simile Primary Standard: CCSS.ELA-Literacy.RL.5.4 ...

ComprehensionLevel 12: Figurative LanguageName:

Lexia Skill Builders®

INSTRUCTIONAL VOCABULARY CARDS

Use these cards independently or with a partner to review the instructional terms introduced online.

simile

a comparison of two unlike things using like or as

likeas

figurative language

words used creatively that don’t mean what they usually mean

informational text

writing that gives facts about a subject or topic

metaphor

a comparison of two unlike things not using like or as

imagery

the use of words to create a picture in the reader’s mind

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SKILL FOCUS

A. Read the terms below. Then, write each term next to its definition. You can review the Vocabulary Cards,if needed.

figurative language imagery metaphor simile informational text

1. words used creatively that don’t mean what they usually mean

2. a comparison of two unlike things using like or as

3. writing that gives facts about a subject or topic

4. a comparison of two unlike things not using like or as

5. the use of words to create a picture in the reader’s mind

B. Read the statements below. Circle the ones that give reasons why authors might use figurative language.Hint: There are 3 correct answers.

To help readers imagine what they are trying to say To make their writing more interesting

To give evidence about an informational topic

To increase the reader’s understanding of the text

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SKILL FOCUS

C. The sentences in the first column give a literal meaning. They use words that mean exactly what they say. Draw aline to a sentence in the second column that uses figurative language to express the same idea.

The grass was wet with morning dew.He raced like lightning across the room.

The cafeteria was noisy and crowded today.

Dew dripped like teardrops from each blade of grass.

Time goes by quickly when you’re having fun!

Time flies when you’re having fun!

He ran quickly across the room. The cafeteria was a circus today.

D. Read each expression and decide if it is an example of a simile or a metaphor. Circle your answer and underlinethe simile or metaphor in the sentence. The first one is done for you.

1. The hockey player skated over ice as smooth

as glass.simile metaphor

2. The clouds were as puffy as big,

comfortable pillows.simile metaphor

3. The pepper was fire in my mouth. simile metaphor

4. The fog hung like a thick blanket over

the town.simile metaphor

5. I shrunk away ashamed. His stare was ice. simile metaphor

6. His footsteps pounded the pavement like a

stampeding elephant.simile metaphor

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SKILL FOCUS

E. Use the word banks to complete the similes and metaphors below.

Set 1: Similes with as

mouse cherry pie tightrope walker rock

1. As careful as a .

2. As quiet as a .

3. As sweet as .

4. As solid as a .

Set 2: Similes with like

squirrels gathering acorns fish volcano bird

1. She just picks at her food and leaves most of it on the plate. She eats like a .

2. He stayed in the pool all day. He swam like a !

3. When Dad saw the mess, he was ready to explode like a !

4. They rushed around gathering up the supplies for the party like .

Set 3: Metaphors

dancers refrigerator pillows night owl

1. We needed to keep our coats on inside when the heater broke. The house was a .

2. Brad stayed up late into the night to finish his project, but he didn’t mind. He is a.

3. The snowflakes twirled and floated in the gentle breeze. They were graceful

in the air.

4. The puffy, white clouds were in the sky.

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SKILL APPLICATION

A. Read What Is Brazil’s Carnival?, a text from an internet search. Then, answer the questions below.

The Festival of Carnival in Brazil is a popular outdoor celebration with parades, dancing, and singing that occurs before the Christian period of Lent each year. At a Carnival celebration, you will see many people dressed in fancy costumes with feathers, shiny sequins, and bright colors. People travel from all over the world to take part in the Carnival in the Brazilian city of Rio de Janeiro. People celebrate in the street with parades, music, food, dancing, and singing. Samba is very popular during Carnival. It is a type of Brazilian music and dance style. Many people participate in samba competitions in groups called samba schools. The competitions are so big in Rio

that there is a whole stadium dedicated to them called the Sambadrome! Each year, more than 2 million people celebrate in the streets of Rio.

1search

1. Circle the correct answer: This is an example of ( narrative / informational ) text.

2. The author’s purpose in writing this text is to

3. Find 3 interesting facts about Brazil’s Carnival from the text. List them below.

•

•

•

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SKILL APPLICATION

B. Now read Carnival!, an article from a travel magazine. Then, complete the activities on page 7.

Welcome to Rio de Janeiro, Brazil!

Welcome to our annual festival of Carnival! King Momo is already wearing his costume and crown that glitters as brightly as the sun. He has been

handed the key to the city. He will lead five days of parades, music, dance, and joy! Come dance with us and share in the fun! Samba is a type of dance that Brazil has given to the world. When you dance in Rio, you are a gem in the crown of our beautiful city. Our city streets are rivers of exciting sights, sounds, and movement. Each samba school brings together several thousand musicians and dancers. They parade in costumes as colorful as rainbows. Feather headdresses rest upon painted faces and sequins glitter like hundreds of tiny stars. Decorated floats inspire awe. Onlookers crowd the streets like schools of fish and move to the loud, lively beats. The main avenue is an exploding volcano of color and noise!

But the parading samba schools are not the only attraction. Traveling musicians and dancers join together in street parties called blocos. We Brazilians are as warm as the sun and as welcoming as a wide smile. We share our joy of life during Carnival. Come enjoy the biggest party in the world! JRe

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SKILL APPLICATION

C. Complete the activities below.

1. Circle the 6 similes and underline the 3 metaphors in Carnival!

2. Complete the following sentences that show how the author uses figurative language to create imageryand engage the reader. The first one has been done for you.

A. The dancer is compared to .

B. are compared to colorful rainbows.

C. Glittering sequins are compared to .

D. The is compared to an exploding volcano.

E. Onlookers that crowd the street are compared to .

F. The welcoming nature of the Brazilians is compared to .

3. How did the author make Carnival sound like an exciting event to attend? Explain.

a gem in the crown of the city

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SKILL APPLICATION

D. Think about the way the authors use language in each of the texts to answer the following questions.

1. Which text uses imagery to create a picture in the reader’s mind?

What Is Brazil’s Carnival? Carnival!

2. Which text would be best to convince someone to travel to Brazil for Carnival? Give at least 2 reasons inyour answer.

★ Work with a partner to rewrite 3 similes and 2 metaphors from Carnival! to create new imagery for the reader.For example, “...crown that glitters as brightly as the sun” could be changed to “...crown that sparkles likea diamond.”

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ComprehensionLevel 12: ThemeName:




author’s craft

methods used by authors to make their writing more powerful

conflict

a character’s struggle or problem

setting

the time and place of events in a text

character

a person, animal, or other being in a story

infer

to reach a conclusion by using evidence from the text and background knowledge

theme

the central message or big idea in a story or poem

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SKILL FOCUS

A. Read the terms in the box. Then, write each term next to its definition.

author’s craft character conflict infer setting theme

1. the central message or big idea in a story or poem

2. methods used by authors to make their writing more powerfull

3. the time and place of events in a text

4. a person, animal, or other being in a story

5. a character’s struggle or problem

6. to reach a conclusion by using evidence from the text and background knowledge

B. Read the sentences below. Then, decide if they are true or false and circle your answer. For each false answer, crossout the incorrect answer and write the correct answer below it. The first one has been done for you.

1. A character’s struggle or problem is the theme.

conflictTrue / False

2. A setting is a person, animal, or being in a story.True / False

3. To reach a conclusion by using evidence and background knowledge

is to infer.True / False

4. The central message or big idea in a story is the theme.True / False

5. The conflict is the time and place of events in a text.True / False

6. Author’s craft refers to methods that make writing more powerful.True / False

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SKILL FOCUS

C. Read the terms in the box. Then, complete the statement below.

settings infer theme characters conflict plots

An author describes c , s , and

p . Some kind of problem or c occurs,

and readers have to i what the author wants to share as the central

message. This is called the t .

D. Draw a line from the terms to what the author is describing.

Conflict Lies can cause pain.

Character A busy school hallway outside a classroom

Setting Tears of embarrassment roll down Sarah’s cheeks.

Theme An untrue rumor has been spread about Sarah.

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SKILL APPLICATION

Read the following paragraphs. Then, answer the questions. Some questions are done for you.

Jason’s crush on Kim had been going on for years. Her silky black hair and emerald eyes had put a spell on him. He finally got up the courage to talk to her. When he greeted her kindly, she curled her upper lip and cruelly said, “Back off. I’m way out of your league.”

1. CONFLICT: What is the struggle?

2. CHARACTERS: How are the characters described?

Although Kim is beautiful, Jason learns

3. AUTHOR’S CRAFT: Why is the text written this way?

a. Circle the positive and negative words the author uses to describe Kim.

b. Then, underline the dialogue that reveals more of Kim’s personality.

4. THEME: Circle the central message or big idea.

Freedom is worth fighting for. Beauty is only skin deep. Money can’t buy happiness.

Gina fell in love with volleyball the minute she watched her cousin serve an ace at a game. She had never played, so she searched the Internet. She studied the rules and watched as many games as she could. She borrowed a ball from her cousin and hit serves against her garage door for hours. Tryouts came for the high school team. No one thought someone so short could ever make the team. When her turn came, she served 12 aces in a row.

1. CONFLICT: What is the struggle?

2. CHARACTERS: How are the characters described?

Gina has spent a lot of time and effort learning and practicing volleyball.

3. AUTHOR’S CRAFT: Why is the text written this way?

a. Do you think Gina made the team? Circle: yes or no

b. Now, underline the text that helped you infer your answer.

4. THEME: Circle the central message or big idea.

Hard work pays off. Cheaters never win. Everyone makes mistakes

Jason has liked Kim for years but hasn’t had the courage to talk to her.

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TEXT

Read the text Wilma. Then, complete the graphic organizer on the next page.

Wilma

Wilma placed her fingers on the starting line. Sweat dripped from her arms in the summer heat. She looked down the

100-meter lane and saw her destination: the finish line. She glanced to her left and to her right and wondered about her

opponents. Did she have what it takes to beat them? Wilma closed her eyes and memories flashed in her mind.

First, she saw her 5-year-old self riding on the bus with her mother. Her leg was wrapped in a brace because of polio*,

which had left her paralyzed and unable to walk. For years, she rode that bus dreaming about a cure. She could still feel the

pressure of those daily treatments on her weak leg. Then, in her memories, she saw her 14-year-old self running in a real

race. She could remember the burning in her legs and lungs. She watched herself lose that one. Finally, her mind flashed

to a recent race earlier in the year where she had set a world record.

She shook her head and laughed a little. Wilma thought, “How did I go from a paralyzed kid to a world record breaker?”

Giving up was an option, but Wilma never took it.

* Polio is a disease that causes people to lose their ability to walk (called paralysis) and sometimes breathe on their own. A vaccine wasdiscovered in 1955.

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SKILL APPLICATION

CONFLICT: What is the struggle?

CHARACTER: How is the character described? What experiences has Wilma had, and what can you infer about her personality?

AUTHOR’S CRAFT: Why is the text written this way?

• The author uses italics in parts of this sentence:

Then, she saw her 14-year old self running in a real race.

What do the italics show here?

• The author describes Wilma’s memories. Circle the reason the author does this.

a. to teach about the opponents

b. to show that she lost a race when she was 14

c. to describe her difficult journey to success

d. to tell the history of racing

• Do you think Wilma won this race? Circle: yes or no

Now, underline the text that helped you infer your answer.

THEME: What is the central message or big idea?

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ComprehensionLevel 12: Cause and EffectName:




cause and effect

the reason why an event happens and the result of that event

effect

the result of what happens

subject

what the text is mostly about

cause

the reason why an event happens

transition words

words that connect ideas in a text

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SKILL FOCUS


cause effect cause and effect transition words subject

1. the reason why an event happens and the result of that event

2. what the text is mostly about

3. the result of what happens

4. words that connect ideas in a text

5. the reason why an event happens

B. Find the following transition words in the word search below.

because as a result so therefore consequently

c o n s e q u e n t l y

n z e c f w j c g w x s

z g b e c a u s e t s l

i q o d t j z e u q x j

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v j e t h e r e f o r e

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SKILL FOCUS

C. Read the sentences below. Draw a line connecting each cause with its effect.

CAUSES EFFECTS

It rained for four days. The ice cream cone melted.

The bicycle ran over a nail. I was late for school.

It was very hot outside. I felt awake and alert.

I forgot to set my alarm. The streets flooded.

I drank a cup of coffee. The cook slipped.

Oil spilled on the floor. The tire was flat.

D. Complete the following sentences with one of the Compare and Contrast Transition Words included in thearrows. Try not to use a transition word more than once.

