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Apples To Oregon: Ccess
Apples To Oregon: Ccess
Apples To Oregon: Ccess
Apples to
Oregon
1010
800
TextEvaluator
Literature Anthology
23
43
51
DOK 12
DOK 23
DOK 4
A C T
Genre
Tell students that the selection is a tall tale and
remind students to connect pictures to the text.
Tall tales are a type of folk tale that feature
a larger-than-life hero. Tall tales also include
exaggerated details.
T89A
UNIT 5 WEEK 2
WEEK 2
Read
Note Taking:
Use the Graphic Organizer
As students read the selection, ask them to
take notes by filling in the graphic organizer
on Your Turn Practice Book page 212 to
record the causes and effects.
LITERATURE ANTHOLOGY
T89B
C LO SE R EA DIN G
Read
Effect
Daddy packs
hundreds of fruit
trees on a wagon.
A C T
Purpose
Tell students that the purpose of this text is to
entertain readers with exaggeration while telling
what happens when a family decides to move west.
What about the illustration tells you that the
events in the story are exaggerated? (The
illustration is of a large wagon with hundreds of
trees followed by the small wagon full of children.
T89C
UNIT 5 WEEK 2
WEEK 2
Reread
LITERATURE ANTHOLOGY
T89D
C LO SE R EA DIN G
Read
3 Literary Elements:
Hyperbole
Authors use hyperbole to enhance the
text in a selection. Hyperbole is using
exaggeration that readers are not expected
to believe. Reread this sentence: It was
wider than Texas, thicker than Mommas
muskrat stew, and muddier than a cowboys
toenails. Do you believe that the river is
as wide, as thick, and as muddy as the
narrator describes? (No) Why did the
author include these exaggerations in the
story? (to make it funny and entertaining;
to help the reader understand why it is
difficult to cross the river) Paraphrase the
narrators description of the river without
using hyperbole. Then turn to a partner and
discuss which description fits best with the
style of the rest of the story, and why.
A C T
33
4
4
Specific Vocabulary
Point to the idiom get up the nerve on page 388.
Have students look at surrounding words and phrases
to determine its meaning.
What context clues can help you figure out the
meaning of get up the nerve? (made my insides
shrivel; trying)
T89E
UNIT 5 WEEK 2
WEEK 2
Read
Effect
They have to figure
out how
to cross the
river.
The narrators
family arrives with
a wagon full of
trees.
5 Strategy: Reread
Why do the people make fun of the wagon
full of trees? (They do not think the trees
will survive. They think the trees will dry out
before the plains or sink in the river.)
Build Vocabulary on page 389
fluttering: moving quickly back and forth
LITERATURE ANTHOLOGY
T89F
C LO SE R EA DIN G
Read
Effect
They build a raft.
The narrators
family starts
crossing the river
on the raft.
Everyone kicks in
the water to make
the raft go faster.
A storm starts,
the wind throws
everything around
and hailstones
come down from
the sky.
A C T
Connection of Ideas
Tell students that when they read complex text, they
may need to use descriptions and context to figure
out what is happening.
When the narrator says that muddy drink
started to pull us down, what is happening? How
do you know? (The raft is sinking. The characters
T89G
UNIT 5 WEEK 2
WEEK 2
LITERATURE ANTHOLOGY
T89H
C LO SE R EA DIN G
Read
Effect
Water will be hard
to find.
Delicious wants
Daddy to be happy
again.
A C T
Prior Knowledge
Tell students that sometimes authors use phrases
or references that may be unfamiliar. Point out the
phrase redder than the poison apple the old witch
give to Snow White. Explain that this is a reference
to a fairy tale and it is used to exaggerate how red
the childrens feet were.
T89I
UNIT 5 WEEK 2
WEEK 2
Read
8 Vocabulary: Homographs
Remember that homographs are words that
are spelled the same but have different
meanings and origins. What is the meaning
of the homograph bear in the second
paragraph on page 393? (to put up with; to
stand) What context clue in the surrounding
sentence and paragraph can help you
identify the meaning of bear? (suffer) What
is another definition for the homograph
bear? (a large, strong animal; to support the
weight of something; to produce flowers or
offspring)
Reread
Authors Purpose
Reread page 393. What is Deliciouss
response to her fathers suffering? What
does it reveal about her character?
(Delicious says she couldnt bear to see my
daddy suffer which shows how much she
cares about him. She bravely decides to keep
searching for water to save his trees.
Specific Vocabulary
Have students use context clues or a dictionary to
define unfamiliar words and phrases.
R
Read
aloud the sentences where the words droop,
itty-bitty and crispy appear. Use gestures and give
examples to demonstrate the meaning of each
adjective.
T89J
C LO SE R EA DIN G
Read
9
10
A C T
Specific Vocabulary
Point out the word whooped and the phrase keeled
over on page 394.
Explain that whooped means someone gave a
loud, strong shout or cheer. What context clues
can help you figure out the meaning of whooped?
( joy; My very own boot!)
