Georgia Common Core Support Coach, CCGPS Edition, Target: Reading Comprehension

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Focus on
Target
DevelopedExclusivelyfortheCCSS
Reading
Comprehension
6
6
Target
Master the skills and strategies you need
to comprehend complex texts!
TARGET ReadingComprehension
Reading
Comprehension
GEORGIA
T133GA
ISBN-13: 978-1-62362-042-4
9 7 8 1 6 2 3 6 2 0 4 2 4
9 0 0 0 0
GEORGIA

2. Contents
Fiction
Lesson 1: Fiction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Aaron’s Future Friend
Draw and Support Inferences • Story Elements: Plot. . . . . . . . . . . . . . . . 8
La Festival Calabaza Theme • Story Elements: Characters . . . . . . . . 16
Read on Your Own High Hopes. . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Lesson 2: Drama. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
The Love Story of Ch’unhyang, Act 1
Draw and Support Inferences • Figurative Language. . . . . . . . . . . . . . . 32
The Love Story of Ch’unhyang, Act 2
Summarize • Dramatic Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Read on Your Own Lost and Found . . . . . . . . . . . . . . . . . . . . . . . . 48
Lesson 3: Poetry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
The Glove and the Lions Poetic Structure • Figurative Language. . 58
Ozymandias / A Sphinx
Visualize • Compare and Contrast Poetic Forms. . . . . . . . . . . . . . . . . . 64
Read on Your Own The Children’s Hour / Rain Music /
Dust of Snow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Lesson 4: Historical Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
The Warrior Makers
Cite Textual Evidence for Inferences • Word Choice and Tone . . . . . . . . 80
Cleopatra’s Revenge Make Predictions • Point of View . . . . . . . . . . 88
Read on Your Own Farewell to Vinland. . . . . . . . . . . . . . . . . . . . . 96
RL.6.1, RL.6.2, RL.6.3,
RL.6.4, RL.6.5, RL.6.9,
RL.6.10, L.6.4.a, L.6.5.c
RL.6.1, RL.6.2, RL.6.4,
RL.6.5, RL.6.10, L.6.4.a,
L.6.4.b, L.6.5.a
RL.6.4, RL.6.5, RL.6.7,
RL.6.8, RL.6.9, RL.6.10,
L.6.4.c, L.6.4.d, L.6.5.a,
L.6.6
RL.6.1, RL.6.4, RL.6.6,
RL.6.10, RI.6.6, L.6.5.b,
L.6.6
Common Core Georgia
Performance Standards
(CCGPS)
2
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3. Nonfiction
Lesson 5: Literary Nonfiction. . . . . . . . . . . . . . . . . . . . . . . . . 101
Shackleton: An Enduring Leader
Central Idea and Supporting Details • Secondary Sources. . . . . . . . . . 104
from Escape from the Antarctic
Ask and Answer Questions • Primary Sources . . . . . . . . . . . . . . . . . . . 112
Read on Your Own How Not to Go Camping /
Camping on the Wild Side. . . . . . . . . . . . . . . . . . . . . . . . . 120
Lesson 6: Historical Texts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
When in Rome . . . or Brazil
Summarize • Chronology and Sequence . . . . . . . . . . . . . . . . . . . . . . . 128
Restoring a Classic Identify Steps in a Process • Integrate
Visual Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Read on Your Own The Evolution of Maps. . . . . . . . . . . . . . . . . 144
Lesson 7: Scientific Texts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Opals: Rainbows in Stone
Text Structure: Cause and Effect • Scientific Texts. . . . . . . . . . . . . . . . 152
Rapa Nui: Island of Mystery
Draw and Support Inferences • Integrate Visual Information . . . . . . . . 160
Read on Your Own Subways under the Sea. . . . . . . . . . . . . . . . 168
Lesson 8: Technical Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
How to Move a Lighthouse
Text Structure: Problem/Solution • Technical Texts . . . . . . . . . . . . . . . 176
Taking to the Air: The Technology of Flight
Skim and Scan • Integrate Visual Information. . . . . . . . . . . . . . . . . . . 184
Read on Your Own The Technology of Ski Design. . . . . . . . . . 192
RI.6.2, RI.6.9, RI.6.10,
RH.6-8.1, RH.6-8.2,
RH.6-8.9, L.6.4.b, L.6.4.c,
L.6.4.d
RI.6.2, RI.6.5, RI.6.7,
RI.6.10, RH.6-8.2, RH.6-8.3,
RH.6-8.5, RH.6-8.7, L.6.3.b,
L.6.4.b
RI.6.1, RI.6.3, RI.6.4, RI.6.5,
RI.6.7, RI.6.10, RST.6-8.3,
RST.6-8.4, RST.6-8.5,
RST.6-8.7, L.6.5.b, L.6.6
RI.6.3, RI.6.5, RI.6.7,
RI.6.10, RST.6-8.3,
RST.6-8.5, RST.6-8.7,
L.6.4.c, L.6.6
Common Core Georgia
Performance Standards
(CCGPS)
3
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4. Lesson 9: Persuasive Nonfiction. . . . . . . . . . . . . . . . . . . . . . . 199
Technology Is Killing My Movies!