1. The ship was traveling too fast. , it struck an iceberg.

2. There were not enough lifeboats. , many people did not survive.

3. Long ago, sailors suffered from a disease called scurvy. , they had pain and swelling.

4. Many sailors died there was no cure.

5. A doctor discovered that a lack of vitamin C was the problem. , sailors could be given vitamin C to heal.

EFFECT

(result)

CAUSE

(reason)

so, therefore, consequently,

as a result

because

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TEXT

The Old NewsVolume 17 1907

Immigration is nothing new. People are always moving from one country to another. Think about the United States in 1907. Did you know that 1.3 million people came into the U.S. in one year? There are many reasons why people immigrate.

Let’s look back to 1907 in America. New machines were invented that made life easier for people. Farming machines made food easier to plant and grow. Factories popped up in cities everywhere. People worked in them to make clothes, shoes, and other items. Consequently, people found work in many places. America also let people worship how they wanted because of a free government.

In Europe, some people wanted to leave. Citizens could not follow their beliefs and were punished for those beliefs. Some were forced into fighting in wars. In other countries, a terrible crop disease happened. This blight caused crops to die. As a result, many people starved. People had no jobs. They could not feed their families. So, they took the difficult trip across the Atlantic Ocean and came to America.

Often, many people got sick at sea from diseases. They never made it to the U.S. Others could not pass certain tests. Therefore, they were sent back to their home countries.

There are many reasons why people immigrate. Sometimes they come by choice and sometimes because of hard lives. The bottom line is this: immigration has been around for a very long time.

1.3 million people came into the United States in 1907.

Immigrants landing at Ellis Island, New York in the early 1900s.

IMMIGRATION: WHY PEOPLE COME

NOTE: Immigrate is the verb you use when people come to another country. Immigration is the noun you use to talk about the topic. Immigrant is the noun you use talk about a person who has come to a new country.

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/sol

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n) o

fev

ents

, id

eas,

con

cept

s, o

r in

form

atio

n in

tw

o or

mor

e te

xts.

Supp

orti

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tand

ards

: RI

.3.1

, RI

.3.4

, RI

.4.4

, RI

.5.4

, RI

.4.5

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mat

eria

l is

a co

mpo

nent

of L

exia

® P

ower

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Lite

racy

®.

© 2

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a Le

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etta

Sto

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Rep

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om u

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All o

ther

righ

ts re

serv

ed. N

ot fo

r res

ale.



SKILL APPLICATION

A. First, go back to the text Immigration: Why People Come, and circle or highlight cause and effect transitionwords you find. Then, write them on the lines below.

1.

2.

3.

4.

5.

B. Use the text Immigration: Why People Come to complete the chart below. The first one has been donefor you.

★ With a partner, explore the book City of Orphans by Avi on the web. Read reviews and excerpts aboutthe book to see what life was like for young immigrants at this time. Think about the causes and effects oftheir experiences.

CAUSE: Factories popped up in many cities in America.

EFFECT:

CAUSE:

EFFECT:Many people starved.

CAUSE: America had a free government.

EFFECT:

CAUSE:

EFFECT: Some immigrants were sent back to their home countries.

There were many jobs for people.

Repr

oduc

tion

rig

hts

for

Lexi

a In

tern

al f

or u

se u

ntil

June

30,

202

0.Pr

inte

d by

Pet

er H

ann.

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eria

l is

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nent

of

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SS.E

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iter

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RI.5

.5 -

Com

pare

and

con

tras

t th

e ov

eral

lst

ruct

ure

(e.g

., c

hron

olog

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ompa

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ause

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ect,

pro

blem

/sol

utio

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tw

o or

mor

e te

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tand

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: RI

.3.1

, RI

.3.4

, RI

.4.4

, RI

.5.4

, RI

.4.5

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® P

ower

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ale.

ComprehensionLevel 12: DramaName:




act

a major section in a play, like a chapter in a book

dialogue

a conversation between two or more characters

ABC!ABC!

cast

the characters in a play

monologue

a long speech by one character in a play

scene

a section of an act in a play

stage directions

instructions in a play that are not spoken by characters

PLAY

Repr

oduc

tion

rig

hts

for

Lexi

a In

tern

al f

or u

se u

ntil

June

30,

202

0.Pr

inte

d by

Pet

er H

ann.

This

mat

eria

l is

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nent

of

Lexi

a Re

adin

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ww

w.l

exia

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.com

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SS.E

LA-L

iter

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RL.5

.2 -

Det

erm

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a th

eme

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sto

ry,

dram

a,or

poe

m f

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det

ails

in t

he t

ext,

incl

udin

g ho

w c

hara

cter

s in

a s

tory

or

dram

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cha

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es o

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w t

he s

peak

er in

a p

oem

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top

ic;

sum

mar

ize

th..

.Su

ppor

ting

Sta

ndar

ds:

RL.3

.1,

RL.3

.10,

RL.

3.4,

RL.

4.1,

RL.

4.10

, RL

.4.4

, RL

.5.1

0,RL

.5.4

, RL

.3.5

, RL

.4.2

, RL

.5.5

, RL

.5.6

, RL

.4.5

This

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eria

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of L

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® P

ower

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racy

®.

© 2

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a Le

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etta

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Rep

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d fo

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ther

righ

ts re

serv

ed. N

ot fo

r res

ale.



SKILL FOCUS


act stage directions monologue cast dialogue scene

1. a long speech by one character in a play

2. instructions in a play that are not spoken by characters

3. a major section in a play, like a chapter in a book

4. a section of an act in a play

5. the characters in a play

6. a conversation between two or more characters

B. Answer the following questions yes or no.

1. Is a list of the characters in a play called the cast?

2. Would one character’s long speech be called a dialogue?

3. If actors wanted to know how to move around the stage, would they look for stage directions?

4. Does the character say the stage directions aloud?

5. Is a major section of a play called a chapter?

Repr

oduc

tion

rig

hts

for

Lexi

a In

tern

al f

or u

se u

ntil

June

30,

202

0.Pr

inte

d by

Pet

er H

ann.

This

mat

eria

l is

a co

mpo

nent

of

Lexi

a Re

adin

g®

ww

w.l

exia

lear

ning

.com

© 2

020

Lexi

a Le

arni

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yste

ms

LLC

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RL.5

.2 -

Det

erm

ine

a th

eme

of a

sto

ry,

dram

a,or

poe

m f

rom

det

ails

in t

he t

ext,

incl

udin

g ho

w c

hara

cter

s in

a s

tory

or

dram

are

spon

d to

cha

lleng

es o

r ho

w t

he s

peak

er in

a p

oem

ref

lect

s up

on a

top

ic;

sum

mar

ize

th..

.Su

ppor

ting

Sta

ndar

ds:

RL.3

.1,

RL.3

.10,

RL.

3.4,

RL.

4.1,

RL.

4.10

, RL

.4.4

, RL

.5.1

0,RL

.5.4

, RL

.3.5

, RL

.4.2

, RL

.5.5

, RL

.5.6

, RL

.4.5

This

mat

eria

l is

a co

mpo

nent

of L

exia

® P

ower

Up

Lite

racy

®.

© 2

020

Lexi

a Le

arni

ng, a

Ros

etta

Sto

ne c

ompa

ny.

Rep

rinte

d fo

r cla

ssro

om u

se o

nly.

All o

ther

righ

ts re

serv

ed. N

ot fo

r res

ale.



SKILL FOCUS

C. Unscramble each term. Use the Vocabulary Cards to help you. Copy the letters in the numbered cells to revealthe secret word.

tac

mulnegooo

udgoalie

taseg tescidniro

neecs

tcsa

Secret Word:

4

3 2

5

1 2 3 4 5

1

a

m

d

s

s

c

Repr

oduc

tion

rig

hts

for

Lexi

a In

tern

al f

or u

se u

ntil

June

30,

202

0.Pr

inte

d by

Pet

er H

ann.

This

mat

eria

l is

a co

mpo

nent

of

Lexi

a Re

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a Le

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yste

ms

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Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RL.5

.2 -

Det

erm

ine

a th

eme

of a

sto

ry,

dram

a,or

poe

m f

rom

det

ails

in t

he t

ext,

incl

udin

g ho

w c

hara

cter

s in

a s

tory

or

dram

are

spon

d to

cha

lleng

es o

r ho

w t

he s

peak

er in

a p

oem

ref

lect

s up

on a

top

ic;

sum

mar

ize

th..

.Su

ppor

ting

Sta

ndar

ds:

RL.3

.1,

RL.3

.10,

RL.

3.4,

RL.

4.1,

RL.

4.10

, RL

.4.4

, RL

.5.1

0,RL

.5.4

, RL

.3.5

, RL

.4.2

, RL

.5.5

, RL

.5.6

, RL

.4.5

This

mat

eria

l is

a co

mpo

nent

of L

exia

® P

ower

Up

Lite

racy

®.

© 2

020

Lexi

a Le

arni

ng, a

Ros

etta

Sto

ne c

ompa

ny.

Rep

rinte

d fo

r cla

ssro

om u

se o

nly.

All o

ther

righ

ts re

serv

ed. N

ot fo

r res

ale.



TEXT

Read the text Careful What You Wish For. Then, answer the questions on the next page.

Careful What You Wish For

Cast of Characters: Wife, Rich Neighbor, Butler, Husband

Scene 1 - Setting: Inside a small cottage. Sparse furnishings include a worn table, two chairs, and a tattered

sofa. Time: Early evening.

WIFE: [Staring into an empty fridge. She pauses to listen to knocks on the door.] I’m not expecting anyone.

[Goes to window, looks out, and puts her hand to her mouth in surprise] What on earth is my rich neighbor

doing at my door? [Opens door to RICH NEIGHBOR, who is dressed elegantly]

RICH NEIGHBOR: [In a dignif ied but rushed manner] How do you do? I am wondering if you can help me. I’m

in need of an extra grill, for I am having a party at this moment, and my grill has just stopped working. May

I borrow yours? My guests are expecting dinner now.

WIFE: [Stunned and staring, begins stuttering her answer] W-Why, of course. I’m happy to help a neighbor

in need.

RICH NEIGHBOR: Thank you. [Gestures to BUTLER to carry it away] You shall be well paid for the loan.

When my Butler returns, tell him whatever it is you wish for, and it is yours. [Turns to exit].

WIFE: [Falls into chair with a bewildered look] I could ask for anything! Should I ask for a seaside vacation?

Or new furniture for this dump? I could use new clothes, or a never-ending gift card to the grocery store.

[BUTLER returns and stands at the door.]

BUTLER: [Tapping his foot and rolling his eyes] Well, Madam?

WIFE: [Nervous and exasperated] I wish my husband was here to help me with this!

BUTLER: [At that moment, a car is heard pulling into the driveway. BUTLER looks over shoulder, disappears

and quickly returns dragging HUSBAND by the collar. HUSBAND looks confused and irritated.] Your wish is

granted! [BUTLER washes his hands in the air and quickly exits.]

WIFE: [After moments of confused silence, begins wailing loudly]

Repr

oduc

tion

rig

hts

for

Lexi

a In

tern

al f

or u

se u

ntil

June

30,

202

0.Pr

inte

d by

Pet

er H

ann.

This

mat

eria

l is

a co

mpo

nent

of

Lexi

a Re

adin

g®

ww

w.l

exia

lear

ning

.com

© 2

020

Lexi

a Le

arni

ng S

yste

ms

LLC

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RL.5

.2 -

Det

erm

ine

a th

eme

of a

sto

ry,

dram

a,or

poe

m f

rom

det

ails

in t

he t

ext,

incl

udin

g ho

w c

hara

cter

s in

a s

tory

or

dram

are

spon

d to

cha

lleng

es o

r ho

w t

he s

peak

er in

a p

oem

ref

lect

s up

on a

top

ic;

sum

mar

ize

th..

.Su

ppor

ting

Sta

ndar

ds:

RL.3

.1,

RL.3

.10,

RL.

3.4,

RL.

4.1,

RL.

4.10

, RL

.4.4

, RL

.5.1

0,RL

.5.4

, RL

.3.5

, RL

.4.2

, RL

.5.5

, RL

.5.6

, RL

.4.5

This

mat

eria

l is

a co

mpo

nent

of L

exia

® P

ower

Up

Lite

racy

®.

© 2

020

Lexi

a Le

arni

ng, a

Ros

etta

Sto

ne c

ompa

ny.

Rep

rinte

d fo

r cla

ssro

om u

se o

nly.

All o

ther

righ

ts re

serv

ed. N

ot fo

r res

ale.



SKILL APPLICATION

A. Read the part of script shown below. Check the box of each element you find in this part of the script. Use yourVocabulary Cards to help you. HINT: There are 6 elements in this part of the script.

