves.Inothercases,theywouldbringpeltstheyhadobtainedbytradingwithothernativepeople.
TheFrenchwouldbarterwiththenativepeople.Theywouldgivethenativepeoplethingstheywantedin exchangeforthebeaverpelts.
Manyofthethingsthenativepeoplewantedweremadeofmetal.Mostnativepeopledidnotmaketheirownmetalproducts.Theyhadtotrade fortheseitems.Manynativepeopletradedfursforknivesandaxblades.Otherstradedforkettlesandfishhooks.StillotherstradedforglassbeadsfromEurope,whichwerehighlydesirable.
TheFrenchwouldgatheruplotsofbeaverpelts.Then,theywouldshipthepeltsbacktoFranceandsellthem.Theymadealotofmoneydoingthis,sotheydiditagainandagain.
Astimewenton,theFrenchlearnedwhatthenativepeopleliked.Theylearnedthatmanynativepeoplewouldtradebeaverpeltsforwoolblankets.Somewouldtradefortobacco.Otherswould tradeforgunsandgunpowder.
In2011,thepeopleofCanadaputanimageofabeaveronthebackoftheirnickel.Theydidnotputthebeaverontheirnickelbecauseheiscute.TheyputthebeavertherebecausethefurtradeisanimportantpartofthehistoryofCanada.Fortwohundredyears,thefurtradewasasourceofincomefortheFrenchandthenativepeoplealike.
Unit 9 95© 2013 Core Knowledge Foundation
Name: 10.1
Spelling Assessment
As your teacher calls out the words, write them under the correct header.
‘o’ > /oo/ ‘oo’ > /oo/ ‘o_e’ > /oo/ ‘ew’ > /oo/
Challenge Word:
Challenge Word:
Challenge Word:
Content Word:
96 Unit 9© 2013 Core Knowledge Foundation
Dictated Sentences
1. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Unit 9 97© 2013 Core Knowledge Foundation
Name: X.X10.2A
His
tory
of P
eopl
e in
Nor
th A
mer
ica
Cre
ate
a ti
mel
ine
of a
ll th
e di
ffer
ent p
eopl
e w
ho h
ave
lived
in N
orth
Am
eric
a ac
cord
ing
to th
is c
hapt
er.
Unit 9 99© 2013 Core Knowledge Foundation
Name: 10.3
Comparative and Superlative Adjectives
–er
–est
Unit 9 101© 2013 Core Knowledge Foundation
Name: 10.4
Word Meanings
Use the example as a guide to complete this worksheet.
Example:Whowouldbemore gregarious,aclownoraloner?gregariousfunny,talkativegregarious—partofspeechadjective:meaningsociable,likingcompanionshipAclownwouldbemoregregariousthanaloner.
1. Ifyouwerehungryandsawaflapjack,wouldyoueatit?
flapjack___________________________________________________________________________
________________________________________________________________________________________
flapjack—partofspeech meaning
Sentence:____________________________________________________________________________
______________________________________________________________________________________
2. Ifyouhadafloodinyourhouse,wouldyouwishforittosubside?
subside___________________________________________________________________________
________________________________________________________________________________________
subside—partofspeech meaning
Sentence:____________________________________________________________________________
______________________________________________________________________________________
102 Unit 9© 2013 Core Knowledge Foundation
3. Afterreturningfromagreatadventure,wouldyouregaleyourexperiences?
regale___________________________________________________________________________
________________________________________________________________________________________
regale—partofspeech meaning
Sentence:____________________________________________________________________________
______________________________________________________________________________________
4. Ifyoumadeanoffhandcomment,didyouputalotofthoughtintoit?
offhand___________________________________________________________________________
________________________________________________________________________________________
offhand—partofspeech meaning
Sentence:____________________________________________________________________________
______________________________________________________________________________________
5. Wouldyoulookatthemarquee tofindoutwhatmovieisplaying?
marquee___________________________________________________________________________
________________________________________________________________________________________
marquee—partofspeech meaning
Sentence:____________________________________________________________________________
______________________________________________________________________________________
Unit 9 103© 2013 Core Knowledge Foundation
Name: X.X11.1
Caribbean Words
Write your guess before you turn the page.
Page My Guess Answer Was I right?Page104
Page106
Page108
Page110
Unit 9 105© 2013 Core Knowledge Foundation
Name: 11.2
Dear Family Member,
Pleasehelpyourchildsucceedinspellingbytakingafewminuteseacheveningtoreviewthewordswithhim/her.Helpfulactivitiesforyourchildinclude:spellingthewordsorally,writingsentencesusingthewords,orsimplycopyingthewords.
Spelling Words
Thisweek,wearereviewingspellingpatternswe’velearnedfor/f/spelled‘f ’,‘ff ’,’ph’,and‘gh’.OnFriday,yourchildwillbeassessedonthesewords.
StudentshavebeenassignedthreeChallengeWords,probablyandweather/whether.ChallengeWordsarewordsusedveryoften.TheChallengeWordsdonotfollowthespellingpatternsforthisweekandneedtobememorized.
TheContentWordforthisweekisexpedition.ThiswordisdirectlyrelatedtothematerialthatwearereadinginThe Age of Exploration.TheContentWordisanoptionalspellingwordforyourchild.Ifyourchildwouldliketotry,itbutgetsitincorrect,itwillnotcountagainsthimorherontheassessment.Weencouragestudentstostretchthemselvesabitandtrytospellthisword.
Thespellingwords,includingtheChallengeWordsandContentWord,arelistedonthebackofthisworksheet.
Take-HomeWorksheet
106 Unit 9© 2013 Core Knowledge Foundation
1. fare
2. enough
3. elephant
4. trophy
5. giraffe
6. funnel
7. phases
8. roughly
9. phony
10. identify
11. spherical
12. laughing
13. stuffing
14. affect
15. fairest
16. phrase
17. tougher
18. Challenge Word:probably
19. Challenge Word:weather
20. Challenge Word: whether
Content Word:expedition
Unit 9 107© 2013 Core Knowledge Foundation
Name:
A History of People in North AmericaLotsofpeoplethinkthatColumbuswasthefirsttoarriveinAmerica.Butthat’snot
right.ThereareatleasttwoothergroupsofpeoplewhosettledinNorthAmericaandbothofthemgottheremanyyearsbeforeChristopherColumbus.
OnegroupwastheVikings.
TheVikingslivedinNorthernEurope,inScandinavia.Theysailedaroundalot,raidingandrobbingastheywent.TheimageonthenextpageshowsyousomeoftheplacestheyexploredandsomeoftheVikingswhowereexplorers.
In982,someVikingsleftIcelandandsettledinGreenland,whichispartofNorthAmerica.Theyarrivedthereabout500yearsbeforeColumbussailed.TheVikingsettlementsonGreenlandgrewforawhile.Archaeologistsestimatetherewereprobably3,000to5,000Vikingsettlersthereatonepoint.Eventually,however,theVikingsleft.VikingsettlementsinGreenlandseemtohavebeenabandoned inthe1400s,notlongbeforethevoyageofColumbus.
TheVikingsalsoexploredlandswestofGreenland.Aroundtheyear1000,thefamousVikingexplorerLeifErikssonvisitedalandheandotherVikingscalledVinland.MostexpertsbelieveVinlandwassomewherealongthecoastofNewfoundland,inmodern-dayCanada.Thereisevidence thatsomeVikingssettledinNewfoundland.In1960,theruinsofaVikingvillagewerefoundthere.ThisvillagemayhavebeenpartofVinland.
TheVikingsdefinitelygottoAmericabeforeColumbus.SomaybeweshouldsaytheVikingswerethefirstEuropeanstosettleinNorthAmerica.Butbeforewedecide,weneedtolookatanothergroupthatsettledinNorthAmerica.
AnothergrouptosettleinNorthAmericawastheNativeAmericans.
Althoughwecallthesepeople“Native”Americans,theydidnotalwaysliveintheAmericas.TheycametoAmericafromAsia.Whenandhowthishappenedaresubjectsofmuchdebate.
