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This Teach It First Kit contains a Crosswalk Plus student lesson and teacher answer key. Also included is a teacher mini-lesson and worksheet. The mini-lesson was designed as an introduction to each chapter. Use the student lesson as your instructional tool or begin with the mini lesson if you feel your students need a refresher on the topic—you decide!

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Mini-Lessons (continued)

20

Similes and Metaphors

Text Structure

TeachTell students that a simile is a comparison between two things using the words like or as. Point out that a metaphor is a comparison that states one thing is another.

ModelHelp students understand similes and metaphors by writing the following on the board:

1. Her rough hands were like sandpaper. 2. The baby’s hair was as soft as feathers.3. The lake is a mirror.

Think Aloud: In the first example, the word like tells me this is a simile. It compares rough hands with sandpaper. The second uses the word as and compares a baby’s hair with feathers. It’s a simile, too. The last example is a metaphor that says a lake is a mirror.

Distribute Reproducible 11. Have students read the first example and focus on similes and metaphors.

Practice/ApplyAsk: Does the first sentence contain a simile or a metaphor? (simile) How can you tell? (It uses the word like to compare two things.) Which two things are being compared? (elephant’s trunk/ giant sprinkler)

Then have students complete the Reproducible on their own.

Answers to Reproducible (R11)2. metaphor, clouds/gray, woolly sheep 3. metaphor, friendship/winding road 4. simile, small shells/shiny jewels 5. simile, parents/faithful guards 6. simile, leaves/corn flakes 7. metaphor, batter’s eyes/lasers 8. simile, children/mosquitoes 9. metaphor, legs/flagpoles 10. simile, customer’s voice/dentist’s drill

TeachTell students that authors organize their writing in different ways. Explain that text structure is the way a text is arranged or organized. Point out that one type of text structure is compare-contrast.

ModelHelp students understand the compare-contrast text structure by reading aloud the following passage:

Both dolphins and porpoises live in the ocean. They have lungs and breathe air. As opposed to dolphins, porpoises are small. Unlike sleek dolphins, porpoises are plump. Porpoises are shy animals, while dolphins are friendly toward people.

Think Aloud: I notice that this passage is comparing and contrasting dolphins and porpoises. Both live in the ocean, have lungs,

and breathe air. Porpoises are small, plump, and shy. Dolphins are big, sleek, and friendly.

Practice/ApplyDistribute Reproducible 12. Have students read the passage and focus on the compare-contrast text structure. Ask: How are baleen and toothed whales alike? (See below.)Then have students complete the Reproducible on their own.

Answers to Reproducible (R12): Both: live in the ocean, breathe oxygen, are warm-blooded, have a backbone, have babies called calvesBaleen: have baleen plates, eat krill, have two-part blowhole Toothed: have teeth, eat fish and shrimp, have undivided blowhole

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Text Structure

Text structure is the way a text is arranged or organized. One type of text structure is compare-contrast. Authors may use the compare-contrast structure to show similarities and differences between two topics.

Read the passage. Use the text structure to help you organize information on the Venn diagram, comparing and contrasting baleen whales and toothed whales.

Whales are mammals, or warm-blooded animals that breathe oxygen and have backbones. They nurse their babies, called calves, with mother’s milk. Scientists divide whales into two main groups: baleen and toothed.

Baleen whales live in the ocean and have food-gathering baleen plates instead of teeth. They have a two-part blowhole. Baleen whales eat tiny shrimplike animals called krill.

Like baleen whales, toothed whales live in the ocean, but as their name suggests, they have teeth. Toothed whales use their teeth to eat mostly fish and shrimp. Unlike baleen whales, toothed whales have an undivided blowhole.

Baleen Both Toothed

Whales


Answer Keys (continued)

37

6. Students should circle “Internet-based businesses have experienced highs and lows.”

7. Students should write the sentences in the following sequence: “ARPANET was created.” 1950s; “The hypertext system was proposed.” 1989; “Mosaic software was developed.” 1992; “Dot-com businesses emerged.” 1990s; “The NASDAQ Composite peaked.” 2000; “The “dot-com bust” occurred.” 2000

8. Part A: B; Part B: C9. A, E, H

Lesson 11Thinking It ThroughAnswers will vary. Sample answer: The author’s point of view is that eating a healthy breakfast is good for you and can help dieters lose weight.Coached Example1. A2. BLesson Practice1. D2. D3. A4. B5. Answers will vary. Sample

answer: The author points out that even societies that practice bullfighting have members that oppose it. She also states that bullfighters are not so courageous because the fights are designed for them to win, and they rarely get hurt.