B. Answer the following questions using the information from the script.

1. Stage directions help you infer information. Read the script below.

Circle the words in the script that helped you infer the Butler’s attitude.

2. Circle the purpose of this monologue.

a. To reveal what the character is thinking or feeling

b. To tell about important information about the plot or conflict

3. The author chose the theme of this play as the title. Can you suggest another title for this play?

★ Imagine what the next scene would be like. Does the Wife chase after the Butler? Does the Husband becomeangry? Write more lines. Be sure to include stage directions.

excited irritated motivated impatient

Cast of Characters: Wife, Rich Neighbor, Butler, Husband

Scene 1 - Setting: Inside a small cottage. Sparse furnishings include a worn table, two chairs, and a tattered sofa. Time: Early evening.

WIFE: [Staring into an empty fridge. She pauses to listen to knocks on the door.] I’m not expecting anyone. [Goes to window, looks out, and puts her hand to her mouth in surprise]

Elements of DramaCast

Character

Setting

Stage Directions

Monologue

Dialogue

Scene

Act

BUTLER: [Tapping his foot and rolling his eyes] Well, Madam?

WIFE: [Falls into chair with a bewildered look] I could ask for anything! Should I ask for a seaside vacation? Or new furniture for this dump? I could use new clothes, or a never-ending gift card to the grocery store.

Repr

oduc

tion

rig

hts

for

Lexi

a In

tern

al f

or u

se u

ntil

June

30,

202

0.Pr

inte

d by

Pet

er H

ann.

This

mat

eria

l is

a co

mpo

nent

of

Lexi

a Re

adin

g®

ww

w.l

exia

lear

ning

.com

© 2

020

Lexi

a Le

arni

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yste

ms

LLC

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RL.5

.2 -

Det

erm

ine

a th

eme

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ry,

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m f

rom

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ails

in t

he t

ext,

incl

udin

g ho

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s in

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or

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are

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es o

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.Su

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ting

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RL.

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RL.

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0,RL

.5.4

, RL

.3.5

, RL

.4.2

, RL

.5.5

, RL

.5.6

, RL

.4.5

This

mat

eria

l is

a co

mpo

nent

of L

exia

® P

ower

Up

Lite

racy

®.

© 2

020

Lexi

a Le

arni

ng, a

Ros

etta

Sto

ne c

ompa

ny.

Rep

rinte

d fo

r cla

ssro

om u

se o

nly.

All o

ther

righ

ts re

serv

ed. N

ot fo

r res

ale.

ANSWER KEY Comprehension

Level 12: Figurative Language


pag

e 2

C

om

pre

hens

ion

Leve

l 12

: Fig

ura

tive

Lan

gu

age

Nam

e:

Lex

ia S

kill

Bui

lder

s®

This material is a component of Lexia® PowerUp Literacy™. www. lexialearning.com © 2018 Lexia Learning, a Rosetta Stone company. Last updated 11/2018 For classroom use only. Not for resale. All other rights reserved.

SKIL

L FO

CU

S

A. R

ead

th

e te

rms

bel

ow

. Th

en, w

rite

eac

h t

erm

nex

t to

its

de

fin

itio

n. Y

ou

can

revi

ew t

he

Vo

cab

ula

ry C

ard

s,

if n

eed

ed.

figura

tive

lan

guag

e

im

agery

meta

phor

s

imile

info

rmat

ional

text

1.

wo

rds

used

cre

ativ

ely

that

do

n’t m

ean

wha

t the

y us

ually

mea

n

2.

a co

mp

aris

on

of t

wo

unlik

e th

ing

s us

ing

like

or a

s

3.

wri

ting

that

giv

es fa

cts

abo

ut a

sub

ject

or t

op

ic

4.

a co

mp

aris

on

of t

wo

unlik

e th

ing

s no

t usi

ng li

ke o

r as

5.

the

use

of w

ord

s to

cre

ate

a p

ictu

re in

the

read

er’s

min

d

B. R

ead

th

e st

atem

ents

bel

ow

. Cir

cle

the

on

es t

hat

giv

e re

aso

ns

why

au

tho

rs m

igh

t use

fig

ura

tive

lan

gu

age.

H

int:

The

re a

re 3

co

rrec

t ans

wer

s.

To h

elp

read

ers

imag

ine

wha

t th

ey a

re tr

ying

to s

ayTo

mak

e th

eir w

ritin

g m

ore

inte

rest

ing

To g

ive

evid

ence

ab

out a

n

info

rmat

iona

l top

icTo

incr

ease

the

read

er’s

un

der

stan

din

g o

f the

text

figu

rative

lan

guag

e

sim

ile

info

rmat

iona

l te

xt

met

apho

r

imag

ery

pag

e 1

C

om

pre

hens

ion

Leve

l 12

: Fig

ura

tive

Lan

gu

age

Nam

e:

Lex

ia S

kill

Bui

lder

s®


INST

RU

CTI

ON

AL

VO

CA

BU

LAR

Y C

AR

DS

Use

th

ese

card

s in

dep

end

entl

y o

r w

ith

a p

artn

er t

o r

evie

w t

he

inst

ruct

ion

al t

erm

s in

tro

du

ced

on

line.

sim

ile

a co

mpar

ison o

f tw

o u

nlik

e t

hin

gs

using like

or

as

like

as

figura

tive

language

word

s use

d c

reat

ively

that

don’t m

ean

w

hat

they

usu

ally

mean

info

rmational te

xt

writing t

hat

giv

es

fact

s ab

out

a

subje

ct o

r to

pic

meta

phor

a co

mpar

ison o

f tw

o u

nlik

e t

hin

gs

not

using like

or

as

imagery

the u

se o

f w

ord

s to

cre

ate a

pic

ture

in

the r

ead

er’s

min

d

Repr

oduc

tion

rig

hts

for

Lexi

a In

tern

al f

or u

se u

ntil

June

30,

202

0.Pr

inte

d by

Pet

er H

ann.

This

mat

eria

l is

a co

mpo

nent

of

Lexi

a Re

adin

g®

ww

w.l

exia

lear

ning

.com

© 2

020

Lexi

a Le

arni

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yste

ms

LLC

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RL.5

.4 -

Det

erm

ine

the

mea

ning

of

wor

ds a

ndph

rase

s as

the

y ar

e us

ed in

a t

ext,

incl

udin

g fi

gura

tive

lang

uage

suc

h as

met

apho

rs a

nd s

imile

s.Su

ppor

ting

Sta

ndar

ds:

RL.3

.1,

RL.3

.10,

RL.

3.4,

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.5.1

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.5.2

, RL

.5.5

, RL

.5.6

, RL

.4.5

This

mat

eria

l is

a co

mpo

nent

of L

exia

® P

ower

Up

Lite

racy

®.

© 2

020

Lexi

a Le

arni

ng, a

Ros

etta

Sto

ne c

ompa

ny.

Rep

rinte

d fo

r cla

ssro

om u

se o

nly.

All o

ther

righ

ts re

serv

ed. N

ot fo

r res

ale.




pag

e 4

C

om

pre

hens

ion

Leve

l 12

: Fig

ura

tive

Lan

gu

age

Nam

e:

Lex

ia S

kill

Bui

lder

s®


SKIL

L FO

CU

S

E. U

se t

he

wo

rd b

ank

s to

co

mp

lete

th

e si

mile

s an

d m

eta

ph

ors

bel

ow

.

Se

t 1: S

imile

s w

ith

as

m

ouse

c

herr

y pie

tightr

ope w

alke

r

rock

1.

As

care

ful as

a

.

2

. As

quie

t as

a

.

3

. As

sweet

as

.

4

. As

solid

as

a

.

Se

t 2: S

imile

s w

ith

like

sq

uirre

ls g

athering a

corn

s

fish

vo

lcan

o

bird

1.

She just

pic

ks a

t her

food a

nd leav

es

most

of it o

n t

he p

late

. Sh

e e

ats

like a

.

2

. H

e s

taye

d in t

he p

ool al

l day

. H

e s

wam

lik

e a

!

3

. W

hen D

ad s

aw t

he m

ess

, he w

as r

ead

y to

exp

lode lik

e a

!

4

. They

rush

ed a

round g

athering u

p t

he s

upplie

s fo

r th

e p

arty

lik

e

.

Se

t 3: M

eta

ph

ors

dan

cers

refrig

era

tor

p

illow

s

n

ight

ow

l

1.

We n

eeded t

o k

eep o

ur

coat

s on inside w

hen t

he h

eat

er

bro

ke. The h

ouse

was

a

.

2

. Bra

d s

taye

d u

p lat

e into

the n

ight

to fin

ish h

is p

roje

ct, but

he d

idn’t m

ind. H

e is

a

.

3. The s

now

flak

es

twirle

d a

nd flo

ated in t

he g

entle b

reeze

. They

were

gra

cefu

l

in t

he a

ir.

4

. The p

uffy,

white c

louds

were

in

the s

ky.

tigh

trop

e wa

lker

mou

se

cher

ry p

ie

rock

bird

fish vo

lcan

o

squ

irre

ls g

athe

ring

aco

rns

refr

iger

ator

nigh

t ow

l

danc

ers

pillo

ws

pag

e 3

C

om

pre

hens

ion

Leve

l 12

: Fig

ura

tive

Lan

gu

age

Nam

e:

Lex

ia S

kill

Bui

lder

s®


SKIL

L FO

CU

S

C. T

he

sen

ten

ces

in t

he

firs

t co

lum

n g

ive

a lit

eral

mea

nin

g. T

hey

use

wo

rds

that

mea

n ex

actl

y w

hat

th

ey s

ay. D

raw

a

line

to a

sen

ten

ce in

th

e se

con

d c

olu

mn

that

use

s fi

gu

rati

ve la

ng

uag

e to

exp

ress

th

e sa

me

idea

.

The

gra

ss w

as w

et w

ith m

orni

ng d

ew.

He

race

d li

ke li

ght

ning

acr

oss

th

e ro

om

.

The

cafe

teri

a w

as n

ois

y an

d

cro

wd

ed to

day

.D

ew d

rip

ped

like

tear

dro

ps

fro

m

each

bla

de

of g

rass

.

Tim

e g

oes

by

qui

ckly

whe

n yo

u’re

ha

ving

fun!

Tim

e fli

es w

hen

you’

re h

avin

g fu

n!

He

ran

qui

ckly

acr

oss

the

roo

m.

The

cafe

teri

a w

as a

cir

cus

tod

ay.

D. R

ead

eac

h e

xpre

ssio

n an

d d

ecid

e if

it is

an

exam

ple

of a

sim

ile o

r a

me

tap

ho

r. C

ircl

e yo

ur

answ

er a

nd

un

der

line

the

sim

ile o

r m

eta

ph

or

in t

he

sen

ten

ce. T

he

firs

t on

e is

do

ne

for

you

.

1. T

he h

ock

ey

pla

yer

skat

ed o

ver

ice a

s sm

ooth

as

gla

ss.

sim

ilem

eta

phor

2. The c

louds

were

as

puffy

as b

ig,

com

fort

able

pill

ow

s.sim

ilem

eta

phor

3. The p

epper

was

fire in m

y m

outh

.sim

ilem

eta

phor

4. The fog h

ung lik

e a

thic

k bla

nke

t ove

r

th

e tow

n.

sim

ilem

eta

phor

5. I sh

runk

away

ash

amed. H

is s

tare

was

ice

.sim

ilem

eta

phor

6. H

is foots

teps

pounded t

he p

avem

ent

like a

st

ampedin

g e

lephan

t.sim

ilem

eta

phor

Repr

oduc

tion

rig

hts

for

Lexi

a In

tern

al f

or u

se u

ntil

June

30,

202

0.Pr

inte

d by

Pet

er H

ann.

This

mat

eria

l is

a co

mpo

nent

of

Lexi

a Re

adin

g®

ww

w.l

exia

lear

ning

.com

© 2

020

Lexi

a Le

arni

ng S

yste

ms

LLC

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RL.5

.4 -

Det

erm

ine

the

mea

ning

of

wor

ds a

ndph

rase

s as

the

y ar

e us

ed in

a t

ext,

incl

udin

g fi

gura

tive

lang

uage

suc

h as

met

apho

rs a

nd s

imile

s.Su

ppor

ting

Sta

ndar

ds:

RL.3

.1,

RL.3

.10,

RL.

3.4,

RL.

4.1,

RL.

4.10

, RL

.4.4

, RL

.5.1

0,RL

.3.5

, RL

.4.2

, RL

.5.2

, RL

.5.5

, RL

.5.6

, RL

.4.5

This

mat

eria

l is

a co

mpo

nent

of L

exia

® P

ower

Up

Lite

racy

®.