SomehistoriansthinkthefirstsettlersmadetheirwaytoNorthAmericaalittlemorethan15,000yearsago.OthersthinkthefirstpeoplecametoAmericamanyyearsearlier—perhapseven40,000yearsago.Someexpertsthinkthesepeoplecamebyland,
11.3Take-HomeWorksheet
108 Unit 9© 2013 Core Knowledge Foundation
atatimewhenAlaskaandAsiawereconnectedbyland.Othersthinktheymayhavetraveledalongthecoastinboats.
Themaponthenextpageshowshowwethinkhumanbeingsspreadaroundtheearth.ExpertsthinkthefirsthumanslivedinAfrica.About100,000yearsago,somehumansmovedoutofAfricaandintotheMiddleEast.About70,000yearsago,agroupofhumansmovedintosoutheastAsia.About15,000yearsago—orpossiblyearlier—someofthesepeoplecrossedfromAsiatotheAmericas.ItisbelievedthatmanypeoplealsocametoNorthAmericabyvariousshiproutes.
NewarcheologicaldiscoveriescontinuetobemadeeverydayaboutearlysettlersinNorthAmerica.ThesediscoverieschangeourunderstandingofwholivedinNorthAmericainthepast.
Unit 9 109© 2013 Core Knowledge Foundation
Name:
Caribbean WordsDidyouknowthatsomewordsweuseeverydaycomefromtheCaribbean,anarea
ofislandsbetweenNorthandSouthAmerica?ThesearewordsthatwereusedbynativepeoplebeforeColumbusandtheconquistadorscame.Later,theywerepickedupbyEuropeanswhocametotheNewWorld,includingEnglishspeakers.
Foreachofthefollowingwords,therearecluesthatwillhelpyoutrytoguessit.
CluesforWord#1• Thisworddescribesabigstorm.• Thewindsinthisstormswirlaroundinabigcircle.Thiskindofstormissortoflike
atornadobutit’smuchbigger.However,unlikeatornado,thiskindofstormusuallytravelsoverwater.Itgetsweakerwhenittravelsoverland.
• PeoplewholiveontheeastcoastoftheU.S.havetoworryaboutthiskindofstorm.Thewindsitbringscandamagehousesnearthebeachandcanevenknockhousestotheground.
• Thenameofthisstormsortofrhymeswithwindowpane.
Whatistheword?(Turnthepagetoseetheanswer.)
Answertolastriddle: hurricane
Theword,hurricane,comesfromtheCariblanguage.ThepeopleoftheCaribbeanknowallabouthurricanesbecauseseveralofthesebigstormssweepthroughtheCaribbeaneveryyear.Mostofthestormsoccurinthesummerandthefall.
CluesforWord#2• Thiswordisakindofboat.• Thisisasmallboatthatseatstwoorthreepeople.• Thepeopleintheboatfaceforwardandusepaddlestomakeitgo.Thepersoninfront
usuallypullsstraightbackusingapaddle.Thepersoninbackusesapaddletosteer.• It’sbestnottostandupinthiskindofboat.Ifyoudo,itmighttipover.• Thiswordsortofrhymeswithbamboo.
• Answertolastriddle:canoe
ThepeopleoftheCaribbeanusedcanoestopaddlefromislandtoisland.Theycut
11.4Take-HomeWorksheet
110 Unit 9© 2013 Core Knowledge Foundation
downatree.Usingtoolsandfire,theydugoutacanoefromthetreetrunk.Peopleinotherplacesalsousedthiskindofboat.Buttheword,canoe,comesfromtheCaribbean.
CluesforWord#3• Thiswordnamesakindoffoodandalsoakindofcooking.• Ifyourdadcooksoutsideoverasmokyfire,heprobablylikesthiskindofcooking.• Somepeopleliketocookporkthisway.Otherpeopleliketocookbeeforchicken.• AnotherwaytosaythiswordisBBQ.
• Answertolastriddle:barbecue ThepeopleoftheCaribbeancookedfoodoveranopenfireandcalleditbarbricot.
Thisiswheretheword,barbecue,sometimesspelledasbarbeque,camefrom.
CluesforWord#4• ThisisavegetablethatwasunknowninEuropebeforetheSpanisharrivedintheNew
World,butthenitquicklyspreadaroundtheworld.• Somepeopleliketoeatthisvegetablebaked.Theymightputbutterontopormaybesour
cream.• Otherpeopleliketothinlyslicethisvegetableandcookitinhotoil.Thismakeschips
thatcrunchinyourmouth.• Stillotherpeopleliketocutthisvegetableintolong,skinnyrectanglesandfryit.Ifyou’ve
everhadfrenchfries,youhavetastedthisvegetable.
• Answertolastriddle:potatoThepotatoisaNewWorldcrop.ThisrootvegetablewasgrowninwhatisnowPeru,
inSouthAmerica.ItwasalsogrownelsewhereintheAmericas.ThepeopleofPerucalleditthepapa.TheCaribbeanpeoplecalleditthebatata.TheSpanishcalleditthepatata.Wecallitthepotato.
ThepotatowaseventuallycarriedbacktoEurope.Peoplediscoveredthatitwascheapandgrewwellinmanycountries.Bythelate1700s,lotsoffarmersinEuropeweregrowingpotatoes.Thepotatobecameanimportantcrop.
Frenchfriesseemtohavebeeninventedalittlelater,probablyinFrance.ThomasJeffersonmentionedfriedpotatoesaround1805,probablylearningaboutthemfromaFrenchcook.
Today,frenchfriesareverypopular.Youcanorderthemintonsofrestaurantsallaroundtheworld.
Unit 9 111© 2013 Core Knowledge Foundation
Name: 12.1
Write a Response to “A History of People in North America”
From page 92 of “A History of People in North America”
LotsofpeoplethinkthatColumbuswasthefirsttoarriveinAmerica.Butthat’snotright.ThereareatleasttwoothergroupsofpeoplewhosettledinNorthAmericaandbothofthemgottheremanyyearsbeforeChristopherColumbus.
112 Unit 9© 2013 Core Knowledge Foundation
WritingPrompt:
ExplainwhyhistorianssaythattwoothergroupsofpeoplesettledinNorthAmericabeforeColumbus.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Unit 9 113© 2013 Core Knowledge Foundation
Name:
Comparative and Superlative Adjectives Using more and most
Write the correct form of the adjective in the blank.
1.(serious)Mynextdoorneighboristhe____________________personI’veevermet.
2.(magnificent)Whatcouldbe____________________thanthesnow-cappedRockyMountains?
3.(beautiful)Youaresuchamarvelousartist!Yourpaintingis__________________thananythingIcouldpaint.
4.(impressive)Justlookoutyourwindowandyou’llseethe_________________landscapesseenanywhere!
5.(imaginative)Mr.Smith’snewestbookis_________________thanhisfirstbook.
6.(unusual)Theanimalsthatliveonthebottomoftheoceanfloorarethe___________________I’veeverseen!
7.(excited)Wasyourlittlebrother___________________thanyouwerewhenthecircuscametotown?
8.(plentiful)Thevegetablesfromourgardenare____________________thisyearthantheywerelastyear.
9.(worried)Iseemtobe___________________thanyouareaboutourgradesonthehistorytest.
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114 Unit 9© 2013 Core Knowledge Foundation
10.(thoughtless)Themaincharacterinthatplayisthe___________________girlinherwholefamily.
Write a sentence using the words in parentheses:
1.(more famous)
2.(most thrilling)
3.(more spectacular)
Unit 9 115© 2013 Core Knowledge Foundation
Name: 13.1
Unit 9 Assessment
Christopher Columbus, SalesmanLookupChristopherColumbusinanencyclopedia.Chancesaretheentrywillsay
thathewasanexplorer.Thatisnotwrong.Columbuswas,indeed,anexplorer.But,didyouknowthathewasalsoasalesman?
Columbushadanidea.HisideawasthathecouldgettotheIndiesbysailingwest.HebelievedEarthwassmallerthanmostpeoplethought.HethoughtthattheIndieswereprobablyabout2,400milesfromEurope.Hebelievedhecouldsailthereinafewweeks.
