LEVEL 6

Reading
LOG
Teacher’s Guide
Topics 7–9
 LEVEL 6

Reading
LOG
Teacher’s Guide
Topics 7–9
Viviane Kirmeliene
Susan Ford-Bennett

58 St Aldates
Oxford
OX1 1ST
United Kingdom
First Edition: 2018
ISBN: 978-607-06-1513-9
© Richmond Publishing, S.A. de C.V. 2018
Compass Reading Log Teacherʼs Guide
Level 6 Topics 7–9
Publisher: Justine Piekarowicz
Project Manager: Amanda Guppy
Editor: Kimberly MacCurdy
Design: Orlando Llanas, Erika Martínez
Layout: Érika González
Cover Illustration: Fernando Rubio Monroy
Illustrations: Carlos Fernández del Castillo pp.
T336-T345; José Luis Navarro García pp. T296-T305;
Tania Dinorah Recio Hernández pp. T258-T265
Photographs: © Shutterstock.com: Aisyaqilumaranas
p. T278 (bottom)
Images used under license from © Shutterstock.com
All rights reserved. No part of this work may be
reproduced, stored in a retrieval system or transmitted
in any form or by any means without prior written
permission from the Publisher.
Richmond Publications may contain links to third
party websites or apps. We have no control over the
content of these websites or apps, which may change
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and students are advised to exercise discretion when
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The Publisher has made every effort to trace the owner
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any involuntary omission at the earliest opportunity.
Printed in Mexico by
Introduction ............................................................................................................................. iv

Reading Strategies ........................................................................................................ vii

Topic Structure ................................................................................................................ ix

Topic Features .................................................................................................................... x

Scope and Sequence ................................................................................................. xiii

Teaching Notes

Topic 7 Where do people live? .................................................................... T247

A Cozy, Cozy Hoose ....................................................................................... T248

Tiny Homes ........................................................................................................... T268

Topic 8 Can humans survive anything? .................................................. T285

The Storm ............................................................................................................... T286

Life at Risk ............................................................................................................. T308

Topic 9 How is our planet changing? ..................................................... T325

The Hungry, Hungry Sea ............................................................................. T326

Disappearing Coastal Cities ...................................................................... T348

Glossary ................................................................................................................................... A1

iii
Introduction
Compass is a six-level English program for bilingual
primary schools. The Compass program includes five
interrelated modules for students.
Through its integrated English as a Foreign Language
and English Language Arts programs, Compass offers
a robust curriculum incorporating the rich authentic
content and scaffolded learning outcomes available
to English language learners in an immersive
English-speaking environment.
Compass topics are developed from big questions—
life’s essential questions—about students themselves,
about society and humankind, and about the natural
world. In each log, learners examine the same big
questions from different perspectives. These questions
arouse curiosity in the topics and encourage exploration,
personalization, explanation and elaboration.

Compass English Language Arts

Modules: Reading Log, Writing Log,
Phonics and Spelling Log
• All modules align to US Common Core Standards
• Early literacy support with the Reading Log and
Phonics and Spelling Log
• Comprehensive reading strategy development in the
Reading Log
• A scaffolded writing program in the Writing Log

Compass English as a Foreign Language

Modules: Language Log, Vocabulary and
Grammar Log
• Focus on communication
• Explicit vocabulary and grammar development
• Development of all four skills (reading, listening,
speaking, writing)
• Grammar, skills and assessments aligned to the
Common European Framework of Reference for
Languages (CEFR)

iv
The objective of reading instruction is to help learners
become fluent, analytical readers. The Compass
Reading Log presents students with engaging original
stories, extracts and adaptations—many contributed by
award-winning children’s book authors—with vibrant,
eye-catching illustrations. Young readers will encounter
a broad range of fiction and nonfiction genres, such
as short stories, fables, poems, graphic novels and
informative texts.
The Compass Reading Log prepares students for literacy
through a hybrid approach that combines English
Language Arts instruction with EFL support. Students
will acquire a sequential, scaffolded set of reading
strategies based on the US Common Core Standards
for Reading: Literature and Reading: Informational
Text. The Compass Reading Log combines these
standards—geared toward native speakers of English—
with extensive vocabulary and comprehension support
for English language learners. All texts are graded by
the Lexile® Framework and the CEFR so that students
encounter authentic, but level-appropriate language.
Students are guided to understand and apply these
reading strategies through dynamic and intuitive
age- and level-appropriate activities.
Grade Lexile® Range CEFR
1 230L to 420L A1
2 450L to 570L A1+
3 600L to 730L A2
4 640L to 780L A2+
5 730L to 850L B1
6 860L to 920 L B1+
Reading Log
Each level of the Compass Reading Log is divided
into nine topics. The titles of the topics are in the
form of Big Questions, which are shared across all
components. Each topic contains two texts, a fiction
story and a nonfiction text, each with six lessons of
class material. Genre entries in the Topic Openers
(Levels 3-6) provide easy-to-understand descriptions of
the text type for each story or text in the topic.
Every story and text has a Reading Strategy Focus and
a Literary or Author Technique. Key Words provide
students with support for unfamiliar vocabulary, so
that they are equipped to understand each story or text.
Flashcards (Levels 1-3) help students learn and review
the Key Words. A Glossary at the end of the book gives
the part of speech and the definition of each Key Word.
After each story or text, two pages of Comprehension
activities confirm students’ understanding of the story
or text. A Making Connections page at the end of each
topic helps students examine the Big Question.
Comprehension Activities
Comprehension activities are based on the PIRLS
(Progress in International Reading Literacy Study)
framework, which recommends four scaffolded
processes of comprehension that guide learners from
lower- to higher-order thinking by: understanding
explicitly-stated information, making straightforward
inferences, interpreting and integrating information
and examining and evaluating content, language and
textual elements. Within this framework, students
also continue developing the Reading Strategy Focus
and Literary or Author Technique skills. An Active
Reading activity (with Cutouts for selected stories
in Levels 1 and 2) increases student interest and
engagement with the story or text, and the final
activity requires students to analyze the theme or
Big Question and relate it to their own lives.
Making Connections
After reading a fiction story, students complete the
Connect to Me activity, which helps students examine
the theme of the story in a personalized way.
After reading a nonfiction text, students complete the
Connect to… task, which integrates topic content with
other academic subject areas such as Science, History
or Social Studies.
Reading Log Audio
Each story or text is accompanied by full audio so that
students can listen as they read.
v
 Teaching Notes
For each story or text in the Compass Reading Log,
there are two overview pages. A Lessons Preview chart
serves as a quick reference to identify the focus of each
lesson and any required resources. There is also a
Summary of the story or text, a description of the
Genre, a list of Key Words and their definitions and
explanations of the Reading Strategy Focus and
Literary or Author Technique.
Each lesson features a lesson overview that outlines
the required resources and lesson focus, including
descriptions of additional reading strategies. Each 50-60
minute lesson plan begins with a Lead in to the Lesson
activity to engage learners, followed by easy-to-read,
step-by-step instructions that guide students through
the reading process, with comprehension and reading
strategy development. Most lessons end with a Take
the Lesson Further activity to personalize learning and
confirm students’ understanding. Each story or text
lesson set also offers a cross-curricular Connection task
to extend learning opportunities to other subject areas.
Throughout the Teaching Notes, level-appropriate
teacher language is suggested in green text (for fiction
stories) or in orange (for nonfiction texts). In addition,
Know Your Students entries provide insight into
students’ abilities and offer suggestions for supporting
differentiated learning. Manage Your Class entries give
teaching or class management tips related to lesson
content. Answers for activities appear in the Teaching
Notes for each lesson.
vi
Reading Strategies
Literary / Author Techniques
The Compass Reading Log equips students to become
stronger readers through the development of reading
strategies, and by building students’ awareness of literary
and author techniques. These strategies and techniques,
based on US Common Core Standards, give students
a repertoire of skills that can be applied across a range
of text genres to increase overall comprehension and
promote critical thinking.
The Reading Strategy Focus is the principal reading
strategy for a story or text. Activities at the beginning
of the story or text and in the Comprehension sections
help to develop the Reading Strategy Focus. In addition
to the Reading Strategy Focus, other reading strategies
are developed in the Teaching Notes over the course
of six lessons. Recycling and repetition of reading
strategies across different texts help students internalize
these skills and become more proficient readers.
Each fiction text also highlights a Literary Technique,
such as Nemesis and Epiphany. Each nonfiction text
highlights an Author Technique, which helps students
notice text features, such as photo captions, section
headings and functional language, and extend their
understanding beyond basic comprehension.
Photocopiable Worksheets
Each story or text lesson set contains two photocopiable
worksheets that reinforce and confirm understanding
of Key Words and help students develop Reading
Strategies. Instructions and answers for Worksheet
activities are included in the Teaching Notes.
Audio Scripts
In Compass Reading Logs 3 and 4, each Comprehension
section contains an extra listening comprehension
activity. The audio scripts for these tracks are located at
the back of the teacher’s guides.
Compass Reading Log 6 Topics 7–9 provide evidence or support the main ideas gives readers
Reading Strategies a better understanding of the text.

Comparing and Contrasting Stories and Poems Identifying Features of a Playscript

Stories and poems are similar: they can both describe As a text type, playscripts have unique features: scenes,
a plot and characters. They are also different: stories cast of characters, setting, character dialogue and stage
are written in complete sentences, but poems are directions.
often written in verse. Comparing and contrasting text
Identifying the Main Ideas and Key Details
types can help students recognize distinct features and
Main ideas support the topic. Each section of a text
conventions of each one.
usually has its own main idea. Key details are all the
Developing the Plot facts and information that support the main ideas.
In most stories, the events in the plot follow a sequence: Being able to identify the key details that provide
exposition, rising action, climax, falling action and evidence or support to the main ideas gives readers
resolution. The exposition introduces the setting and a better understanding of the text.
characters. The rising action tells how the conflict or
Identifying Persuasive Expressions
problem develops. The climax is the high point of the
The ability to identify persuasive words and phrases is an
action. The falling action comes after the climax.
important feature of determining an author’s purpose.
The resolution is the conclusion of the story.
It is a critical thinking skill that effective readers use
Characters often change during the course of a story.
to distinguish fact from opinion and allow for deeper
At each stage of the plot, ask yourself how the characters
understanding not only of text content, but also of
react to events and to one another.
author bias.
Five-finger Retell
Identifying Reasons and Evidence
The five-finger retell strategy helps students analyze
An author can write statements in a text in order to
and summarize a story by organizing the elements
exemplify his or her point of view. The author then uses
and sequence of a story. Students are able to make
reasons and evidence to support these statements in
connections to information they already know and
order to persuade readers. It is important for students to
understand.
be able to identify and distinguish between statements
Identifying the Author’s Purpose that offer justifications for an opinion and statements
All texts have a purpose: to persuade, to inform or to that offer proof.
entertain the reader. Different clues in a text can help
Identifying Story Sequence
students identify the author’s purpose. Being able to
The ability to identify the sequence of events in a story
identify the author’s purpose allows for better reading
helps readers organize main ideas and supporting details
comprehension and text analysis.
of a story so they are able to better understand the
Identifying Character Traits chronological development of a story and its characters.
Effective readers identify and analyze information about
Integrating Information
a character—actions, words, feelings and thoughts—in
An author integrates both written and visual
order to make inferences about a character and predict
information in a text to provide a better understanding
how a character will behave later on in the story.
of a subject. When reading a text, look at the
Identifying Examples illustrations, diagrams and maps. Ask: How do they
Key details are all the facts and information that support relate to the text?
the main ideas. Sometimes an author will use examples
as key details. Being able to identify the key details that

vii
 Making Inferences Using Text Features
Making inferences is the ability to use explicit Proficient readers use text features to gather more
information from a story to support an educated guess information from a story. Text features include titles,
or conclusion about the characters and events. It is illustrations and glossaries.
critical to story analysis and is a prerequisite for
higher-order thinking. Compass Reading Log 6 Topics 7–9
Literary and Author Techniques
Making Predictions
The strategy of making predictions actively engages Conflict
students and connects them to the story or text by Conflict is a fight, struggle or disagreement. In a story,
asking them what they think might happen in it. a character can have conflict within himself or herself,
Effective readers use pictures, titles, headings, text and with another character or even with nature.
personal experiences to make predictions before they
Facts and Opinions
read. Predicting also involves thinking ahead while
A fact is something that can be supported with data
reading and anticipating information and events in the
or evidence. An opinion is a person’s viewpoint or
story or text. After making predictions, students can
perspective. It is not supported by evidence. It is
read through the story or text and revise and verify
important for students to be able to distinguish fact
their predictions.
from opinion as it is an important facet of text analysis.
Reading and Watching a Play
Hyperbaton
As you read a drama, think about what it would be
Hyperbaton is the reversal of usual word order.
like performed as a play. You can read stage directions
For example, “Pizza I like” is hyperbaton.
carefully to understand where the action is taking place,
Authors sometimes use hyperbaton to be dramatic,
how the characters are feeling and what is happening in
strange or poetic. And sometimes they use it to play
the play.
and have fun with language.
Scanning
Imagery
Scanning is the ability to quickly look for and find
Imagery is the use of vivid words that appeal to the
specific information in a story or text. Effective readers
senses to create a picture that appeals to one or more of
can scan a text for specific words or text features that
the reader’s five senses.
help them answer questions about text content
Maps, Photos and Diagrams
Skimming
Authors include maps, photos and diagrams to
Skimming is the ability to quickly read a text for
illustrate and support information in a text to help
the main ideas. Effective readers can skim a text for
readers understand information better.
information that helps them answer general questions
about text content. Opinion
An opinion is a feeling or a belief that is not supported
Summarizing
by evidence. Authors may express opinions to
A text usually has two or three main ideas and key
convince readers.
details that support the topic. Identifying and retelling
the main ideas and key details concisely is called
summarizing. When a text is divided into sections, you
can summarize the text by retelling the most important
idea of each section.

viii
Topic Opener

Fiction Story
Nonfiction Text

Comprehension

Making Connections

ix
 The Topic Opener visually
presents the Big Question
of the Topic.

Genre entries describe

the literary or text type.
Key Words help
students understand
the story or text.

The Reading Strategy Focus

entry describes the reading
strategy students will learn.

Colorful pictures
Students listen
help tell the story.
while they read.

Students complete a
pre-reading activity based
on the Reading Strategy
Focus in Activity 1.

x
 The Literary or Author
Students complete Technique entry describes
PIRLS-informed Students confirm features authors use in
Comprehension activities. their understanding their stories and texts.
of the Literary or
Author Technique.

A Reading Strategy Students have fun

Focus activity helps with a dynamic Active Students analyze
learners become more Reading activity. the story or text in a
proficient readers. personalized activity.

xi
 Making Connections
activities help students
answer the Big Question.

The Connect to Me section encourages

students to reflect on how the
Big Question relates to them.

Connect to… activities approach

the Big Question through other
academic subject areas.

All the Key Words and

their definitions are in
the Glossary.

xii
 Topic Story / Text Reading Strategies Key Words Connections

Rustam and Rakhsh • Developing a Story flick, gallop, hoof, mirage, neigh, Connect to Art
by Carole Wilkinson • Parts of a Plot nibble, prowl, rescue, stream, Page 30
Pages 10-21 tame, thirst, wind

Pages 9-30 Canine Legends • Analyzing Key People, ancient, bond, contagious,
by Suzanne Guerrero Events and Ideas dogsled, eager, frostbite,
Pages 22-29 • Anecdotes herding dog, hunt, relay, span,
warn, wilderness

Wall Talk • Summarizing boastful, caretaker, doodle, Connect to Art

by Debbie Thomas • Characterization grin, handsaw, mock, mumble, Page 50
Pages 32-43 rucksack, sketch, spike, stammer,
vandal

Pages 31-50 Street Art • Comparing and arrest, brand name, charge,
by Julia McKie Contrasting Viewpoints collector, critic, empathy, intent,
Pages 44-49 • Juxtaposition judge, public place, sentence,
scratch, vandalism

A Young Apple Tree • Developing a droop, drought, hover, hum, Connect to Science
by Julia McKie Point of View nectar, orchard, pollination, root, Page 70
Pages 52-61 • Personification rustle, shoot, sprout, zigzag

Pages 51-70 Thanks to Nature • Developing the Topic develop, fossil fuels, mental health,
by Dale Anderson • Expanding on Details mineral, mud bricks, natural
Pages 62-69 resources, nutrient, parasite,
raw material, rely, renewable, seep

Finn Tells a Story in • Understanding beam, burst, drawl, fist-bump, Connect to

Street Slang Figurative Language glare, grimace, high-five, perk up, Social Studies
by Annie Jeffrey and Slang roll your eyes, sigh, smack your Page 86
Pages 72-79 • Conveying Mood forehead

Pages 71-86
The Language of • Using Context Clues abbreviation, acronym,
Texting • Prefixes ampersand, erode, evolve, jarring,
by Jennifer Li linguist, reply, shorten, slang, text
Pages 80-85

The Imposter • Citing Textual Evidence butler, hurry, imposter, missing, Connect to History
by Suzanne Guerrero • Foreshadowing pretend, publicity, relief, robbery, Page 106
Pages 88-97 stake out, steal, telegram, thief
Pages 87-106

To Find a Thief • Citing Textual Evidence be up to, blueprints, bolt, clue,

by Patricia Hamill • Creating Anticipation evidence, fingerprints, hunch,
Pages 98-105 mastermind, ransom, theft,
unreliable, witness

xiii
 Topic Story / Text Reading Strategies Key Words Connections

Lagarto, Lagarto • Developing a Story barista, flick, incredulously, Connect to

by Dan Anthony • Figurative Language mutter, on the house, Social Studies
Pages 108-119 quizzically, shatter, shrug, Page 126
slam, squash, stroll,
upturned
Pages 107-126
Playing It Safe • Summarizing challenge, confidence, factor,
by Dale Anderson • Author’s Purpose habit, in a row, irrational,
Pages 120-125 psychologist, routine,
superstition, tournament

A Cozy, Cozy Hoose • Comparing and bagpipes, bun, carve, chime, Connect to Art
by Annie Jeffrey Contrasting Stories chirp, chuckle, gasp, groan, Page 144
Pages 130-137 and Poems grumble, haggis, kilt, tartan
Pages 127-144 • Hyperbaton

Tiny Homes • Identifying the afford, commute, container,

by Suzanne Guerrero Author’s Purpose debt, fold down, hay, income,
Pages 138-143 • Opinion loft, retiree, sod, storage,
trailer

The Storm • Reading and debris, flashlight, hurricane, Connect to Science

by Jennifer Li Watching a Play lantern, non-perishable, Page 164
Pages 146-157 • Imagery potable, power line,
sleeping bag, spoil, stand by,
step up, tarp
Pages 145-164

Life at Risk • Identifying Reasons and ash, burst, deposit,

by Sterling Montgomery Evidence emit, extinction, famine,
Pages 158-163 • Facts and Opinions magma chamber, starvation,
swell, wipe out

The Hungry Sea • Developing the Plot crumble, dangle, edge, Connect to Science
by Oisín McGann • Conflict embedded, exposed, flailing, Page 184
Pages 166-177 gutter, hazard, remains,
rubble, scattered, sheer

Pages 165-184

Disappearing Coastal • Integrating Information accelerated, ban, coastal,

Cities • Maps, Photos collapse, compact,
by Julia McKie and Diagrams extraction, groundwater,
Pages 178-183 peak, retreat, sediment,
sinking, well

Glossary Pages 185-188

xiv
 To p ic 7

A Cozy,
Cozy Hoose Genre: Fantasy
A fantasy story can be set either
in the real world or in an alternate
by Annie Jeffrey
one. It usually has elements
of magic, and there is often a
journey or an adventure.
In “A Cozy, Cozy Hoose,” a family
of Scottish garden gnomes takes
a long walk in the snow to
celebrate Burns Night in a home
that isn’t theirs.