© 2

020

Lexi

a Le

arni

ng, a

Ros

etta

Sto

ne c

ompa

ny.

Rep

rinte

d fo

r cla

ssro

om u

se o

nly.

All o

ther

righ

ts re

serv

ed. N

ot fo

r res

ale.




pag

e 6

C

om

pre

hens

ion

Leve

l 12

: Fig

ura

tive

Lan

gu

age

Nam

e:

Lex

ia S

kill

Bui

lder

s®


SKIL

L A

PPLI

CA

TIO

N

B. N

ow

rea

d C

arn

ival

!, a

n ar

ticl

e fr

om

a t

rave

l mag

azin

e. T

hen

, co

mp

lete

th

e ac

tivi

ties

on

pag

e 7.

Wel

com

e to

Rio

de

Jane

iro, B

razi

l!

Wel

com

e to

our

ann

ual f

estiv

al o

f C

arni

val!

Kin

g M

omo

is al

read

y w

earin

g hi

s cos

tum

e an

d cr

own

that

glit

ters

as b

right

ly a

s the

sun.

He

has b

een

hand

ed th

e ke

y to

the

city.

He

will

le

ad fi

ve d

ays o

f pa

rade

s, m

usic

, da

nce,

and

joy!

Com

e da

nce

with

us a

nd sh

are

in th

e fu

n!

Sam

ba is

a ty

pe o

f da

nce

that

Bra

zil h

as g

iven

to th

e w

orld

. W

hen

you

danc

e in

Rio

, you

are

a g

em in

the

crow

n of

ou

r bea

utifu

l city

. Our

city

stre

ets a

re ri

vers

of

exci

ting

sig

hts,

soun

ds, a

nd m

ovem

ent.

Each

sam

ba sc

hool

brin

gs

toge

ther

seve

ral t

hous

and

mus

icia

ns a

nd d

ance

rs. T

hey

par

ade

in co

stum

es a

s col

orfu

l as r

ainb

ows.

Feat

her h

eadd

resse

s re

st up

on p

aint

ed fa

ces a

nd se

quin

s glit

ter l

ike

hund

reds

of t

iny

stars

. D

ecor

ated

floa

ts in

spire

awe

. Onl

ooke

rs cr

owd

the

stree

ts lik

e sc

hool

s of fi

sh a

nd m

ove

to th

e lo

ud, l

ively

bea

ts. T

he m

ain

aven

ue is

an

expl

odin

g vo

lcan

o of

col

or a

nd n

oise

!

But t

he p

arad

ing

sam

ba sc

hool

s are

not

the

only

attr

actio

n.

Trav

elin

g m

usic

ians

and

dan

cers

join

toge

ther

in st

reet

pa

rtie

s cal

led

bloc

os. W

e Br

azili

ans a

re a

s war

m a

s th

e su

n an

d as

wel

com

ing

as a

wid

e sm

ile. W

e sh

are

ou

r joy

of

life

durin

g C

arni

val.

Com

e en

joy

the

bi

gges

t par

ty in

the

wor

ld! J

pag

e 5

C

om

pre

hens

ion

Leve

l 12

: Fig

ura

tive

Lan

gu

age

Nam

e:

Lex

ia S

kill

Bui

lder

s®


SKIL

L A

PPLI

CA

TIO

N

A. R

ead

Wh

at Is

Bra

zil’s

Car

niv

al?,

a t

ext f

rom

an

inte

rne

t sea

rch

. Th

en, a

nsw

er t

he

qu

esti

on

s b

elo

w.

The

Fest

ival

of Car

niva

l in

Bra

zil i

s a

popu

lar

outd

oor

cele

brat

ion

with

par

ades

, da

ncin

g, a

nd s

ingi

ng t

hat

occu

rs b

efor

e th

e Chr

istia

n pe

riod

of Le

nt e

ach

year

. A

t a

Car

niva

l cel

ebra

tion,

you

will

see

man

y pe

ople

dre

ssed

in

fanc

y co

stum

es w

ith fea

ther

s, s

hiny

seq

uins

, an

d br

ight

co

lors

. Pe

ople

tra

vel f

rom

all

over

the

wor

ld t

o ta

ke p

art

in t

he C

arni

val i

n th

e Bra

zilia

n ci

ty o

f Rio

de

Jane

iro.

Pe

ople

cel

ebra

te in

the

str

eet

with

par

ades

, m

usic

, fo

od,

danc

ing,

and

sin

ging

. Sam

ba is

ver

y po

pula

r du

ring

Car

niva

l. It

is a

typ

e of

Bra

zilia

n m

usic

and

dan

ce s

tyle

. M

any

peop

le p

artic

ipat

e in

sam

ba c

ompe

titio

ns in

gro

ups

calle

d sa

mba

sch

ools

. Th

e co

mpe

titio

ns a

re s

o bi

g in

Rio

th

at t

here

is a

who

le s

tadi

um d

edic

ated

to

them

cal

led

the

Sam

badr

ome!

Eac

h ye

ar,

mor

e th

an 2

mill

ion

peop

le c

eleb

rate

in t

he s

tree

ts o

f Rio

.

1se

arc

h

1.

Cir

cle

the

corr

ect

an

swe

r: T

his is

an e

xam

ple

of (

nar

rative

/ info

rmat

ional

) t

ext

.

2

. The a

uth

or’s

purp

ose

in w

riting t

his t

ext

is

to

3

. Fi

nd

3 in

tere

stin

g f

acts

ab

ou

t B

razi

l’s C

arn

ival

fro

m t

he

tex

t. L

ist

the

m b

elo

w.

•

•

•

info

rm t

he r

eade

r ab

out

the

Fest

ival o

f

Car

niva

l in B

razi

l.

Stu

dent

ans

wers

will v

ary. E

xam

ples

are

pro

vide

d.It

occ

urs

befo

re t

he C

hris

tian

per

iod

of L

ent

each

yea

r.

Sam

ba, a

Braz

ilian

mus

ic a

nd d

ance

sty

le, is

pop

ular

dur

ing

Car

niva

l.

Mor

e th

an 2

millio

n pe

ople c

eleb

rate

Car

niva

l in R

io e

ach

year

.

Repr

oduc

tion

rig

hts

for

Lexi

a In

tern

al f

or u

se u

ntil

June

30,

202

0.Pr

inte

d by

Pet

er H

ann.

This

mat

eria

l is

a co

mpo

nent

of

Lexi

a Re

adin

g®

ww

w.l

exia

lear

ning

.com

© 2

020

Lexi

a Le

arni

ng S

yste

ms

LLC

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RL.5

.4 -

Det

erm

ine

the

mea

ning

of

wor

ds a

ndph

rase

s as

the

y ar

e us

ed in

a t

ext,

incl

udin

g fi

gura

tive

lang

uage

suc

h as

met

apho

rs a

nd s

imile

s.Su

ppor

ting

Sta

ndar

ds:

RL.3

.1,

RL.3

.10,

RL.

3.4,

RL.

4.1,

RL.

4.10

, RL

.4.4

, RL

.5.1

0,RL

.3.5

, RL

.4.2

, RL

.5.2

, RL

.5.5

, RL

.5.6

, RL

.4.5

This

mat

eria

l is

a co

mpo

nent

of L

exia

® P

ower

Up

Lite

racy

®.

© 2

020

Lexi

a Le

arni

ng, a

Ros

etta

Sto

ne c

ompa

ny.

Rep

rinte

d fo

r cla

ssro

om u

se o

nly.

All o

ther

righ

ts re

serv

ed. N

ot fo

r res

ale.




pag

e 8

C

om

pre

hens

ion

Leve

l 12

: Fig

ura

tive

Lan

gu

age

Nam

e:

Lex

ia S

kill

Bui

lder

s®


SKIL

L A

PPLI

CA

TIO

N

D. T

hin

k ab

ou

t th

e w

ay t

he

auth

ors

use

lan

gu

age

in e

ach

of t

he

tex

ts t

o a

nsw

er t

he

follo

win

g q

ues

tio

ns.

1.

Wh

ich

tex

t u

ses

imag

ery

to

cre

ate

a p

ictu

re in

th

e re

ade

r’s

min

d?

Wha

t Is

Bra

zil’s

Carn

ival?

Carn

ival!

2

. W

hic

h t

ext

wo

uld

be

be

st t

o c

on

vin

ce s

om

eo

ne

to t

rave

l to

Bra

zil f

or

Car

niv

al?

Giv

e at

leas

t 2

re

aso

ns

in

y

ou

r an

swe

r.

★ W

ork

wit

h a

par

tner

to

rew

rite

3 s

imile

s an

d 2

me

tap

ho

rs f

rom

Car

niv

al! t

o c

reat

e n

ew im

ager

y fo

r th

e re

ader

.

For

exam

ple

, “...

cro

wn

that

glit

ters

as

bri

gh

tly

as t

he

sun

” co

uld

be

chan

ged

to

“...

cro

wn

that

sp

arkl

es li

ke

a

dia

mo

nd

.”

Stu

dent

ans

wers

will v

ary. A

n ex

ample

is p

rovide

d.

Car

niva

l! wo

uld

be b

est

to u

se

to c

onvinc

e som

eone

to

trav

el t

o Br

azil

for

Car

niva

l. It

uses

inte

rest

ing

descr

iption

s of

the

sight

s an

d sou

nds,

which

might

mak

e som

eone

wan

t to

see

for

them

selve

s wh

at it

would

be li

ke t

o be

the

re. It

gives

man

y ex

amples

of

the

fun,

exc

itin

g th

ings

a

trav

eler

cou

ld d

o at

the

Car

niva

l ce

lebr

atio

n, s

uch

as s

ee t

he a

maz

ing

cost

umes

and

floa

ts in

the

para

des,

see

the

sam

ba s

choo

l co

mpe

tition

s in t

he S

amba

drom

e, a

nd d

ance

to

a ty

pe o

f m

usic t

hey

may

not

hav

e he

ard

befo

re.

pag

e 7

C

om

pre

hens

ion

Leve

l 12

: Fig

ura

tive

Lan

gu

age

Nam

e:

Lex

ia S

kill

Bui

lder

s®


SKIL

L A

PPLI

CA

TIO

N

C. C

om

ple

te t

he

acti

viti

es b

elo

w.

1.

Cir

cle

the

6 s

imil

es

and

un

de

rlin

e th

e 3

me

tap

ho

rs in

Car

niv

al!

2

. C

om

ple

te t

he

foll

ow

ing

se

nte

nce

s th

at s

ho

w h

ow

th

e au

tho

r u

ses

fig

ura

tive

lan

gu

age

to c

reat

e im

age

ry

an

d e

ng

age

the

read

er.

Th

e fi

rst

on

e h

as b

ee

n d

on

e fo

r yo

u.

A

. The d

ance

r is c

om

par

ed t

o

.

B

. a

re c

om

par

ed t

o c

olo

rful ra

inbow

s.

C

. G

litte

ring s

equin

s ar

e c

om

par

ed t

o

.

D

. The

is c

om

par

ed t

o a

n e

xplo

din

g v

olc

ano.

E

. O

nlo

oke

rs t

hat

cro

wd t

he s

treet

are c

om

par

ed t

o

.

F.

The w

elc

om

ing n

ature

of th

e B

razi

lians

is c

om

par

ed t

o

.

3

. H

ow

did

th

e au

tho

r m

ake

Car

niv

al s

ou

nd

like

an

exc

itin

g e

ven

t to

att

en

d?

Ex

pla

in.

a ge

m in

the

crow

n of

the

city

Cos

tum

es

hund

reds

of

tiny

sta

rs

main

aven

ue

sch

ools

of

fish

a wi

de s

mile

Stu

dent

ans

wers

will v

ary. A

n ex

ample

is p

rovide

d.

The

aut

hor

used

figu

rative

lan

guag

e to

mak

e th

e ev

ent

sou

nd e

xcitin

g. T

he s

imile

s an

d m

etap

hors

the

auth

or u

sed

help

the

read

er im

agin

e wh

at it

would

be li

ke t

o go

to

Car

niva

l an

d de

scr

ibe

the

sigh

ts a

nd s

ound

s in a

n inte

rest

ing

way. F

or e

xam

ple,

whe

n th

e au

thor

com

pare

s th

e av

enue

to

an

explod

ing

volcan

o, t

he r

eade

r ca

n pict

ure

how

exciting

and

fun

the

par

ades

wou

ld b

e.

Repr

oduc

tion

rig

hts

for

Lexi

a In

tern

al f

or u

se u

ntil

June

30,

202

0.Pr

inte

d by

Pet

er H

ann.