6. Students should underline “While this last point is unfortunate, the benefits of having zoos still outweigh their negative effects.”

7. Part A: C; Part B: D8. Claim 1: C; Claim 2: A;

Claim 3: F9. Part A: Students should

circle “to persuade people of the importance of zoos”; Part B: Students should circle “In some cases, zoos have released such species back into the wild to thrive on their own.”; “According to the Association of Zoos and Aquariums (AZA), their accredited zoos ‘are leaders in the protection of endangered species’ as a result of their Species Survival Plan Program.”

Lesson 12Thinking It ThroughAnswers will vary. Sample answer: In On the Fabric of the Human Body, physician Andreas Vesalius explored human anatomy as it had not been done before. Vesalius corrected errors in the anatomical studies of Galen, a physician from ancient Greece.Coached Example1. D2. B3. Answers will vary. Sample

answer: The secondary source establishes the context of Eisenhower’s “Order of the Day.” It explains what D-Day was, when it happened, and how many troops were involved. It also tells the outcome of the attack.

Lesson Practice1. A2. C3. C4. D5. Answers will vary. Sample

answer: John Sweet tells his parents that he is in

Chattanooga and specifies that his unit is on top of Lookout Mountain and can see the enemy. This supports the statement in “Civil War Letters” that soldiers sometimes revealed too much information about their unit’s activities, posing a security risk.

6. Students should underline “Those states had many reasons for leaving the Union, but the most important concerned the Southern economy, slavery, and states’ rights.”

7. Part A: C; Part B: E8. B, E, F9. Pushed Beyond the Brink:

2. The South felt that it was losing its influence on the federal government.; 3. Southerners believed that individual states had the right to leave the Union. A Wartime Letter: 4. There was no easy solution to the issue of slavery.; 6. The Southern states claimed that the war was being fought over their individual rights.

Both: 1. The Southern economy relied heavily on slavery.; 5. Slavery was more than a moral issue in the South.

Lesson 13Thinking It ThroughAnswers will vary. Sample answer: 1) less reliance on agriculture; 2) increased production in manufacturing and agriculture; 3) the creation of more factory jobs requiring specialized skills


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Answer Keys (continued)

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Coached Example1. C2. D3. Answers will vary. Sample

answer: According to “An Important Discovery,” early navigators had only crude ways to figure out where they were and how to get to their destination. The development of the compass helped them out, but a GPS system would have allowed them to navigate with much greater precision. Today, ships’ officers use GPS to know where they are, track their speed, and plan routes. Early navigators would have benefitted from this technology.

Lesson Practice1. B2. B3. D4. A5. Answers will vary. Sample

answer: 1) People can travel farther, faster; 2) Food and other goods can be transported around the country in trucks; 3) People can get to jobs, schools, and hospitals easier.

6. Anyone who has ever had a cat knows that they make the best pets.

7. Part A: A; Part B: B8. “Cats”: They can live indoors

or outdoors. They are good hunters.

“Birds”: Their food is inexpensive. People aren’t allergic to them.

9. A, E, G, J

Lesson 14Thinking It ThroughAnswers will vary. Sample answer: The heat causes the liquid to expand, taking up more room and forcing its way up the tube.Coached Example1. A2. CLesson Practice1. B2. A3. D4. D5. Answers will vary. Sample

answer: Effects of the bus boycott: the Montgomery Improvement Association was formed; African Americans boycotted buses; Dr. King rose to national prominence; the U.S. Supreme Court declared segregation on buses unconstitutional.

6. Part A: C; Part B: E7. Students should underline

“The most common kind of microscope used today is also known as a compound microscope, which is the term for a cylindrical object connecting two or more lenses that is used to view minute objects.”

8. C, E, J9. 5, 3, 2, 4

Lesson 15Thinking It ThroughAnswers may vary. Sample answer: ecosystem, predator, population, species. These words are domain-specific because they relate to a specific science topic.

