MIAMI - DADE COUNTY PUBLIC SCHOOLS EXTENDED LEARNING MODULE
SUBJECT: Language Arts/Reading
GRADE: 6th
MANUAL: STUDENT
TUTORING SESSION 1
CATEGORY 1: VOCABULARY
LA.6.1.6.3- Context Clues
CATEGORY 2: READING APPLICATION
LA.6.1.7.3- Main Idea
INSTRUCTIONAL LESSON
CATEGORY 3: Informational Tex/Research Process
LA.6.6.2.2 – Analyze and Evaluate Information
“Treasures of the Deep”
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Ms. Perla Tabares Hantman, Chair
Dr. Martin Karp, Vice Chair
Dr. Dorothy Bendross-Mindingall
Ms. Susie V. Castillo
Mr. Carlos L. Curbelo
Dr. Lawrence S. Feldman
Dr. Wilbert "Tee" Holloway
Dr. Marta Pérez
Ms. Raquel A. Regalado
Ms. Krisna Maddy, Student Advisor
Mr. Alberto M. Carvalho
Superintendent of Schools
Milagros R. Fornell
Chief Of Staff
Marie L. Izquierdo
Chief Academic Officer
Office of Academics and Transformation
Dr. Maria De Armas
Assistant Superintendent
Academics, Accountability and School Improvement
Office of Academics and Transformation
Karen Spigler
Administrative Director
Department of Language Arts/Reading
Definition Clue / A definition sometimes follows a word that may be difficult for the reader. A comma serves as a clue and precedes the definition (Mc Dougal Littell, 2003). / The teacher announced that an assessment, a method of evaluating students’ performance, would occur at the end of the unit.
Restatement Clue / A restatement clue explains an unfamiliar word in language, which is clear for the reader (Mc Dougal Littell, 2003). / The teacher announced that an assessment, or test evaluation, would occur at the end of the unit.
Example Clue / A word’s meaning is indicated by an example provided by the writer (Mc Dougal Littell, 2003). / The DVD player exasperated the teen because it skipped over entire sections of every movie, had a broken volume control, and could not be operated by using the remote.
Comparison Clue or Contrast Clue / The meaning is indicated by something that is similar or something that is different (Mc Dougal Littell, 2003). / The child was usually shy and tearful around his mother, but he was a bold leader with his friends.
General Clue / Readers may infer the meaning of unfamiliar words by reading all of the words in a sentence or a paragraph (Mc Dougal Littell, 2003). / The student located his notebook, textbook, pens, and pencils prior to beginning the colossal task of the assigned project.
Benchmark Focus Lesson 2: Main Idea
LA.6-8.1.7.3 Determines the main idea or essential message in a text and identifies relevant details and facts and patterns of organization.The main idea of a passage or reading is the central thought or message. As the teacher reads the first passage aloud, follow along in your packet. Complete numbers
2-4 independently and then review together.
1. This activity can be played by yourself or with three or more. When playing by yourself, you would hold one end of the rope in each hand. Then you would turn the rope so that it goes over your head and when the rope gets near your feet, you jump over the rope. For three or more players, two girls would each hold one end of a long rope. Next they would turn the rope so that it touches the ground at the bottom, and goes above the players' heads at the top. The other girls would take turns jumping.
The main idea in this passage is: ______
2. Memorial Day is a great holiday because it reminds us that summer is just around the corner! It was first celebrated for more serious reasons. Memorial Day began in 1868, and was the day that Civil War soldiers were honored. It wasn’t until much later, that it became
the day to remember all American soldiers who had died in a war.
The main idea in this passage is: ______
3. Most animals like to travel in groups, but they also like to be unique. There are special names for groups of many different animals. For example, a group of fish is a school. You wouldn't call a group of ants a school, but you could call them a colony. A group of hens is not a colony, however; it is a brood. Then, there is a pod of dolphins, a string of ponies, and a gaggle of geese.
The main idea in this passage is: ______
4. A mortgage is a particular kind of a loan. When someone takes out a mortgage, they get money to buy a house. They must pay the money back, plus interest. Usually people make a mortgage payment once each month. The house is collateral on the loan. That means that, if the payments aren't made, the bank can take the house. In fact, the bank holds the deed to the house until the mortgage is paid.
The main idea in this passage is: ______
Benchmark Focus Lesson 3: Context Clues
LA.6-8.1.6.3 Uses context clues to determine meanings of unfamiliar words.One effective method for determining the meaning of unfamiliar words is to use context clues. Context is composed of the surrounding words, punctuation, and other words in the paragraph (McDougal Littell, 2003).
1. Definition Clue- A definition sometimes follows a word that may be difficult for the reader. A comma serves as a clue and precedes the definition (Mc Dougal Littell, 2003).
Example- The teacher announced that an assessment, a method of evaluating students’ performance, would occur at the end of the unit,
2. Restatement Clue- A restatement clue explains an unfamiliar word in language, which is clear for the reader (Mc Dougal Littell, 2003).
Example- The teacher announced that an assessment, or (test) evaluation, would occur at the end of the unit.
3. Example Clue- A word’s meaning is indicated by an example provided by the writer (Mc Dougal Littell, 2003).
Example-The DVD player exasperated the teen because it skipped over entire sections of every movie, had a broken volume control, and could not be operated by using the remote.
4. Comparison Clue or Contrast Clue- The meaning is indicated by something that is similar or something that is different (Mc Dougal Littell, 2003).
Example- The child was usually shy and tearful around his mother, but he was a
bold leader with his friends.
5. General Clue- Readers may infer the meaning of unfamiliar words by reading all of the words in a sentence or a paragraph (Mc Dougal Littell, 2003).