This

mat

eria

l is

a co

mpo

nent

of

Lexi

a Re

adin

g®

ww

w.l

exia

lear

ning

.com

© 2

020

Lexi

a Le

arni

ng S

yste

ms

LLC

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RL.5

.4 -

Det

erm

ine

the

mea

ning

of

wor

ds a

ndph

rase

s as

the

y ar

e us

ed in

a t

ext,

incl

udin

g fi

gura

tive

lang

uage

suc

h as

met

apho

rs a

nd s

imile

s.Su

ppor

ting

Sta

ndar

ds:

RL.3

.1,

RL.3

.10,

RL.

3.4,

RL.

4.1,

RL.

4.10

, RL

.4.4

, RL

.5.1

0,RL

.3.5

, RL

.4.2

, RL

.5.2

, RL

.5.5

, RL

.5.6

, RL

.4.5

This

mat

eria

l is

a co

mpo

nent

of L

exia

® P

ower

Up

Lite

racy

®.

© 2

020

Lexi

a Le

arni

ng, a

Ros

etta

Sto

ne c

ompa

ny.

Rep

rinte

d fo

r cla

ssro

om u

se o

nly.

All o

ther

righ

ts re

serv

ed. N

ot fo

r res

ale.


Level 12: Theme


pag

e 2

C

om

pre

hens

ion

Leve

l 12

: Th

eme

Nam

e:

Lex

ia S

kill

Bui

lder

s®


SKIL

L FO

CU

S

A.

Rea

d t

he

term

s in

th

e b

ox.

Th

en, w

rite

eac

h t

erm

nex

t to

its

de

fin

itio

n.

auth

or’s

craf

tch

arac

ter

conflic

t infe

rse

ttin

gth

em

e

1.

the

cent

ral m

essa

ge

or b

ig id

ea in

a s

tory

or p

oem

2.

met

hod

s us

ed b

y au

tho

rs to

mak

e th

eir w

ritin

g m

ore

pow

erfu

ll

3.

the

time

and

pla

ce o

f eve

nts

in a

text

4.

a p

erso

n, a

nim

al, o

r oth

er b

eing

in a

sto

ry

5.

a ch

arac

ter’s

str

ugg

le o

r pro

ble

m

6.

to re

ach

a co

nclu

sio

n b

y us

ing

evi

den

ce fr

om

the

text

and

bac

kgro

und

kno

wle

dg

e

B.

Rea

d t

he

sen

ten

ces

bel

ow

. Th

en, d

ecid

e if

th

ey a

re t

rue

or

fals

e an

d c

ircl

e yo

ur

answ

er. F

or

each

fal

se a

nsw

er, c

ross

o

ut t

he

inco

rrec

t an

swer

an

d w

rite

th

e co

rrec

t an

swer

bel

ow

it. T

he

firs

t on

e h

as b

een

do

ne

for

you

.

1. A

char

acte

r’s

stru

ggle

or

pro

ble

m is

the t

hem

e.

c

onflict

True /

Fal

se

2. A s

ett

ing is

a pers

on, an

imal

, or

bein

g in a

sto

ry.

True /

Fal

se

3. To

reac

h a

concl

usion b

y using e

vidence

and b

ackg

round k

now

ledge

is t

o infe

r.Tr

ue /

Fal

se

4. The c

entr

al m

ess

age o

r big

idea

in a

sto

ry is

the t

hem

e.

True /

Fal

se

5. The c

onflic

t is t

he t

ime a

nd p

lace

of eve

nts

in a

text

.Tr

ue /

Fal

se

6. Auth

or’

s cr

aft

refe

rs t

o m

eth

ods

that

mak

e w

riting m

ore

pow

erf

ul.

True /

Fal

se

them

e

auth

or’s

cra

ft

set

ting

char

acte

r

confl

ict

infe

r

char

acte

r

set

ting

pag

e 1

C

om

pre

hens

ion

Leve

l 12

: Th

eme

Nam

e:

Lex

ia S

kill

Bui

lder

s®


INST

RU

CTI

ON

AL

VO

CA

BU

LAR

Y C

AR

DS

Use

th

ese

card

s in

dep

end

entl

y o

r w

ith

a p

artn

er t

o r

evie

w t

he

inst

ruct

ion

al t

erm

s in

tro

du

ced

on

line.

auth

or’

s cr

aft

meth

ods

use

d b

y au

thors

to

mak

e t

heir w

riting m

ore

pow

erful

conflic

t

a ch

arac

ter’s

stru

ggle

or

pro

ble

m

sett

ing

the t

ime a

nd p

lace

of eve

nts

in a

text

chara

cter

a pers

on, an

imal

, or

oth

er

bein

g in a

sto

ry

infe

r

to r

eac

h a

concl

usion b

y using e

vidence

from

the t

ext

and b

ackg

round k

now

ledge

them

e

the c

entr

al m

ess

age o

r big

idea

in

a s

tory

or

poem

Repr

oduc

tion

rig

hts

for

Lexi

a In

tern

al f

or u

se u

ntil

June

30,

202

0.Pr

inte

d by

Pet

er H

ann.

This

mat

eria

l is

a co

mpo

nent

of

Lexi

a Re

adin

g®

ww

w.l

exia

lear

ning

.com

© 2

020

Lexi

a Le

arni

ng S

yste

ms

LLC

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RL.5

.2 -

Det

erm

ine

a th

eme

of a

sto

ry,

dram

a,or

poe

m f

rom

det

ails

in t

he t

ext,

incl

udin

g ho

w c

hara

cter

s in

a s

tory

or

dram

are

spon

d to

cha

lleng

es o

r ho

w t

he s

peak

er in

a p

oem

ref

lect

s up

on a

top

ic;

sum

mar

ize

th..

.Su

ppor

ting

Sta

ndar

ds:

RL.3

.1,

RL.3

.10,

RL.

3.4,

RL.

4.1,

RL.

4.10

, RL

.4.4

, RL

.5.1

0,RL

.5.4

, RL

.3.5

, RL

.4.2

, RL

.5.5

, RL

.5.6

, RL

.4.5

This

mat

eria

l is

a co

mpo

nent

of L

exia

® P

ower

Up

Lite

racy

®.

© 2

020

Lexi

a Le

arni

ng, a

Ros

etta

Sto

ne c

ompa

ny.

Rep

rinte

d fo

r cla

ssro

om u

se o

nly.

All o

ther

righ

ts re

serv

ed. N

ot fo

r res

ale.


Level 12: Theme


pag

e 4

C

om

pre

hens

ion

Leve

l 12

: Th

eme

Nam

e:

Lex

ia S

kill

Bui

lder

s®


SKIL

L A

PPLI

CA

TIO

N

Rea

d t

he

follo

win

g p

arag

rap

hs.

Th

en, a

nsw

er t

he

qu

esti

on

s. S

om

e q

ues

tio

ns

are

do

ne

for

you

.

Jaso

n’s c

rush

on K

im h

ad b

een g

oin

g o

n for

year

s. H

er

silk

y bla

ck h

air

and e

mera

ld e

yes

had

put

a sp

ell

on h

im. H

e fin

ally

got

up t

he c

oura

ge t

o t

alk

to h

er. W

hen h

e g

reete

d h

er

kindly

, sh

e

curled h

er

upper

lip a

nd c

ruelly

sai

d, “B

ack

off. I’m

way

out

of yo

ur

leag

ue.”

1.

CO

NFL

ICT:

Wha

t is

the

stru

gg

le?

2

. C

HA

RA

CTE

RS:

How

are

the

char

acte

rs d

escr

ibed

?

Although K

im is

beau

tifu

l, J

ason lear

ns

3

. A

UTH

OR

’S C

RA

FT: W

hy is

the

text

wri

tten

this

way

?

a. C

ircl

e t

he p

ositive

and n

egat

ive w

ord

s th

e a

uth

or

use

s to

desc

ribe K

im.

b. Then, underlin

e t

he d

ialo

gue t

hat

reve

als

more

of Kim

’s p

ers

onal

ity.

4

. TH

EM

E:

Cir

cle

the

cent

ral m

essa

ge

or b

ig id

ea.

Freedom

is

wort

h fig

hting for. Beau

ty is

only

ski

n d

eep. M

oney

can’t b

uy

hap

pin

ess

.

Gin

a fe

ll in

love

with v

olle

ybal

l th

e m

inute

she w

atch

ed h

er

cousin s

erv

e a

n a

ce a

t a

gam

e. Sh

e

had

neve

r pla

yed, so

she s

ear

ched t

he Inte

rnet. S

he s

tudie

d t

he r

ule

s an

d w

atch

ed a

s m

any

gam

es

as s

he c

ould

. Sh

e b

orr

ow

ed a

bal

l from

her

cousin a

nd h

it s

erv

es

agai

nst

her

gar

age d

oor

for

hours

. Tr

youts

cam

e for

the h

igh s

chool te

am. N

o o

ne t

hought

som

eone s

o s

hort

could

eve

r m

ake t

he t

eam

. W

hen h

er

turn

cam

e, sh

e s

erv

ed 1

2 a

ces

in a

row

.

1.

CO

NFL

ICT:

Wha

t is

the

stru

gg

le?

2

. C

HA

RA

CTE

RS:

How

are

the

char

acte

rs d

escr

ibed

?

Gina

has

spe

nt a lo

t of

tim

e an

d ef

fort

lear

ning

and

pra

cticing

volle

yball

.

3

. A

UTH

OR

’S C

RA

FT: W

hy is

the

text

wri

tten

this

way

?

a. D

o y

ou t

hin

k G

ina

mad

e t

he t

eam

? C

ircl

e: ye

s or

no

b. N

ow

, underlin

e t

he t

ext

that

help

ed y

ou infe

r yo

ur

answ

er.

4

. TH

EM

E:

Cir

cle

the

cent

ral m

essa

ge

or b

ig id

ea.

Har

d w

ork

pay

s off. C

heat

ers

neve

r w

in. E

very

one m

akes

mis

take

s

Jaso

n ha

s lik

ed K

im f

or y

ears

but

has

n’t

had

the

cour

age

to t

alk t

o he

r.

that

she

is

not

very

nic

e.

Gina

wan

ted

to p

lay

volle

yball,

but

she

nev

er p

laye

d an

d wa

s ve

ry s

hort

.

pag

e 3

C

om

pre

hens

ion

Leve

l 12

: Th

eme

Nam

e:

Lex

ia S

kill

Bui

lder

s®


SKIL

L FO

CU

S

C. R

ead

th

e te

rms

in t

he

bo

x. T

hen

, co

mp

lete

th

e st

atem

ent b

elo

w.

sett

ings

infe

rth

em

ech

arac

ters

conflic

tplo

ts

An a

uth

or

desc

ribes

c, s

, an

d

p. So

me k

ind o

f pro

ble

m o

r c

occ

urs

,

and r

ead

ers

hav

e t

o i

what

the a

uth

or

wan

ts t

o s

har

e a

s th

e c

entr

al

mess

age. This is

calle

d t

he t

.

D. D

raw

a li

ne

fro

m t

he

term

s to

wh

at t

he

auth

or

is d

escr

ibin

g.

Conflic

tLi

es

can c

ause

pai

n.

Char

acte

rA b

usy

sch

ool hal

lway

outs

ide a

cla

ssro

om

Sett

ing

Tear

s of em

bar

rass

ment

roll

dow

n S

arah

’s c

heeks

.

Them

eAn u

ntr

ue r

um

or

has

been s

pre

ad a

bout

Sara

h.

hara

cter

s

lots

onflict

nfer

hem

e

etting

s

Repr

oduc

tion

rig

hts

for

Lexi

a In

tern

al f

or u

se u

ntil

June

30,

202

0.Pr

inte

d by

Pet

er H

ann.

This

mat

eria

l is

a co

mpo

nent

of

Lexi

a Re

adin

g®

ww

w.l

exia

lear

ning

.com

© 2

020

Lexi

a Le

arni

ng S

yste

ms

LLC

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RL.5

.2 -

Det

erm

ine

a th

eme

of a

sto

ry,

dram

a,or

poe

m f

rom

det

ails

in t

he t

ext,

incl

udin

g ho

w c

hara

cter

s in

a s

tory

or

dram

are

spon

d to

cha

lleng

es o

r ho

w t

he s

peak

er in

a p

oem

ref

lect

s up

on a

top

ic;

sum

mar

ize

th..

.Su

ppor

ting

Sta

ndar

ds:

RL.3

.1,

RL.3

.10,

RL.

3.4,

RL.

4.1,

RL.

4.10

, RL

.4.4

, RL

.5.1

0,RL

.5.4

, RL

.3.5

, RL

.4.2

, RL

.5.5

, RL

.5.6

, RL

.4.5

This

mat

eria

l is

a co

mpo

nent

of L

exia

® P

ower

Up

Lite

racy

®.