Tiny Homes
by Suzanne Guerrero

Genre: Informational Text

In an informational text, an
author writes about facts or
real events.
“Tiny Homes” is a text about tiny
houses and the benefits of living
in them.

127

U7COrl6.indd 127 10/10/17 11:09

T 247
 Key Words
bagpipes
A Cozy,
Cozy Hoose
bun
carve
chime
chirp
chuckle
gasp by Annie Jeffrey
groan
grumble
haggis
kilt
tartan

Comparing and
Contrasting Stories
and Poems
Stories and poems can
be similar: They can
both describe a plot and
characters. They can also
be very different: Stories “It’s time for a break!” said Mom, as she made some tea.
are written in complete
While they drank tea and ate cookies, Sean noticed a large brown package by the front door.
sentences, but poems are
often written in verse. He looked at the return address on it.
“Hey, Aunt Caitlin has sent us something!” he said.
Sean and Alison tore the tape off and opened the box. There were four big objects and a card
inside. The first three objects were garden gnomes! One had a long, gray beard and was playing
the bagpipes. The second gnome had twinkly eyes, rosy cheeks and long, gray hair in a bun.
The third had long, yellow braids with red bows in them. The gnome that looked like a grandpa
was wearing a kilt. The grandma and young girl gnomes wore plaid skirts.
Dad smiled. “That’s the Macdonald tartan,” he said. “Scottish gnomes! At least they’ll be
used to the cold,” he chuckled. “Winters in Scotland are cold, just like here.”
1 Look at the title and skim
The final object in the package was a cute gnome house.
the story. Then find the
“So they have somewhere to live,” said Mom. She opened the card from Aunt Caitlin and read
poem on page 135. What
are the similarities and it out loud. “Welcome to your new home! I hope the gnomes feel at home, too!”

I
differences between the t was the end of summer and the beginning of a new Sean and Alison took the gnomes and their house into the garden. They arranged them at the
story and the poem? life for the Macdonald family. The delivery truck had far end of the garden. As the days grew cooler and fall settled in, gold and red leaves covered the
left the day before, and there were still a few unopened garden and the gnome house. On the weekends, Sean and Alison stomped through the leaves.
2 Listen and follow. 14
boxes throughout the house. They were careful not to step on the gnomes or their house.

128 Topic 7 A Cozy, Cozy Hoose 129

U7COrl6.indd 128 10/19/17 13:30 U7COrl6.indd 129 10/10/17 11:09

Lessons Preview
Pages Lesson Focus Teaching Resources

1 127 and 128 Key Words • Topic 7 Fiction Worksheet page 256
Making Predictions • A world map or a globe

2 128-135 Comparing and Contrasting • Audio Track 14

Stories and Poems • Topic 7 Fiction Worksheet page 256
Skimming

3 128-135 Using Text Features • Audio Track 14

Identifying Story Sequence • Topic 7 Fiction Worksheet page 257

4 128-135 Five-finger Retell • Topic 7 Fiction Worksheet page 257

Making Inferences

5 136 and 137 Comprehension • Audio Track 14

Comparing and Contrasting • Note cards with Scottish words
Stories and Poems
Hyperbaton

6 144 Social Studies Connection • Internet access

Connect to Me • Sheets of paper
• Colored pencils and crayons

T 248 Topic 7
Summary
Key Words
It’s the end of summer and the Macdonalds have just moved into a new house. They take
a break from unpacking boxes to open a package sent by mail. Inside, they find three bagpipes (n.) a musical instrument
statues of gnomes—grandfather, grandmother and granddaughter—and a gnome house. bun (n.) hair wrapped in a ball shape
The children, Sean and Alison, take the gnome house and the statues to the garden. A few on the head
months later, it’s winter and the weather is extremely cold, the coldest winter in decades. carve (v.) to cut and serve meat
It is also Burns Night, a Scottish celebration that commemorates the life of 18th century
chime (v.) to make the sound of
poet, Robert Burns. All the wood the gnomes have is wet so they cannot build a fire to
a bell
keep warm or make haggis to celebrate. Then they realize the Macdonalds have left the
house. They decide to go to the big house to warm themselves and make haggis there. chirp (v.) to make a short,
Sandy McGnome (the granddaughter) takes a shovel to clear a path through the snow; high-pitched sound like a bird
Grandma McGnome packs the food and Grandpa McGnome has his bagpipes. chuckle (v.) to laugh quietly
After using the cat flap to get into the big house, Grandma McGnome starts to prepare gasp (v.) to breathe in suddenly
the haggis, while Sandy takes a bubble bath and Grandpa lights a fire. When the
groan (n.) to make a deep sound
McGnomes are about to start eating the haggis, the Macdonalds return home. The family
to show pain or discomfort
is startled to see the gnomes in their house, but soon they all decide to have dinner
together. After that, Grandpa McGnome recites a poem based on one by Robert Burns. grumble (v.) to complain quietly
From then on, the McGnomes go to the big house during the winter and the families haggis (n.) a traditional Scottish dish
celebrate Burns Night together. kilt (n.) a skirt traditionally worn by
Note: Robert Burns, considered the national poet of Scotland, was born on January 25, 1759. He wrote poems in men in Scotland
the Scots language and in English. His work is celebrated worldwide, and it has been a source of inspiration for
other writers and a Scottish cultural icon for centuries. The poem included in “A Cozy, Cozy Hoose” was based on tartan (n.) a plaid pattern on a wool
Burns’ “A Red, Red Rose,” which is one of his most famous poems. cloth that identifies a Scottish family
or clan
Genre: Fantasy
A fantasy story can be set either in the real world or in an alternate one. It usually has
elements of magic and there is often a journey or an adventure. In “A Cozy, Cozy Hoose,”
a family of Scottish gnomes takes a long walk in the snow to celebrate Burns night in a
home that isn’t theirs.

Reading Strategy Focus

Comparing and Contrasting Stories and Poems
What is it? Stories and poems can be similar: they can both describe a plot and
characters. They are also very different: stories are written in complete sentences,
but poems are often written in verse.
What will students do? Students will identify similarities and differences between
the story and a poem based on one by Robert Burns, on page 135.
Why is it important? It is important for students to be able to identify different
literary text types and describe their characteristics. Comparing and contrasting text
types can help students recognize distinct features and conventions of each one. It also
contributes to a better understanding of both the story and poem content.
How will students build on previous knowledge? In Compass Reading Log 5, students
compare and contrast text structures, events and settings, characters, and two accounts
of an event.
Most Compass 6 Reading Log students will be able to read and understand both the
fantasy story and the poem, but they may need teacher support in identifying similarities
and differences between the text types.

Literary Technique
Hyperbaton
What is it? Hyperbaton is the reversal of usual word order. For example, “Pizza I like”
is hyperbaton. Authors sometimes use hyperbaton to be dramatic, strange or poetic.
And sometimes they use it to play and have fun with language.
What will students do? Students will identify examples of hyperbaton in a poem.
Why is it important? It is important for students to be able to identify hyperbaton in
order to better understand the poem and the author’s purpose.

Topic 7 T 249
 Lesson 1
Teaching Resources
Compass Reading Log 6 pages 127 and 128
Topic 7 Fiction Worksheet page 256
A world map or a globe
Lead in to the Lesson (10 min.)
• Display the world map or globe.
• Ask: Do you know where the United Kingdom is?
Have students locate the country.
• Write United Kingdom on the board. Say: The United
Kingdom is made of four countries. Do you know their names?
Elicit the answers from the class and write England, Wales,
Scotland and Northern Ireland on the board, just below
United Kingdom.
• Point to Scotland. Say: We’re going to read a story that refers
to a celebration in Scotland.
Teach the Key Words (20 min.)
• Use gestures and simple definitions to elicit or teach the
Key Words. Write them on the board. Have students repeat
the words chorally.
• Have students complete activity 1 in the worksheet.
Answers: Across: 2. chirp 3. grumble 4. kilt 6. gasp 8. haggis 10. bun
11. carve Down: 1. bagpipes 2. chuckle 5. tartan 7. chime 9. groan
T 250 Topic 7
Reading Strategy
Making Predictions
The strategy of making predictions actively engages students and connects them to the
story by asking them what they think might happen in it. Effective readers use pictures,
titles, headings, text and personal experiences to make predictions before they read.
Predicting also involves thinking ahead while reading and anticipating information and
events in the story. After making predictions, students can read through the story and
revise and verify their predictions.
Reading Strategy (20 min.)
• Tell students they are going to predict what happens in
the story.
• Point to the cover on page 127. Ask: What are some things we
could do to predict what this story is about? (Look at the title
and pictures.)
• Ask: Based on the title, what do you think the story is about?
What does the word “hoose” probably mean?
• Tell students to complete activity 2 in the worksheet.
• Form pairs. Have students share their predictions.
• Explain that they will confirm or reject their predictions as
they read the story.
Take the Lesson Further (5 min.)
• Form pairs. Have students take turns acting out and guessing
Key Words. Encourage students to use the words in
complete sentences.
Lesson 2
Teaching Resources Reading Strategy Focus
Compass Reading Log 6 pages 128-135 Comparing and Contrasting Stories and Poems
Audio Track 14 Reading Strategy
Topic 7 Fiction Worksheet page 256 Skimming
Skimming is the ability to quickly read a story for the main ideas and story events. Effective
readers can skim a story for information that helps them answer general questions about story
content.

Lead in to the Lesson (5 min.) 2 Listen and follow. 14 (25 min.)

• Play Hangman using Key Words, such as bagpipes, • Play track 14. Have students listen to the story and follow
chuckle and tartan. Encourage students to use the words in their books.
in sentences. • Pause the track every now and then, and ask general
comprehension questions about setting (Where are the
Reading Strategy Focus (10 min.) characters?), characters (Who is the family? Who are the
• Elicit the name of a popular book that has been made into gnomes?), events (What’s happening now?) and predictions
a movie. (What do you think will happen next?).
• Ask: What are some of the similarities between the book • Pause at the end of page 130. Explain that Burns night is a
and the movie? What are the differences? Scottish celebration, commemorating the famous Scottish
• Explain to the class that although the book and the movie poet, Robert Burns. People celebrate by eating haggis and
are about the same story, some of the story events may be reciting Burns’ poems.
different. Explain that it is the same with text types. • At the end of the story, have students confirm the main
• Direct students’ attention to the Reading Strategy entry on characters and story events.
page 128. Read it to the class and have students follow along.
• Confirm understanding of verse. (Lines in a poem.) Take the Lesson Further (5 min.)
• Form pairs. Have students review their predictions
1 Look at the title and skim the story. Then find the in activity 2 in the worksheet.
poem on page 135. What are the similarities and • Tell them to confirm or reject their predictions.
differences between the story and the poem? (15 min.)
Reading Strategy
• Confirm understanding of skimming. (Reading quickly for
main ideas and story events.)
• Have students skim the story, then look at the poem.
• Draw a Venn diagram on the board.
Write the headings : Story above the oval on the left and
Poem above the oval on the right.
• Point to the overlapping section of the ovals on the diagram
and ask: What do the story and poem have in common?
Encourage students to point out common elements of both
the story and the poem. Write students’ ideas in the diagram.
• Next, ask: Now what are the differences? Write students’ ideas
in the diagram.
Possible answers: Similarities: They are both about a house. They have words
in a different language in them. They mention cold weather and snow.
Differences: The story is written in paragraphs. The poem is written in lines
and verses. The story has pictures. The poem doesn’t have pictures.

Know Your Students

Don’t expect an in-depth analysis of the similarites and
differences at this time. Students have only skimmed the
story. Be ready to ask guiding questions such as: What is the
story about? What is the poem about? Are all of the words in
English? Which one describes the weather? How are the texts
written, in paragraphs or verse? Which one has pictures?

Topic 7 T 251
 Lesson 3
Teaching Resources Reading Strategies
Compass Reading Log 6 pages 128-135 Using Text Features
Audio Track 14 Proficient readers use text features to gather more information from a story. Text features
include titles, illustrations and glossaries.
Topic 7 Fiction Worksheet page 257
Identifying Story Sequence
The ability to identify the sequence of events in a story is a critical comprehension strategy.
It helps readers organize main ideas and supporting details of a story so they are able to better
understand the development of a story and its characters.

Lead in to the Lesson (5 min.)
• Write Moving on the board.
• Ask: Have you ever moved to a new house or apartment?
What was it like? How did you help?
• Form pairs. Tell students they have two minutes to make
a list of ways they can help when moving to a new home.
• Elicit ideas and write them on the board.
Answers: 1. They are unpacking. 2. Three garden gnomes and a gnome house.
3. One has a long gray beard, is playing the bagpipes and wearing a kilt.
The grandma and girl gnomes are wearing tartan skirts. One is older and
has her gray hair in a bun. The younger one has long, yellow braids. 4. They
put them outside in the garden. 5. It’s Burns Night. 6. They decide to go up
to the big house in order to get warm and make haggis. 7. They shovel a path
through the snow. 8. Grandma starts making the haggis. Sandy takes a bubble
bath. Grandpa makes a fire. 9. The Macdonalds come home. 10. They have
dinner together and decide to spend every winter together at the big house
from then on.

Reading Strategy (10 min.)

• Elicit text features that help readers understand a story.
(Titles, pictures, key words and glossaries.)
• Direct students’ attention to the box on page 130. Elicit what
it is. (A glossary.)
• Ask: What does this glossary have in it?
(The meanings of the Scottish words in the text.)
• Explain that the author uses Scottish words because that’s
how gnomes from Scotland would probably speak.
• Have students locate and circle the Scottish words in
the story.
• If time allows, they can listen to the words being pronounced
by native Scots at https://forvo.com/languages/gd/.
Reading Strategy (10 min.)
• Form pairs. Tell students to briefly recount the main
story events.
• Have students number the story events in the correct
order in activity 3 in the worksheet.
Answers: 1, 9, 6, 11, 5, 2, 8, 4, 7, 10, 3
Take the Lesson Further (10 min.)
• Form small groups. Ask: Imagine you are the McGnomes.
What would you have done? Would you have gone to the
big house? Why? Why not? Encourage students to share
their ideas.

Read and Discuss the Story 14 (25 min.)

• Write the questions on the board before class. Have students

read the questions before they read the story again.
1 What are the Macdonalds doing?
2 What’s in the package?
3 What are the gnomes like?
4 Where does the family put them?
5 Why is January 25th special?
6 What do the gnomes decide to do? Why?
7 How do they get to the big house?
8 When they get to the big house, what do they do?
9 What frightens the gnomes?
10 What do the families decide to do?
• Play track 14. Have students read and underline passages
of the story that answer the questions.
• Form pairs. Have students compare the passages they
underlined and agree on the answers.

T 252 Topic 7
Lesson 4
Teaching Resources
Compass Reading Log 6 pages 128-135
Topic 7 Fiction Worksheet page 257
Reading Strategies
Five-finger Retell
The five-finger retell strategy helps students analyze and summarize a story by organizing
the elements and sequence of a story. Students are able to make connections to information
they already know and understand.
Making Inferences
Making inferences is the ability to use explicit information from a story to support an educated
guess or conclusion about the characters and events. It is critical to story analysis and is a
prerequisite for higher-order thinking.

Lead in to the Lesson (15 min.) Possible Answers:

Reading Strategy Question Clues in the What I Know Inference

• Say: You’re going to retell the story. Story
• Remind students that they can use five fingers to remember Page 128 The package Packages sent The package
all the important parts of a story. How did the is outside the by mail or was sent by
• Hold up your hand and, starting with your thumb, elicit what Macdonalds house, at the courier have an mail or courier.
get the package front door. address written
each finger represents. (Characters, setting, problem, events with the There’s an on them. They
and solution.) gnomes? address written are left at
• Point to your thumb and elicit: Identify the characters. on it. people’s doors.