Author’s Point of View and Purpose • Author’s Argument. . . . . . . . . . 202
Thank You, Technology!
Denotation and Connotation • Evaluate Author’s Claims. . . . . . . . . . . . 210
Read on Your Own Bring Back the Band. . . . . . . . . . . . . . . . . . . 218
Lesson 10: Primary and Secondary Sources . . . . . . . . . . . . 223
Hello Blogheads! Paraphrase • Primary Sources . . . . . . . . . . . . . . 226
Into the Fire Compare and Contrast • Secondary Sources. . . . . . . . . 234
Read on Your Own
The Effects of Social Media on Today’s Youth /
Joanne’s Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
Tools
Graphic Organizers and Close Reading Worksheets
Lesson 1: Fiction
Aaron’s Future Friend. . . . . . . . . . . . . . . 257
La Festival Calabaza. . . . . . . . . . . . . . . . . 259
Lesson 2: Drama
The Love Story of Ch’unhyang,
Act 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . 261
The Love Story of Ch’unhyang,
Act 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Lesson 3: Poetry
The Glove and the Lions . . . . . . . . . . . . . 265
Ozymandias / A Sphinx. . . . . . . . . . . . . . 267
Lesson 4: Historical Fiction
The Warrior Makers. . . . . . . . . . . . . . . . . 269
Cleopatra’s Revenge. . . . . . . . . . . . . . . . . 271
Lesson 5: Literary Nonfiction
Shackleton: An Enduring Leader. . . . . . 273
from Escape from the Antarctic . . . . . . . 275
Lesson 6: Historical Texts
When in Rome . . . or Brazil. . . . . . . . . . . 277
Restoring a Classic. . . . . . . . . . . . . . . . . . 279
Lesson 7: Scientific Texts
Opals: Rainbows in Stone. . . . . . . . . . . . 281
Rapa Nui: Island of Mystery. . . . . . . . . . . 283
Lesson 8: Technical Texts
How to Move a Lighthouse . . . . . . . . . . . 285
Taking to the Air: The Technology
of Flight. . . . . . . . . . . . . . . . . . . . . . . . . 287
Lesson 9: Persuasive Nonfiction
Technology Is Killing My Movies!. . . . . . 289
Thank You, Technology! . . . . . . . . . . . . . 291
Lesson 10: Primary and
Secondary Sources
Hello Blogheads!. . . . . . . . . . . . . . . . . . . . 293
Into the Fire. . . . . . . . . . . . . . . . . . . . . . . . 295
RI.6.4, RI.6.5, RI.6.6, RI.6.8,
RI.6.9, RI.6.10, RH.6-8.6,
RH.6-8.8, L.6.4.b, L.6.5.b,
L.6.5.c
Common Core Georgia
Performance Standards
(CCGPS)
RI.6.5, RI.6.9, RI.6.10,
RH.6-8.1, RH.6-8.5,
RH.6-8.9, L.6.3.a, L.6.4.c
4
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5. Practice the Skill
First Read Draw and Support Inferences
Authors often express their ideas directly, telling you exactly what they mean.
Sometimes, they imply, or hint about, those ideas. In those cases, you need to
infer, or figure out, what the author means. When you draw an inference, you
decide what the author is stating indirectly in the text. Drawing inferences
requires you to look for clues, or the facts and details in a text that show what
the author wants to communicate. Following these clues helps you interpret the
author’s message. You can then point to these clues to support the inferences
you make. For instance, if you encounter a character packing a bag with summer
clothes and a swimsuit, and it is snowing outside the window, you can infer that
she is about to go on vacation.
Try It Read the following paragraph.
Amanda sat wide-eyed in her seat and waited for the bus to pull out of
the station. It wasn’t an ordinary station, nor was it an ordinary bus. This
bus could travel on land, in water, in air, and even in outer space. Amanda
had read about vehicles like this and had been thrilled to sign up for a tour
so she could experience it. “It’s a little scary,” her friend Kris had told her
after he came back from the tour he’d taken a few months earlier.
Discuss What sort of person is Amanda? Underline the parts of the text
that support your inference.
Read on, looking for more clues to support your inference about Amanda.
Amanda wasn’t the least bit concerned about that. The tour was
advertised as “the adventure of a lifetime,” and Amanda had no doubt it
would be. She could hardly contain her excitement.