© 2

020

Lexi

a Le

arni

ng, a

Ros

etta

Sto

ne c

ompa

ny.

Rep

rinte

d fo

r cla

ssro

om u

se o

nly.

All o

ther

righ

ts re

serv

ed. N

ot fo

r res

ale.


Level 12: Theme


pag

e 6

C

om

pre

hens

ion

Leve

l 12

: Th

eme

Nam

e:

Lex

ia S

kill

Bui

lder

s®


SKIL

L A

PPLI

CA

TIO

N

CO

NFL

ICT:

Wha

t is

the

stru

gg

le?

CH

AR

AC

TER

: How

is th

e ch

arac

ter d

escr

ibed

? W

hat e

xper

ienc

es h

as W

ilma

had

, and

wha

t can

yo

u in

fer a

bo

ut h

er p

erso

nalit

y?

AU

THO

R’S

CR

AFT

: Why

is th

e te

xt w

ritt

en th

is w

ay?

•

Th

e au

tho

r u

ses

ital

ics

in p

arts

of t

his

sen

ten

ce:

T

hen,

she

saw

her

14

-yea

r old

sel

f run

ning

in a

real

race

.

Wh

at d

o t

he

ital

ics

sho

w h

ere?

•

Th

e au

tho

r d

escr

ibes

Wilm

a’s

mem

ori

es. C

ircl

e th

e re

aso

n th

e au

tho

r d

oes

th

is.

a. to

teac

h ab

out

the

op

po

nent

s

b. t

o sh

ow th

at s

he lo

st a

rac

e w

hen

she

was

14

c. to

des

crib

e he

r dif

ficul

t jo

urne

y to

suc

cess

d. t

o te

ll th

e hi

sto

ry o

f rac

ing

•

Do

yo

u th

ink

Wilm

a w

on

this

rac

e? C

ircl

e:

yes

or

no

No

w, u

nd

erlin

e th

e te

xt t

hat

hel

ped

yo

u in

fer

you

r an

swer

.

THE

ME

: Wha

t is

the

cent

ral m

essa

ge

or b

ig id

ea?

As

a ch

ild, Wilm

a wa

s si

ck w

ith

polio

and

cou

ld n

ot w

alk.

The

the

me

is “

Nev

er g

ive

up.”

The

ita

lics

sho

w em

phas

is a

nd d

raw

impo

rtan

ce t

o

what

she

was

doi

ng.

The

cha

ract

er is

descr

ibed

as

dete

rmin

ed a

nd d

edic

ated

. Altho

ugh

she

was

sic

k an

d pa

ralyze

d as

a

child

, she

wen

t on

to

beco

me

a re

cord

-br

eaki

ng r

unne

r.

pag

e 5

C

om

pre

hens

ion

Leve

l 12

: Th

eme

Nam

e:

Lex

ia S

kill

Bui

lder

s®


TEX

T

Rea

d t

he

tex

t Wilm

a. T

hen

, co

mp

lete

th

e g

rap

hic

org

aniz

er o

n th

e n

ext p

age.

Wilm

a W

ilma

pla

ced

her

fing

ers

on

the

star

ting

line

. Sw

eat d

rip

ped

fro

m h

er a

rms

in th

e su

mm

er h

eat.

She

loo

ked

do

wn

the

100

-met

er la

ne a

nd s

aw h

er d

estin

atio

n: th

e fin

ish

line.

She

gla

nced

to h

er le

ft a

nd to

her

rig

ht a

nd w

ond

ered

ab

out

her

op

po

nent

s. D

id s

he h

ave

wha

t it t

akes

to b

eat t

hem

? W

ilma

clo

sed

her

eye

s an

d m

emo

ries

flas

hed

in h

er m

ind

.

Firs

t, sh

e sa

w h

er 5

-yea

r-o

ld s

elf r

idin

g o

n th

e b

us w

ith

her m

oth

er. H

er le

g w

as w

rap

ped

in a

bra

ce b

ecau

se o

f po

lio*,

whi

ch h

ad le

ft h

er p

aral

yzed

and

una

ble

to w

alk.

Fo

r yea

rs, s

he r

od

e th

at b

us d

ream

ing

ab

out

a c

ure.

She

co

uld

stil

l fee

l the

pre

ssur

e o

f tho

se d

aily

trea

tmen

ts o

n he

r wea

k le

g. T

hen,

in h

er m

emo

ries

, she

saw

her

14

-yea

r-o

ld s

elf r

unni

ng in

a re

al

race

. Sh

e co

uld

rem

emb

er th

e b

urni

ng in

her

leg

s an

d lu

ngs.

She

wat

ched

her

self

lose

that

one

. Fin

ally

, her

min

d fl

ashe

d

to a

rec

ent r

ace

earl

ier i

n th

e ye

ar w

here

she

had

set

a w

orl

d r

eco

rd.

She

sho

ok

her h

ead

and

laug

hed

a li

ttle

. Wilm

a th

oug

ht, “

Ho

w d

id I

go

fro

m a

par

alyz

ed k

id to

a w

orl

d r

eco

rd b

reak

er?”

Giv

ing

up

was

an

op

tion,

but

Wilm

a ne

ver t

oo

k it

.

* Po

lio is

a d

isea

se th

at c

ause

s p

eop

le to

lose

thei

r ab

ility

to w

alk

(cal

led

par

alys

is) a

nd s

om

etim

es b

reat

he o

n th

eir o

wn.

A v

acci

ne w

as

dis

cove

red

in 1

955.

Repr

oduc

tion

rig

hts

for

Lexi

a In

tern

al f

or u

se u

ntil

June

30,

202

0.Pr

inte

d by

Pet

er H

ann.

This

mat

eria

l is

a co

mpo

nent

of

Lexi

a Re

adin

g®

ww

w.l

exia

lear

ning

.com

© 2

020

Lexi

a Le

arni

ng S

yste

ms

LLC

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RL.5

.2 -

Det

erm

ine

a th

eme

of a

sto

ry,

dram

a,or

poe

m f

rom

det

ails

in t

he t

ext,

incl

udin

g ho

w c

hara

cter

s in

a s

tory

or

dram

are

spon

d to

cha

lleng

es o

r ho

w t

he s

peak

er in

a p

oem

ref

lect

s up

on a

top

ic;

sum

mar

ize

th..

.Su

ppor

ting

Sta

ndar

ds:

RL.3

.1,

RL.3

.10,

RL.

3.4,

RL.

4.1,

RL.

4.10

, RL

.4.4

, RL

.5.1

0,RL

.5.4

, RL

.3.5

, RL

.4.2

, RL

.5.5

, RL

.5.6

, RL

.4.5

This

mat

eria

l is

a co

mpo

nent

of L

exia

® P

ower

Up

Lite

racy

®.

© 2

020

Lexi

a Le

arni

ng, a

Ros

etta

Sto

ne c

ompa

ny.

Rep

rinte

d fo

r cla

ssro

om u

se o

nly.

All o

ther

righ

ts re

serv

ed. N

ot fo

r res

ale.


Level 12: Cause and Effect


pag

e 2

C

om

pre

hens

ion

Leve

l 12

: Cau

se a

nd

Eff

ect

Nam

e:

Lex

ia S

kill

Bui

lder

s®


SKIL

L FO

CU

S

A. R

ead

th

e te

rms

in t

he

bo

x. T

hen

, wri

te e

ach

ter

m n

ext t

o it

s d

efi

nit

ion

.

ca

use

e

ffect

c

ause

and e

ffect

t

ransition w

ord

s

subje

ct

1.

the

reas

on

why

an

even

t hap

pen

s an

d th

e re

sult

of t

hat e

vent

2.

wha

t the

text

is m

ost

ly a

bo

ut

3.

the

resu

lt o

f wha

t hap

pen

s

4.

wo

rds

that

co

nnec

t id

eas

in a

text

5.

the

reas

on

why

an

even

t hap

pen

s

B.

Fin

d t

he

follo

win

g t

ran

siti

on

wo

rds

in t

he

wo

rd s

earc

h b

elo

w.

beca

use

as

a r

esu

lt

so

t

here

fore

co

nse

quently

co

ns

eq

ue

nt

ly

nz

ec

fw

jc

gw

xs

zg

be

ca

us

et

sl

iq

od

tj

ze

uq

xj

as

ar

es

ul

tp

tg

vj

et

he

re

fo

re

oq

rm

re

so

ln

tv

caus

e an

d ef

fect

sub

ject

effe

ct

tran

sition

wor

ds

caus

e

pag

e 1

C

om

pre

hens

ion

Leve

l 12

: Cau

se a

nd

Eff

ect

Nam

e:

Lex

ia S

kill

Bui

lder

s®


INST

RU

CTI

ON

AL

VO

CA

BU

LAR

Y C

AR

DS

Use

th

ese

card

s in

dep

end

entl

y o

r w

ith

a p

artn

er t

o r

evie

w t

he

inst

ruct

ion

al t

erm

s in

tro

du

ced

on

line.

cause

and e

ffect

the r

eas

on w

hy

an e

vent

hap

pens

an

d t

he r

esu

lt o

f th

at e

vent

effect

the r

esu

lt o

f w

hat

hap

pens

subje

ct

what

the t

ext

is

most

ly a

bout

cause

the r

eas

on w

hy

an e

vent

hap

pens

transi

tion w

ord

s

word

s th

at c

onnect

ideas

in a

text

Repr

oduc

tion

rig

hts

for

Lexi

a In

tern

al f

or u

se u

ntil

June

30,

202

0.Pr

inte

d by

Pet

er H

ann.

This

mat

eria

l is

a co

mpo

nent

of

Lexi

a Re

adin

g®

ww

w.l

exia

lear

ning

.com

© 2

020

Lexi

a Le

arni

ng S

yste

ms

LLC

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RI.5

.5 -

Com

pare

and

con

tras

t th

e ov

eral

lst

ruct

ure

(e.g

., c

hron

olog

y, c

ompa

riso

n, c

ause

/eff

ect,

pro

blem

/sol

utio

n) o

fev

ents

, id

eas,

con

cept

s, o

r in

form

atio

n in

tw

o or

mor

e te

xts.

Supp

orti

ng S

tand

ards

: RI

.3.1

, RI

.3.4

, RI

.4.4

, RI

.5.4

, RI

.4.5

This

mat

eria

l is

a co

mpo

nent

of L

exia

® P

ower

Up

Lite

racy

®.

© 2

020

Lexi

a Le

arni

ng, a

Ros

etta

Sto

ne c

ompa

ny.

Rep

rinte

d fo

r cla

ssro

om u

se o

nly.

All o

ther

righ

ts re

serv

ed. N

ot fo

r res

ale.




pag

e 4

C

om

pre

hens

ion

Leve

l 12

: Cau

se a

nd

Eff

ect

Nam

e:

Lex

ia S

kill

Bui

lder

s®


TEX

T

The O

ld N

ews

Volu

me

1719

07

Imm

igra

tion

is

not

hin

g new

. Peo

ple

are

alw

ays

mov

ing

from

one

countr

y to

anot

her

. T

hin

k a

bout

the

Unit

ed

Sta

tes

in 1

907.

Did

you

know

that

1.3

mil

lion

peo

ple

cam

e in

to t

he

U.S

. in

one

year

? T

her

e ar

e m

any

reas

ons

why

pe

ople

im

mig

rate

.

Let

’s loo

k b

ack t

o 19

07 i

n A

mer

ica.

New

mac

hin

es

wer

e in

vente

d th

at m

ade

life

eas

ier

for

peop

le. Farm

ing

mac

hin

es m

ade

food

eas

ier

to p

lant

and

gro

w. Fac

tori

es

pop

ped

up

in c

itie

s ev

eryw

her

e. P

eopl

e w

orked

in t

hem

to

make

clot

hes

, sh

oes,

and

other

ite

ms.

Con

sequ

entl

y,

peop

le fou

nd

wor

k i

n m

any

plac

es. A

mer

ica

also

le

t pe

ople

wor

ship

how

they

wante

d be

cause

of

a

free

gov

ernm

ent.

In E

uro

pe, so

me

peop

le w

ante

d to

lea

ve. C

itiz

ens

could

not

fol

low

thei

r be

lief

s an

d w

ere

punis

hed

for

thos

e be

lief

s. S

ome

wer

e fo

rced

into

figh

ting

in w

ars.

In o

ther

co

untr

ies,

a t

erri

ble

crop

dis

ease

hap

pened

. T

his

bli

ght

cause

d cr

ops

to d

ie. A

s a

resu

lt, m

any

peop

le s

tarv

ed.