Howwouldhepayforthevoyage?Thatwasthebigquestion.Columbuswasnotarichman.Hedidnothavethemoneyhewouldneedtobuyshipsandhiresailors.Onlyafewpeopleinhisdayhadthatkindofmoney.Mostofthemwerekingsandqueens.
Columbusknewhehadtosellhisidea.Hehadtofindsomeonewhowouldpayforhisvoyage.Itmightbeaking.Itmightbeaqueen.Itmightbearichbanker.Itmightbeabunchofbankerswhowouldpooltheirmoneytogether.
In1485,ColumbuswenttoPortugal.HemetwithJohnII,theKingofPortugal.Heaskedthekingforthreeships.Hesaidhewouldneedtheshipsforayear.Wouldthatcostalot?Yes,itwould.“But,”Columbussaid,“justthinkhowrichyouwillbeifIreachtheIndies!Thinkofthegold!Thinkofthespices!”
KingJohnwasinterested.Heshowedtheplantohisadvisors.Theystudiedit.Intheend,theytoldthekingnottofundit.TheysaidColumbuswaswrongaboutthesizeofEarth.TheythoughttheIndiesweremuchfartherawaythanColumbussaid.
Guesswhat?Theywereright.
In1486,Columbustriedagain.HemetwithKingFerdinandandQueenIsabellaofSpain.Heexplainedhisplan.HespokeofthewealthandricheshewouldbringtoSpainifhereachedtheIndies.ThekingandqueenwerebusyfightingawaragainsttheMoors,buttheywereinterested.Theyshowedtheplantotheiradvisors.Theadvisorsstudiedtheplan.Theysaiditwasabadplan.TheyweresureitwasalotfarthertotheIndiesthanColumbusthought.
116 Unit 9© 2013 Core Knowledge Foundation
In1488,ColumbuswentbacktoPortugal.HetriedtosellhisideatoKingJohnIIagain.Onceagain,itwas“nosale.”
Columbuswentbackhishometown,Genoa,Italy.Hetriedtoconvincesomewealthymentheretofundhisvoyage.Again,itwas“nosale.”
ColumbuswenttoVenice.Hespoketosomerichmenthere.Onceagain,“nosale.”
ColumbussenthisbrothertoEngland.HetoldhimtotrytoselltheideatoKingHenryVII.Hisbrothermadethepitch,butitwas“nosale.”
Somemenwouldhavegivenup.Probablymostmenwouldhavegivenup.ButColumbuswasaverydeterminedman.Hewassurehisplanwasagoodone,andhekeptontryingtosellit.
Finally,in1492,heclosedthedeal.Bythistime,theSpanishhaddriventheMoorsoutofSpain.KingFerdinandandQueenIsabellaagreedtofundthevoyage.Columbusthesalesmanhadsucceeded.ThatmeantColumbusthenavigatorwouldgetachancetomakethevoyagehehadbeenthinkingaboutformorethanadecade.
Unit 9 117© 2013 Core Knowledge Foundation
1. Usingthenumbers1–5,arrangethefollowingeventsinorder.
_____ColumbuswentbacktoPortugalandaskedformoneyagain.
_____ColumbussenthisbrothertoEnglandtoaskformoney.
_____ColumbusmetwithJohnII,theKingofPortugaltoaskformoney.
_____ColumbusmetwithKingFerdinandandQueenIsabellaofSpainandclosedthedeal.
_____ColumbushadanideathathecouldgettotheIndiesquickly.
2. Writetrueorfalseontheblankfollowingthesentence.
ColumbusthoughthecouldsaileasttogettotheIndiesandwouldarriveinafewweeks.__________
3. Whywouldthekingandqueenofacountrydecidetofundanexplorer’s
expeditiontoanunknownland?________________________________________________
__________________________________________________________________________________
_________________________________________________________________
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118 Unit 9© 2013 Core Knowledge Foundation
4. Whatdothewordsclosed the dealmeaninthefollowingsentencefromtheselection?
Finally,in1492,Columbusclosed the deal.
A. Thekingandqueensaid“nosale”toColumbus.
B. ColumbusthoughtEarthwassmallerthanotherexplorersthought.
C. TheKingandQueenofSpainagreedtofundhisvoyage.
D. ColumbusshowedhisplantotheKingofPortugalwhosoldhimland.
5. WhenColumbusaskedKingFerdinandandQueenIsabellaforfundingthesecondtime,whathadchangedthatallowedthemtoagreetothefunding?
A. Columbuswasasalesmanandanavigator.
B. ThewarbetweenSpainandtheMoorshadended.
C. ThekingandqueenwereinterestedinColumbus’plan.
D. ThewealthymenofGenoa,Italyconvincedthekingandqueentofundthevoyage.
6. Writethecorrectwordontheblankinthesentence.
Theblackandwhitepuppywagged________________tailindelightuponseeinghisowner.(its,it’s)
Unit 9 119© 2013 Core Knowledge Foundation
Name:
7. Usethefollowingportionofadictionarypagetoanswerthequestionsbelow.
flock1.verbTojointogetherinagroup.2.noun Agroupofanimals,usuallybirds.
Whichdefinitionofflockisusedinthefollowingsentence?Themoviegoers flocktogetherattheentranceofthetheater.__________Whatpartofspeechis flockinthissentence?__________
8. Whichofthefollowingwordswiththeprefixpro–couldbeusedtodescribewhatColumbussharedwithkingsandaqueenabouthisidea?
A. prologue
B. proposal
C. progress
D. prophecy
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120 Unit 9© 2013 Core Knowledge Foundation
9. Addaconcludingsentencefortheparagraph,beginningwiththewordsIn conclusion.
Zacharyhadalwaysthoughthewouldliketobecomeawriteroneday.Afterspendingawonderfulweekatthebeach,hedecidedhewouldtrytowriteanarticleforatravelmagazinedescribinghisweek.First,hemadealistofalltheactivitieshehadenjoyed,includinglearningtosurf,goingforlongwalkswithhisfamily,andcraftingahugesandcastle,andwaspleasedwiththelist.Next,heturnedhislistintosentencesandworkedtoputtheminordersotheymadesense.Headdedasplashyintroductionandalogicalconclusionandevendownloadedafewofthephotographshehadtaken.Afteraweekofworkingonhisarticle,hesenttheparagraphandthepicturestothetravelmagazineandsatbacktothinkabouttheexperience,smilingtohimself.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
10. Completethefollowingsentencebycirclingthecorrectsuffixtoaddtotherootword.
Goldandspiceswerevalu____itemsthatexplorerswantedtofindinordertogetrich.
–ish –ness –able –ible
Unit 9 121© 2013 Core Knowledge Foundation
Bartolomé de Las Casas: Protector of the Native Americans
Haveyoueverchangedyourmindaboutsomething?ThatiswhathappenedtoBartolomédeLasCasas.
LasCasaslivedwiththeconquistadorsformanyyears.HehelpedthemconquertheAmericas.Then,hedecidedthatthisconquestwaswrong.HespenttherestofhislifefightingagainsttheconquistadorsandtryingtoprotectNativeAmericans.
LasCasaswasborninSpainin1484.HewaseightwhenColumbusmadehisfirstvoyage.Tenyearslater,in1502,hesailedtotheNewWorld.HebecameaplantationownerontheislandofHispaniola.Heownedslaves.Hehelpedconquerthenativepeople.
In1510,LasCasasbecameaCatholicpriest.HewasthefirstpriestordainedinAmerica.Atfirst,thiswasnotaproblem.LasCasasfeltthathecouldbeaplantationownerandapriest.Hedidnotseeanyconflictbetweenhisreligionandhisroleasaplantationowner.
In1513,histhinkingbegantochange.Inthatyear,hetookpartintheconquestofCuba.Whathesawshockedhim.TheSpanishwereverycruel.Theytreatedthenativepeoplelikeanimals.LasCasasfoundthisdisturbing.Hebegantorethinkhisviews.