Discuss How does Amanda feel about the tour? How do you know?
Underline words and phrases that help you know how she’s feeling.
As you read, record your answers about drawing and supporting
inferences on the Close Reading Worksheet on page 257.
6 Lesson 1 • Fiction
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6. Practice the Skill
Second Read Story Elements: Plot
The plot of a story is the series of episodes that move the story from start to
finish. These episodes can be ordinary, true-to-life events or fantastic events that
turn reality upside down. In many works of fiction, the plot unfolds in five parts.
• Exposition: the story’s beginning, where the
characters and setting are presented
• Rising action: the point where the story’s main
problem or conflict is introduced
• Climax: the turning point, which may involve
great physical danger or strong emotions
• Falling action: the point where the story begins
to wind down
• Resolution: the story’s end, where conflicts are
resolved and loose ends are tied up
Try It Read this very short story, and think about what happens.
My brother and I landed on Nyancia by accident when our spaceship
ran out of fuel. The planet Nyancia wasn’t on any star chart because it had
only recently been discovered. It was dark and cold when we landed. We
were frightened and nearly freezing, but we searched for something to
use as fuel. After about an hour, we discovered a tunnel in the rock. Much
to our surprise, a different world was on the other side: bright, warm, and
colorful! We made friends in Nyancia, and they eventually helped us get
back home. But first, we stayed awhile to get to know these kind people
and their beautiful planet.
Discuss What is the story’s conflict? Is it resolved? How well does this story
follow the five-part plot structure? Reread the story, and box and
label each part: E for Exposition, RA for Rising Action, C for Climax,
FA for Falling Action, and R for Resolution.
As you read, complete the Plot Sequence Chart on page 258.
Aaron’s Future Friend 7
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7. Why did Aaron most
likely keep the Icealia
guide even though he
had never thought about
going there?
Who are the characters,
and what is the setting of
the story? What do you
know about them? Record
your answers under
Exposition on the Plot
Sequence Chart.
How would you describe
Aaron? Underline clues
that support your answer.
Aaron Eisely got the news on Friday afternoon by what his
generation calls “the AM” (Ancient Mail). It was a printed letter in an
envelope, hand stamped by the Bellmont postmaster and delivered
by robot express. “It’s from TTEP!” he cried out, thrilled, although not
a soul was around to hear him. He tore open the envelope, and sure
enough, it was a welcome letter to new members. “Congratulations,
time traveler!” it read. “You have been selected for membership in
the Time Traveler’s Exchange Program (TTEP). As a new member,
you have been awarded an opportunity to travel in time and space
to Icealia for the upcoming school year. Once we receive your signed
letter of acceptance, travel to Icealia will be arranged immediately.
Welcome to TTEP, and happy travels in time!”
He had done it. Although the competition was admittedly fierce,
he had created a first-class video application that had earned him his
spot in TTEP. Aaron had wanted to time travel for as long as he could
remember. He had watched every vidclip he could get his hands on
about time travel, and he had read everything he could find on the
topic—and Aaron was an avid reader.
But . . . Icealia? He had never thought of bare, lonely Icealia as a
potential destination. Of all the worlds in the galaxy he could visit,
past and present, Icealia was so desolate that it had never crossed his
mind. Now, though, his mind was racing like a comet. He logged on to
his reader and pulled up a guide about Icealia that he had read several
years ago and stored in the hard memory, and began reading.
1
2
3
Aaron’s Future Friend
Purpose for Reading
Read along with your teacher. Each time, read for a different purpose.
First Read Focus on drawing and supporting inferences.
Second Read Focus on how the plot unfolds.
Third Read Focus on thinking critically about the story.
8 Lesson 1 • Fiction
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8. How would you describe
the rising action in this
part of the story? Record
your answer on the Plot
Sequence Chart.
How does the author build
suspense in this part of
the story?
How does Aaron feel
about his upcoming trip?
Underline the parts of the
text that support your
inference.
“Icealia is one of the most remote worlds in the known universe,”
Aaron read. “Found light-years from Earth, the primary Icealian
civilization exists seven centuries in the future. Communication is
accomplished through a complex system of coding, rather than formal
spoken or written language. Because most communication is done
remotely, Icealians have very little contact with one another and have
adjusted to a solitary existence. Humans have learned much from the
Icealians about remote communication and technology.”
Aaron never even considered rejecting the offer. He sent off his
letter of acceptance and contacted the TTEP office for his interview.
Aaron would travel by space-time ship, traveling at sublight speed,
making one short stop in Lunaria, then arriving at the Icealia landport
ten days, two hours, and twenty-three minutes after his departure from
Earth. The year of his arrival would be 2915.