Example- The student located his notebook, textbook, pens, and pencils prior to beginning the colossal task of the assigned project
Complete the following activity. Identify the clue and provide the meaning of the bold word
1. The boy’s visual acuity was as clear as an eagle searching for prey. ______
2. The children were apprehensive about the upcoming test, but they completed the test with confidence. ______
3. The methodology, or tactic, used by the researcher was clearly stated in his report. ______
Work in pairs and write sentences using different context clues. Share sentences with the class.
Directions: Read the passage “Treasures of the Deep” and answer questions 1-10.
Treasures of the Deep
Many people tell stories of pirate ships that once sailed the Atlantic Ocean. Some of these tales also hint that many wrecked pirate ships carried huge treasures.
One famous pirate ship lost at sea was the Whydah. Its captain was “Black Sam” Bellamy. In 1717, the Whydah was sailing off Cape Cod, in Massachusetts. The ship carried 180 bags of gold and other stolen treasure. One night, a huge storm hit. Waves up to 30 feet high rolled the ship over and killed almost all of the crew. No one knew what happened to the treasure on board—until Barry Clifford came along.
Clifford grew up on Cape Cod. He often heard stories about the Whydah and its sunken treasures. As a teen, Clifford vowed that he would find the Whydah and its riches. Clifford spent years studying charts and old books with information on the Whydah. In 1982, he began his search for the ship in the waters off Wellfleet, Massachusetts.
The work was difficult. The sands on the ocean’s bottom shifted over time. They buried anything that might have fallen into the water. After two years, Clifford had not found anything from the Whydah. His money was running out, and he prepared to give up his search.
In July 1984, Clifford and his crew made one last dive. This time, they came up with exciting news: three cannons were found in the sand. With renewed hope, Clifford kept searching. Some people doubted that Clifford had found the Whydah. He offered solid proof in 1985. He and his crew uncovered a ship’s bell dated 1716. The name of the ship on the bell was Whydah. Clifford was the first person to ever find the remains of a known pirate ship. Since his first discovery, Clifford has recovered more than 100,000 items from the Whydah. These include silver and gold coins, gold bars, and rare jewelry from Africa. The total worth of these treasures and other riches still in the water could be hundreds of millions of dollars.
To historians, the most valuable part of the Whydah’s treasure is everyday items. Clifford has brought up guns, tools, clothing, buttons, and utensils used by the pirates. These items provide clues about life at sea during the so-called “Golden Age” of Pirates, from 1680 to 1725. For example, Clifford found a leather shoe. The shoe is much smaller than those worn today. The shoe and other evidence suggest that the average pirate was much smaller than the average man of today. Many other adventurous treasure seekers are searching the ocean depths seeking the loot pirates had plundered. But no one knows if these efforts will be successful.
1. Read the sentence from the passage.
As a teen, Clifford vowed that he would find the Whydah and its riches.
In this text, what does the word vowed mean?
A. boasted
B. promised
C. exclaimed
D. suggested
2. What is the main idea of the passage?
F. Pirate ships sailed the Atlantic carrying vast treasures.
G. Historians are eager to recover lost treasure from pirate ships.
H. Barry Clifford successfully recovered the lost treasures of the Whydah.
J. Clifford’s discovery helped prove pirates of those days were smaller in size.
3. What discovery caused Clifford to be certain he found the Whydah?
A. the ship’s bell
B. the leather shoe
C. the three canons
D. the bags of coins
4. Based on the work that Clifford did, how would you go about searching for buried treasure from sunken ships? Use details and information from the passage to support your answer.
5. Why did the author begin this passage by describing the final sailing of the Whydah?
F. to inform the reader about how a legendary tale can excite a teen
G. to inform the reader that tales of pirates and treasure really exist
H. to provide an example of a shipwreck of a typical pirate ship from the 18th century
J. to provide the background information for the first discovery of a sunken pirate ship
6. With which statement would the author of “Treasures of the Deep” most likely agree?
A. People that search for shipwrecks are rich.
B. Treasure seekers need to study numerous charts.
C. A person who searches for buried treasures needs to be determined.
D. In order to search for buried shipwrecks, one has to have grown up near the ocean.
7. What two words from the article are most nearly the same?
F. clues, items
G. buried, carried
H. loot, plundered
J. searching, studying
8. What facts would support the author’s statement, “No one knew what happened to the treasure on board – until Barry Clifford came along.” Use details and information from the passage to support your answer.
9. What caused some people to doubt that Clifford would find the Whydah?
A. The work was difficult.
B. Clifford’s money was running out.
C. The sand on the ocean’s bottom shifted over time.
D. After two years, Clifford had not found anything from the Whydah.
10. What advantage did Barry Clifford have over other people who might have wanted to search for the Whydah?
F. Clifford began his search in 1982.
G. Clifford spent years studying and charts and old books.
H. Clifford knew the Whydah carried treasures when it sank.
J. Clifford had heard many tales and stories about pirate ships
OPENING ROUTINE
“Treasures of the Deep”
I. Concept of Definition Map
On the board, complete this graphic organizer with the students. Its purpose is to activate prior knowledge and address vocabulary that is critical to understanding the passage.
Category Properties
What is it?
Illustrations
What are some examples?
CLOSING ROUTINE
Essential Question
At the end of the lesson, students should be able to answer the essential question. Follow the Closing Routine as specified in the Teacher’s Guide. A sample answer is provided.
“Treasures of the Deep”
How does Clifford recover treasures lost at sea? Use details and information from the text to determine how easy or difficult this task is.
LA.6.6.2.2 - Analyze and Evaluate Information (within/ across texts)
.
Anti-Discrimination Policy
Federal and State Laws
The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin.
Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin.
Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.