Point to your index finger and elicit: Describe the setting. Page 129 She wrote, It is common Because she
Point to your middle finger and elicit: Identify the problem. Why did Aunt “Welcome to send / give wanted to
Cailtin send the to your new welcome gifts welcome them
Point to your ring finger and elicit: Describe the events in gnomes? home!” when people to their new
the story. Point to your pinky finger and elicit: Describe the move to a new house.
ending and how the problem is resolved. house.
• Form pairs. Have students use the five-finger retell strategy to Page 130 Robert Burns, I’ve read some Robert Burns
summarize the story. Who / What is a poet, is poems by and his works
celebrated on mentioned in Robert Burns are celebrated
Reading Strategy (30 min.) Burns Night? the text. in my literature on Burns Night.
classes. He is
• Form pairs. Direct students’ attention to the chart in the national
activity 4 in the worksheet. Read the heading for each poet of
Scotland.
column to the students.
• Say: When we make inferences, we draw conclusions about a Page 131 The gnomes It’s winter. We know they
story based on our knowledge of the world and also on some How do we heard voices, People would are not in the
know the car doors, car leave the house house because
context clues in the text. Macdonalds engine and by car because of tire tracks in
• Point out the questions and page numbers in the first are not in the the wheels of the cold the snow.
column. Tell students to focus on the clues on those pages. house? crunching on weather.
snow.
Explain that they might leave the “What I Know” column
blank if they don’t have any personal knowledge related to Page 131 Grandma The ingredients The McGnomes
the question(s). How do we McGnome for haggis are take the
know the packs the not common, so ingredients to
gnomes are ingredients to Grandma needs the big house.
planning to make haggis. to pack them.
make haggis in
the big house?

Take the Lesson Further (15 min.)

• Form pairs. Have students think of an alternative ending to
the story. Tell them to take notes.
• Form small groups (two pairs). Tell students to share their
new endings.

Topic 7 T 253
 Lesson 5
Teaching Resources Reading Strategy Focus
Compass Reading Log 6 pages 136 and 137 Comparing and Contrasting Stories and Poems
Audio Track 14 Literary Technique
Note cards with Scottish words Hyperbaton

Comprehension (60 min.)
Lead in to the Lesson
• Display the note cards with Scottish words on the board or
around the classroom.
• Form pairs. Have students recall the meanings of the words.
1 Circle the correct phrases to complete the sentences.
• Have students read the sentences and choose the
correct answers.
Answers: 1. a 2. b 3. b 4. c
2 Match the words with the definitions.
• Direct students’ attention to the Key Words.
• Form pairs. Have students give the definitions for the words.
• Tell students to complete the matching activity.
Answers: 1. c 2. g 3. a 4. f 5. d 6. e 7. b
5 Hyperbaton Read the second and last verses
of Grandpa’s poem. Mark (✓) the lines that
have hyperbaton.
• Direct students’ attention to the Literary Technique entry.
Read it to the class and have students follow along.
• Form pairs. Encourage students to provide other examples
of hyperbaton. (They might mention the fictional character
Yoda, from the Star Wars franchise.) Explain that this
technique is often used in poetry, so that the poet can keep
the rhythm and rhyme scheme of his or her work.
• Have students identify the hyperbaton in the poem.
Answers: Tis so bonnie you see, / So comfortable it is; / To stay with you is
our dream, / Take care of your garden we will! / Then come back next winter,
we will, / And be together again, you know!
6 Active Reading Read the tips for reciting poetry.
Check the poem and make notes. 14

• Form pairs. Have students read the tips.

3 Answer the questions. • Play the track for the poem. Have students listen and follow
• Form pairs. Tell students to discuss the questions and write in their books.
their answers. • Play the track again. Tell students to read aloud with
Answers: 1. He knows that because Grandpa Gnome is wearing a kilt with the audio.
the Macdonald tartan. He says that because winters in Scotland are cold. • Have students practice reading the poem without the audio.
2. He was a Scottish poet. 3. It is the day people in Scotland celebrate the life
and works of Robert Burns. It is important for the McGnomes to celebrate it 7 Think and write. What will next year’s Burns Night
because Burns is Grandpa’s hero.
celebration be like? Share your ideas.
4 Comparing and Contrasting Stories and Poems • Form small groups. Ask: Who would make the haggis?
Read the sentences. What do they describe? Would Grandpa McGnome recite a new poem? What would
Write S (story), P (poem) or B (both). the Macdonalds do?
• Direct students’ attention to the Reading Strategy entry on • Encourage students to share their ideas.
page 128. Read it to the class.
• Form pairs. Read the first sentence to the class. Ask: Where is
the Burns night celebration described? In the story, the poem
or both? Elicit the answer.
• Have students complete the rest of the activity.
Answers: 1. S 2. B 3. P 4. B 5. S 6. S 7. P

Managing Your Class

One way of forming pairs is to write students’ names on slips
of paper and put them in a bag. Then call out the names and
have every two students sit together. You can do it once, at
the beginning of the class, and have the same pairs work
together throughout the lesson.

T 254 Topic 7
Lesson 6
Teaching Resources Social Studies Connection
Compass Reading Log 6 page 146 The purpose of social studies is to guide young learners in developing the ability to make
Internet access informed decisions for the public good as citizens of a culturally diverse global community.
Learning about traditions from another country is a way to create connections between this
Sheets of paper
story and the world, and expand students’ awareness of the world around them.
Colored pencils and crayons

Lead in to the Lesson (5 min.)

• Ask: What do you know about Scotland? Write students’
ideas on the board.

Social Studies Connection (20 min.)

• Write on the board: capital city, population, average weather
temperatures and precipitation, languages, holidays, clothing
• Form pairs. Have students use their mobile devices or school
computers to research Scotland. Tell them to take notes.
• Form small groups (two or three pairs). Have students share
their findings.

Connect to Me (30 min.)

Lead in to the Lesson
• Ask: What do you remember about Burns Night? And Robert
Burns? Encourage students to share their ideas.

1 Organize a Burns Night celebration in

your classroom.
• Form five groups. Assign a task to each group.
• Have students use their mobile devices or school computers
to prepare for the celebration.
- Group 1: Have students find pictures of Robert Burns and
the flag of Scotland.
- Group 2: Have students find and copy another poem by
Robert Burns. Tell students to use the tips in activity 6 on
page 137 when practicing the poem.
- Group 3: Have students find a recipe for haggis.
- Group 4: Tell students to research different tartans.
Give them sheets of paper, colored pencils and crayons
so they can present different designs.
- Group 5: Have students find some traditional Scottish
bagpipe music.
• Monitor and offer guidance as needed.
• Hold the Burns Night celebration in the following class.

Know Your Students

At this age, students need help to anticipate problems and
difficulties in complex tasks, such as the organization
of the celebration. Help them think of the drawbacks
and find solutions.

Topic 7 T 255
 To p ic 7 A Cozy, Cozy Hoose
1 Complete the crossword puzzle.

1 2 Across
2 to make a short, high-pitched sound like a bird
3
3 to complain quietly
4 a skirt traditionally worn by men in Scotland
6 to breathe in suddenly
4 5
8 a traditional Scottish dish
6
10 hair wrapped in a ball shape on the head
7 11 to cut and serve meat
8 9 Down
1 a musical instrument
2 to laugh quietly
10
5 a plaid pattern on a wool doth that identifies
11
a Scottish family or clan
7 to make the sound of a bell
9 to make a deep sound to show pain or
discomfort

2 Write your predictions about the story.

1 What does the word hoose mean? What does it tell you about the story?

2 Look at the pictures. Describe the setting and the characters.

3 Describe the story events. What do you think happens in the story?

T 256 Fiction Worksheet Compass 6 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
 3 Number the story events in the correct order.
The Macdonalds move into a new house.

The McGnomes and the Macdonalds have dinner together.

The McGnomes decide to go over to the big house.

The McGnomes spend winters with the Macdonalds. Grandpa takes care of the garden.

The Macdonalds leave home.

The Macdonalds receive three gnomes and a gnome house as a welcome gift.

The McGnomes are about to have dinner when the Macdonalds return.

It is winter, and it is very cold. The McGnomes are freezing in their house.

Grandma McGnome makes dinner. Grandpa lights a fire. Sandy has a bubble bath.

Grandpa McGnome recites a poem by Robert Burns.

Sean and Alison place the gnomes and the house in the garden.

4 Complete the chart. Make inferences about the story.

Question Clues in the Story What I Know Inference

Page 128
How did the Macdonalds receive
the package with the gnomes?

Page 129
Why did Aunt Cailtin send
the gnomes?

Page 130
Who / What is celebrated on
Burns Night?

Page 131
How do we know the Macdonalds
are not in the house?

Page 131
How do we know the gnomes are
planning to make haggis in the
big house?

Compass 6 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Fiction Worksheet T 257
 Key Words
bagpipes
A Cozy,
Cozy Hoose
bun
carve
chime
chirp
chuckle
gasp by Annie Jeffrey
groan
grumble
haggis
kilt
tartan

Comparing and
Contrasting Stories
and Poems
Stories and poems can
be similar: They can
both describe a plot and
characters. They can also
be very different: Stories
are written in complete
sentences, but poems are
often written in verse.

1 Look at the title and skim

the story. Then find the
poem on page 135. What
are the similarities and

I
differences between the t was the end of summer and the beginning of a new

story and the poem? life for the Macdonald family. The delivery truck had
left the day before, and there were still a few unopened
2 Listen and follow. 14
boxes throughout the house.

128 Topic 7

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T 258
 “It’s time for a break!” said Mom, as she made some tea.
While they drank tea and ate cookies, Sean noticed a large brown package by the front door.
He looked at the return address on it.
“Hey, Aunt Caitlin has sent us something!” he said.
Sean and Alison tore the tape off and opened the box. There were four big objects and a card
inside. The first three objects were garden gnomes! One had a long, gray beard and was playing
the bagpipes. The second gnome had twinkly eyes, rosy cheeks and long, gray hair in a bun.
The third had long, yellow braids with red bows in them. The gnome that looked like a grandpa
was wearing a kilt. The grandma and young girl gnomes wore plaid skirts.
Dad smiled. “That’s the Macdonald tartan,” he said. “Scottish gnomes! At least they’ll be
used to the cold,” he chuckled. “Winters in Scotland are cold, just like here.”
The final object in the package was a cute gnome house.
“So they have somewhere to live,” said Mom. She opened the card from Aunt Caitlin and read
it out loud. “Welcome to your new home! I hope the gnomes feel at home, too!”
Sean and Alison took the gnomes and their house into the garden. They arranged them at the
far end of the garden. As the days grew cooler and fall settled in, gold and red leaves covered the
garden and the gnome house. On the weekends, Sean and Alison stomped through the leaves.
They were careful not to step on the gnomes or their house.

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T 259
 Then suddenly it got much colder. The days got shorter and snow started to fall. A deep, cold
winter set in.
It was the coldest winter in decades.
On the morning of January 25th, the snow lay thick. The river was frozen over. Long icicles
hung from tree branches and from the windows of the small log house. Inside, there was no fire
in the chimney and the gnomes were shivering in their pajamas. Grandma McGnome was making
warm porridge for breakfast. As she stirred, Grandma complained bitterly about the cold.
“It is so much colder than Scotland!” she said. “Even when we have our warmest clothes on,
we’re always freezing! These old gnome bones of mine really feel the
Scottish Words
cold these days, you know!”
Ah I
But today there was special reason to complain.
aye yes
“Tonight is Burns Night,” said Sandy McGnome. “All the wood
bonnie pretty or lovely
we collected during the fall is wet with snow. It will be impossible to
braw cold
build a fire to make the haggis or warm the house.” gie get
Grandpa McGnome sighed, “Och, lassy, you’re right.” haur here
Every year Grandpa looked forward to Burns Night. Like his hoose house

hero—Robert Burns—Grandpa was a poet, and a good one! A plate lassy girl
och oh
of haggis and a warm fire on Burns Night always inspired him.
wee little or small
But this year it seemed that it was not to be.

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T 260
 Suddenly, the gnomes heard voices outside. A man was grumbling about the number and
size of suitcases. Then they heard car doors opening and closing, the car engine starting and
wheels crunching on snow. The gnomes looked at each other.
“Are ye thinking what Ah’m thinking?” said Grandpa.
“Yes, I think we are, Grandpa!” said Sandy. “Let’s go!”
The sooner the McGnomes got to the big house, the sooner they would be warm again.
They dressed quickly and put on their warmest hats, scarves, mittens and boots. Grandma packed
a picnic basket with all the ingredients for the haggis. Grandpa picked up his bagpipes from the
corner of the kitchen. Sandy grabbed a snow shovel. Then the gnomes all took a deep breath.
“Here goes,” said Grandma bravely, as she opened the door.
They gasped as the strong wind entered their house and almost
knocked them off their feet. They looked toward the Macdonalds’
house and leaned into the wind. They had not been back to
the big house since they had arrived from Scotland, and it
was going to be a long, cold walk. The wall of deep snow
rose up high above their heads.
The gnomes set off through the snow. As they walked,
Sandy shoveled and Grandpa played the bagpipes.
The beautiful sound of the pipes attracted the attention of a
few animals nearby. In the distance, on the frozen river,
a friendly otter was sliding on the ice. It turned and listened
to Grandpa’s music before sliding off again. The music also
woke a red fox that was curled up asleep in the snow. At first
the fox was startled, but it soon went back to sleep again.
And above them, a bird watched and listened curiously.
It chirped along with the bagpipes until the gnomes reached
the house.

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T 261
 At last the journey was over. The gnomes arrived at the huge front door. Grandpa stopped
playing his bagpipes in the middle of “Flower of Scotland” and stared at the door.
“How do we gie in the hoose?” asked Grandpa, scratching his head.
They walked around the house until Sandy spotted a way in.
“We climb through the cat flap, that’s how!” she said.
They climbed up into the opening in the cat flap and jumped. BANG! CRASH! BUMP! GROAN!
The gnomes landed in a heap on the floor. They got up, stomped their feet on the mat, brushed
the snow off their clothes and looked around. They were in the kitchen, and what a kitchen it was!
It had stone walls, soft lights and a shiny wooden floor. There was a long table in the center.
Cooking pots hung from the ceiling. And there was an old iron stove and a huge refrigerator.
Well, everything was huge for the gnomes!
Grandma slowly climbed up into a chair. Sandy passed her the picnic basket.
“I’m going to need a knife, a chopping board, a pot full of water and some of those herbs that
are growing by the window,” she instructed.
Sandy and Grandpa pulled open drawers and cupboard doors, using them to climb up to the
window. Finally, they got everything Grandma needed. When the old grandfather clock chimed
two o’clock, Grandma sent Grandpa and Sandy out of the kitchen.
“Go, go, go!” she insisted. “Our Burns Night dinner will be ready at seven sharp.”

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T 262
 Sandy and Grandpa McGnome helped each other up the stairs. When they finally got to the top,
they admired the bedrooms. Then they went to the bathroom. Sandy stared at the tub in the corner.
Soft towels hung by the window and there was a bottle of bubble bath on a chair. Sandy climbed
up onto the chair and started twisting the lid of the bubble bath off with both hands.
“OK, I’m going to take a warm bubble bath,” she said.
“Och...aye, lassy.” said Grandpa. “I’ll see if Ah can build a fire downstairs.”
In the living room Grandpa soon found what he needed: a huge fireplace with logs and a box
of matches. In no time at all, he had built a roaring fire.
“Dinner’s ready!” called Grandma as she carried the steaming haggis to the table. Sandy
followed carrying plates, glasses and silverware. The gnomes set the table and sat down.
“I’ll do the honors,” said Grandma, and she started carving the haggis.
Suddenly, the gnomes froze. They had heard a key turning in the front door. The Macdonalds
were back!
There were voices in the hall. Dad walked in. Mom, Sean and Alison were close behind.
“What—! What are you doing here?” Dad’s voice shook. He couldn’t believe his eyes!
“Run, lassies!” shouted Grandpa.

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T 263
 The gnomes jumped off their chairs and started to run to the door. But Sean and Alison were
blocking the McGnomes’ escape! For a moment the two families just stared at each other.
It was Grandma who broke the silence. “Please, we just wanted a warm place to celebrate
Burns Night,” she said softly. “Won’t you join us for haggis?”
Dad blinked and shook his head several times. He opened his mouth, but no sound came out
of it. Mom found her voice first.
“We’d love to, thank you,” she said. “Sean, Alison, please bring more plates and silverware.”
Dad was still a little stunned. Mom guided him to a chair and pushed him into it.
The McGnomes slowly returned to the table. Grandma climbed up and began carving the haggis
again. Soon, all were enjoying Grandma McGnome’s haggis.
When they had all finished eating, Grandpa stood up and solemnly tapped his glass with a spoon.
“Ladies and gentlemen,” he said, “it’s time for a wee poem. This one is called ‘A Cozy, Cozy Hoose.’
It’s in honor of Robert Burns, the greatest poet of all time. And it’s about your wonderful hoose.”

134 Topic 7

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T 264
 A Cozy, Cozy Hoose

(Adapted from “A Red, Red Rose”

by Robert Burns)

‘Tis so cozy your hoose,

While ours is so braw;
Thank you, we do,
For welcoming us haur.

‘Tis so bonnie you see,

At the end of the poem, everyone applauded. Grandma
ma So comfortable it is;
and Sandy looked at the Macdonalds nervously. To stay with you is our dream,
Would they let them stay? they wondered. Till the first days of spring.
em,”
“Thank you for the wonderful dinner and for the poem,”
Till the snow has melted, my dears,
said Mom. “Of course you can stay. We want you to be as
And the sun has returned;
happy here as we are.”
If we could stay, my dears,
ome
So that winter, and every winter after that, the McGnome
And then we will run.
family stayed in the Macdonalds’ cozy house. Then every
spring, they went back to their own home and worked in Take care of your garden we will!

very
the garden. The garden grew more and more beautiful every And everything will grow!

ry
year, just as Grandpa had promised in his poem. And every Then come back next winter we will,

Burns Night, the two families celebrated together in front of a And be together again, you know!

roaring fire with haggis, bagpipe music and poetry.

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T 265
 1 Circle the correct phrases to complete the sentences.
1 At the beginning of the story, there are some unopened boxes because the Macdonalds…

a are still unpacking in their new house. c are moving to a new house.

b are expecting a shipment. d are shipping things to their aunt.

2 The McGnomes leave their house because they want to…

a go for a walk in the snow. c eat porridge for a special dinner.

b celebrate Burns Night. d play the bagpipes to entertain animals.