Coached Example1. C2. ALesson Practice1. B2. D3. D4. A5. The word ally means someone,

or in this case a country, that sides with another to help. Students might indicate phrases such as “realizing it was no match for Austrian military might,” “military support,” and “partnered with” as context clues.

6. Part A: B; Part B: B, C7. Answers will vary. Students

may underline the following words and phrases: “mutated,” “greater percentage of people,” “number of deaths to escalate,” “influenza-related deaths peaked.”

8. B9. A. 4; B. 2; C. 5

Lesson 16Thinking It ThroughThe countries are Algeria and Tunisia.Coached Example1. C2. BLesson Practice1. C2. C3. D4. B5. Answers will vary. Sample

answer: A timeline would be the best graphic to show the dates. Readers could follow the chronology of discoveries at a glance.


Getting the Idea

168 • Chapter 2: Reading Informational Text

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Sometimes you have to analyze how individual texts relate to each other . When you compare texts, you examine their similarities . When you contrast texts, you analyze their differences . This is true whether you are gathering primary sources, such as an autobiography written by an astronaut, or secondary sources, such as a book about the U .S . space program . Read the paragraphs below .

In 1803, the United States acquired a territory of almost nine hundred thousand square miles from France . The transaction, known as the Louisiana Purchase, nearly doubled the area of the United States . The territory extended from the Mississippi River west to the Rocky Mountains . The United States paid France fifteen million dollars for the land .

The Louisiana Purchase was the greatest real estate deal in American history . The United States gained a vast area of land, nearly doubling its size . This became extremely important as the population grew . There was more land for agriculture, mining, and commerce, and pioneers were able to travel west and make new lives for themselves on the frontier .

What do you notice when you compare and contrast these paragraphs? The first paragraph provides more details about the purchase (the territory’s location and size, the sale price) . The second paragraph focuses on the effects of the purchase . It also expresses opinions, whereas the first paragraph is objective and does not offer the author’s point of view .

The two paragraphs on the Louisiana Purchase demonstrate that authors shape the content of their texts, even when they are writing about historical or scientific facts . Even when the basic topic of two texts is the same, authors can develop it in very different ways .

Compare and Contrast13RI.7.1, RI.7.3, RI.7.5, RI.7.6, RI.7.9, RI.7.10, RH.7.5, RH.7.9, RH.7.10, RST.7.5, RST.7.9, RST.7.10

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Duplicating any part of this book is prohibited by law

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Authors with strong points of view may emphasize evidence that supports their attitudes toward a topic . In addition, they may ignore evidence that contradicts their points of view or purpose . For example, two authors write about Thomas Jefferson . For one author, this American president was a hero who played a crucial role in our country’s early history . In her article, she focuses on Jefferson’s achievements, highlighting the positives . The other author, who has a more mixed view of Jefferson’s character and legacy, includes information that illustrates Jefferson’s flaws—details that the other author leaves out .

Authors interpret the facts differently, which raises the question: Is anything in our history books absolutely true? Of course it is . But when historians look back on the past, they do it through a subjective lens . They all have unique experiences, beliefs, prejudices, and agendas . Sometimes they lack key pieces of information . These factors may color their perspective and how they interpret and present the facts .

Sometimes, an author may present information on one topic while using comparison and contrast . For example, an author may contrast what agriculture was like before and after the Louisiana Purchase . Science and technical writers can also use compare-and-contrast text structure . In a text about astronomy, for example, a writer may compare and contrast details and attributes of solar systems, galaxies, and the universe .

As a student, you make comparisons, too . For example, you might compare information you gained from doing a science experiment with what you learned on the same topic from a science textbook .

Lesson 13: Compare and Contrast



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Read the following paragraphs, and then answer the question that follows.

Thinking It Through

Beginning around 1760, England experienced technological, economic, social, and cultural changes that came to be known as the Industrial Revolution. Prior to 1760, England was chiefly an agrarian society. This meant its economy depended largely on agriculture. In addition, most products, including clothing and shoes, were manufactured by hand, often at home or in small shops. The Industrial Revolution changed this. Machines were invented that mechanized labor. For example, the power loom and the spinning jenny made spinning wool and cotton faster and easier. Thus, production increased.