T89K
UNIT 5 WEEK 2
WEEK 2
Read
L STU
IA
S
DIE
SOC
11
CONNECT TO CONTENT
LANDMARKS AND THE JOURNEY WEST
LITERATURE ANTHOLOGY
T89L
C LO SE R EA DIN G
Read
12
13
A C T
Genre
Tell students that the author uses literary devices,
such as personification, in the selection. Frost is
personified and given human characteristics, such as
the ability to fight another character.
What human traits is frost given? (It has a name,
sneaks around, and has a tongue.)
T89M
UNIT 5 WEEK 2
WEEK 2
H
Help
students understand the phrase ornery varmint
on page 396.
Explain that a varmint is an animal or pest that is
considered a problem and the word ornery means
difficult to deal with or control.
T89N
C LO SE R EA DIN G
Read
14 Strategy: Visualize
Reread the first two paragraphs on page
398. With a partner choose descriptive
phrases that help you visualize the events.
Student Think Aloud
The phrases We floated them on boats
down the mighty Columbia and we
planted them in that sweet Oregon dirt
help me picture the events in the first
paragraphs.
14
A C T
15
Connection of Ideas
Tell students that when they read complex text they
should try to connect new information to information
they have already learned.
Reread this sentence: Daddy never forgot my
brave deeds on the trail.
How did Delicious show bravery on the trail to
Oregon? (She tells everyone to take off their shoes
T89O
UNIT 5 WEEK 2
WEEK 2
Read
Reread
Illustrators Craft
At the beginning of the story, Delicious does
not explain why her family decides to move
from Iowa to Oregon. How does the illustration
help you understand why the family moved
to Oregon? (The illustration shows Delicious
and her father looking at a huge orchard and
leaning on shovels. I think the family moved
to Oregon to find a better life and more land.)
LITERATURE ANTHOLOGY
T89P
C LO SE R EA DIN G
Read
About the
Author
Deborah Hopkinson and Nancy
Carpenter
Have students read the biographies of the
author and illustrator. Ask:
Authors Purpose
To Entertain: Remind students that authors
who write to entertain create stories for readers
to enjoy. Students may say that Delicious gives
vivid descriptions of her fathers love for his
fruit trees and what she had to do to save
them. Students may also say that Deliciouss
descriptions are exaggerated and entertaining.
Reread
T89Q
UNIT 5 WEEK 2
WEEK 2
Read
Respond to
the Text
Summarize
Tell students that they will use the details
from their Cause and Effect Charts to
summarize. As I read Apples to Oregon,
I kept track of how the main characters
traits and actions helped them in their
journey west. To summarize, I will retell these
important details.
Reread
Make Connections
Essential Question Answer: Delicious and her family hoped
to build a better life. Evidence: On page 398, Delicious
describes how good her familys life is in Oregon. The long
journey west was worth the difficulties.
Text to World Answers: Possible Answer: People are willing
to face challenges when they want a better life. Evidence:
I read on page 398 that people moved to Oregon to find
gold. Deliciouss family found land and good soil.
LITERATURE ANTHOLOGY
T89R
C LO SE R EA DIN G
Westward Bound:
Settling the
American West
Text Complexity Range
Lexile
Literature Anthology
740
1010
830
TextEvaluator
23
41
51
Compare Texts
As students read and reread Westward
Bound, encourage them to take notes and
think about the Essential Question: What
are some reasons people moved west? Tell
students to think about how this text compares
with Apples to Oregon.
A C T
Purpose
Tell students that the purpose of the text is to inform
readers about the reasons people moved west.
Why did people think that moving west would
give them a better life? (People believed the West
offered more opportunities. The East Coast was
crowded, and work was hard to find. Out West,
people could own land.)
T89S
UNIT 5 WEEK 2
WEEK 2
Read
2 Strategy: Summarize
What were the reasons people decided to
move west? Discuss with a partner. Retell key
details to summarize. (Some people wanted
to escape crowded conditions and find land
to farm. Others wanted freedom from slavery
and freedom to practice their religion. Some
were hoping to find gold and become rich.)
Reread
LITERATURE ANTHOLOGY
T89T
C LO SE R EA DIN G
Read
A C T
Genre
Remind students that in an expository text, authors
use text features, such as maps, to help readers
understand information.
What does the map tell you about the routes
pioneers took? (their locations and lengths)
What trail was the most heavily-traveled route?
(The Oregon Trail) Have students trace this trail
T89U
UNIT 5 WEEK 2
WEEK 2
Read
Summarize
Guide students to summarize the selection.
Reread
Make Connections
Essential Question Answer: Pioneers made
the journey west for many reasons, including
better opportunities, freedom, and to find gold.
Evidence: On page 403, I read that it was
difficult for people to find jobs and many felt
they would have a better life in the West.
Slaves who hoped to be free and religious
people who hoped to freely practice their
religion all headed west.
LITERATURE ANTHOLOGY, pp. 404405
R
Read
the sentences: There were other hardships on
the trail, too. Pioneers dealt with illness, hunger,
exhaustion, and natural dangers, such as snake
bites. Say: A hardship is something that causes great
suffering or pain. Briefly review each hardship.
T89V