3 The Macdonalds arrive when…

a the McGnomes are preparing dinner. c Grandpa is building the fire.

b Grandma is carving the haggis. d Sandy is taking a bubble bath.

4 At the end of the story, the two families…

a write poems together. c agree to help each other from now on.

b agree to make music together. d finish the haggis.

2 Match the words with the definitions.

1 bagpipes a to make the sound of a bell

2 carve b a skirt traditionally worn by men in Scotland

3 chime c a musical instrument

4 chuckle d to breathe in suddenly

5 gasp e a traditional Scottish dish

6 haggis f to laugh quietly

7 kilt g to cut and serve meat

3 Answer the questions.

1 How does Dad know that the gnomes are Scottish? Why does he say they’ll be used to the cold?

2 Who was Robert Burns?

3 What is Burns Night? Why is it important for the McGnomes that they celebrate it?

136 Topic 7

U7COrl6.indd 136 10/10/17 11:09

T 266
 4 Comparing and Contrasting Stories and Poems Read the sentences.
What do they describe? Write S (story), P (poem) or B (both).

1 It’s about an unusual Burns Night celebration.

2 It has Scottish words in it.

3 It has short lines and words that rhyme.

4 It’s about a comfortable house.

5 Its main characters are two families.

6 It has paragraphs.

7 It has four verses.

5 Hyperbaton Read the second and last verses of Grandpa’s poem.

Mark (✓) the lines that have hyperbaton. Hyperbaton
Hyperbaton is
‘Tis so bonnie you see, Take care of your garden we will! the reversal of
usual word order.
So comfortable it is; And everything will grow!
For example,
To stay with you is our dream, Then come back next winter we will, “Pizza I like”
is hyperbaton.
Till the first days of spring. And be together again, you know! Authors
sometimes use
hyperbaton to be
6 Active Reading Read the tips for reciting poetry. Check the poem
dramatic, strange
and make notes. or poetic. And
1 Highlight stressed or important words. sometimes they
2 Decide how to recite: Look at the punctuation in the poem (commas, periods) use it to play and
have fun with
to help you decide where to pause. Decide if the poem should be read quickly
language.
or slowly (or both).
3 Practice speaking clearly and pronouncing difficult words.
4 Use natural movements and gestures: Make notes about gestures you will use to help
meaning.
5 Be natural and have fun.

7 Think and write. What will next year's Burns Night celebration be like? Share your ideas.

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T 267
 Key Words
Tiny Homes What are Tiny Homes Like?
Tiny homes are very small—with less than 35 square meters
afford of living space. There are two types of tiny homes: permanent
commute by Suzanne Guerrero
container homes and mobile homes. Permanent homes cannot be
debt moved. Mobile homes are similar to trailers. They can be set
fold down A shipping container becomes
hay
on a base that has wheels so people can take them anywhere. a tiny home.
income Many tiny homes are mobile homes.
loft
Tiny homes can also be placed in unusual places and made with different building materials.
retiree
sod Some tiny homes are up in trees. Others float on water like houseboats. Some homes are made from
storage glass or plastic bottles. Others are made from renewable building materials like hay and sod. Some are
trailer
even converted from old shipping containers—the kind you see on ships, trains and large trucks.
Tiny homes don’t have to be artistic or exotic. Many people around the world already live in “tiny
homes” out of necessity. There are so many options available… There really is something for everyone!

Small, but Efficient

Identifying the
Author’s Purpose
All texts have a purpose:
to persuade, to inform or
to entertain the reader.
Different clues in the text
can help us identify the
author’s purpose.
Introduction
A few generations ago, most people expected to finish high school,
get a job, get married and eventually buy a house. However, buying a home
is not that easy nowadays. A lot of people can’t afford to buy a home,
or they simply don’t want the responsibility. Now there is a way to own
a home without spending a lot of money or investing a lot of time and
energy. How? Live in a tiny home.
Bunk beds
One benefit of tiny homes is that they use space very efficiently.
For example, the kitchen, dining room and living room are all in the
same, small space. A kitchen table might also function as a dining room
table and a desk. Sometimes the bedroom is even in the same room.
A bed might fold down from the wall at night, or it might be in a loft
above the living area. Bunk beds are another fun way to save space.
The bathroom is often the only separate room. It usually has a shower
but rarely a bathtub. Appliances like stoves and refrigerators are often
much smaller than usual, too. And as you might imagine, storage is very
important. There isn’t much space, so a tiny home might have storage
areas under seats or beds and on the walls.

Micro Apartments A micro apartment

1 Read the headings. What is
the purpose of the text?
2 Listen and follow.
There is also a kind of tiny home for urban environments:
micro apartments. These aren’t individual homes. They’re
part of a building, like regular apartments, but smaller in size.
Micro apartments often have community areas like fitness
centers, pools and gardens. Micro apartments are starting to
appear in big cities like New York, Paris and London, but they
can be practical in any city.
15

138 Topic 7 Tiny Homes 139

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Lessons Preview
Pages Lesson Focus Teaching Resources

1 138-141 Key Words • Topic 7 Nonfiction Worksheet page 276

Making Predictions • A picture of a big house
• A picture of a small house

2 138-141 Identifying the Author’s Purpose • Audio Track 15

• Topic 7 Nonfiction Worksheet page 276

3 138 and 139 Scanning • Audio Track 15

• Topic 7 Nonfiction Worksheet pages 276 and 277
• A timer

4 140 and 141 Identifying Examples • Audio Track 15

• Topic 7 Nonfiction Worksheet page 277

5 142 and 143 Comprehension • Colored pencils and crayons

Identifying the Author’s Purpose
Opinion

6 144 Connect to Art • Colored pencils and crayons

Social Studies Connection • Internet access

T 268 Topic 7
Summary
Key Words
“Tiny Homes” is a text about tiny houses and the benefits of living in them. Most tiny
homes are permanent or mobile, smaller than 35 square meters, and made from a variety afford (v.) to be able to pay for
of materials. They use space efficiently and often contain foldable or multipurpose something
furniture. In big cities, a tiny home may be a micro apartment. In other areas, a tiny home commute (n.) to travel to and from
might be a tree house or a houseboat. There are several benefits to living in a tiny home: a place regularly
one can save money, enjoy life more, spend less time in traffic, move around more easily container (n.) an object with space
and have more family time. Tiny homes are also good for the environment since they inside it for holding something else
require less energy. In the United States, tiny homes are becoming a popular solution for
debt (n.) money you owe to a person
housing homeless people. In Europe, tiny homes are a temporary solution for immigrants
or a company
in a new country.
fold down (v.) to open something
Genre: Informational Text using a downward motion
In an informational text, an author writes about facts or real events. hay (n.) dried grass that is usually
used to feed animals
Reading Strategy Focus
income (n.) the money you earn
Identifying the Author’s Purpose from a job
What is it? All texts have a purpose: to persuade, to inform or to entertain the reader.
loft (n.) a living space just below
Different clues in the text can help us identify the author’s purpose.
a roof
What will students do? Students will identify clues in the text that indicate the
retiree (n.) a person who stops
author’s purpose.
working because of his or her age
Why is it important? It is important for students to learn how to identify the author’s
sod (n.) the top layer of soil that
purpose because this insight allows for better reading comprehension and text analysis.
usually has grass
How will students build on previous knowledge? In Compass Reading Log 4, students
storage (n.) a place to put things
learn to identify persuasive language in a text. In Compass Reading Log 5, students
away when they are not being used
learn how an author supports a position in a persuasive text.
trailer (n.) a metal house on wheels
Most Compass 6 Reading Log students will be able to identify the author’s purpose,
that can be pulled by a car or truck
but they may need teacher support in identifying evidence in the text that reveals
the purpose.

Author Technique
Opinion
What is it? An opinion is a feeling or a belief that is not supported by evidence.
Authors may express opinions to convince readers.
What will students do? Students will identify passages of the text that provide
evidence of the author’s opinion on the topic.
Why is it important? It is important for students to learn how to identify opinion in an
informational text because this skill will help them to understand the author’s purpose,
which contributes to comprehension.

Topic 7 T 269
 Lesson 1
Teaching Resources Reading Strategy
Compass Reading Log 6 pages 138-141 Making Predictions
Topic 7 Nonfiction Worksheet page 276 The strategy of making predictions actively engages students and connects them to the text
by asking them what they think it is about. Effective readers use pictures, titles, headings,
A picture of a big house
text and personal experiences to make predictions before they read. Predicting also involves
A picture of a small house thinking ahead while reading and anticipating information and events in the text. After making
predictions, students can read through the text and revise and verify their predictions.

Lead in to the Lesson (10 min.)
• Display the pictures of the houses on the board.
• Have students describe them. Write their ideas on the board.
• Ask: Which house do you prefer? Why? Encourage them to
share their ideas.
Teach the Key Words (20 min.)
• Use example sentences to elicit or teach the Key Words.
Write the words on the board. Have students repeat the
words chorally.
• Form pairs. Have students match the Key Words to
the definitions in activity 1 in the worksheet.
Answers: 1. c 2. h 3. e 4. g 5. j 6. i 7. b 8. l 9. a 10. f 11. d 12. k
Take the Lesson Further (15 min.)
• Form small groups. Point to the pictures of the houses on
the board.
• Assign the big house to half of the groups and the small
house to the other half.
• Tell students to discuss the advantages and disadvantages
of living in a big / small house and make a list.
• Make a T-chart on the board. Write big house on the left
side and small house on the right.
• Have students share their ideas. Write them on the board.
• Form groups. Have students discuss which house they would
prefer. Encourage them to give reasons for their answers.

Reading Strategy (15 min.)

• Elicit ways to predict what a text is about. (Look at the title
and headings.)
• Have students look through the text and identify
the headings.
• Direct students’ attention to the chart in activity 2
in the worksheet. Have students write their predictions for
the sections of the text.
• Form pairs. Have students compare their predictions.

T 270 Topic 7
Lesson 2
Teaching Resources Reading Strategy Focus
Compass Reading Log 6 pages 138-141 Identifying the Author’s Purpose
Audio Track 15
Topic 7 Nonfiction Worksheet page 276

Lead in to the Lesson (10 min.)
• Write the questions on the board before class:
1 How long is your commute to school?
2 What would it be like to live in a shipping container?
3 Would you like to live in a house made of hay or sod?
Why? Why not?
4 How much storage space do you have in your house?
5 Would you like to live in a trailer? Why? Why not?
• Form pairs. Have students discuss the questions.
Reading Strategy Focus (10 min.)
• Write the acronym PIE on the board.
• Ask: Do you remember what this acronym stands for?
• Write the words on the board.
1 Read the headings. What is the purpose of
the text? (10 min.)
• Form pairs. Have students review the headings and
their predictions in activity 2 in the worksheet.
• Ask: Which headings indicate the author is informing
readers? (What are Tiny Homes Like? Micro Apartments.)
Which headings indicate the author is trying to persuade
readers? (Small but Efficient, Reasons to Live in Tiny Homes,
How Can Tiny Homes Help the Environment?)
• Ask: Is the purpose of the text to persuade, inform, entertain
or a combination? (Even though some of the sections are
informative, the author’s purpose is to persuade.)
2 Listen and follow. 15 (20 min.)

• Play track 15. Have students listen to the text and follow
in their books.
P I E • Pause the track at the end of each section, and ask
e n n comprehension questions: What is this section about?
r f t What was interesting about it? Do you agree with the author’s
ideas in this section?
s o e
u r r Take the Lesson Further (10 min.)
a m t • Say: Imagine you and your family are moving to a tiny home.
Which items would you have to leave behind? What would
d a
you do with them?
e i • Have students make a list in their notebooks.
n • Form small groups. Have students share their lists and talk
about what they would do with the items they leave behind.
• Elicit the meanings of the words. Encourage them to give reasons for choosing those items.
• Ask: What is usually the author’s purpose for an adventure
story? A news report? What about an ad for a fast food
restaurant? (Entertain, inform, persuade.)
• Elicit other examples of texts that aim to persuade, inform
and entertain readers.

Topic 7 T 271
 Lesson 3
Teaching Resources Reading Strategy
Compass Reading Log 6 pages 138 and 139 Scanning
Audio Track 15 Scanning is the ability to quickly look for and find specific information in a text.
Effective readers can scan a text for specific words or text features that help them answer
Topic 7 Nonfiction Worksheet pages 276 and 277
questions about text content.
A timer

Lead in to the Lesson (10 min.)
• Write the headings on the board, but not in the order they
appear in the text.
• Have students number the headings in the correct order.
• Form pairs. Have students say the main ideas and details they
remember from the sections.
Take the Lesson Further (10 min.)
• Form pairs. Have students review their predictions
in activity 2 in the worksheet. Tell them to complete the
third column and decide whether their predictions were
accurate or not.

Reading Strategy (15 min.)

• Direct students’ attention to activity 3 in the worksheet.
Read the information in the first column. Tell students they
will have three minutes to complete the activity.
• Ask: If you want finish the activity within the time limit, can
you read the whole text? (No.) What should you do to find the
information you need? (Scan quickly for the answers.)
• Tell students to focus on information on pages 138 and 139.
• Set a timer for three minutes and say: Go!
• Form pairs. Have students compare answers.
Answers: 1. Less than 35 square meters 2. Permanent and mobile 3. glass,
plastic bottles 4. kitchen, dining room, living room 5. loft 6. bunk beds
7. bathtub 8. New York, Paris, London

Read and Discuss the Text 15 (20 min.)

• Write the questions on the board before class. Have students

read the questions before reading the text again.
1 What are two reasons why some or many people are not
buying houses nowadays as they did in the past?
2 What is the main characteristic of a mobile home?
3 What is an example of an unusual place to have a
tiny home?
4 What is a benefit of tiny homes?
5 What is an example of a piece of furniture that can
have multiple uses in a tiny home?
6 Which room is usually separate from the others in a
tiny home?
7 What are appliances such as refrigerators and stoves
like in a tiny home?
8 Which areas are used for storage in tiny homes?
9 What are two facilities found in micro
apartment buildings?
• Play track 15 from page 138 to the end of page 139.
Have students listen and follow in their books. Tell them
to underline passages of the text that answer the questions.
• Form pairs. Have students compare underlined passages
and agree on answers.
Answers: 1. They can’t afford homes or they don’t want the responsibility.
2. They are set on a base with wheels and can be taken anywhere. 3. Up in
a tree, on a boat. 4. They use space very efficiently. 5. A kitchen table
6. The bathroom 7. They are smaller than usual. 8. Areas below seats
and beds 9. (Any two of the following): fitness center, pool, garden.

T 272 Topic 7
Lesson 4
Teaching Resources Reading Strategy
Compass Reading Log 6 pages 140 and 141 Identifying Examples
Audio Track 15 Key details are all the facts and information that support the main ideas. Sometimes an author
will use examples as key details. Being able to identify the key details that provide evidence
Topic 7 Nonfiction Worksheet page 277
or support to the main ideas gives readers a better understanding of the text.

Lead in to the Lesson (10 min.) Reading Strategy (20 min.)

• Confirm some of the main ideas and key details from • Direct students’ attention to the section Reasons to Live
the text. in Tiny Homes on pages 140 and 141.
• Say: People can buy any house easily nowadays, right? • Have students identify and circle the five reasons given in
Encourage students to answer No! and then correct you. the text. (Save money! Enjoy life more! Spend less time in
(Many people can’t afford to buy traditional houses.) traffic! Be free! Focus on family!)
• Continue making false statements. Encourage students • Ask: How does the author support these reasons?
to correct you. For example: (Through examples.)
1 Tiny homes are larger than 50 square meters. • Form pairs. Have students write the examples in activity 4
(No, they have less than 35 square meters.) in the worksheet.
2 All tiny homes are mobile. (No, some of them • When they are finished, ask: What are some advantages
are permanent.) of using examples to illustrate a point? (It helps persuade
3 Some tiny homes are converted from old ships. readers and keep them interested.)
(No, they are converted from old shipping containers.) Answers: Save Money: The average price of a new home in the
4 Only artistic people live in tiny homes. (No, tiny homes are United States is nearly $200,000. In Canada, Australia and Great Britain,
for everyone.) it is even higher—around $300,000 […] tiny homes cost a lot less than
regular homes—between $8,500 and $45,000; Enjoy Life More: A large home
5 Many tiny homes have a bathtub. (No, most of them requires a lot of cleaning and repairs. It’s a big responsibility that requires a
don’t have a bathtub.) lot of time. Less Time in Traffic! Many people live outside of cities in order
6 Micro apartments are popular in small towns. to find an affordable home. This means they will spend as much as two or
three hours commuting to work and school every day. Be free: You can
(No, they are more common in big cities.) spend the summer by a lake or in the mountains, and bring your home back
to their city or town later. Focus on Family: A large home can cause family
Read and Discuss the Text 15 (20 min.) members to live apart from one another—each in their separate rooms doing
separate activities.
• Write the questions on the board before class. Have students
read the questions before reading the text again. Take the Lesson Further (5 min.)
1 How can people save money by living in a tiny home?
• Form small groups. Have students discuss the questions:
2 Why do people have fewer responsibilities when they live in
After reading the text, what kind of house would you like?
a tiny home?
Has the text convinced you that a tiny home is best for you?
3 Why do people live outside of cities?
Why? Why not?
4 How can people have more freedom when living in
a tiny home?
5 How are tiny homes good for relationships?
6 How are tiny homes energy-efficient?
7 How are community programs using tiny homes?
• Play track 15 from page 140 to the end of the text.
Have students listen and follow in their books. Tell them to
underline passages of the text that answer the questions.
• Form pairs. Have students compare underlined passages
and agree on answers.
Answers: 1. The price of a tiny home is significantly lower than the price
of a traditional house. 2. Because they live more simply. They don’t need
to worry a lot about cleaning and repairs. 3. Because they can’t afford
a traditional house in the city. 4. If it is a mobile home, it can be taken
everywhere. 5. Since there aren’t separate rooms, they encourage family
members to spend more time together. 6. They are smaller and therefore
require less energy. There are fewer appliances, too. 7. They can be a housing
solution for the homeless or temporary shelters for victims of natural
disasters or immigrants in a new country.