In1514,LasCasasmadeabigdecision.HedecidedthatwhattheSpanishweredoinginAmericawaswrong.Itwaswrongtokillandenslavepeople.Itwasnotmoral.Itwasnotethical.ItwasnotconsistentwiththeChristianreligion.
LasCasasfeltashamedofhimself.Hefeltashamedofthethingshehaddone.Hefeltashamedofthewayhehadbeenliving.Hegaveuphisplantation.Hefreedhisslaves.Hetriedtoconvinceotherstodothesame,buthedidnothavemuchluck.
Fortherestofhislife,LasCasasfoughttoprotecttheNativeAmericans.HewentbacktoSpain.Hespoketothekingandotherimportantmen.Hetoldthemwhatwashappeninginthecolonies.Hetoldthemaboutthecrueltyoftheconquistadors.HetriedtochangethewaypeoplethoughtabouttheNativeAmericans.
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122 Unit 9© 2013 Core Knowledge Foundation
Atthetime,manySpaniardsfeltthatitwasokaytouseforceagainstnon-Christians.TheythoughttheNativeAmericanswerepagans,whodidnotbelieveintheChristianGod.NativeAmericansbelievedinmanygods.TheirreligionseemedlikedevilworshiptomanySpaniards.ManySpaniardsbelievedthatitwasokaytoconquerthenativesandforcethemtoacceptChristianity.
Somepeoplewentevenfurther.Theyarguedthatconquestwastheonlyapproachthatmadesense.TheNativeAmericanswerebarbarians.Theycouldnotthinkforthemselves.Theywerefitonlytobeslaves.Itwasnotjustokaytoenslavethesepeople.Itwastheproperthingtodo.Itwasthebestwaytosavetheirsouls.ItwasalsotheonlywaytoprotecttheweakerNativeAmericansfromthestrongerNativeAmericans.
LasCasasarguedagainstthiswayofthinking.HeinsistedthattheNativeAmericanswerecapableofthinkingforthemselves.Theydeservedtobetreatedasfreemen.Theyshouldnotbeconqueredandenslaved.Theyshouldbeconvertedtothetruefaith.But,theyshouldbeconvertedbypeacefulmeans.
LasCasasfoughttochangethelaws.HeworkedtosetupcolonieswheretheNativeAmericanswouldbetreatedfairly.
LasCasasalsowrotebooks.HismostfamousbookwasABriefAccountoftheDestructionoftheIndies.ThisbookisanattackonColumbusandtheconquistadors.LasCasasblamedthesemenfortheircrueltreatmentofthenatives.“Thesemendidnotbehavelikehumanbeings,”LasCasassaid.“Theybehavedlikelionsandtigers.Whatmadethembehavethisway?Itwasgreed.Theyweredrivenbygreedforgold.”
Asyoumighthaveguessed,LasCasaswasnotpopularintheSpanishcolonies.TheSpanishsettlershatedhim.Theyfeltthathewastryingtotakeawayland,power,andslavestheyhadacquiredfairly.TheysawLasCasasasatraitor.Theysawhimasamanwhosidedwiththeenemyagainsthisowncountry.
LasCasaswasnotafraidtobehated.Hewasamanofgreatcourage.Hewassurehewasright.Hekeptfightingforfiftyyears,untilhisdeathin1566.
Unit 9 123© 2013 Core Knowledge Foundation
Name:
11. WhydidLasCasasfeelitwasrighttobecomeaplantationowner,ownslaves,
andconquerthenativepeople?_________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
12. Whatdoesthewordconvertedmeaninthefollowingsentencefromtheselection?ThenativeAmericansshouldbeconvertedtothetruefaith.
A. protected
B. ashamed
C. enslaved
D. changed
13. WhathappenedthatcausedLasCasastochangehismindandfreehisslaves?
__________________________________________________________________________________
__________________________________________________________________________________
14. WhydidLasCasashavetroubleconvincingotherstofreetheirslaves?
__________________________________________________________________________________
__________________________________________________________________________________
13.1 continued
124 Unit 9© 2013 Core Knowledge Foundation
15. WriteasummaryofthelifeofLasCasas.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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Unit 9 125© 2013 Core Knowledge Foundation
Name: X.X16. Choosethewordthatfitstheunderlinedmeaninginthesentence.
Theboy’s having the characteristics of or like someone who is ridiculous and acts without good sensebehaviorangeredhismothersoshemadethemleavethezoo.
A. stylish
B. snobbish
C. foolish
D. feverish
17. Addadjectivesandadverbstothefirstrowofboxesandsimplesentencestothesecondrowtocreatealistofthingsthatcouldhappen.Choosefromyourlisttocreateanew,moreinterestingsentenceusingthelinkingwordsfor example.
StarterSentence:Thegirlbrokeherarm.Adjectivesto
describethe girl
1.
2.
Adverbstodescribehow
1.
2.
Adverbstodescribewhen
1.
2.
Adverbstodescribewhere
1.
2.
Alistofexamplestoanswerthefollowing:Becausethegirlbrokeherarm,listtheactivitiesshecannolongerdo.1.
2.
Newsentence:__________________________________________________________________
_____________________________________________________________________________
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126 Unit 9© 2013 Core Knowledge Foundation
18. Usethefollowingportionofadictionarypagetoanswerthequestionsbelow.
land 1.verbToarriveonarunwayafterflyingintheair.2.verbToachievesomethingyouhaveappliedfor.3.noun Thegroundunderyourfeet.4.nounAcountry.
Whichdefinitionoflandisusedinthefollowingsentence?
Thisgreatland ofoursiscalledtheUnitedStatesofAmerica.__________
Whatpartofspeechis landinthissentence?__________
19. Circlethecorrectwordtocompletethesentence.
Mynewjacketis(reverse, reversible)
whichmeansIcanwearitoutsideoutorinsideout.
20. Writethecorrectlinkingwordsintheblankinthesentence.
Theprincewearsrichclothingandridesafearsomestallion.
(In the same way, In contrast)theprincesswearslavishdressesandflowingscarvesand
ridesasleek,whitesteed.
Unit 9 127© 2013 Core Knowledge Foundation
Name:
The Duke and His GuestManyyearsago,inalandfar,faraway,therelivedawiseking.Oneday,whilehewas
outriding,thekingpassedabeautifulhouse.
“Wholivesinthathouse?”heaskedhisservant.
“YourMajesty,”theservantreplied,“theDukeofLuxfordlivesthere.Heisoneoftherichestmenintheland.Heputsonthemostwonderfulfeastsforhiswealthyfriends!”
“Whatdoeshedoforthepoor?”askedtheking.
“Nothing,”answeredtheservant.
Thenextday,thekingdressedhimselfinold,raggedclothesandwenttotheduke’shouse.
Thedukecametothefrontdoor.
“OGreatOne,”saidtheking,bowinglow,“won’tyougivemealittlefoodandletmerestinyourbeautifulhome?Iamhungryandtired.”
“Begone!”shoutedtheduke.“GetoffmypropertyatonceorIwillhavemyservantsbeatyouaway.Iwillnothavebeggarshangingaroundmyhouse!”
Thekingwentaway.
Thenextday,thekingputtheold,raggedclothesonagain.Then,hecoveredhisraggedclothingwithahandsome,silkencloaktrimmedwithgoldandjewels.
Hewentoncemoretotheduke’shome.
Asbefore,thedukecametothedoor.Whenhesawthestrangerintherichcloak,hespoketohimandinvitedhimin.
“Comein,myfriend,”thedukecalledout.“Comeinandjoinus!Itisagreatpleasuretoentertainamanlikeyouinmyhome!”
Thekingtooksomeoftherichfoodandbrokeitintosmallpieces.But,insteadofeatingthefood,heputitintothefoldsofhisrichcloak.
“Whydoyounoteatthefood?”askedtheduke.“Whydoyouputitinyourcloak?”
“Becauseitismycloakyouarefeedingandnotme,”answeredtheking.“YesterdayIcametoyoudressedlikeapoormanandyoudrovemeaway.Today,becauseIhave
13.1 continued
128 Unit 9© 2013 Core Knowledge Foundation
thisfinecloak,youhaveinvitedmetodinewithyou.But,IamthesametodayasIwasyesterday—stillyourking.”