Before the Industrial Revolution, people used wood for fuel and water and wind to power machines. The Industrial Revolution introduced the use of new energy sources, such as coal, the steam engine, and electricity. The factory system spread, creating more jobs and the need for specialized skills. Farming changed, too, as new machines and methods enabled farmers to produce more food for a growing nonagricultural population. From about 1830, the Industrial Revolution spread to other countries, including the United States. It would have a permanent impact on the world.

Write three key changes brought about by the Industrial Revolution.

HINT The author contrasts life before and after the Industrial Revolution.


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Coached Example


Read the passages and answer the questions.

An Important DiscoveryBefore the invention of the compass, sailors and explorers would often get lost. All

they had to work with were crude maps; natural landmarks, such as cliffs; and celestial bodies, like the sun and stars. While these provided some direction, they were limited and far from foolproof. Then, people discovered that lodestone, a magnetic mineral, aligned itself to point north and south. This occurs because Earth has a magnetic field with two poles in the north and south. As early as the twelfth century, Chinese, western European, and Arab navigators began using lodestone to determine their position and direction. Early compasses were made of a piece of wood or cork set to float in a bowl of water. Eventually, the needle itself was made of lodestone. Over time, cards marked with directions were added to compasses to make them easier to read. The development of the compass had a major impact on navigation and exploration of new worlds.

GPS: Global Positioning SystemGPS is a navigation and location system that uses satellites, computers, and receivers.

Originally developed for the United States military, it is operated by the United States Air Force. How does it work? A constellation of twenty-four satellites in outer space, inclined to 55º to the equator, transmit signals around the world twenty-four hours a day. The satellites are monitored and controlled at stations throughout the world. The system provides precise information for people on Earth on their position, velocity, and time. It can determine the longitude and latitude of a receiver on Earth. Today, GPS systems are used by people everywhere, including hikers, sailors, pilots, and drivers, to determine where they are and how to arrive at their destination. Officers on ships, for example, use GPS to know their location in the open seas, how fast they are traveling, and to determine the best route. GPS is not affected by weather and can be used by anyone who has the equipment to receive the signals from the satellites. For many people, it has become an essential navigational tool.


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1. The authors’ main purpose in both passages is to

A. describe the challenges that navigators on land and sea overcome.

B. persuade readers that GPS systems are more effective than compasses.

C. inform readers about devices that help people find destinations.

D. inform readers about recent advances in technology.

HINT The correct answer must apply to both passages.

2. A key difference between the two passages is that

A. only “GPS: Global Positioning System” is about navigation.

B. “An Important Discovery” has more historical context than “GPS: Global Positioning System.”

C. “An Important Discovery” has more technical information than “GPS: Global Positioning System.”

D. only “An Important Discovery” includes a before-and-after comparison.

HINT Check each answer choice against both passages.

3. How would having GPS technology have helped early navigators?

HINT Use information from both passages to answer the question.


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Lesson Practice



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The title can reveal a passage’s main purpose and focus.

Words like similar, like, likewise, and same signal a comparison.

Compare and contrast texts by analyzing how they are alike or different.

Use the Reading Guides to help you understand the passages.

A Brief History of the AutomobileThe automobile was a hugely significant invention. Yet, there

is conflicting information about who invented it. Most people would say Henry Ford. However, he was not

the first person to invent the automobile. There are records of early autos as far back as the late 1700s, but some details are sketchy. One of the earliest American automobiles was invented in New York City in 1866 by Richard Dudgeon. His automobile was powered by a steam engine. It was not like the cars we think of today, of course. It was called “the Dudgeon steam wagon.” It was a self-propelled vehicle and looked like a small locomotive, similar to the kind you see pulling railroad cars.

Dudgeon was a machinist, and his motivation for creating an automobile was his love of animals. At the time, most people used horses and horse-drawn carriages for transportation. Sometimes the horses were mistreated or abused. Dudgeon wanted to end what he called “the fearful horse murder and numerous other ills inseparable from their use.” So, Dudgeon built a steam wagon to provide an alternative to horse power. His vehicle burned coal for power and reached speeds up to thirty miles an hour. It had a boiler, a firebox, a smokestack, and wheels made of wood and iron.