Topic 7 T 273
 Lesson 5
Teaching Resources Reading Strategy Focus
Compass Reading Log 6 pages 142 and 143 Identifying the Author’s Purpose
Colored pencils and crayons Author Technique
Opinion

Comprehension (60 min.)
Lead in to the Lesson
• Say: Write three things you learned from the text, two things
you found interesting and one question you have.
• Form small groups. Have students share their ideas.
1 Mark (✓) the sentences that are true.
• Have students read the sentences. Confirm understanding.
• Encourage students to make false statements true.
Answers: 1, 4, 6
2 Match the words with the definitions.
• Form pairs. Have students give definitions for the Key Words.
• Tell students to match the words with the definitions.
Answers: 1. c 2. d 3. a 4. e 5. b
3 Answer the questions.
• Form pairs. Have students answer the questions.
Remind students to refer to the text if they are unsure
about their answers.
Answers: 1. Permanent and mobile 2. About 35 square meters 3. Nearly
$200,000 in the United States; Around $300,000 in Canada, Australia and
Great Britain 4. All kinds of people: young adults, couples with or without
kids and retirees
6 Opinion Read the conclusion again. Circle the correct
phrases to complete the sentences.
• Direct students’ attention to the Author Technique entry.
Read it to the class and have students follow along.
• Have students read the items and complete the activity.
Answers: 1. a 2. b 3. c 4. a
7 Active Reading Draw a picture to illustrate one
reason for living in a tiny home.
• Elicit the reasons for living in a tiny home.
• Hand out colored pencils and crayons.
• Have students draw a picture illustrating a reason to live
in a tiny home.
• Form pairs. Have students describe their drawings, but
without explicitly saying the reason. The other student tries
to guess which reason is depicted.
8 Think and write. Would you like to live in a tiny home?
Share your ideas.
• Have students write their answers to the question.
• Form small groups. Have students share their ideas.

4 Circle the characteristics of tiny homes.

• Have students circle the items that refer to tiny homes.
Answers: a solution for homelessness; owners want simplicity; use
space efficiently

5 Identifying the Author’s Purpose Circle the correct

words to complete the sentences.
• Write PIE on the board.
• Elicit the three purposes. Have students refer to the
Reading Strategy entry on page 138 and read it again
if they can’t remember.
• Have students complete the activity.
• Ask: Based on your answers in this activity, what is the
author’s purpose? To persuade, inform or entertain?
Answers: 1. gives 2. doesn’t give 3. solution 4. positive

A Find and underline the information in the text.

• Form pairs. Have students scan the text to find information
that supports the statements.
• Monitor and help as needed.

T 274 Topic 7
Lesson 6
Teaching Resources Social Studies Connection
Compass Reading Log 6 page 144 The purpose of social studies is to guide young learners in developing the ability to make
Colored pencils and crayons informed decisions for the public good as citizens of a culturally diverse global community.
Conducting research about environmentally friendly tiny homes is one way to create
Internet access
connections between this text and the world, and expand students’ awareness of the world
around them.

Lead in to the Lesson (10 min.) Social Studies Connection (20 min.)
• Write the title of the text TINY HOMES vertically • Form pairs. Have students use their mobile devices or
on the board. school computers to research tiny homes. Tell them to
• Elicit words related to the text for each letter. find examples of environmentally friendly tiny homes and
See a suggestion below: interesting designs.
• Form small groups (two pairs). Have them share
their findings.
R E T I R E E S
M O B I L E
P E R M A N E N T
E N E R G Y E F F I C I E N T
C H A R M I N G
A F F O R D A B L E
S I M P L E
E A S Y C L E A N I N G
S M A L L

Connect to Art (25 min.)

1 Design your own tiny home. How would it look on
the outside? How would it look on the inside?
• Elicit characteristics of a tiny home. Write students’ ideas on
the board.
• Hand out colored pencils and crayons.
• Have students design their tiny homes.
• Form small groups. Have students describe their tiny homes.

Topic 7 T 275
 To p ic 7 Tiny Homes
1 Match the words with the correct definitions.
1 afford a a person who stops working because of his or her age

2 commute b the money you earn from a job

3 container c to be able to pay for something

4 debt d a place to put things away when they are not being used

5 fold down e an object with space inside it for holding something else

6 hay f the top layer of soil that usually has grass

7 income g money you owe to a person or a company

8 loft h to travel to and from a place regularly

9 retiree i dried grass that is usually used to feed animals

10 sod j to open something using a downward motion

11 storage k a metal house on wheels that can be pulled by a car or a truck

12 trailer l a living space just below a roof

2 Complete the chart with your predictions.

Section Heading What I think it is about: Was I right (✓) or wrong ()?

What are Tiny Homes like?

Small, but Efficient

Micro Apartments

Who Lives in Tiny Homes?

Reasons to Live in Tiny Homes

How Can Tiny Homes Help

the Environment?

Tiny Homes for the Homeless

T 276 Nonfiction Worksheet Compass 6 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
 3 Scan the text. Complete the chart.

1 Size of a tiny home

2 Two types of tiny homes

3 Unusual materials used to build tiny homes

4 Rooms that are usually in the same space

in a tiny home

5 Place where the bed is located in

a tiny home

6 A fun way to save sleeping space in

a tiny home

7 An item rarely found in bathrooms

in tiny homes

8 Big cities where micro apartments have

started to appear

4 Write the examples.

1 Save money!

2 Enjoy life more!

3 Spend less time in traffic!

4 Be free!

5 Focus on family!

Compass 6 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Nonfiction Worksheet T 277
 Key Words
Tiny Homes
afford
commute by Suzanne Guerrero
container
debt
fold down
hay
income
loft
retiree
sod
storage
trailer

Identifying the
Author’s Purpose
All texts have a purpose:
to persuade, to inform or
to entertain the reader.
Different clues in the text
can help us identify the
author’s purpose.
Introduction
A few generations ago, most people expected to finish high school,
get a job, get married and eventually buy a house. However, buying a home
is not that easy nowadays. A lot of people can’t afford to buy a home,
or they simply don’t want the responsibility. Now there is a way to own
a home without spending a lot of money or investing a lot of time and
energy. How? Live in a tiny home.

1 Read the headings. What is

the purpose of the text?

2 Listen and follow. 15

138 Topic 7

U7COrl6.indd 138 10/10/17 11:09

T 278
 What are Tiny Homes Like?
Tiny homes are very small—with less than 35 square meters
of living space. There are two types of tiny homes: permanent
homes and mobile homes. Permanent homes cannot be
moved. Mobile homes are similar to trailers. They can be set
A shipping container becomes
on a base that has wheels so people can take them anywhere. a tiny home.
Many tiny homes are mobile homes.
Tiny homes can also be placed in unusual places and made with different building materials.
Some tiny homes are up in trees. Others float on water like houseboats. Some homes are made from
glass or plastic bottles. Others are made from renewable building materials like hay and sod. Some are
even converted from old shipping containers—the kind you see on ships, trains and large trucks.
Tiny homes don’t have to be artistic or exotic. Many people around the world already live in “tiny
homes” out of necessity. There are so many options available… There really is something for everyone!

Small, but Efficient

One benefit of tiny homes is that they use space very efficiently.
For example, the kitchen, dining room and living room are all in the
same, small space. A kitchen table might also function as a dining room
table and a desk. Sometimes the bedroom is even in the same room.
A bed might fold down from the wall at night, or it might be in a loft
above the living area. Bunk beds are another fun way to save space.
The bathroom is often the only separate room. It usually has a shower
but rarely a bathtub. Appliances like stoves and refrigerators are often
much smaller than usual, too. And as you might imagine, storage is very
important. There isn’t much space, so a tiny home might have storage
Bunk beds
areas under seats or beds and on the walls.

Micro Apartments A micro apartment

There is also a kind of tiny home for urban environments:
micro apartments. These aren’t individual homes. They’re
part of a building, like regular apartments, but smaller in size.
Micro apartments often have community areas like fitness
centers, pools and gardens. Micro apartments are starting to
appear in big cities like New York, Paris and London, but they
can be practical in any city.

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T 279
 Who Lives in Tiny Homes?
All kinds of people live in tiny homes. They’re an excellent option for young adults, couples without
children and retirees. Families with children can also live in tiny homes, and many do!

Reasons to Live in Tiny Homes

Save money! One benefit of living in a tiny home is the cost. Traditional homes are extremely
expensive. The average price of a new home in the United States is nearly $200,000 dollars. In Canada,
Australia and Great Britain, it is even higher—around $300,000. In order to buy a home, people take on
years of debt, paying around 30 percent of their income for up to thirty years.
With a tiny home, you can save a lot of money and still have a place to call your own, because tiny
homes cost a lot less than regular homes—between $8,500 and $45,000. This makes them much more
affordable than traditional homes. The money you and your family save can go to other things—like
traveling around the world!
Enjoy life more! Saving money isn’t the only benefit of living in a tiny home, though. Owners of tiny
houses say that it’s all about the lifestyle! People want simplicity in their lives. They want to have more
time for things that are important to them. A large home requires a lot of cleaning and repairs. It’s a big
responsibility that requires a lot
of time. A tiny house is a smaller
responsibility that allows time for
many other activities.
Spend less time in traffic!
Many people live outside of cities
in order to have an affordable
home. This means they will spend
as much as two or three hours
commuting to work and school
every day. A tiny house or a micro
apartment can allow people to live
near work or school, giving them
lots of extra free time. Fewer chores,
a short commute... Just imagine
what you could do with all that
time! You can spend this time on
hobbies or outside having fun.

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T 280
 Be free! Living in a tiny home gives you
more freedom. Think about it—if you want to
move to a new place, you can take your home
with you. You can spend the summer by a lake
or in the mountains, and bring your home
back to a city or town later. Or you can move
permanently. It’s your choice!
Focus on family! Tiny homes are also good
for relationships. A large home can cause family
members to live apart from one another—each in their separate rooms, doing separate activities.
A smaller living area encourages family members to spend more time with each other and to do
activities together.

How Can Tiny Homes Help the Environment?

Living in a tiny home or micro apartment is good for you and for everyone else! How? It’s great for
the environment! Large homes require a lot of energy to heat them in the winter and cool them in
the summer. They also use more electricity for light and appliances. This adds to the total cost of the
home, and it causes pollution. Tiny homes are energy-efficient. It’s a smarter way to live, and if more
people live in tiny homes, everyone wins.

Tiny Homes for the Homeless

Tiny homes can also be a life-saver for people who don’t have a home. Many cities in the United
States have programs that provide tiny homes for homeless people. People can stop living in their cars,
on the streets and in abandoned buildings, and move into a tiny home community. In combination
with other social programs, it is a very effective way to reduce homelessness. In addition, after natural
disasters like floods and earthquakes, governments may provide temporary tiny homes to survivors.
People can live in these while they rebuild their homes. In Europe, tiny homes are sometimes a
temporary solution for immigrants in a new country. While these living situations are not perfect, they
offer shelter and dignity to people who need it.

Conclusion
The idea of “home” is very important to all of us, but it can be easy to follow tradition, even if it
doesn’t fit your needs or your lifestyle. Tiny homes are one way to choose how to live. You can live
with fewer expenses and more time, and focus on the people and activities you love. As the saying
goes, “Less is more.” Now you can live big by living small…in your own tiny home!

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T 281
 1 Mark (✓) the sentences that are true.
1 Tiny homes can be permanent or mobile.

2 Tiny homes are only popular in Los Angeles and New York.

3 Tiny homes don’t usually have appliances.

4 People may spend more time together in tiny homes.

5 People only choose tiny homes because they are inexpensive.

6 Tiny homes are good for the environment.

2 Match the words with the definitions.

1 afford a money you owe to a person or a company

2 commute b a person who stops working because of his or her age

3 debt c to be able to pay for something

4 income d to travel to and from a place regularly

5 retiree e money you earn from a job

3 Answer the questions.

1 What are the two main types of tiny homes?

2 What is the average size of a tiny home?

3 How much do traditional homes cost?

4 Who lives in tiny homes?

4 Circle the characteristics of tiny homes.

a lot of debt

a solution for homelessness cost thousands of dollars

have rooms and furniture more time to clean and repair

owners want simplicity use more energy

use space efficiently

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T 282
 5 Identifying the Author’s Purpose Circle the correct words to complete the sentences.
1 The author gives / doesn’t give several advantages of tiny homes.

2 The author gives / doesn’t give several disadvantages of tiny homes.

3 The author thinks tiny homes are a problem / solution.

4 The author refers to tiny homes in a positive / negative way.

Opinion
A Find and underline the information in the text. An opinion is a feeling or a
belief that is not supported by
6 Opinion Read the conclusion again. Circle the correct phrases
evidence. Authors may express
to complete the sentences. opinions to convince readers.
1 The author thinks homes are…

a very important b not important to c not important

to everyone. some people. to anyone.

2 The author thinks…

a following tradition is b following tradition is c people should never

the best way. sometimes a mistake. follow tradition.

3 The author believes that people should live in…

a big, traditional homes. b only tiny homes. c homes that fit their needs.

4 The author thinks everyone should…

a consider living in a b live in a tiny home. c persuade others to live in a

tiny home. tiny home.

7 Active Reading Draw a picture to illustrate

one reason for living in a tiny home.

8 Think and write. Would you like to live

in a tiny home? Share your ideas.

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T 283
 Connect to Me
1 Organize a Burns Night celebration in your classroom.
Group 1 : Create a picture of Robert Burns and a Scottish flag to decorate the classroom.
Group 2: Find and practice reciting a famous poem by Robert Burns. It could be “Address to a Haggis”!
Group 3: Make a meatloaf “haggis” to eat together.
Group 4: Research different tartans and present some designs to the class.
Group 5: Find and play a recording of some traditional Scottish bagpipe music.
Then celebrate Burns Night together!

Connect to Art
1 Design your own tiny home. How would it look on the outside? How would it look on the inside?

144 Topic 7

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T 284
 To p ic 8

5IF 4UPSNby Jennifer Li

Genre: Drama
A drama is a story that is
performed as a play. The cast
of characters at the beginning
lists all the characters in the
play. Lines of dialogue tell you
what each character says. Stage
directions, often in italics, tell you
how the actors move and speak.
Dramas are divided into sections
called scenes.
“The Storm” is a drama about
two families who experience a
hurricane. One family is prepared
for the storm, but the other is not.

by Sterling Montgomery

Genre: Informational Text

In an informational text, an
author writes about facts or
real events.
“Life at Risk” is about how life
on Earth might be at risk in the
future. In order to persuade
readers, the author integrates
both personal opinion and
evidence.

145

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T 285
 Key Words
debris
flashlight
hurricane
lantern
non-perishable
potable
5IF 4UPSN by JJennifer
b if L Lii

power line
sleeping bag
spoil
stand by
step up
tarp
Reading and
Watching a Play
As you read the drama, think
about what it would look like
performed as a play. You can
read the stage directions
carefully to understand
where the action is taking
place, how the characters
are feeling and what is
happening in the play.
Cast of Characters
SCENE 1
Setting: The Mason family’s dining room in a small house
near the coast, with tropical landscaping and palm trees visible
through the window. A large weather radio stands on the
windowsill. The Mason family and the Tilley family are eating
dinner. The adults are chatting. Tom is eating quietly. Sarah
Mason family: Mr. Mason, Mrs. Mason, Sarah (age 11), Tom (age 13)
and Kat are laughing together. It’s clear they already know each
Tilley family: Mr. Tilley, Mrs. Tilley, Kat (age 11) other well and are good friends.
Weather radio announcer Mr. Mason: A toast to the Tilleys, our newest neighbors!
(Everyone clinks water glasses.) I’m so glad you
finally decided to move south to the coast!
You’ll see—it’s paradise!
Mr. Tilley: (jokingly) Then what’s that weather radio for?
Mr. Mason: Ah, yes. I was going to tell you about that.
Have you been watching the news? As it turns
out, Hurricane Nora is headed our way.
Mr. Mason reaches back to the windowsill and turns up the
volume on the weather radio.
Radio: (fading in) Stand by for a special weather
announcement. This area is under a
hurricane watch. Hurricane Nora, currently
a category 2 storm, is approaching from the
Gulf of Mexico.

Mr. Mason reaches out again to lower the volume on the radio.
The announcement fades out.

Mr. Tilley: (airily) Oh, we’re not too worried about that.
We had plenty of thunderstorms in our old
1 Read the first set of stage
home up north. A little rain never hurt
directions in Scene 1. What
anyone. We’ll be fine. (All four Masons look at
do you learn about the
him, startled and a little worried, but Mr. Tilley
setting and the characters in
the drama? quickly changes the subject.) Now tell me all
about our new neighborhood…
2 Listen and follow. 16

Both families continue their conversation as the lights fade.