Then,thedukekneltdown.
“Oh,forgiveme,YourMajesty!”hecried.“Ihavebeenproudandselfish.Iwillmendmyways.Fromthisdayon,nopoormanshallbedrivenfrommydoor.Youhavetaughtmethatamanismorethanhisclothes.”
Unit 9 129© 2013 Core Knowledge Foundation
Name:
21. Whydidthekingasktheservantwhatthedukedidforthepoor?
__________________________________________________________________________________
__________________________________________________________________________________
22. Whatdoestheword entertainmeaninthefollowingsentencefromtheselection?
Itisagreatpleasuretoentertainamanlikeyouinmyhome!
A. tomakesomeonefeelwelcome
B. toputonaplaytoanaudience
C. toenslavesomeoneforlife
D. tosingforsomeonewholistenswell
23. Whydidthekingputsmallpiecesoffoodinthefoldsofhiscloakinsteadofeatingthem?
A. tosavethefoodforlater
B. toteachthedukealesson
C. tomakethedukelaugh
D. tohidethefoodbecausehedidn’tlikethetasteofit
13.1 continued
130 Unit 9© 2013 Core Knowledge Foundation
24. Whatisthemoraltothestory?
A. Lookbeforeyouleap.
B. Richandfancyisnotalwaysbest.
C. Don’tjudgeabookbyitscover.
D. Goodthingscomeinsmallpackages.
25. Whywasthekingdescribedaswise?
A. Hetoldastorytotheduke.
B. Hedressedinragswhenhewenttotheduke’shousefordinner.
C. Heateawonderfulfeastattheduke’shouse.
D. Heshowedthedukehowtotreatpeoplekindly.
26. Writeasentenceusingtheverbandadverb.Drawatrianglearoundtheadverbandarrowittotheverbitdescribes.
verb:floatsadverb:higher
__________________________________________________________________________________
__________________________________________________________________________________
27. Whichofthefollowingwordswiththesuffix–ness means“inthestateorconditionofbeingwithoutothers?”
A. happiness
B. sadness
C. quickness
D. loneliness
Unit 9 131© 2013 Core Knowledge Foundation
Name: 13.1 continued
28. Usethefollowingportionofadictionarypagetoanswerthequestionsbelow.
does 1.[doez]nounFemaledeer.2.[duz]verbThesingularpresenttenseformoftheverbtodo.
Whichdefinitionof doesisusedinthefollowingsentence?
Thedoesgentlygrazeinlush,greenfields.__________
Whatpartofspeechisdoes inthissentence?__________
29. Writeasentenceusingtheverbandadverb.Drawatrianglearoundtheadverbandarrowittotheverbitdescribes.
verb:freezes adverb:quickest
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
30. Ifsomeoneisantisocial,thepersonis
__________________________________________________________________________________
__________________________________________________________________
Unit 9 133© 2013 Core Knowledge Foundation
Name:
Christopher Columbus and John Cabot:
Parallel LivesChristopherColumbuswasanimportantexplorer.SowasJohnCabot.Thetwomen
livedatthesametime.Theywerealmostthesameage.Theywererivals,too.Theirliveswereconnectedininterestingways.
Columbuswasprobablybornin1451.JohnCabotmayhavebeenbornthesameyear.
ColumbuswasItalian.HewasborninGenoa.CabotwasalsoItalian.Wearenotsurewherehewasborn.HemayhavebeenborninGenoa.
Inthe1470s,Columbusworkedasasailor.HesailedtomanyportsintheMediterranean.Duringthoseyears,Cabotworkedasamerchant.HelivedinVenice,buthetradedallaroundtheMediterranean.
Columbusspentmanyhoursstudyingmaps.In1485,hecameupwithaboldplan.HebelievedhecouldreachtheIndiesbysailingwest.
Columbussetouttofindakingwhowouldpayforavoyage.HewenttoseeJohnII,KingofPortugal.Johnsaidno.Columbuskepttrying.Hepresentedhisplantootherkings,includingHenryVIIofEngland.Finally,hefoundasponsor.KingFerdinandandQueenIsabellaofSpainagreedtopayforavoyage.
Columbussetsailin1492.HedidnotmakeittotheIndies.HeranintoNorthAmerica.ButColumbusdidnotrealizethis.HebelievedhehadreachedtheIndies.
In1494,CabotlearnedaboutColumbusandhisjourneys.Cabothadstudiedmaps,too.HethoughtColumbushadmadeamistake.Hehadsailedwestinthemiddlelatitudes,neartheequator.ButthatiswherethedistancearoundEarthisgreatest.Whysailthere?Whytakethelongway?Whynotsailfarthernorth?ThedistancearoundtheEarthwouldbemuchshorterthere.ItwouldbeabetterwayofsailingtotheIndies.
Cabothadanidea.HethoughthecouldbeatColumbusathisowngame.Hedrewupaplan.Then,hewentlookingforasponsor,justasColumbushaddone.
CabotlookedforfundinginPortugal.Hewasturneddown.HewenttoHenryVII
13.2
134 Unit 9© 2013 Core Knowledge Foundation
ofEngland.HenryhadturneddownColumbus,buthelikedthesoundofCabot’splan.Heagreedtosponsoravoyage.
Forthenextfewyears,bothmenwerebusyexploring.
ColumbusmadethreemorevoyagesforSpain.HeexploredtheCaribbeanSeaandthecoastofSouthAmerica.
CabotmadethreevoyagesforEngland.HeexploredthecoastofNorthAmerica.
Thereweremanysimilaritiesbetweenthesetwomen.Buttherewasonebigdifference.Columbusendedupfamous.Cabotdidnot.Infact,formanyyears,Cabotwasalmostforgotten.Eventoday,historiansarestilldiggingupfactsaboutCabot.TheworldhasneverforgottenaboutChristopherColumbus,butithadtoberemindedaboutJohnCabot.
Unit 9 135© 2013 Core Knowledge Foundation
Name: X.X13.2 continued
W.C.P.M. Calculation Worksheet
Student: Date:
Story: Christopher Columbus and John Cabot: Parallel Lives
Totalwords:467
Words Time
Words Read
Uncorrected Mistakes
Words Correct
Finish Time
Start Time
Elapsed Time
Minutes Seconds
× 60( ) + =
W.C.P.M.
÷ × 60=
Time in Seconds
Words Correct Time in Seconds W.C.P.M.
Compare the student’s W.C.P.M. score to national norms for Spring of Grade 3 (Hasbrouck and Tindal, 2006):
W.C.P.MNational Percentiles for Spring,
Grade 3162 90th 137 75th 107 50th 78 25th 48 10th
Comprehension Total / 5
Answers Correct Level5 Independent comprehension
level4 Instructional comprehension
level2–3 Frustration comprehension level0–1 Intensive remediation warranted
for this student
Unit 9 137© 2013 Core Knowledge Foundation
Name:
Irregular Comparative and Superlative Adjectives
Write the correct form of the verb in the sentence.
1.(good)WhenIwasinfirstgrade,Iwasthe________________swimmerinthewholeschool.
2.(bad)Mybrotherhada________________daythanIdid.
3.(much)How________________moneydidyoubringwithyoutoday?
4.(little)Theunhappychildgotthe________________pieceofcakebecausethatwasallthatwasleft.
5.(far)Myauntandunclelive________________awayfromourhousethanmygrandparents.
6.(many)Ourneighborshave_______________petsthanwehave.
Write a sentence using the word in parentheses.
1.(better)_____________________________________________________________________________________________________________________________________________________________
2.(most)_______________________________________________________________________________________________________________________________________________________________
14.1
138 Unit 9© 2013 Core Knowledge Foundation
3.(farthest)_____________________________________________________________________________________________________________________________________________________________
4.(worst)_______________________________________________________________________________________________________________________________________________________________
Unit 9 139© 2013 Core Knowledge Foundation
Name: 15.1
Spelling Assessment
As your teacher calls out the words, write them under the correct header.