Some historians credit German Karl Benz with creating the first true automobile in 1885. His vehicle had an internal combustion engine and was powered by gasoline. Likewise, in 1908, Henry Ford introduced the Model T. Affordable and reliable, it soon became the most popular car in America. Within ten years, half the cars in this country were Model Ts.

The invention of the automobile cannot be credited to just one person. The combined efforts of innovative thinkers contributed to one of the greatest inventions in history.

Reading Guide



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Based on the titles, what differences can you expect between the passages?

Words like different, on the other hand, but, unlike, and however signal contrast.

Reread the first paragraph of each passage. What clues do they give you about the content of the passage?

What’s So Great about Cars?A long time ago, there were no cars on the road. People

walked, rode bicycles or horses, and traveled in horse-drawn carriages. Today we live in a much different world. We are a nation of motorists. For many people, the car is a sign of progress and human ingenuity. Some of us, on the other hand, wish that the automobile had never been invented.

Let’s talk about the first obvious problem caused by cars: pollution. In the United States alone, cars emit over 300 million tons of carbon into the atmosphere every year. This constitutes about one third of this country’s total production of carbon dioxide—a chief contributor to global warming. This could have catastrophic results, including an increase in floods, droughts, and storms and a reduction in the amount of freshwater available.

Our dependence on cars has naturally led to a dependence on oil, since gasoline is derived from crude petroleum, and we use it to fuel our cars. Unfortunately, we buy much of our oil from foreign countries, which has had negative economic and political consequences. In addition, offshore drilling for oil has resulted in many accidental oil spills, including the disastrous oil spill in 2010, which had a devastating impact on the environment, wildlife, and the people of the Gulf Coast region.

The truth is, automobiles are multi-ton battering rams. In the United States alone, tens of thousands of people die every year in car crashes. Car accidents are the leading cause of death for teenagers in our country. Automobile-related deaths are a personal and national tragedy.

Centuries ago, people began conceiving the idea of a self-propelled vehicle. It seemed like a good idea at the time, but history has proven that cars have major drawbacks. As a society, we need to reconsider our dependence on automobiles.

Reading Guide


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Answer the following questions.

1. In “A Brief History of the Automobile,” the author compares Dudgeon’s automobile to

A. a Model T.

B. a locomotive.

C. an airplane.

D. a horse-drawn carriage.

2. Why does the author of “What’s So Great about Cars?” compare automobiles to “multi-ton battering rams”?

A. to point out that battering rams are dangerous

B. to emphasize the deadly force of cars

C. to suggest that cars can break doors

D. to show that heavier cars use more fuel

3. Which is true of BOTH passages?

A. They discuss the impact of global warming.

B. They remind readers that riding in cars has certain risks.

C. They emphasize the skill and imagination it took to invent cars.

D. They point out how people traveled before cars were invented.

4. Which is NOT a key difference between the two passages?

A. One includes facts and details, while the other does not.

B. One focuses on “positives,” while the other focuses on “negatives.”

C. One is written to inform, while the other is written to persuade.

D. One discusses environmental issues, while the other does not.

5. List three benefits of automobiles that the author of the second passage ignores.



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What is the main idea of the passage?

What details does the author give to support the main idea?

What contrasts does the author use to make his or her point?

Reading Guide

Use the Reading Guides to help you understand the passages.

Why Cats Make the Best PetsAnyone who has ever had a cat knows that they make the

best pets. They are easy to care for and are good companions. Studies show that having a pet can help relieve stress and that the connections between people and their pets offer meaningful emotional benefits to the owners. Cats are especially good pets to have because it doesn’t take much work to own one.

Cats are low-maintenance pets. Most are independent and capable of taking care of themselves. They keep themselves clean by licking their fur, so they don’t need to be bathed. They don’t need to be walked, because they use litter boxes. Cats can live either indoors or outdoors, or both. This flexibility benefits cat owners who are at work all day or who travel frequently. For example, unlike dog owners, when cat owners go out of town for a day or two, they don’t have to ask a friend to come over to let the cats out or to walk them. Some cat owners install pet doors in their homes so their cats can go in and out at will.