146 Topic 8 The Storm 147

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Lessons Preview
Pages Lesson Focus Teaching Resources

1 146-155 Key Words • Topic 8 Fiction Worksheet page 294

Making Predictions • Note cards

2 146-155 Reading and Watching a Play • Audio Track 16

Identifying Features of a • Topic 8 Fiction Worksheet page 294
Playscript

3 146-150 Reading and Watching a Play • Audio Track 16

• Topic 8 Fiction Worksheet page 295
• Students’ flashcards

4 151-155 Reading and Watching a Play • Audio Track 16

Five-finger Retell • Topic 8 Fiction Worksheet page 295

5 156 and 157 Comprehension

Reading and Watching a Play
Imagery

6 146-155, Connect to Me • Sheets of butcher paper

164 Science Connection • Colored pencils and markers
• Internet access

T 286 Topic 8
Summary
Key Words
“The Storm” is a drama about two families who experience a hurricane. One family
is prepared for the storm, but the other is not. In Scene 1, the Masons and the Tilleys debris (n.) broken pieces left behind
are having dinner together. The Tilleys have just moved to the coast and have become after something is destroyed
The Masons’ neighbors. Mr. Mason mentions there is a hurricane approaching the area flashlight (n.) a small handheld,
where they live, but Mr. Tilley doesn’t pay much attention. In Scene 2, the Masons arrive battery-powered light
home from the supermarket, where they bought emergency supplies for the hurricane: hurricane (n.) a violent storm with
potable water, batteries and non-perishable foods. Mr. Mason is ready to board up the high winds and heavy rain
windows. In Scene 3, Sarah Mason calls her friend, Kat Tilley, to warn her about the
lantern (n.) a light inside of a glass
hurricane. Mrs. Tilley gets angry at Sarah for upsetting Kat. In Scene 4, the Masons are
and metal container
playing a board game when the hurricane reaches them. A tree falls outside and the
lights go out. The Tilleys go to the Masons for help because the fallen tree has hit their non-perishable (adj.) when a food
house. Mr. and Mrs. Tilley admit they should have taken the hurricane seriously. item can be kept in good condition
In Scene 5, both families are in sleeping bags in the living room. The wind suddenly slows for a long time
because the eye of the hurricane is passing over the area. Mr. Mason suggests they all get potable (adj.) safe for drinking
some sleep. In Scene 6, the hurricane has passed. The Masons and the Tilleys check how power line (n.) a thick cable that
much damage the hurricane caused. provides electricity

Genre: Drama sleeping bag (n.) a long cloth

bag that can be used for sleeping
A drama is a story that is performed as a play. The cast of characters at the beginning
outdoors or in cold weather
lists all the characters in the play. Lines of dialogue tell you what each character says.
Stage directions, often in italics, tell you how the actors move and speak. Dramas are spoil (v.) to become bad or decay
divided into sections called scenes. stand by (v.) to wait and pay
attention because something is
Text Type: Playscript going to happen
A playscript is a written version of a theater play. It is similar to a narrative as it has a step up (v.) to improve yourself in
setting, characters and basic plot structure: beginning, middle and end. It is also different order to contribute to something
from a narrative because it consists of stage directions and dialogue assigned to characters
tarp (n.) a large sheet of waterproof
on a page; whereas in a story, students have to watch for quotation marks and reported
cloth or plastic
speech to determine what characters say.

Reading Strategy Focus

Reading and Watching a Play
What is it? As you read the drama, think about what it would look like performed as
a play. You can read the stage directions carefully to understand where the action is
taking place, how the characters are feeling and what is happening in the play.
What will students do? Students will look for information about the characters and
the setting in the playscript and imagine how the drama would be performed as a
play in a theater.
Why is it important? It is important for students to learn to identify the characteristics
and conventions of a drama since it helps in reading comprehension.
How will students build on previous knowledge? In Compass Reading Log 4, students
learned how to identify the elements of a drama and analyze stage directions.
Most Compass 6 Reading Log students will be able to read and understand the playscript,
but they may need teacher support in identifying the features of a playscript. Teachers can
help students by asking about the elements of a drama such as scenes, cast of characters,
setting, characters’ dialogue and stage directions.

Literary Technique
Imagery
What is it? Imagery is the use of vivid words that appeal to the senses to create
a picture that appeals to one or more of the reader’s five senses.
What will students do? Students will identify words used in the playscript that
appeal to the sense of hearing.
Why is it important? It is important for students to be able to identify this literary
technique in order to improve reading comprehension.

Topic 8 T 287
 Lesson 1
Teaching Resources Reading Strategy
Compass Reading Log 6 pages 146-155 Making Predictions
Topic 8 Fiction Worksheet page 294 The strategy of making predictions actively engages students and connects them to the
playscript by asking them what they think might happen in it. Effective readers use pictures,
Note cards (12 per student)
titles, headings, text and personal experiences to make predictions before they read.
Predicting also involves thinking ahead while reading and anticipating information and events
in the playscript. After making predictions, students can read through the playscript and revise
and verify their predictions.

Lead in to the Lesson (10 min.) Reading Strategy (20 min.)

• Write NATURAL DISASTERS inside a circle on the board. • Divide the playscript by scenes and pages. Assign a section
• Ask: What are some natural disasters? Write students’ ideas to each group.
in smaller circles, connected by lines to the main words, in • Form at least eight groups.
order to create a mind map. - Group 1: Introduction and Scene 1
• Form small groups. Have students discuss what they know - Group 2: Scene 2
about natural disasters. - Group 3: Scene 3
• Ask: Which countries are affected by hurricanes? Why? - Group 4: Scene 4 page 151
Encourage students to share their ideas. - Group 5: Scene 4 page 152
- Group 6: Scene 4 page 153
Know Your Students - Group 7: Scene 5
Some students may have survived natural disasters and may - Group 8: Scene 6
be uncomfortable discussing them. If this is the case for any • Tell students they are going to make predictions about
of your students, consider spending less time talking the story. Say: Think about the Key Words you learned.
about natural disasters. Ask: What do you think the playscript is about? Elicit ideas,
but do not confirm or reject any at this time.
Teach the Key Words (25 min.) • Tell students to look at their assigned scene (or page) and
• Use gestures and simple definitions to elicit or teach the describe it. Say: Describe the setting and the characters.
Key Words. Write them on the board. Have students repeat What is happening in the scene? How do the characters feel?
the words chorally. • As a class, have students describe their assigned scenes.
• Have students match the words with the definitions in • Tell students to use the descriptions to make predictions
activity 1 in the worksheet. about the playscript and write them in activity 2 in the
• Hand out note cards: twelve per student. worksheet.
• Have students create flashcards for the Key Words.
Take the Lesson Further (5 min.)
Say: You are going to make your own flashcards. Write the
Key Word on one side and the definition on the other. • Form pairs.
Refer to the glossary for definitions. • Have students take turns acting out and guessing Key Words.
• Form small groups. Tell students to place one set of Encourage students to use the words in complete sentences.
flashcards in front of them. Say: Take a flashcard from
the pile and make a sentence with it. Have students make
sentences for all of the Key Words.
• Tell students to keep their flashcards for future lessons.
Answers: 1. e 2. g 3. b 4. l 5. h 6. d 7. c 8. f 9. j 10. a 11. k 12. i

T 288 Topic 8
Lesson 2
Teaching Resources Reading Strategy Focus
Compass Reading Log 6 pages 146-155 Reading and Watching a Play
Audio Track 16 Reading Strategy
Topic 8 Fiction Worksheet page 294 Identifying Features of a Playscript
As a text type, playscripts have unique features: scenes, cast of characters, setting, character
dialogue and stage directions. Proficient readers must be able to read and understand different
text types.

Lead in to the Lesson (5 min.) 1 Read the first set of stage directions in Scene 1.
• Write the titles of famous plays on the board, such What do you learn about the setting and the
as Hamlet, Romeo and Juliet and A Midsummer’s Night characters in the drama? 16 (10 min.)

Dream. Say: These are titles of literary works. What do
they have in common? Help students notice they are plays
by William Shakespeare.
Reading Strategy (15 min.)
• Have students talk about their experiences in attending plays.
Ask: Have you ever been to the theater? Do you like watching
plays? Do you have a favorite one? Encourage students to
share their experiences.
• Ask: Have you ever read a playscript? If so, what was it
about? What are some characteristics of this text type?
Elicit answers from the class.
• Point out and explain the features of a playscript.
Say: Look at the playscript. Ask: How is it organized? 2 Listen and follow.
• Play track 16 for the Setting. Have student listen and follow
in their books.
• Form pairs. Have students describe the setting and
the characters.
• Confirm understanding by asking a few questions:
1 Who are the families in the drama? (The Masons
and the Tilleys.)
2 What are they doing in Scene 1? (They are having dinner.)
3 What is the setting? (A small house near the coast, in
a tropical area.)
4 What is the relationship between Sarah and Kat?
(They are friends.)
16 (20 min.)

Is it a complete story or does it have divisions?
(It is divided into scenes.) Why is it divided this way?
(Because in a theater, each scene might have a different
backdrop or setting.) What do you see on the first page?
(A cast of characters.) What is this? (A list of all the people
in the play.)
• Say: Look at page 147. Ask: How do you know who is
speaking? (Each line of dialogue has the character’s
name before it.) Look at the information in parentheses
and italics. What is that? (Stage directions.) What does it tell
us? (It tells us how someone says or does something.)
• Point out the sentences in italics. Ask: What is this?
(Stage directions that tell us what the characters are doing.)
• Play track 16. Have students listen to the drama and follow
in their books.
• Pause the track at the end of each scene or page, and ask
comprehension questions about setting (Where are the
characters?), characters (Who can you see in the picture?),
events (What’s happening now?) and predictions
(What do you think will happen next?).
Take the Lesson Further (5 min.)
• Form pairs. Have students review their predictions in
activity 2 in the worksheet. Tell them to confirm or reject
their predictions.

Reading Strategy Focus (5 min.)

• Direct students’ attention to the Reading Strategy entry on
page 146. Read it to the class and have students follow along.

Topic 8 T 289
 Lesson 3
Teaching Resources Reading Strategy Focus
Compass Reading Log 6 pages 146-150 Reading and Watching a Play
Audio Track 16
Topic 8 Fiction Worksheet page 295
Students’ flashcards

Lead in to the Lesson (10 min.) Possible Answers:

• Form pairs. Have students take out their flashcards. Stage Setting Characters
Tell them to think about the drama and use the Key Words directions
to retell the story.
Scene 1 The Masons house on the The Mason and the Tilley
• Encourage students to share some of their sentences coast. Dining room. There families. They have a good
with the class. is a weather radio on the relationship. Sarah and Kat
window sill. are good friends.
Read and Discuss the Story 16 (20 min.)
Scene 2 The Masons’ car is in the The Masons. Sarah is
• Write the questions on the board before class. Have students driveway, full of emergency checking the list of
supplies. emergency supplies.
read them before reading the first part of the playscript. Tom is carrying heavy
Make sure they understand the questions. things and making jokes.
1 Which family has just moved to the coast, the Masons Mrs. Mason is teasing
Tom. Mr. Mason is ready
or the Tilleys? to start boarding up
2 What natural disaster is about to hit the area where the windows.
the characters live?
Scene 3 Split stage, with the Mr. and Mrs. Tilley are
3 How do the families get information about the hurricane? Masons’ house and the not worried about the
4 How does Mr. Tilley react to news about the hurricane? Tilleys’ house. Kat and hurricane–they are calm
5 What do Mrs. Mason and Tom do in the afternoon? Sarah are talking on and relaxed. Sarah is
the phone. worried. Mrs. Tilley is
6 What is Mr. Mason going to do? angry at Sarah. Sarah is
7 Why does Sarah call Kat? surprised at Mrs. Tilley’s
8 What is Mrs. Tilley’s reaction to Sarah’s warning? reaction.
• Play track 16 from the beginning of the drama to the end of
page 150. Encourage students to underline the passages that Managing Your Class
answer the questions. Some students may find this activity quite challenging.
• Form pairs. Have students compare the passages they You may consider having higher-level students work
underlined and agree on answers. individually and forming groups of lower-level students,
Answers: 1. The Tilleys. 2. A hurricane. 3. From a weather channel on so they can collaborate on the activity and you can monitor
the radio. 4. He’s not worried about it. 5. They buy emergency supplies and support them more effectively.
at the supermarket. 6. He’s going to board up the windows. 7. To ask
about their preparation for the hurricane and to warn Kat it is serious.
8. She gets angry at Sarah. Take the Lesson Further (10 min.)
• Form pairs. Have students discuss Mrs. Tilley’s reaction.
Reading Strategy Focus (20 min.)
Ask: Why do you think Mrs. Tilley got angry? What do her
• Direct students’ attention to the chart in activity 3 in the actions and words tell you about her character?
worksheet. Say: Stage directions provide a lot of information Encourage students to share their ideas.
about setting and characters in a playscript. In “The Storm,”
the setting changes with each scene and so do some of the
characters’ feelings and attitudes.
• Have students read the stage directions for the first three
scenes and take notes about the setting and the characters.
• Form pairs. Have students compare notes.

T 290 Topic 8
Lesson 4
Teaching Resources Reading Strategy Focus
Compass Reading Log 6 pages 151-155 Reading and Watching a Play
Audio Track 16 Reading Strategy
Topic 8 Fiction Worksheet page 295 Five-finger Retell
The five-finger retell strategy helps students analyze and summarize a story by organizing the
elements and sequence of a story. Students are able to make connections to information they
already know and understand.

Lead in to the Lesson (10 min.) Possible Answers:

Reading Strategy Scene 4 The Masons’ house. It is The Masons don’t

• Say: You’re going to retell the first part of the drama. solid and protected seem to be scared because
against the hurricane. they are prepared for
• Remind students that they can use five fingers to remember It is nighttime, the wind the hurricane.
all the important parts of a story. and the rain are picking
up. They family is in the When the lights go out,
• Hold up your hand and, starting with your thumb, elicit Sarah decides to tell a ghost
living room.
what each finger represents. (characters, setting, problem, story, using a flashlight to
events and solution) The lights go out. A tree light her face. The Masons
falls outside. Mr. Mason are startled by a knock on
• Hold up your hand. Point to your thumb and lights the room with the door. It’s the Tilleys.
elicit: Identify the characters. Point to your index finger a lantern. They are windblown and
and elicit: Describe the setting. Point to your middle soaked. Mr. Tilley is
embarrassed. Kat is excited
finger and elicit: Identify the problem. Point to your ring finger by all the action.
and elicit: Describe the events in the story. (Do not have
The Masons and the Tilleys
students retell the solution or ending of the drama as they feel awkward for some time,
didn’t read to the end of the drama in the last lesson.) but then Mr. Mason breaks
• Form pairs. Have students use the five-finger retell strategy to the ice.

summarize the story for the first three scenes of the drama. Scene 5 The Masons and the Tilleys The Masons and the Tilleys
are all in the Masons’ living are trying to sleep, but they
Read and Discuss the Story 16 (20 min.) room, trying to sleep in are restless. They sit up
sleeping bags. It is quiet when everything gets quiet.
• Write the questions on the board before class. Have students outside—the eye of the
read them before reading the second part of the playscript. hurricane is over them.
Make sure they understand the questions. Scene 6 It’s morning. The families are checking
1 What are the Masons doing? Everyone is outside the the damage. Mr. Mason
2 What happens to the lights? Masons’ house. and Mr. Tilley exit the stage
The hurricane has in one direction, while the
3 According to Mr. Mason, why have the lights gone out? passed, but there is debris others are chatting happily.
4 What is Sarah about to do when the Tilleys arrive? everywhere.
5 Which house did the tree fall on?
6 What does Mrs. Tilley say to Sarah?
Take the Lesson Further (10 min.)
7 Why does the wind slow down for a time?
8 When the hurricane is over, what do the families do? • Form small groups. Have students discuss the characters.
• Play track 16 from page 151 to the end of the drama. Ask: Which characters do you like? Which characters don’t
Encourage students to underline the passages in the book you like? Why? Encourage students to share their ideas.
that answer the questions.
• Form pairs. Have students compare the passages they
underlined and agree on answers.
Answers: 1. They are playing a board game. 2. They go out. 3. A tree must
have knocked down a power line. 4. She’s about to tell a horror story.
5. The Tilley’s. 6. She apologizes to her. 7. Because the eye of the hurricane
is passing over the area where the Masons and the Tilleys live. 8. They go
outside to check the damage.

Reading Strategy Focus (20 min.)

• Direct students’ attention to the chart in activity 3 in the
worksheet. Have students read the stage directions for scenes
4 to 6 and take notes about the setting and the characters.
• Form pairs. Have students compare notes.

Topic 8 T 291
 Lesson 5
Teaching Resources Reading Strategy Focus
Compass Reading Log 6 pages 156 and 157 Reading and Watching a Play

Literary Technique
Imagery

Comprehension (60 min.)
Lead in to the Lesson
• Describe the characters in the story for students to guess.
Say, for example: This character didn’t take the hurricane
seriously. This person felt embarrassed afterward.
Encourage students to identify the character. (Mrs. Tilley.)
Continue in the same way with the other characters.
1 Match the events with the scenes.
• Form pairs. Have students recall the events in the drama.
• Tell students to read the events in activity 1 and match
them to the correct scenes.
Answers: 1. Scene 5 2. Scene 3 3. Scene 4 4. Scene 6 5. Scene 2 6. Scene 1
2 Label the pictures.
• Have students label the items.
Answers: 1. non-perishable food 2. sleeping bag 3. tarp
4. flashlight 5. lantern
3 Complete the sentences with the correct words.
• Direct students’ attention to the Key Words in the box.
• Form pairs. Have students use the Key Words in sentences.
• Tell students to complete the activity.
Answers: 1. hurricane 2. spoil 3. power line 4. debris 5. Potable
4 Imagery Read the stage directions from Scene 4.
Underline vivid words that appeal to the sense
of hearing.
• Form pairs. Direct students’ attention to the Literary
Technique entry. Read it to the class and have students
follow along.
• Form pairs. Have students identify and underline the words.
Answers: rustling, crashing sound, loud pop, blows, gasps, footsteps
and shuffling
6 Active Reading Work in groups. Act out the play.
Assign parts for the characters. Hold up your pictures
of the sets at the appropriate times. Make the sound
effects you planned.
• Form groups of eight or nine students. Assign a role
(including narrator and possibly “sets and sound effects
manager”) to each student. (If necessary, students can play
more than one character.)
• Have students practice reading their scenes. Tell them to
use their sets and information about sounds effects from
activity 6.
• Have students act out the play.
Know Your Students
Some lower-level or shy students may be reluctant to
take on a speaking role in the drama. Consider assigning
the role of sets and sound effects manager to these students.
They can hold up the pictures of the sets and make sounds
effects at the appropriate times.
7 Think and discuss. Which family are you more like,
the Masons or the Tilleys? How would you have
reacted to an approaching hurricane?
• Form small groups. Have students discuss hurricane
preparation. Ask: What should the Tilleys have done?
What would you have done? Encourage students to share
their ideas.