‘ph’ > /f/ ‘f ’ > /f/ ‘gh’ > /f/ ‘ff ’ > /f/
Challenge Word:
Challenge Word:
Challenge Word:
Content Word:
140 Unit 9© 2013 Core Knowledge Foundation
Dictated Sentences
1. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Unit 9 141© 2013 Core Knowledge Foundation
Name: X.XPP1
Linking Words in conclusion
Add a concluding sentence for each paragraph, beginning with the words In conclusion.
Learningtomakeafreethrowinbasketballisharderthanitlooks!First,youhavetobeabletouseyourwriststotosstheballfarenoughtoevenreachthebasket.Then,theballhastogostraight,notofftotherightorleft.Also,theballhastobetossedhighenoughintheairtocomedownintothebasketandnotbounceofftherim.Ittakeslotsofpracticetogetitright.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Teachingapuppytositcanbeanamusingactivity.Ingeneral,puppiesaresuchhappy,excitableanimalsthattheyoftentimescan’tcontroltheirexcitement.Puppiesjumpuponpeoplebecausetheywantattentionandbecausetheylovethetreatsyoucarryinyourpockets.Thiscanmakeyoulaugh.Asyoutrytoholdthetreatjustrightandgentlypushdownonthepuppy’sback,itwilllickyourfaceandlooklovinglyintoyoureyes.Thiscanalsomakeyoulaugh.Aftermuchtimeandpatience,youmaybeabletoteachyourpuppytosit.
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142 Unit 9© 2013 Core Knowledge Foundation
Winningaspellingbeeisathrillingactivity.Asthebeebegins,youandotherstudentslineuponstagewearingsignswithnumbersonthem.Onebyoneyouarecalleduptothemicrophoneandaskedtospellawordoutloud,andthewordsgetmoreandmoredifficult.Studentsmakemistakesandstepoffthestage.Finally,thegrouphasdwindledtojusttwo,youandoneotherstudentareleftonthestage.Youropponentspellshislastwordincorrectly,youspellyourlastwordcorrectly,andyouhavewon.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
_______________________________________________________________________________________
Unit 9 143© 2013 Core Knowledge Foundation
Name: X.XPP2
Build Sentences with Linking Words for example
Add adjectives and adverbs to the top rows of boxes and a list of examples in the bottom rows. Choose from your list to create two new, more interesting sentences. Connect your elaborated sentence to the list using the words for example.
StarterSentence:The girl hurt her arm.Adjectivesto
describethe girlAdverbstodescribe
howAdverbstodescribe
whenAdverbstodescribe
where1. 1. 1. 1.2. 2. 2. 2.3. 3. 3. 3.4. 4. 4. 4.
Alistofexamplestoanswerthefollowing,“Becausethegirlhurtherarm,whatactivitiescanshenolongerdo?”
1.2.3.4.
New sentences:
1. __________________________________________________________________________________
________________________________________________________________________________________
2. __________________________________________________________________________________
________________________________________________________________________________________
144 Unit 9© 2013 Core Knowledge Foundation
Add adjectives and adverbs to the top rows of boxes and a sentence that states an example in the bottom rows. Choose from your list to create two new, more interesting sentences. End your elaborated sentence with a period. Add the second sentence using the words For example.
StarterSentence:Father barbecues.Adjectivesto
describeFatherAdverbstodescribe
howAdverbstodescribe
whenAdverbstodescribe
where1. 1. 1. 1.2. 2. 2. 2.3. 3. 3. 3.4. 4. 4. 4.
AsecondsentencedescribingFather’sbarbecuing.1.2.3.4.
New sentences:
1. __________________________________________________________________________________
________________________________________________________________________________________
2. __________________________________________________________________________________
________________________________________________________________________________________
Unit 9 145© 2013 Core Knowledge Foundation
Name:
Comparative and Superlative Adjectives
Write the correct form of the adjective in the blank.
1.(long)Ahighwayis________________thanthestreetwhereIlive.
2.(scary)Thatmovieisthe________________movieI’veeverseen!
3.(dull)Thepaintonthathouseis_______________thanthepaintonyourhouse.
4.(fluffy)Mykittenisa________________balloffurthatmakesmelaugh.
5.(green)Youryardismuch________________thanminebecauseyou’vebeenwateringit.
6.(angry)MybrothersandIare_______________witheachother!
7.(fat)Thatpuppyisthe_______________puppyinthewholeneighborhood.
8.(fine)Thatwasthe________________storyI’veeverread.
9.(busy)Myauntisvery________________atwork.
10.(great)You’rethe_________________friendI’veeverhad!
Write a sentence using the word in parentheses.
1.(wiggliest)___________________________________________________________________________________________________________________________________________________________
PP3
Unit 9 147© 2013 Core Knowledge Foundation
Name:
Comparative and Superlative Adjectives Using more and most
Write the correct form of the adjective in the blank.
1.(dangerous)Thatrockycliffisthe____________________placetojogI’veeverseen.
2.(exciting)Whatcouldbe____________________thanadayspentwithafamousbasketballstar?
3.(skilled)Youaresuchamarveloussculptor!Youaredefinitely_________________thanIam.
4.(talented)Mybrotheris________________atbaseballthanmysisteris.
5.(comfortable)Stuffedcouchesare___________________thanhardwoodenchairs.
6.(satisfying)The_________________feelingformeiswhenIcantrulyhelpsomeone!
7.(painful)Gettingstungbyabeewas__________________thanIthoughtitwouldbe.
8.(important)“Grammaristhe_________________subjectwestudy,”saidmygrammarteacher.
9.(energetic)Iseemtobe___________________thanyouarethismorning.
10.(expensive)Whatisthe_________________meallistedonthemenu?
PP4
148 Unit 9© 2013 Core Knowledge Foundation
Write a sentence using the words in parentheses:
1.(most popular)
2.(most colorful)
3.(more awesome)
Unit 9 149© 2013 Core Knowledge Foundation
Name: PP5
Irregular Comparative and Superlative Adjectives
Write the correct form of the adjective in the sentence.
1.(good)Youplaybasketball________________thanIdo.
2.(bad)Mybrandnewpuppywasbeing________________whenhechewedupmyslippers.
3.(much)IamstillhungryandIwouldlike________________food,please.
4.(little)Myfriend’soldersisteris________________thansheis.
5.(far)Thisisthe________________I’veeverriddenmybicyclebeforewithoutabreak.
6.(many)Youhavethe_______________appletreesinyouryardthananyoneinthewholeneighborhood.
Write a sentence using the word in parentheses.
1.(best)___________________________________________________________
__________________________________________________________________
2.(many)__________________________________________________________
__________________________________________________________________
150 Unit 9© 2013 Core Knowledge Foundation
3.(least)___________________________________________________________
__________________________________________________________________
4.(worse)__________________________________________________________
__________________________________________________________________
Unit 9 151© 2013 Core Knowledge Foundation
Name: PP6
Prefixes pro– and anti–
Choose the correct word to complete the sentence and write it on the line.
1. Sheknewthatbeing(antisocial, social)
attheneighborhoodpicnicwouldnothelphermeetnewpeoplesosheintroducedherselftopeopleathertable.
2. Grandmais(active, proactive)
inherbookclub,hostingeventsregularly.
3. Ididnotmakeasmuch(propel, progress)
onmyhistoryprojectlastnightasIhadhoped,butIstillhaveonemoreweekbeforeitisdue.
4. Momsaidwecould(freeze, antifreeze)
someofthemeatweboughtonsalesowecoulduseitatalaterdate.
5. The(prophecy, prologue)
tothebookdescribedthetownwherethemaincharacterslivedsothereaderwouldhavecontextforthebeginningofthestory.
6. Afterafewdayspassed,theinfectionhadn’tgottenbettersoIwenttothedoctortoseeifshecouldprescribean
(antibiotic, antibodies)toclearitup.
7. One(prophecy, proposal)
forthenewparkincludeswalkingandbikingtrails,aplayground,andaskatepark.
152 Unit 9© 2013 Core Knowledge Foundation
8. Withoutanywindblowing,thesailboathadnothingto(project, propel)
itacrossthebaysoitjustsatstillinthemiddleofthewater.