Peo

ple

had

no

jobs

. T

hey

cou

ld n

ot fee

d th

eir

fam

ilie

s. S

o,

they

too

k t

he

dif

ficu

lt t

rip

acro

ss t

he

Atl

anti

c O

cean

and

cam

e to

Am

eric

a.

Oft

en, m

any

peop

le g

ot s

ick a

t se

a fr

om d

isea

ses.

T

hey

nev

er m

ade

it t

o th

e U

.S. O

ther

s co

uld

not

pas

s ce

rtai

n t

ests

. T

her

efor

e, t

hey

wer

e se

nt

back

to

thei

r hom

e co

untr

ies.

Ther

e ar

e m

any

reas

ons

why

peo

ple

imm

igra

te.

Som

etim

es t

hey

com

e by

choi

ce a

nd

som

etim

es b

ecau

se o

f har

d live

s. T

he

bott

om lin

e is

this

: im

mig

rati

on h

as b

een

arou

nd

for

a ve

ry lon

g ti

me.

1.3

mil

lion

peo

ple

cam

e in

to t

he

Unit

ed S

tate

s in

190

7.

Imm

igra

nts

lan

din

g at

Ell

is I

slan

d, N

ew Y

ork i

n t

he

ea

rly

1900

s.

IMM

IGRA

TION

: WH

Y PE

OPLE

COM

E

NO

TE:

Im

mig

rate

is th

e ve

rb y

ou

use

whe

n p

eop

le c

om

e to

ano

ther

co

untr

y.

Im

mig

ratio

n is

the

noun

yo

u us

e to

talk

ab

out

the

top

ic.

Im

mig

rant

is th

e no

un y

ou

use

talk

ab

out

a p

erso

n w

ho h

as c

om

e to

a n

ew c

oun

try.

pag

e 3

C

om

pre

hens

ion

Leve

l 12

: Cau

se a

nd

Eff

ect

Nam

e:

Lex

ia S

kill

Bui

lder

s®


SKIL

L FO

CU

S

C. R

ead

th

e se

nte

nce

s b

elo

w. D

raw

a li

ne

con

nec

tin

g e

ach

cau

se w

ith

its

eff

ect.

CA

USE

SEF

FEC

TS

It r

ained for

four

day

s.The ice

cre

am c

one m

elted.

The b

icyc

le r

an o

ver

a nai

l.I w

as lat

e for

school.

It w

as v

ery

hot

outs

ide.

I fe

lt a

wak

e a

nd a

lert

.

I fo

rgot

to s

et

my

alar

m.

The s

treets

flo

oded.

I dra

nk

a cu

p o

f co

ffee.

The c

ook

slip

ped.

Oil

spill

ed o

n t

he flo

or.

The t

ire w

as fla

t.

D. C

om

ple

te t

he

follo

win

g s

ente

nce

s w

ith

on

e o

f th

e C

om

par

e an

d C

on

tras

t Tra

nsi

tio

n W

ord

s in

clu

ded

in t

he

arro

ws.

Try

no

t to

use

a t

ran

siti

on

wo

rd m

ore

th

an o

nce

.

1.

The s

hip

was

tra

velin

g t

oo fas

t.

, it s

truc

k an

iceb

erg

.

2

. There

were

not

enough lifeboat

s.

, man

y p

eop

le d

id n

ot s

urvi

ve.

3

. L

ong a

go, sa

ilors

suffere

d fro

m a

diseas

e c

alle

d s

curv

y.

, they

had

pai

n a

nd s

welli

ng.

4

. M

any

sailo

rs d

ied

ther

e w

as n

o cu

re.

5

. A

doct

or

disco

vere

d t

hat

a lac

k of vi

tam

in C

was

the p

roble

m.

, sa

ilors

co

uld

be

giv

en v

itam

in C

to h

eal.

EFF

EC

T

(res

ult

)

CA

USE

(rea

son

)

so, t

here

fore

, co

nseq

uent

ly,

as a

resu

lt

bec

ause

(Con

seq

uent

ly, As

a re

sult)

(The

refo

re, So)

(As

a re

sult, C

onseq

uent

ly)

beca

use

(So, T

here

fore

)

Repr

oduc

tion

rig

hts

for

Lexi

a In

tern

al f

or u

se u

ntil

June

30,

202

0.Pr

inte

d by

Pet

er H

ann.

This

mat

eria

l is

a co

mpo

nent

of

Lexi

a Re

adin

g®

ww

w.l

exia

lear

ning

.com

© 2

020

Lexi

a Le

arni

ng S

yste

ms

LLC

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RI.5

.5 -

Com

pare

and

con

tras

t th

e ov

eral

lst

ruct

ure

(e.g

., c

hron

olog

y, c

ompa

riso

n, c

ause

/eff

ect,

pro

blem

/sol

utio

n) o

fev

ents

, id

eas,

con

cept

s, o

r in

form

atio

n in

tw

o or

mor

e te

xts.

Supp

orti

ng S

tand

ards

: RI

.3.1

, RI

.3.4

, RI

.4.4

, RI

.5.4

, RI

.4.5

This

mat

eria

l is

a co

mpo

nent

of L

exia

® P

ower

Up

Lite

racy

®.

© 2

020

Lexi

a Le

arni

ng, a

Ros

etta

Sto

ne c

ompa

ny.

Rep

rinte

d fo

r cla

ssro

om u

se o

nly.

All o

ther

righ

ts re

serv

ed. N

ot fo

r res

ale.




pag

e 5

C

om

pre

hens

ion

Leve

l 12

: Cau

se a

nd

Eff

ect

Nam

e:

Lex

ia S

kill

Bui

lder

s®


SKIL

L A

PPLI

CA

TIO

N

A. F

irst

, go

bac

k to

th

e te

xt I

mm

igra

tio

n: W

hy P

eop

le C

om

e, a

nd

cir

cle

or

hig

hlig

ht c

ause

an

d e

ffec

t tra

nsi

tio

n

wo

rds

you

fin

d. T

hen

, wri

te t

hem

on

the

lines

bel

ow

.

1.

2.

3.

4.

5.

B. U

se t

he

tex

t Im

mig

rati

on:

Why

Peo

ple

Co

me

to c

om

ple

te t

he

char

t bel

ow

. Th

e fi

rst o

ne

has

bee

n d

on

e

for

you

.

★ W

ith

a p

artn

er, e

xplo

re t

he

bo

ok

Cit

y o

f Orp

han

s b

y A

vi o

n th

e w

eb. R

ead

rev

iew

s an

d e

xcer

pts

ab

ou

t th

e b

oo

k to

see

wh

at li

fe w

as li

ke f

or

you

ng

imm

igra

nts

at t

his

tim

e. T

hin

k ab

ou

t th

e ca

use

s an

d e

ffec

ts o

f th

eir

exp

erie

nce

s.

CA

USE:

Fact

ories

popped u

p in m

any

cities

in A

merica

.

EFF

EC

T:

CA

USE:

EFF

EC

T:

Man

y peo

ple

sta

rved

.

CA

USE:

Am

erica

had

a fre

e g

ove

rnm

ent.

EFF

EC

T:

CA

USE:

EFF

EC

T:

Som

e im

mig

rants

wer

e se

nt

bac

k to

thei

r hom

e co

untr

ies.

Ther

e we

re m

any

jobs

for

peo

ple.

Con

seq

uent

ly

As

a re

sult

So

The

refo

re

beca

use

In o

ther

cou

ntries

, a te

rrible c

rop

dise

ase

happ

ened

. This

blig

ht c

ause

d cr

ops

to d

ie.

So, p

eople

were

fre

e to

wor

ship

how

they

wan

ted.

Not

all

imm

igra

nts

were

able

to p

ass

cert

ain

test

s.

Repr

oduc

tion

rig

hts

for

Lexi

a In

tern

al f

or u

se u

ntil

June

30,

202

0.Pr

inte

d by

Pet

er H

ann.

This

mat

eria

l is

a co

mpo

nent

of

Lexi

a Re

adin

g®

ww

w.l

exia

lear

ning

.com

© 2

020

Lexi

a Le

arni

ng S

yste

ms

LLC

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RI.5

.5 -

Com

pare

and

con

tras

t th

e ov

eral

lst

ruct

ure

(e.g

., c

hron

olog

y, c

ompa

riso

n, c

ause

/eff

ect,

pro

blem

/sol

utio

n) o

fev

ents

, id

eas,

con

cept

s, o

r in

form

atio

n in

tw

o or

mor

e te

xts.

Supp

orti

ng S

tand

ards

: RI

.3.1

, RI

.3.4

, RI

.4.4

, RI

.5.4

, RI

.4.5

This

mat

eria

l is

a co

mpo

nent

of L

exia

® P

ower

Up

Lite

racy

®.

© 2

020

Lexi

a Le

arni

ng, a

Ros

etta

Sto

ne c

ompa

ny.

Rep

rinte

d fo

r cla

ssro

om u

se o

nly.

All o

ther

righ

ts re

serv

ed. N

ot fo

r res

ale.


Level 12: Drama


pag

e 2

C

om

pre

hens

ion

Leve

l 12

: Dra

ma

Nam

e:

Lex

ia S

kill

Bui

lder

s®


SKIL

L FO

CU

S

A. R

ead

th

e te

rms

in t

he

bo

x. T

hen

, wri

te e

ach

ter

m n

ext t

o it

s d

efi

nit

ion

.

ac

t

stag

e d

irect

ions

m

onolo

gue

cas

t

dia

logue

sce

ne

1.

a lo

ng s

pee

ch b

y o

ne c

hara

cter

in a

pla

y

2

.

inst

ruct

ions

in a

pla

y th

at a

re n

ot s

po

ken

by

char

acte

rs

3

.

a m

ajo

r sec

tion

in a

pla

y, li

ke a

cha

pte

r in

a b

oo

k

4

.

a se

ctio

n o

f an

act i

n a

pla

y

5

.

the

char

acte

rs in

a p

lay

6

.

a co

nver

satio

n b

etw

een

two

or m

ore

cha

ract

ers

B. A

nsw

er t

he

follo

win

g q

ues

tio

ns

yes

or

no.

1.

Is

a lis

t of th

e c

har

acte

rs in a

pla

y ca

lled t

he c

ast?

2

. W

ould

one c

har

acte

r’s

long s

peech

be c

alle

d a

dia

logue?

3

. If

acto

rs w

ante

d to

kno

w h

ow to

mov

e ar

ound

the

stag

e, w

ould

they

look

for s

tag

e d

irect

ions

?

4

. D

oes

the c

har

acte

r sa

y th

e s

tage d

irect

ions

aloud?

5

. Is

a m

ajor

sect

ion o

f a

pla

y ca

lled a

chap

ter?

mon

olog

ue

stag

e dire

ctio

ns

act

sce

ne

cast

dialog

ue

yes

yes

no

no

no

pag

e 1

C

om

pre

hens

ion

Leve

l 12

: Dra

ma

Nam

e:

Lex

ia S

kill

Bui

lder

s®


INST

RU

CTI

ON

AL

VO

CA

BU

LAR

Y C

AR

DS

Use

th

ese

card

s in

dep

end

entl

y o

r w

ith

a p

artn

er t

o r

evie

w t

he

inst

ruct

ion

al t

erm

s in

tro

du

ced

on

line.

act

a m

ajor

sect

ion in a

pla

y, lik

e

a ch

apte

r in

a b

ook

dia

logue

a co

nve

rsat

ion b

etw

een t

wo

or

more

char

acte

rs

AB

C!A

BC

!

cast

the c

har

acte

rs in a

pla

y

monolo

gue

a lo

ng s

peech

by

one c

har

acte

r in

a p

lay

scene

a se

ctio

n o

f an

act

in a

pla

y

stage d

irect

ions

inst

ruct

ions

in a

pla

y th

at a

re

not

spoke

n b

y ch

arac

ters

PL

AY

Repr

oduc

tion

rig

hts

for

Lexi

a In

tern

al f

or u

se u

ntil

June

30,

202

0.Pr

inte

d by

Pet

er H

ann.

This

mat

eria

l is

a co

mpo

nent

of

Lexi

a Re

adin

g®

ww

w.l

exia

lear

ning

.com

© 2

020

Lexi

a Le

arni

ng S

yste

ms

LLC

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RL.5

.2 -

Det

erm

ine

a th

eme

of a

sto

ry,

dram

a,or

poe

m f

rom

det

ails

in t

he t

ext,

incl

udin

g ho

w c

hara

cter

s in

a s

tory

or

dram

are

spon

d to

cha

lleng

es o

r ho

w t

he s

peak

er in

a p

oem

ref

lect

s up

on a

top

ic;

sum

mar

ize

th..

.Su

ppor

ting

Sta

ndar

ds:

RL.3

.1,

RL.3

.10,

RL.