Another reason that cats are perfect for owners who like to travel is that several days’ worth of food can be left out for them. Unlike dogs, who might eat an entire 40-pound bag of food in one sitting if it is left within their reach, cats eat only when they are hungry. Thus, cats might be more intelligent than dogs, since cats seem to realize that overeating will make them sick. (Yes, it is true that cat owners think that their furry felines are far more intelligent than dogs or other pets!)

Most cats are also good hunters. This trait is especially useful for owners who live either in the country or in urban areas. Farmers rely on cats to keep rodents off the property and away from crops and grain stores. Pet owners in cities appreciate the insect-control value of their furry friends. Cats are so versatile that it’s a wonder anyone would choose any other pet!


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Why Birds Make the Best Pets There is nothing better than to wake up in the morning to

the sound of birds chirping a welcome to the new day. Hearing birdsong is a much better way to start the day than having a 60-pound dog jump on top of you, slobbering all over your face, or having a cat clawing your bare flesh in an attempt to get you out of bed and into the kitchen to open a can of tuna.

As soon as I get out of bed in the morning, I go over to the birdcage. I can hear the birds twittering with excitement as I pull off the canvas cage cover. Sometimes I open the cage door and let them fly around the room and stretch their wings. They are beautiful to watch—so graceful and colorful—and much better pets than cats or dogs.

Why else do I prefer birds as pets? I am wheelchair-bound, so it would be very difficult for me to walk a dog or to bend down to clean a cat’s litter box. Also, I am very fond of wearing black clothing, and cats and dogs are always leaving their fur behind. (I have friends who sometimes look like they’re wearing fur pants!) My family also has a limited income, and it is much less expensive to feed birds than dogs or cats. But probably my biggest reason for believing that birds make the best pets is that I’m not allergic to them! It seems like everyone I know is allergic to dog or cat dander. All my friends like coming to my house because the birds don’t make them sneeze or cough, and my friends enjoy listening to the beautiful, relaxing music that my birds make. What could be better than that?

What is the purpose of this passage?

According to the author, what are the benefits of having a bird as a pet?

What comparisons does the author make?

Reading Guide



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6. Read paragaraph 1 from the first passage.

Anyone who has ever had a cat knows that they make the best pets. They are

easy to care for and are good companions. Studies show that having a pet can

help relieve stress and that the connections between people and their pets offer

meaningful emotional benefits to the owners. Cats are especially good pets to have

because it doesn’t take much work to own one.

Underline the sentence in the paragraph that states the main idea of the passage as a whole.

7. Use your answer to Part A to answer Part B.

Part A

What main purpose is shared by both passages?

A. to convince readers that a certain kind of pet is the best kind to have

B. to encourage people to become pet owners

C. to advise people about the problems of living with animals

D. to complain about dogs

Part B

Which sentence below does NOT support the answer to Part A?

A. “Cats can live either indoors or outdoors, or both.”

B. “As soon as I get out of bed in the morning, I go over to the birdcage.”

C. “They are beautiful to watch—so graceful and colorful—and much better pets than cats or dogs.”

D. “Unlike dogs, who might eat an entire 40-pound bag of food in one sitting if it is left within their reach, cats eat only when they are hungry.”

E. “But probably my biggest reason for believing that birds make the best pets is that I’m not allergic to them!”

Answer the following questions.


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8. Write the sentences from the sentence box in the correct locations on the graphic to show whether each sentence applies to cats or to birds.

They can live indoors or outdoors .

Their food is inexpensive .

People aren’t allergic to them .

They are good hunters .

Cats Birds

9. Which of the following are key differences between the two passages? There is more than one correct choice listed below.

A. One passage says that cats are the best pets; the other says that birds are.

B. The author of the second passage views dogs more favorably than the author of the first passage.

C. The title of the second passage is more descriptive than the title of the first.

D. The author of the second passage does not address the topic of cleaning up after pets.

E. The first passage is written in third-person; the second passage is written in first-person.

F. The second passage comments about the benefits of owning pets in general, while the first passage comments only about its topic animal.

G. The second passage reveals more information about its author than the first one does.

H. The structure of the passages is different.

I. The first passage contains more personal experiences than the second passage.

J. The second passage addresses allergies, while the first passage does not.


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