Write a sentence using each word listed.
1. antibodies
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2.proactive
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3.prophecy
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Unit 9 153© 2013 Core Knowledge Foundation
Name: X.XPP7
Suffix Review: –ish, –ness, –able, and –ible
Circle the correct word, from the choices after each sentence, to complete the sentence.
1.
Therewerenosignsof____________entryatthesceneoftherobberysoperhapstherobberhadakeytogetinorthedoorwasunlocked.
forcible force
2. Areyou____________thatthelibraryisbeingrenovatedandgettingadditionalspace? awareness aware
3. Sheworea____________newdresstotheholidaypartyandmadequiteanimpression. style stylish
4.Themoviewewatchedlastnightdidnothavea____________endingandIwascompletelysurprised.
predictable predict
5.Ifelt____________aftereatingtoomanycupcakesanddrinkingtoomuchsodaatthebirthdayparty.
sickness sick
6.Weneedtofindsome____________materialstousefortheartprojectthatwecaneasilyshape.
bend bendable
7.His____________behaviorduringthebaseballgamecaughttheattentionofapoliceofficernearby,whokeptacloseeyeonhim.
foolish fool
8. Shewas____________whenherfriendsleftafteralongweekendvisit. sadness sad
154 Unit 9© 2013 Core Knowledge Foundation
Write the part of speech, meaning, and root word for each word.
1. selfish PartofSpeech:_______________ RootWord:_______________
Meaning:_________________________________________________
2. quickness PartofSpeech:_______________ RootWord:_______________
Meaning:_________________________________________________
3. flexible PartofSpeech:_______________ RootWord:_______________
Meaning:_________________________________________________
4. believable PartofSpeech:_______________ RootWord:_______________
Meaning:_________________________________________________
5. loneliness PartofSpeech:_______________ RootWord:_______________
Meaning:_________________________________________________
Unit 9 155© 2013 Core Knowledge Foundation
Name:
Prefix Review: pro– and anti–
If the sentence shows an example of the correct meaning of the underlined word, write yes on the blank that follows. If the sentence does not show an example of the correct meaning of the underlined word, write no.
1. TheantibioticthedoctorgavemereallyhelpedclearupthesinusinfectionandIfeelmuchbetter.________
2. WemadegoodprogressonpeelingthepotatoesbysittingonthecouchandwatchingTV.________
3. Thereisnoantidoteforsomespiderandscorpionbitessoavisittothehospitalisthesafestthing.________
4. Hehadaproposalforhowtosolvethefactoryproblemsohesatsilentlythroughthemeetingandneverdescribedhisplan.________
5. ThedoctorgavememoremedicinebecauseIhadbeensickforawhileandmyantibodieswerenotstrongenoughtofightoffotherinfections.________
6. Somepeopleneedastrongantiperspirantprescribedbytheirdoctorbecausetheysweatmorethanothers.________
7. Weneededtoproceedwiththetalentshowsothedirectorwaiteduntilallparticipantswherethere,evenifthatmeantstartinglate.________
PP8
156 Unit 9© 2013 Core Knowledge Foundation
8. Whenthechainonmybicyclebroke,IhadnowaytopropelmyselfupthehillsoIhadtogetoffandwalkthebiketothetop.________
Write a sentence for each word like the ones above that you can answer with yes.
1.anticlimactic
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2.project
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3.prophecy
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Unit 9 157© 2013 Core Knowledge Foundation
PP9
Glossary for The Age of Exploration
Aabandon—toleavesomewhere,nevertoreturn(abandoned)
accurate—correct
ashore—onland
attempt—anactoftrying
Bbarbarous—wild,sometimesviolent
barter—totradebyexchanginggoodsandservicesinsteadofpayingoracceptingmoneyforthem
bastion—araisedgunplatforminafort
bilge pump—adeviceusedtoremovewaterfromthebottompartofaship
boast—tobrag(boasted)
Ccharter—aformaldocumentthatgivesrightstoapersonorgroupofpeople;Kingsoftenissuedcharterstoexplorerssoexplorerswouldsearchforlandandtreasureonbehalfoftheking.
cheap—doesnotcostmuch
Take-HomeWorksheet
158 Unit 9© 2013 Core Knowledge Foundation
claim—tosaysomethingbelongstoyou(claims,claimed)
compass—atoolusedforfindingdirectionswithamagneticpointerthatalwayspointsnorth
conquistador—aformerwarrior,usuallyfromSpain,whotookcontrolofsomethingbyforce(conquistadors)
continuously—withoutstopping
convince—totalksomeoneintosomethingbygivinggoodreasons(convinced)
copper—areddish-brownmineralfoundintheearth
Ddead reckoning—awaytomeasurespeedwhentravelingthroughwaterbythrowingaknottedropewithapieceofwoodontheendoverboardandobservinghowmuchofandhowfasttheropeispulledintothewater
destroy—tocompletelyruinsothatitnolongerexists(destroyed)
device—apieceofequipmentthatdoesaspecificjob
distant—faraway
Eequator—animaginarylinearoundthemiddleoftheearththatisequallyfarfromboththeNorthPoleandSouthPole
establish—tostartsomethingthatismeanttolastalongtime(established)
estate—everythingapersonowns
Unit 9 159© 2013 Core Knowledge Foundation
estimate—(verb)tomakeaguessbasedoninformationyouhave;(noun)aguessmadebasedoninformationyouhave
evidence—informationthathelpsshowifsomethingiseithertrueornottrue
expanse—alarge,openarea
expect—tothinksomethingwillprobablyhappen(expected)
expedition—alongtripmadeforaspecificpurpose(expeditions)
expensive—costsalotofmoney
explorer—apersonwhosetsouttofindnewthings(exploration,explorations,explorers,explored,exploring)
Ffelt—thickclothmadefromwool,fur,orotherfibers
fine—excellent(finest)
flavor—taste(flavors)
forerunner—somethingthatcamebefore
fort—alargebuildingconstructedtosurviveenemyattacks
fortress—astrongfort
fossil—abone,shell,orotherremainsofaplantoranimalfrommillionsofyearsagothathasformedrock(fossils)
funding—moneyprovidedforaspecialpurpose
160 Unit 9© 2013 Core Knowledge Foundation
Ggadget—asmalltool(gadgets)
grind—tocrushsomethingintosmallpiecesorpowder(ground)
Hhardtack—hardbreadthathasbeenbakedmanytimes
hourglass—atoolformeasuringtime;Itisaglasscontainerwithanupperpartandlowerpartconnectedinthemiddlebyanarrowtubeandsandfallsfromtheupperpartintothelowerpartinafixedamountoftime,usuallyanhour.