Once he arrived, his strict directions were to log in at the
landport with his name, his TTEP travel number, and his destination
coordinates. He would then receive a card with driving directions
written in code. His mind spun.
“Don’t worry if you can’t read the directions,” Ms. Vanelli from
the TTEP office explained to him. “Just take the card and feed it into
the slot by the tramport door. The card will signal the tram doors to
open and permit you to enter, then program the tram to deliver you
directly to Hiz’s homeport. If you follow the directions, then there really
shouldn’t be a problem.” Hiz would be Aaron’s Icealian host in the
TTEP program.
Aaron still felt doubtful. “But . . . what if the doors don’t open,
or what if the card gets stuck in the slot, or what if anything like that
happens—then what?” he asked nervously.
4
5
6
7
8
Aaron’s Future Friend 9
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9. How does the rising
action continue in this
part of the story? Record
your answers on the Plot
Sequence Chart.
Why do you think the
narrator calls Hiz “alien in
mind”?
How is Hiz’s personality
different from what Aaron
expected? Underline the
details that support your
answer.
“And . . . I should still be able to communicate with Hiz, though,
right, if I need to?”
“You can code him as soon as you land and exit the tramport. Let’s
get you set up with your codigraph, so you’ll have time to familiarize
yourself with it before you leave. The device won’t be functional until
you land in Icealia, but you will be able to see how it works, how to
receive and submit code, and that sort of thing. How fluent are you at
coding?”
“I have been getting better at it over time,” Aaron replied.
“Good, because Hiz won’t likely be completely fluent in English.
Although he’s studied our language, without actually speaking it aloud
and communicating with another English speaker, his pronunciation is
unlikely to be very understandable.”
Aaron made a vow to practice coding at every opportunity right up
to the day he left—and that day came quickly. For the next six weeks,
Aaron bustled around the house getting ready to enter LearningPort
361X, where he would log in to his classroom, code in his assignments,
and never speak a word to his teacher or classmates. For the next nine
months, Aaron’s sole companion would be Hiz Handler, a boy whose
holographic images looked like those of any ordinary boy. However,
Hiz would be a puzzle to figure out. Alien in mind but not in form, Hiz
would be Aaron’s only guide in his future life.
As Aaron had expected, when he finally arrived on Icealia, he found
Hiz to be rather mysterious. As unused to company as Hiz must have
been, he greeted Aaron warmly and extended his hand. Aaron noted
that Hiz was also smaller than expected. He smiled and listened when
Aaron spoke. He asked how Aaron enjoyed his trip and whether he
had any trouble at the tramport. Most surprisingly, however, Hiz was
compassionate, which Aaron learned once they started coding.
9
10
11
12
13
14
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10. Describe the rising action
on this page. Record
your answers on the Plot
Sequence Chart.
Why is Aaron surprised
that Hiz has pictures on
his wall?
Why does Hiz cry when he
sees images of Aloysius?
Underline the details that
support your answer.
Curious, Aaron thought, he has developed the ability to care about
others, although he’s been alone since he was a child.
Hiz showed Aaron around his homeport, completely unfazed by
the fact that it was cluttered and unkempt. Strange tools and stray
pieces of metal covered every table and chair in sight. Hiz’s profile in
the TTEP program had explained that he was a builder, so Aaron had
an idea that he’d find something like this. But the funniest thing was
that amid the clutter of metal and electronics, images of other Icealians
were projected on the walls. The images were of Hiz’s family and
friends, his classmates and teachers—all the people Hiz coded with
every day but never spent time with in real life.
The mind works more efficiently alone, Hiz told Aaron in code,
when thoughts are allowed to flow freely, without interruption, in
one continuous stream. Aaron stared at the pictures, trying to digest
them. He wondered how Hiz felt about these people he had chosen to
commemorate.1
He wondered if they shared secrets and coded about
their dreams.
“Share?” Aaron asked in English. “I have holos to share with you.”
Aaron pointed to the images on Hiz’s wall, and then he pulled up
holograms from his reader—images of his mother, his father, his sister
Cassidy, and his dog, Aloysius.
“My family,” Aaron explained, pointing again to Hiz’s family,
projected on the walls. When Hiz saw the images of Aloysius and
Aaron playing together, tears welled up in his eyes.
Aaron was perplexed, and so for a few minutes, he said nothing.
He watched Hiz stare longingly at the hologram. My best friend, Aaron
finally coded. His name’s Aloysius, and we play together. I talk to him.
I know he understands me.
Hiz continued to stare at Aloysius, and he touched the image
wistfully. He coded, There are no animals in Icealia. They’ve been
extinct for a long time.
1
commemorate to honor the memory of someone
15
16
17
18
19
20
21
Aaron’s Future Friend 11
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