3.4,

RL.

4.1,

RL.

4.10

, RL

.4.4

, RL

.5.1

0,RL

.5.4

, RL

.3.5

, RL

.4.2

, RL

.5.5

, RL

.5.6

, RL

.4.5

This

mat

eria

l is

a co

mpo

nent

of L

exia

® P

ower

Up

Lite

racy

®.

© 2

020

Lexi

a Le

arni

ng, a

Ros

etta

Sto

ne c

ompa

ny.

Rep

rinte

d fo

r cla

ssro

om u

se o

nly.

All o

ther

righ

ts re

serv

ed. N

ot fo

r res

ale.


Level 12: Drama


pag

e 4

C

om

pre

hens

ion

Leve

l 12

: Dra

ma

Nam

e:

Lex

ia S

kill

Bui

lder

s®


TEX

T

Rea

d t

he

tex

t Car

efu

l Wh

at Y

ou

Wis

h Fo

r. T

hen

, an

swer

th

e q

ues

tio

ns

on

the

nex

t pag

e.

Care

ful W

hat Y

ou W

ish

For

Cast

of C

hara

cter

s: W

ife,

Ric

h N

eig

hb

or, B

utl

er, H

usb

an

d

Scen

e 1

- Set

tin

g: I

nsi

de

a sm

all

cot

tage

. Sp

ars

e fu

rnis

hin

gs i

ncl

ud

e a

wor

n t

abl

e, t

wo

cha

irs,

an

d a

ta

tter

ed

sofa

. Tim

e: E

arl

y e

ven

ing.

WIF

E: [

Sta

rin

g in

to a

n e

mp

ty f

rid

ge. S

he

pau

ses

to l

iste

n t

o k

noc

ks

on t

he

doo

r.]

I'm

not

ex

pec

tin

g a

ny

one.

[ Goe

s to

win

dow

, loo

ks

out,

an

d p

uts

her

ha

nd

to

her

mou

th i

n s

urp

rise

] W

ha

t on

ea

rth

is

my

ric

h n

eig

hb

or

doi

ng

at

my

doo

r? [

Op

ens

doo

r to

RIC

H N

EIG

HB

OR

, wh

o is

dre

ssed

ele

gan

tly]

RIC

H N

EIG

HBO

R: [ I

n a

dig

nif

ied

bu

t ru

shed

ma

nn

er]

How

do

you

do?

I a

m w

ond

erin

g if

you

ca

n h

elp

me.

I’m

in

nee

d o

f a

n e

xtr

a g

rill

, for

I a

m h

avin

g a

pa

rty

at

this

mom

ent,

an

d m

y g

rill

ha

s ju

st s

top

ped

wor

kin

g.

Ma

y I

bor

row

you

rs?

My

gu

ests

are

ex

pec

tin

g d

inn

er n

ow.

WIF

E: [

Stu

nn

ed a

nd

sta

rin

g, b

egin

s st

utt

erin

g h

er a

nsw

er]

W-W

hy,

of

cou

rse.

I’m

hap

py

to

hel

p a

nei

gh

bor

in n

eed

.

RIC

H N

EIG

HBO

R: T

ha

nk

you

. [G

estu

res

to B

UT

LE

R t

o ca

rry

it a

way

] Y

ou s

ha

ll b

e w

ell p

aid

for

th

e lo

an

.

Wh

en m

y B

utl

er r

etu

rns,

tel

l him

wh

ate

ver

it i

s y

ou w

ish

for

, an

d it

is

you

rs. [

Tu

rns

to e

xit

] .

WIF

E: [

Fa

lls

into

ch

air

wit

h a

bew

ild

ered

look

] I

cou

ld a

sk f

or a

ny

thin

g! S

hou

ld I

ask

for

a s

easi

de

va

cati

on?

Or

new

fu

rnit

ure

for

th

is d

um

p?

I c

ould

use

new

clo

thes

, or

a n

ever

-en

din

g g

ift

card

to

the

gro

cery

sto

re.

[ BU

TL

ER

ret

urn

s a

nd

sta

nd

s at

th

e d

oor.

]

BUTL

ER: [

Tap

pin

g h

is f

oot

an

d r

olli

ng

his

ey

es]

Wel

l, M

ad

am

?

WIF

E: [

Ner

vou

s a

nd

ex

asp

erat

ed]

I w

ish

my

hu

sba

nd

wa

s h

ere

to h

elp

me

wit

h t

his

!

BUTL

ER: [

At

that

mom

ent,

a c

ar

is h

eard

pu

llin

g in

to t

he

dri

vew

ay. B

UT

LE

R lo

oks

over

sh

ould

er, d

isap

pea

rs

an

d q

uic

kly

ret

urn

s d

ragg

ing

HU

SB

AN

D b

y t

he

coll

ar.

HU

SB

AN

D lo

oks

con

fuse

d a

nd

irr

itat

ed.]

You

r w

ish

is

gra

nte

d!

[ BU

TL

ER

wa

shes

his

ha

nd

s in

th

e a

ir a

nd

qu

ick

ly e

xit

s.]

WIF

E: [

Aft

er m

omen

ts o

f co

nfu

sed

sil

ence

, beg

ins

wa

ilin

g lo

ud

ly]

pag

e 3

C

om

pre

hens

ion

Leve

l 12

: Dra

ma

Nam

e:

Lex

ia S

kill

Bui

lder

s®


SKIL

L FO

CU

S

C. U

nsc

ram

ble

eac

h t

erm

. Use

th

e V

oca

bu

lary

Car

ds

to h

elp

yo

u. C

op

y th

e le

tter

s in

th

e n

um

ber

ed c

ells

to

rev

eal

the

secr

et w

ord

.

ta

c

m

ulne

go

oo

ud

go

alie

ta

seg

tesc

idni

ro

ne

ecs

tc

sa

Se

cre

t Wo

rd:

4

32

5

12

34

5

1a m d s s c

ct

o i ta

ge

di

re

ct

io

ns

ce

ne

as

t

dr

am

a

al

og

ue

no

lo

gu

e

Repr

oduc

tion

rig

hts

for

Lexi

a In

tern

al f

or u

se u

ntil

June

30,

202

0.Pr

inte

d by

Pet

er H

ann.

This

mat

eria

l is

a co

mpo

nent

of

Lexi

a Re

adin

g®

ww

w.l

exia

lear

ning

.com

© 2

020

Lexi

a Le

arni

ng S

yste

ms

LLC

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RL.5

.2 -

Det

erm

ine

a th

eme

of a

sto

ry,

dram

a,or

poe

m f

rom

det

ails

in t

he t

ext,

incl

udin

g ho

w c

hara

cter

s in

a s

tory

or

dram

are

spon

d to

cha

lleng

es o

r ho

w t

he s

peak

er in

a p

oem

ref

lect

s up

on a

top

ic;

sum

mar

ize

th..

.Su

ppor

ting

Sta

ndar

ds:

RL.3

.1,

RL.3

.10,

RL.

3.4,

RL.

4.1,

RL.

4.10

, RL

.4.4

, RL

.5.1

0,RL

.5.4

, RL

.3.5

, RL

.4.2

, RL

.5.5

, RL

.5.6

, RL

.4.5

This

mat

eria

l is

a co

mpo

nent

of L

exia

® P

ower

Up

Lite

racy

®.

© 2

020

Lexi

a Le

arni

ng, a

Ros

etta

Sto

ne c

ompa

ny.

Rep

rinte

d fo

r cla

ssro

om u

se o

nly.

All o

ther

righ

ts re

serv

ed. N

ot fo

r res

ale.


Level 12: Drama


pag

e 5

C

om

pre

hens

ion

Leve

l 12

: Dra

ma

Nam

e:

Lex

ia S

kill

Bui

lder

s®


SKIL

L A

PPLI

CA

TIO

N A

. Rea

d t

he

par

t of s

crip

t sh

ow

n b

elo

w. C

hec

k th

e b

ox

of e

ach

ele

men

t yo

u fi

nd

in t

his

par

t of t

he

scri

pt.

Use

yo

ur

Vo

cab

ula

ry C

ard

s to

hel

p y

ou

. HIN

T: T

here

are

6 e

lem

ents

in th

is p

art o

f the

scr

ipt.

B. A

nsw

er t

he

follo

win

g q

ues

tio

ns

usi

ng

th

e in

form

atio

n fr

om

th

e sc

rip

t.

1.

Sta

ge

dir

ectio

ns h

elp

yo

u in

fer

info

rmat

ion.

Rea

d th

e sc

rip

t bel

ow

.

Cir

cle

the

wo

rds

in th

e sc

rip

t tha

t hel

ped

yo

u in

fer

the

But

ler’

s at

titu

de.

2

. C

ircl

e th

e p

urp

ose

of t

his

mo

nolo

gue

.

a.

To

rev

eal w

hat t

he c

hara

cter

is th

inki

ng o

r fe

elin

g

b

. To

tell

abo

ut im

po

rtan

t inf

orm

atio

n ab

out

the

plo

t or

confl

ict

3

. Th

e au

tho

r ch

ose

the

them

e o

f thi

s p

lay

as th

e ti

tle.

Can

yo

u su

gg

est a

noth

er ti

tle

for

this

pla

y?

★ I

mag

ine

wh

at t

he

nex

t sce

ne

wo

uld

be

like.

Do

es t

he

Wif

e ch

ase

afte

r th

e B

utl

er?

Do

es t

he

Hu

sban

d b

eco

me

ang

ry?

Wri

te m

ore

lin

es. B

e su

re t

o in

clu

de

stag

e d

irec

tio

ns.

exci

ted

i

rrit

ated

m

oti

vate

d

imp

atie

nt

Cas

t of C

har

acte

rs: W

ife, R

ich

Nei

ghb

or,

But

ler,

Hus

ban

d

Scen

e 1

- Se

ttin

g: I

nsid

e a

smal

l co

ttag

e. S

par

se fu

rnis

hing

s in

clud

e a

wo

rn ta

ble

, tw

o ch

airs

, and

a ta

tter

ed s

ofa

. Tim

e:

Ear

ly e

veni

ng.

WIF

E: [S

tari

ng in

to a

n em

pty

frid

ge.

She

pau

ses

to li

sten

to k

nock

s on

the

do

or.]

I’m n

ot e

xpec

ting

any

one

. [G

oes

to w

ind

ow

, lo

oks

out

, an

d p

uts

her h

and

to h

er m

out

h in

sur

pri

se]

Ele

men

ts o

f Dra

ma

Cas

t

Cha

ract

er

Sett

ing

Stag

e D

irec

tions

Mo

nolo

gue

Dia

log

ue

Scen

e

Act BU

TLE

R: [

Tap

pin

g h

is fo

ot a

nd ro

lling

his

eye

s] W

ell,

Mad

am?

WIF

E: [

Falls

into

cha

ir w

ith a

bew

ilder

ed lo

ok] I

co

uld

ask

for

anyt

hing

! Sho

uld

I as

k fo

r a s

easi

de

vaca

tion?

Or n

ew fu

rnit

ure

for

this

dum

p? I

coul

d u

se n

ew c

loth

es, o

r a n

ever

-end

ing

gif

t car

d to

th

e g

roce

ry s

tore

.

Ano

ther

title f

or t

his

play

cou

ld b

e Think

Bef

ore

Spe

akin

g.

W W W W W W

Repr

oduc

tion

rig

hts

for

Lexi

a In

tern

al f

or u

se u

ntil

June

30,

202

0.Pr

inte

d by

Pet

er H

ann.

This

mat

eria

l is

a co

mpo

nent

of

Lexi

a Re

adin

g®

ww

w.l

exia

lear

ning

.com

© 2

020

Lexi

a Le

arni

ng S

yste

ms

LLC

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RL.5

.2 -

Det

erm

ine

a th

eme

of a

sto

ry,

dram

a,or

poe

m f

rom

det

ails

in t

he t

ext,

incl

udin

g ho

w c

hara

cter

s in

a s

tory

or

dram

are

spon

d to

cha

lleng

es o

r ho

w t

he s

peak

er in

a p

oem

ref

lect

s up

on a

top

ic;

sum

mar

ize

th..

.Su

ppor

ting

Sta

ndar

ds:

RL.3

.1,

RL.3

.10,

RL.

3.4,

RL.

4.1,

RL.

4.10

, RL

.4.4

, RL

.5.1

0,RL

.5.4

, RL

.3.5

, RL

.4.2

, RL

.5.5

, RL

.5.6

, RL

.4.5

This

mat

eria

l is

a co

mpo

nent

of L

exia

® P

ower

Up

Lite

racy

®.

© 2

020

Lexi

a Le

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