hull—theoutercoveringofaseedorfruit
humble—respectful,notthinkingyouarebetterthanothers
Iiceberg—alargemassoficefloatingintheocean(icebergs)
import—tobringinfromsomewhereelse(imported)
impressive—deservingattentionorrespect
in exchange—theactofgivingsomethingandreceivingsomethingofsimilarvalueinreturn
income—moneyearned,mostlyfromworking
inherit—toreceivemoney,property,andotherthingswhensomeonedies(inherits,inherited)
Unit 9 161© 2013 Core Knowledge Foundation
Kkeep track—tocontinuetobeawareof(keeping track,kept track)
kernel—seed
Llandmark—anobjectonlandthatiseasytoseeandrecognize(landmarks)
landmass—alarge,continuousareaofland,suchasacontinent
league—adistancebetween2.4and4.6miles
lordship—authorityandpowerofalordorhigh-rankingperson
lush—coveredwithhealthy,greenplants
Mmagnet—apieceofmetalthatattractsironorsteelandhasanorthandsouthpole;Earthisamagnet.(magnets)
magnetic field—theareaaroundeachpoleofamagnetthathasthepowertoattractothermetals
maize—corn
method—awayofdoingthings
moat—adeepditch,usuallyfilledwithwater,dugaroundafortorcastletopreventenemyattacks
mulberry—adarkpurpleberry(mulberries)
162 Unit 9© 2013 Core Knowledge Foundation
Nnoble—apersonfromafamilyofhighsocialrank,similartopatriciansinancientRome(nobles)
Oobtain—toget(obtained)
occupied—livedandworkedin
overrun—toexistinlargenumbers
overwhelm—totakeovercompletely
Ppage—aboyservant(pages)
pelt—ananimalskinwithfurstillonit(pelts)
peppercorn—adriedberryfromaplantthatisusedtomakepepper(peppercorns)
plain—alarge,flatareaoflandwithnotrees(plains)
popular—likedbymanypeople
precious—veryvaluable
property—buildings,land,andlivestockthatsomeoneowns
prune—adriedplum(prunes)
Unit 9 163© 2013 Core Knowledge Foundation
Rraid—toattackbysurprise(raiding)
ravelin—asmallbuildingyoumustpassthroughfirstinordertoenterafortorcastle
rebel—tofightagainstthepersonorpeopleincharge(rebelled)
royal—relatingtoakingorqueen
Sscarce—hardtofind
scroll—apaperrolledupintoatube(scrolls)
scurvy—adiseasecausedbynoteatingenoughfruitsorvegetableswithvitaminC,leadingtospongygums,looseteeth,skinspots,andsometimesdeath
shallow—notdeep
shatter—tosuddenlybreakintomanysmallpieces
shortage—whenthereisnotenough
slash—tomakeapathbycuttingplants(slashed)
solid—firmandhard
spice—asubstancefromaplantthathasaspecificsmellortasteandisusedtoaddflavortofood(spices)
spoil—tobecomerottenandnotabletobeeaten
steer—tocontrolthedirectionof
substantially—greatinsize,value,orimportance
164 Unit 9© 2013 Core Knowledge Foundation
Ttan—toturnanimalskinintoleatherusingaspecificprocess
territory—alargeareaoflandwithdefinedboundaries
throne—thepowerandauthorityofakingorqueen
trade—(verb)toexchangesomethingyouhaveforsomethingsomeoneelsehas;(noun)theactofexchanginggoods(traders,traded,trading)
trading post—aplacefarawayfromtownswherepeoplebuy,sell,andtradethings(trading posts)
treaty—aformalagreementbetweengroupsofpeople,oftentostopfighting(treaties)
Vvassal—apersonwhoisloyalandservesalordorking
vast—verygreatinsizeoramount
viceroy—apersonsentbythekingtoruleacolony
voyage—alongjourney,usuallybywater
Wwatch—thetimethatsomeoneisondutytoguardorprotectsomething
weevil—asmallbeetle(weevils)
whiz—apersonwhoisextremelyskilledatsomething
wreck—todestroy,ruin(wrecked)
Unit 9 165© 2013 Core Knowledge Foundation
Unit 9:1. Chooseanexplorerandwriteaparagraphexplaining
whyfundingforhisexplorationwasagoodidea.Addsupportingdetails.
2. Determinewaysthatlifefortheexplorersisdifferentfromyourlifeandwriteaparagraphstatingwhyonewouldbeeasierthantheother.Justifyyouropinionwithsupportingdetails.
3. Compareandcontrastprimogeniturewiththemannerinwhichpropertyisdistributedamongfamilieswhenparentsdienowadays.
4. SelectanexplorerintheReaderandwriteanadditiontothechapterfromyourpointofviewofsomeonetravelingwiththem.
5. Respondtothequestion,“Wouldyouwanttobeapageonaship?Whyorwhynot?”
6. Respondtothestatement,“NooneknowswhothefirstpeoplewerewholivedinNorthAmerica.”VerifyyouranswerwithfactsfromtheReaderandothersourcesavailabletoyou.
Either fiction or nonfiction:1. Summarizethestoryorchapteryoureadinthreetofive
sentences.
2. Afterreadingthisstoryorchapter,Iwonder...
3. Namethreethingsyoulikedaboutthestoryorchapter.Addsupportingdetailsastowhy.
4. Makeatimelineofthreetofiveeventsinyourreadingtoday.
5. PretendyouareaTVreporterwhohastointerviewthemaincharacterorpersoninthestoryorchapteryouread,andwritedownfivequestionsyouwouldask.
6. Makeapredictionaboutwhatwillhappennextinthestoryorchapteryoujustread.Explainwhyyouthinkthiswillhappen.
7. Pretendyouarethemaincharacterorapersoninthestoryorchapteryoureadtodayandwriteadiaryentryforthatperson.
8. Tellaboutsomethinginthestoryorchapteryoureadtodaythatissimilartosomethingyouhavealreadyread.
9. DrawaVenndiagramtoshowwhatisalikeand/ordifferentbetweentwocharactersorpeopleinthestoryorchapteryouread.
10.Howdoesthetitlefitthestoryorchapter?Suggestanothertitle.
11.Writedownthreenewwordsyoulearnedwhilereadingandtellwhattheymean.Useeachwordinanewsentence.
12.Namethreequestionsyouwouldasktheauthorofthestoryorchapter.
Fiction:1. Tellaboutthesetting.
2. Tellabouttheplot.
3. Tellaboutyourfavoritecharacter.Writethreereasonswhyyouchosethatcharacter.
4. Whichcharacterisyourleastfavorite?Writethreereasonswhyyouchosethatcharacter.
5. Giveexamplesofpersonificationfromthestory.
6. Drawalinedownthecenterofyourpaper.Ononesidewritethetitleofyourfavoritestory.Ontheothersidewritethetitleofwhateveryoureadtoday.Compareandcontrastthemaincharacters,thesettings,andtheplots.
7. Writeadifferentendingforthestory.
8. Ifyoucouldbeanycharacterinthestoryorchapteryoureadtoday,whowouldyoube?Givethreereasonswhy.
9. Inventaconversationordialoguebetweentwocharactersorpeopleinthestoryorchapterthatyouread.Writewhateachcharactersaysanddon’tforgettousequotationmarks.
10.Describeacharacter,setting,orplotthatsurprisedyou.Explainwhatitwasandwhyitsurprisedyou.
11.Tellaboutaproblemthatsomeoneinthestoryorchapterhadandwhatheorshedidaboutit.
Nonfiction:1. Describesomethingthatyoulearnedfromwhatyou
readtoday.
2. Writeatleastthreequestionsyouhaveafterreadingthechapteraboutthetopicinthechapter.
Writing Prompts
Unit 9 167© 2013 Core Knowledge Foundation
Core Knowledge language arts
series editor-in-Chief
E. D. Hirsch, Jr.
President
Linda Bevilacqua
editorial staffCarolyn Gosse, Senior Editor - PreschoolKhara Turnbull, Materials Development ManagerMichelle L. Warner, Senior Editor - Listening & Learning
Mick AndersonRobin BlackshireMaggie BuchananPaula CoynerSue FultonSara HuntErin KistRobin LueckeRosie McCormickCynthia PengLiz PettitEllen SadlerDeborah SamleyDiane Auger SmithSarah Zelinke
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Kim BerrallMichael DoneganLiza GreeneMatt LeechBridget MoriartyLauren Pack
Consulting ProjeCt ManageMent serviCesScribeConcepts.com
additional Consulting serviCesAng BlanchetteDorrit GreenCarolyn Pinkerton
aCKnowledgMentsThese materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of the enterprise alone. To helpers named and unnamed we are deeply grateful.
Contributors to earlier versions of these MaterialsSusan B. Albaugh, Kazuko Ashizawa, Nancy Braier, Kathryn M. Cummings, Michelle De Groot, Diana Espinal, Mary E. Forbes, Michael L. Ford, Ted Hirsch, Danielle Knecht, James K. Lee, Diane Henry Leipzig, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson, Elizabeth B. Rasmussen, Laura Tortorelli, Rachael L. Shaw, Sivan B. Sherman, Miriam E. Vidaver, Catherine S. Whittington, Jeannette A. Williams
We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the early development of this program.
sChoolsWe are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field test these materials and for their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan), PS 104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy), Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical Academy, Three Oaks Elementary, West Manor Elementary.
And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day support to teachers using these materials in their classrooms was critical.
168 Unit 9© 2013 Core Knowledge Foundation
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