5 Reading and Watching a Play Imagine you are

putting on a performance of this play for an audience.
Follow the instructions.
• Elicit the features of a playscript. (Cast of characters, setting,
stage directions, character dialogue.)
• Form pairs. Have students choose a scene.
• Tell them to envision the setting and decide what stage props
they need. Encourage them to make a list in their notebooks.
• Have them draw a picture of the set and make notes about
which sound effects they will need.
• Monitor and help as needed.
• Form small groups (two pairs). Have students describe the
sets and share their pictures.

T 292 Topic 8
Lesson 6
Teaching Resources Science Connection
Compass Reading Log 6 pages 146-155, 164 Conducting research requires students to develop their reading and investigation skills as well
Sheets of butcher paper (1 per pair) as critical thinking skills. It fosters recognition of bias and develops students’ self-confidence.
Learning about science-based topics also creates a “connection” between the students and the
Colored pencils and markers
scientific and technological world.
Internet access

Connect to Me (15 min.)

Lead in to the Lesson
• Ask: Do you remember how the Masons prepared for the
hurricane? Encourage students to share their ideas with
the whole class. (They bought non-perishable food, batteries
and potable water. They protected the windows at their
house. They had a weather radio. They were all together
in the same room.)

1 Think and write. Have you ever been in a hurricane?

If not, how would you prepare for one?
• Have students write about hurricane preparation.
• Encourage students to share their ideas.

Science Connection (45 min.)

• Form pairs. Have students use their mobile devices or school
computers to research hurricanes. Tell students to investigate
how hurricanes form and where they often occur.
• Assign a different time period to the pairs, for example,
1900-1930, 1930-1960, etc. Tell students to research
hurricanes during their assigned time periods and write
where and when they occurred.
• Hand out sheets of butcher paper, colored pencils and
markers. Tell students to draw a map of the world on it, and
label the hurricanes they researched.
• Form small groups (two pairs). Have students share their
information.

Manage Your Class

Students can become easily distracted and get off-task or
access inappropriate sites. Have a list of relevant websites
ready for students. One possibility is: nhc.noaa.gov/
outreach/history/.

Topic 8 T 293
 To p ic 8 The Storm
1 Match the words with the correct definitions.
1 debris a to wait and pay attention because something is going to happen

2 flashlight b a violent storm with high winds and heavy rain

3 hurricane c a thick cable that provides electricity

4 lantern d safe for drinking

5 non-perishable e broken pieces left behind after something is destroyed

6 potable f a long cloth bag that can be used for sleeping outdoors or in

7 power line cold weather

8 sleeping bag g a small handheld, battery-powered light

9 spoil h when food can be kept in good condition for a long time

10 stand by i a large sheet of waterproof cloth or plastic

11 step up j to become bad or decay

12 tarp k to improve yourself in order to contribute to something

l a light inside of a glass and metal container

2 Write your predictions. What is the playscript about?

1 Setting:

2 Scene 1:

3 Scene 2:

4 Scene 3:

5 Scene 4:

6 Scene 5:

7 Scene 6:

T 294 Fiction Worksheet Compass 6 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
 3 Read the stage directions in Scenes 1 to 3. Take notes about the settings and characters.

Scene Setting Characters

Scene 1

Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

A Read the stage directions in Scenes 4 to 6. Take notes about the settings and characters.
Compass 6 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Fiction Worksheet T 295
 Key Words
debris
flashlight
hurricane
lantern
non-perishable
potable
5IF 4UPSN by JJennifer
b if L Lii

Cast of Characters

power line Mason family: Mr. Mason, Mrs. Mason, Sarah (age 11), Tom (age 13)
sleeping bag
Tilley family: Mr. Tilley, Mrs. Tilley, Kat (age 11)
spoil
stand by Weather radio announcer
step up
tarp

Reading and
Watching a Play
As you read the drama, think
about what it would look like
performed as a play. You can
read the stage directions
carefully to understand
where the action is taking
place, how the characters
are feeling and what is
happening in the play.

1 Read the first set of stage

directions in Scene 1. What
do you learn about the
setting and the characters in
the drama?

2 Listen and follow. 16

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T 296
 SCENE 1
Setting: The Mason family’s dining room in a small house
near the coast, with tropical landscaping and palm trees visible
through the window. A large weather radio stands on the
windowsill. The Mason family and the Tilley family are eating
dinner. The adults are chatting. Tom is eating quietly. Sarah
and Kat are laughing together. It’s clear they already know each
other well and are good friends.

Mr. Mason: A toast to the Tilleys, our newest neighbors!

(Everyone clinks water glasses.) I’m so glad you
finally decided to move south to the coast!
You’ll see—it’s paradise!

Mr. Tilley: (jokingly) Then what’s that weather radio for?

Mr. Mason: Ah, yes. I was going to tell you about that.
Have you been watching the news? As it turns
out, Hurricane Nora is headed our way.

Mr. Mason reaches back to the windowsill and turns up the

volume on the weather radio.

Radio: (fading in) Stand by for a special weather

announcement. This area is under a
hurricane watch. Hurricane Nora, currently
a category 2 storm, is approaching from the
Gulf of Mexico.

Mr. Mason reaches out again to lower the volume on the radio.
The announcement fades out.

Mr. Tilley: (airily) Oh, we’re not too worried about that.
We had plenty of thunderstorms in our old
home up north. A little rain never hurt
anyone. We’ll be fine. (All four Masons look at
him, startled and a little worried, but Mr. Tilley
quickly changes the subject.) Now tell me all
about our new neighborhood…

Both families continue their conversation as the lights fade.

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T 297
 SCENE 2
Setting: Outside the Mason family’s house in the afternoon. The sun is shining, and the sky is clear blue. A car
is in the driveway. Mrs. Mason and Tom are pulling bags out of the trunk. They’ve clearly just returned from a
trip to buy emergency supplies. Sarah is looking through the bags and checking off items on a list.

Sarah: (checking her list) Batteries…check. There’s enough here for our weather radio and
our flashlights. Wow, and you even bought a solar charger for our cell phones!
I’m impressed!

Mrs. Mason: We bought a good supply of non-perishable food, too. It should last us a few days,
at least.

Tom: (sarcastically) All the crackers, cereal and canned beans you can eat! Yum.

Mrs. Mason: (teasing) It’s not possible to buy all the food you can eat, Tom! I was going to buy a lot
more water, too. I can’t believe there was only one case left on the shelf! I’m glad we got
to the store when we did. We don’t want to be without potable water.

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T 298
 Tom: (huffing and puffing as he carries a case of bottled water inside) This is hard work for
a nice summer day!

Mrs. Mason: The weather’s nice at the moment, but I just heard that we’re under a hurricane
warning now, so the clock is ticking. Less than forty-eight hours until Hurricane Nora
arrives—and the weather radio said it’s now a category 3!

Sarah: Oh, no. I wonder what the Tilleys are doing to prepare. I think I’d better call Kat.

Sarah goes inside as Mr. Mason comes out to see Mrs. Mason. He’s carrying a tool box and plywood.

Mr. Mason: Can I help with anything?

Mrs. Mason: Oh, don’t worry about me. I’m sure you have a lot of other preparations.

Mr. Mason: Not much left to do, actually. You’d be surprised how much Tom’s stepped up to help
this time! He found our flashlights and sleeping bags and filled up the bathtub in
case we need extra water. He even put a wrench by the gas line so I can shut it off
quickly if I need to. I was just about to board up the windows. If you’re sure you don’t
need any help, (Mrs. Mason shakes her head) I guess I should get started.

He exits with his tools, and Mrs. Mason closes the trunk and carries the last of the bags inside.

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T 299
 SCENE 3
Setting: Split stage. On stage left, Kat is talking on the phone from the living room in her house. Her parents
are also in the room. Mr. Tilley is lying on the couch watching TV, and Mrs. Tilley is reading a book. In
contrast to the Masons in the previous scene, they are calm and relaxed. On stage right, Sarah is calling Kat.
She is isolated in a spotlight. The scene picks up in the middle of the phone conversation.

Sarah: (worried) Kat, I hope you all are preparing for the big hurricane. Mom and Tom just
went to the store, and they were almost sold out of emergency supplies!

Kat: Oh, my mom and dad said it wasn’t a big deal. People always overreact.

Sarah: Not this time, Kat! It’s a category 3 hurricane! You have to get emergency supplies and
prepare your house! Or if you haven’t, come to our house—you’ll be safe here!

Kat has gotten louder. Mrs. Tilley overhears. She frowns and puts down her book.

Mrs. Tilley: Kat, put the phone on speaker, please. (Kat does, and
Mrs. Tilley speaks firmly.) Sarah, we appreciate your
concern, but you need to calm down. You’re
upsetting Kat over nothing! We can take care
of ourselves. Goodbye, now.

Mrs. Tilley ends the call. Sarah looks at the phone in surprise.

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T 300
 SCENE 4
Setting: The Mason family’s living room, which has one large window, boarded up from the outside. There is
a solid front door, with a small window above it. It is nighttime, and the wind and rain are picking up as the
hurricane approaches. The Masons are sitting together, playing a board game around the coffee table.

Mrs. Mason: (trying to cheer everyone up) Well, the weather radio said the edge of the hurricane has
just reached us, but it’s really not that bad yet, is it?

Mr. Mason, Sarah and Tom start to nod in agreement, but a moment later there is a rustling and crashing
sound as a tree falls somewhere in the neighborhood. Just afterward, there is a loud pop of an explosion
outside and a flash of light as an electrical transformer blows. Instantly, the lights go out and the family is
in darkness. Everyone gasps in surprise. We hear footsteps and shuffling. A moment later, Mr. Mason lights a
lantern, so that the family’s faces are visible.

Mr. Mason: A tree must have fallen somewhere in our neighborhood and knocked down a
power line. You know what that means. No refrigerator or lights for a few days!
(Mr. Mason puts the lantern on the coffee table and hands flashlights to everyone.) But at
least you can get around the house with these.

Tom: (waving his flashlight) Thanks, Dad. Good thing we bought a lot of batteries!

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T 301
 Sarah: Alright, it’s time we had a little fun. (She puts her flashlight under her chin, turns it on and
grins spookily.) Who’s ready for a ghost story? Wooooooo! (Mr. Mason, Mrs. Mason and Tom
settle in for the story. They turn off their own flashlights, so the only lights are from the lantern
and Sarah’s flashlight.) It was a dark and stormy night…

Suddenly, there is a loud knocking at the family’s front door. All the Masons are startled. They look at one
another, alarmed. Mr. Mason gets up and carries the lantern to the door. He opens it slowly, and as he does so,
the wind and rain grow louder. Several dark figures are silhouetted in the doorway. Mr. Mason lifts his lantern—
it’s Mr. Tilley, Mrs. Tilley and Kat. They’re carrying backpacks and sleeping bags. They are windblown and
soaked from the rain. Mr. Mason shows them in and closes the door.

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T 302
 Mr. Tilley: (sheepishly) You sure were right about this storm. We didn’t take it seriously enough!

Kat: (excitably) Did you hear that tree fall? The one that knocked the power out? That was
our tree! It fell right through our window!

Mr. Tilley: We put up a plastic tarp to keep more rain from getting in. But I wish we’d boarded up
our windows like you did!

Mrs. Tilley: And you were right about supplies, Sarah. We don’t have bottled water or enough food to
last for a few days without power. I’m sorry I snapped at you.

There’s a moment of awkward silence, when no one is sure what to say. Then Mr. Mason laughs.

Mr. Mason: With the power out, this is perfect! We’ve got a fridge full of food we have to eat before
it spoils. We have a camp stove we can cook on. We just need some friends to help us
eat everything. Now…where can we find some of those?

Everyone laughs, and the Tilleys join the Masons around the coffee table.

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T 303
 SCENE 5
Setting: It is still nighttime, and the hurricane is in full force. The wind is howling, and the rain is heavy and
sounds as if it is coming from all directions, slamming into the house. The Masons and Tilleys are still in the
living room, but now everyone is in sleeping bags. They are dozing, though occasionally one or two of them toss
and turn, or sit up and look around. The sound of the wind and rain begins to die down. An eerie silence takes
hold. Everyone sits up sleepily.

Mrs. Tilley: Was that it? Is the hurricane over?

Mrs. Mason: No, I’m afraid not. It’s quiet because the eye is passing over us now.

Kat: The what?

Sarah: The eye, the center of the hurricane. All the winds swirl in a circle, and it’s calm in
the middle. That’s why it’s so quiet.

Mr. Mason: The good news is we have just one more round of wind and rain to go! Get some sleep,
everyone. The hurricane will have passed by morning, and then we can see where
things stand.

Mr. Tilley: (smiling slightly) Well, we know one thing that’s not standing. Our tree!

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T 304
 SCENE 6
Setting: Morning, outside the Masons’ house. The hurricane has passed, and now leaves, twigs, branches
and huge tree limbs are scattered across the yard. Debris is everywhere. Both families are walking around
and looking at the mess.

Mr. Mason: (to Mrs. Mason) Well, it could be worse! At least there’s no flooding, and we were a little
luckier than the Tilleys—none of our trees fell.

Mrs. Mason: Yes, we still have to get by without electricity for a week or so, but we can manage
that. I’m thankful the house is OK!

Sarah: So, Kat, what did you think of your first hurricane?

Kat: I didn’t know it would be so strong!

Tom: I was pretty scared the first time a hurricane came. Now, I just know that we have to
be prepared.

Mrs. Tilley: Well, we all survived—and we know what to do next time!

Mrs. Mason: I think it’s time for a celebratory breakfast. I’ll get the camp stove and some eggs!

Mr. Mason: (to Mr. Tilley) And you and I can go look at that fallen tree…

Mr. Mason and Mr. Tilley exit stage left as the other characters, chatting happily together, go back inside
the house.

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T 305
 1 Match the events with the scenes.
1 The eye of the hurricane passes over the house. Scene 1

2 Sarah tries to warn Kat, but Mrs. Tilley ends the call. Scene 2

3 The Tilleys come to the Masons’ house during the hurricane. Scene 3

4 The families look at the damage done by the hurricane. Scene 4

5 The Masons prepare and gather emergency supplies. Scene 5

6 Mr. Mason tells Mr. Tilley that a hurricane is coming. Scene 6

2 Label the pictures.

flashlight lantern non-perishable food sleeping bag tarp

1 2

3 4 5

3 Complete the sentences with the correct words.

debris hurricane potable power line spoil

1 A is stronger than a thunderstorm.

2 Refrigerated food can , or go bad, if it is left out for too long.

3 A supplies electricity to homes and businesses.

4 A storm often leaves , including trash, leaves and branches.

5 water is safe to drink.

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T 306
 4 Imagery Read the stage directions from Scene 4. Underline vivid words
that appeal to the sense of hearing. Imagery
In this play, the author uses
Mr. Mason, Sarah and Tom start to nod in agreement, but a moment imagery to describe the
hurricane. Vivid words that
later there is a rustling and crashing sound as a tree falls somewhere appeal to the senses help you
in the neighborhood. Just afterward, there is a loud pop of an understand how the storm
looks and sounds.
explosion outside and a flash of light as an electrical transformer
blows. Instantly, the lights go out and the family is in darkness.
Everyone gasps in surprise. We hear footsteps and shuffling. A moment
later, Mr. Mason lights a lantern, so that the family’s faces are visible.

5 Reading and Watching a Play Imagine you are putting on a performance of this play
for an audience. Follow the instructions.
1 Choose a scene. Draw the stage props you will need for the set.

2 What sound effects do you need for the play? Make notes in the script where you need sound effects.

6 Active Reading Work in groups. Act out the play. Assign parts for the characters. Hold up your
pictures of the sets at the appropriate times. Make the sound effects you planned.

7 Think and discuss. Which family are you more like, the Masons or the Tilleys? How would you have
reacted to an approaching hurricane?

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T 307
 Supervolcanoes
Key Words Researchers have found evidence of
ash
supervolcano eruptions throughout the history
burst
deposit of Earth. The most destructive of these happened
emit by Sterling Montgomery
about 250 million years ago in the area now
extinction
famine known as Russia. It was even worse than the
magma chamber What do volcanic eruptions, large asteroids and climate change have
extinction that wiped out the dinosaurs!
starvation in common? They have all come very close to ending life on Earth because
swell A more recent supervolcano eruption was the
wipe out each one is believed to have caused a mass extinction. There have been five
Toba eruption 74,000 years ago. Some scientists
mass extinctions on planet Earth over the last half-billion years. Now, many
believe it nearly wiped out our ancestors. It
people predict that a sixth one is on the way. Modern humans have been
deposited a layer of ash 15 centimeters thick
Identifying Reasons on the planet for around 200,000 years, but will we survive if there is a sixth
and Evidence over all of South Asia. It caused a volcanic
mass extinction? And if it does happen, what will be the most likely causes?
An author can write winter, blocking out sunlight, causing colder
statements in a text in order
to exemplify his or her point
temperatures and resulting in acid rain. This led
of view. The author then to starvation and the extinction of many forms of A thermal pool above the Yellowstone supervolcano
uses reasons and evidence
life. Could it happen again? It might! But where?
to support these statements
in order to persuade The Supervolcano at Yellowstone
readers.
The Grand Canyon Experts say that the volcano most likely to
cause another mass extinction is in Yellowstone
National Park in the USA. The last eruption of the
Yellowstone supervolcano occurred 640,000
years ago. Experts believe more eruptions
may be coming.
The data collected from Yellowstone supports
this theory. Researchers have found that between
2004 and 2010, the ground in Yellowstone National
Park rose nearly 27 centimeters. When the
1 Read the text on this page. researchers began to investigate why the land was
Does the author want to swelling, they found a surprise underground.
persuade, inform or entertain They discovered that the magma chamber of
readers? the Yellowstone volcano contains enough molten
2 Listen and follow. 17
rock to fill the Grand Canyon eleven times, and it’s
this magma under Yellowstone that is causing the
ground to swell!
158 Topic 8 Life at Risk 159

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Lessons Preview
Pages Lesson Focus Teaching Resources

1 158-161 Key Words • Topic 8 Nonfiction Worksheet page 316

Making Predictions • Note cards

2 158-161 Identifying Reasons and Evidence • Audio Track 17

• Topic 8 Nonfiction Worksheet page 316

3 158-161 Facts and Opinions • Audio Track 17

• Topic 8 Nonfiction Worksheet page 317
• Note cards with Key Words

4 158-161 Summarizing • Audio Track 17

Identifying Persuasive • Topic 8 Nonfiction Worksheet page 317
Expressions

5 162 and 163 Comprehension • Colored pencils

Identifying Reasons and Evidence
Facts and Opinions

6 164 Science Connection • A flashlight

Connect to Science • A small ball or an orange
• Internet access

T 308 Topic 8
Summary
Key Words
“Life at Risk” is about how life on Earth might be at risk in the future. In order to persuade
readers, the author integrates both personal opinion and evidence. The text includes ash (n.) the fine gray powder that is
examples of catastrophic events such as a supervolcano, an asteroid impact, gamma-ray left when something burns
bursts and global climate change. Each of these could affect human life on Earth, possibly burst (v.) an explosion
causing mass extinctions. deposit (v.) to cause a substance to
cover something else
Genre: Informational Text
emit (v.) to send out
In an informational text, an author writes about facts or real events.
extinction (n.) when a plant or
Reading Strategy Focus animal species no longer exists
Identifying Reasons and Evidence famine (n.) a situation where there
What is it? An author can write statements in a text in order to exemplify his or her is a lack of food
point of view. The author then uses reasons and evidence to support these statements magma chamber (n.) an
in order to persuade readers. underground space filled with liquid
What will students do? Students will identify reasons and evidence in the text that rock before a volcanic eruption
support the author’s point of view or opinion. starvation (n.) death caused from
Why is it important? It is important for students to be able to identify and distinguish a lack of food; severe hunger
between statements that offer justifications for an opinion and statements that swell (v.) to expand or increase
offer proof. in size
How will students build on previous knowledge? In Compass Reading Log 5, wipe out (v.) to kill completely
students practice identifying facts and opinions. or destroy
In Compass Reading Log 6, students will learn to identify facts or evidence and understand
how they support the author’s reasons. Most Compass Reading Log 6 students will need
teacher guidance to understand that reasons are supported by facts and evidence, and
therefore are not opinions.

Author Technique
Facts and Opinions
What is it? A fact is something that can be supported with data or evidence.
An opinion is a person’s viewpoint or perspective. It is not supported by evidence.
What will students do? Students will learn to identify and distinguish between
facts and opinions.
Why is it important? It is important for students to be able to distinguish fact from
opinion as it is an important facet of text analysis. It is also an important critical
thinking skill.

Topic 8 T 309
 Lesson 1
Teaching Resources Reading Strategy
Compass Reading Log 6 pages 158-161 Making Predictions
Topic 8 Nonfiction Worksheet page 316 The strategy of making predictions actively engages students and connects them to the text
by asking them what they think might happen in it. Effective readers use pictures,
Note cards (10 per student)
titles, headings, text and prior knowledge to make predictions before they begin to read.
Predicting also involves thinking ahead while reading and anticipating information and
events in the text. After making predictions, students can read through the text and revise
and verify their predictions.

Lead in to the Lesson (15 min.) Reading Strategy (15 min.)

• Say: People have wondered how the world will end for a long
time. Some people make movies, others write books and some
even wrote poems about it.
• Ask: Have you seen any movies or read any books about
the ending of life on Earth? Write titles students mention
on the board.
• Have students briefly describe the catastrophic events from
the movies they have seen.
• Form pairs. Have students discuss the question: How do
you think the world might end? Encourage students to
share their ideas.
• Say: We are going to learn about some catastrophic ways
that the world could end.
Teach the Key Words (25 min.)
• Write the Key Words on the board.
• Point to ash. Ask: What do you think ash means?
Encourage students to respond.
• Write the definition (the fine gray powder that is left when
something burns) next to the word.
• Point to the next word on the list and continue the process
by encouraging students to define the words and writing
the correct definitions next to the words on the board.
• Hand out note cards: ten per student.
• Have students make their own flashcards for the Key Words.
Say: You are going to make your own flashcards. Write a key
word on one side of the note card and the definition on the
other. Remind students to keep their flashcards for
future lessons.
• Have students complete activity 1 in the worksheet.
Answers: 1. bursts 2. starvation 3. emit 4. deposited 5. famine
6. wipe out 7. swell 8. magma chamber 9. ash 10. extinction
• Tell students they are going to predict what the text
is about.
• Say: What are some things we could do to predict the content
of the text? (Look at the title, headings, pictures and captions.)
Write students’ ideas on the board.
• Say: I use the pictures to predict what the text may be about.
• Explain to students that illustrations and pictures help
readers understand the text better.
• Say: Look at the picture on page 160. Ask: What does it show?
(A city in ruins.)
• Form pairs. Say: The text, “Life at Risk,” contains numerous
pictures, also called visual information. Find the pictures
in the text. Use one word to label each picture. Write your
prediction for the section of the text. Have students write their
predictions for the text in activity 2 in the worksheet.
• Monitor and help as needed.
Take the Lesson Further (5 min.)
• Form pairs. Say: Use your flashcards to practice the
Key Words. Take turns saying definitions and guessing
the Key Words.
• Have students practice together until each classmate has had
a turn at guessing all the words.

T 310 Topic 8
Lesson 2
Teaching Resources Reading Strategy Focus
Compass Reading Log 6 pages 158-161 Identifying Reasons and Evidence
Audio Track 17
Topic 8 Nonfiction Worksheet page 316

Lead in to the Lesson (10 min.) 2 Listen and follow. 17 (25 min.)

• Have students practice the Key Words by having a
spelling bee.
• Encourage a student to volunteer. Say: Read one of the new
words from your list and its definition.
• Ask: Who can spell this word? If the student spells the word
correctly, this student picks a word and gives the definition
for the next student to spell.
• Continue the process with several of the new words that
students identified.
Manage Your Class
If you have a large class, form smaller groups and have
each carry out its own spelling bee after you have modeled
the activity.
• Say: We are going to look for reasons and evidence as we
read the text.
• Play track 17. Have students listen and follow along in
their books.
• Pause the track at the end of each section, and ask general
comprehension questions: What is this section about?
Why is it important? What does the author want you to
learn? Why did the author write this section?
Take the Lesson Further (5 min.)
• Form pairs. Have students review their predictions in
activity 2 in the worksheet and confirm or reject them.

Reading Strategy Focus (5 min.)

• Direct students’ attention to the Reading Strategy entry on
page 158. Read it to the class and have students follow along.
• Say: Reasons and evidence are verifiable. Scientists have
done studies to get the results and these results can be
replicated, or repeated. When you are looking for reasons
and evidence, ask yourself, could an experiment be conducted
to prove this evidence?

1 Read the text on this page. Does the author want to

persuade, inform or entertain readers? 17 (15 min.)

• Direct students’ attention to page 158.

• Play track 17 for page 158.
• Explain that if the author wanted to entertain readers, the
text would be fun. If the author wanted to inform, the text
would be full of facts. If the author wanted to persuade, the
text would have words or phrases that elicit certain emotions.
Answer: Students may say the text informs as it cites facts. Students may say
it persuades because it gives frightening details.

Topic 8 T 311
 Lesson 3
Teaching Resources Author Technique
Compass Reading Log pages 158-161 Facts and Opinions
Audio Track 17
Topic 8 Nonfiction Worksheet page 317
Note cards with Key Words

Lead in to the Lesson (10 min.) Take the Lesson Further (10 min.)
• Place note cards with Key Words around the classroom. • Write 3-2-1 on the board.
• Form pairs. Have students walk around and use the • Tell students they have five minutes to write about three
Key Words in sentences. things they learned, two things that interested them and
one question they have.
Author Technique 17 (40 min.) • Form pairs. Have students share their ideas.
• Have students briefly recall the main ideas from the text. • Encourage students to share their questions with the class.
• Tell students that today they are going to identify facts in
the text.
• Say: A fact is a statement that can be proved true or false.
An opinion expresses what someone thinks or feels.
• Say: While you listen to the section, underline the evidence.
• Play the track for page 158.
• Ask: What evidence was presented in this section?
(Five mass extinctions. Humans have been on the planet for
around 200,000 years.) Write it on the board.
• Have students write the facts in the chart in activity 3
in the worksheet.
• Ask: What do you notice about the evidence?
(Students should say there are a lot of numbers.)
• Play the track for the rest of the text. Have students listen
and underline the facts. Pause at the end of each page if
students need more time to underline information.
• Form pairs. Have students compare the underlined
facts and confirm answers. Tell them to complete activity 3
in the worksheet.
• Say: Look at the facts you wrote for each section of the text.
Can we do an experiment to prove this evidence?
• Form pairs. Say: Is there any statement that we identified
as evidence that we could not perform an experiment
to support? Do you think this statement should still be
considered evidence? Brainstorm with a classmate to
explain why or why not.
• Encourage students to share their ideas.

Manage Your Class

Students often need a “brain break” with longer activities.
If you notice your students are distracted, take a break.
Have students stand and pretend to be one of the
catastrophes from the text. Tell them to act it out.
Ask: How would you become the supervolcano?
How would you be a gamma-ray?

T 312 Topic 8
Lesson 4
Teaching Resources Reading Strategies
Compass Reading Log pages 158-161 Summarizing
Audio Track 17 A text usually has two or three main ideas and key details that support the topic.
Identifying and retelling the main ideas and key details concisely is called summarizing.
Topic 8 Nonfiction Worksheet page 317
When a text is divided into sections, you can summarize the text by retelling the most
important idea of each section.
Identifying Persuasive Expressions
The ability to identify persuasive words and phrases is an important feature of determining an
author’s purpose. It is a critical thinking skill that effective readers use to distinguish fact from
opinion and allow for deeper understanding not only of text content, but also of author bias.

Lead in to the Lesson (10 min.) Answers:

Page159: most destructive, even worse than, Experts believe…, enough
Reading Strategy molten rock to fill the Grand Canyon eleven times
• Elicit the possible catastrophes from the text. Page 160: sunlight would be blocked…animal life would die out, bad news for
humans, most powerful explosions in the whole universe, A gamma-ray burst
(Supervolcano, asteroid, gamma-ray burst and global releases…in its 10-billion-year lifetime, literally cook our planet
climate change.) Page 161: changing at an alarming rate, will eventually kill every life form on
Write them on the board. the planet, the current extinction rate…species a year
• Elicit the meaning of summarizing. (Retelling the most
Know Your Students
important ideas and details of a text.)
Identifying persuasive expressions can be difficult.
• Form pairs. Have students summarize the text.
Something that seems persuasive to one reader may
Encourage them to use Key Words.
not be persuasive to another. Monitor students’ progress
Reading Strategy 17 (40 min.) and ask about the expressions they are finding. Elicit the
reasons why the expressions are persuasive to them.
• Write the types of persuasive expressions and explanations
on the board before class:
1 Loaded words: Words with strong associations such as Take the Lesson Further (10 min.)
“home,” “family,” “dishonest” and “wasteful” • Form small groups. Have students review the forms of
2 Fancy words: Words that are positive and appealing, but persuasive expressions used in the text. Say: Look at the
don’t offer enough information to have any real meaning, expressions and match them to the forms of persuasive
like “pure and natural” expressions. Ask: Which forms were most common?
3 Testimonial: An idea or a product endorsed by a celebrity Encourage students to share their ideas.
or an expert
4 Repetition: A product or idea that is repeated over and over
5 Emotional appeals: The author appeals to people’s fears,
joys, etc.
6 Fact and figures: Statistics, research, or other data to
make the concept or product appear to be better than
its competitors
• Tell students that today they are going to identify persuasive
expressions in the text.
• Say: While you listen to the section, circle any persuasive
words or phrases.
• Play the track for page 158.
• Ask: What persuasive expressions were in this section?
(..but will we survive if there is a sixth mass extinction?)
Write it on the board. Ask: What form of persuasive
expression is this? (Emotional appeal.)
• Have students write the persuasive expressions in
activity 4 in the worksheet.
• Play the track for the rest of the text. Tell students to listen
and circle the persuasive expressions. Pause the track at the
end of each page if students need more time.
• Form pairs. Have students compare the circled
expressions and confirm answers. Tell them to complete
activity 4 in the worksheet.

Topic 8 T 313
 Lesson 5
Teaching Resources Reading Strategy Focus
Compass Reading Log 6 pages 162 and 163 Identifying Reasons and Evidence
Colored pencils Author Technique
Facts and Opinions

Comprehension (60 min.)
Lead in to the Lesson
• Have students refer back to the questions they had from
the Take the Lesson Further activity in Lesson 3.
• Form small groups. Have students share their questions.
Decide if those questions have been answered or require
further investigation.
1 Circle True or False.
• Have students read the statements and circle the answers.
• Remind them to refer to the text if they are unsure about
their answers.
Answers: 1. False 2. True 3. True 4. False 5. True 6. False 7. True
2 Complete the sentences with the correct words.
• Form pairs. Have students take turns giving the definitions
for the words in the box.
• Tell students to read the statements and complete
the activity.
Answers: 1. famine 2. ash 3. burst, emit 4. magma chamber, swell
5. extinction
3 Match the events with the pictures.
• Remind students that they can refer to the text if they are
unsure about their answers.
Answers: 2, 3, 4,1
5 Facts and Opinions Mark (✓) the statements
that are facts.
• Direct students’ attention to the Author Technique entry.
• Read it to the class and have students follow along.
• Form pairs. Have students decide which statements are facts.
Answers: 1, 3, 4, 6
6 Active Reading Read the Global Climate
Change section again. Draw a picture of the
greenhouse effect.
• Direct students’ attention to the Global Climate Change
section on page 161.
• Have students read the section on Global Climate
Change again.
• Hand out colored pencils. Have students draw their pictures
of the greenhouse effect.
A Use your picture to describe the greenhouse effect.
• Form small groups. Tell students to describe their pictures.
7 Think and discuss. What can you do to stop global
climate change?
• Form small groups. Have students discuss the questions.
• Encourage students to share their ideas.

Know Your Students

It is important to give students time to take a break during
long assignments. Taking a break clears the mind and lets
students refocus. Have students stand and put their hands
on the back of their heads. With their right elbows, have
them write their first names in the air. With their left elbows,
have them write their last names in the air.

4 Identifying Reasons and Evidence Read the author’s

argument. Mark (✓) the evidence he uses to
support it.
• Read the statement with the class. Then read the statements
of evidence.
• Remind students that they can refer to the text if they are
unsure about their answers.
Answers: Statements 5 and 6

T 314 Topic 8
Lesson 6
Teaching Resources Science Connection
Compass Reading Log 6 pages 160-163 Conducting experiments or demonstrations creates a relatable, engaging connection between
A flashlight the students, the text topic and the scientific world. It also promotes critical thinking skills and
fosters recognition of bias.
A small ball or an orange
Internet access

Connect to Science (60 min.) 2 Create a class plan. Write your class plan.
Lead in to the Lesson • Say: In an action plan, you give details of the problem and
Science Connection goal. Then you provide specific details that someone can follow
to accomplish your goal.
• Say: As you learned in the text, a gamma-ray burst is
• Form pairs. Have students write their actions plans.
very powerful.
• Form small groups (two pairs). Have students share
• Have one student hold the ball. Have a second student
their plans.
stand nearby and shine the flashlight directly at the ball.
• Say: If the Earth is hit by a direct gamma-ray burst, like the
flashlight hitting the ball, it would be destroyed. Think about
the scenes in Star Wars and Rogue One when the Death Star
destroys a planet. These scenes show what we think would
happen with a direct hit from a gamma-ray burst.
• Have a third student hold the ball. Have a fourth student
shine the flashlight so the light barely hits the ball.
• Say: If a gamma-ray burst passes near Earth, scientists believe
it will cause an extinction. In fact, scientists think the first
mass extinction may have occurred from a near-miss with a
gamma-ray burst from the sun.

1 Review your ideas from activity 7 on page 163.

• Say: In Activity 7 you examined the greenhouse effect.
Today you will do more investigation of the greenhouse
effect and global warming. Then you will create a class
plan to suggest what students can do to reduce the impact
of global warming.
• Say: Use your notebook to write information you collect.
Remember to write down the source of the information.
• Form pairs. Have students use their mobile devices or
school computers to research more about global warming.
• Monitor students’ progress and offer assistance as needed.

Topic 8 T 315
 To p ic 8 Life at Risk
1 Complete the sentences with the correct words.

ash bursts deposited emit extinct famine

magma chamber starvation swell wipe out

1 Scientists have determined that gamma-ray are electromagnetic radiation.

2 A “volcanic winter” would block sunlight, prevent the growth of crops and lead to .

3 A gamma-ray burst releases more energy than the sun will in its lifetime.

4 When ash or sediment is , it settles in a covering layer.

5 If we are not able to grow crops, there will be a world-wide .

6 An asteroid with a diameter over one kilometer could all life on Earth.

7 When a magma chamber heats and fills, it causes the ground above it to .

8 The under Yellowstone caused the ground to swell almost 27 centimeters.

9 The Toba eruption caused the deposit of an layer that was 15 centimeters thick.

10 The mass caused by the supervolcano eruption in Russia 250 million years ago took

thousands of years to happen.

2 Look at the pictures in the text. Write your predictions.

Pages Picture Prediction

158

159

160

161

T 316 Nonfiction Worksheet Compass 6 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
 3 Read the text. Write the facts.

Facts

Page 158:

Page 159:

Page 160:

Page 161:

4 Write the persuasive expressions.

Compass 6 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Nonfiction Worksheet T 317
 Key Words
ash
burst
deposit
emit by Sterling Montgomery
extinction
famine
magma chamber What do volcanic eruptions, large asteroids and climate change have
starvation in common? They have all come very close to ending life on Earth because
swell
wipe out each one is believed to have caused a mass extinction. There have been five
mass extinctions on planet Earth over the last half-billion years. Now, many
people predict that a sixth one is on the way. Modern humans have been
Identifying Reasons on the planet for around 200,000 years, but will we survive if there is a sixth
and Evidence
mass extinction? And if it does happen, what will be the most likely causes?
An author can write
statements in a text in order
to exemplify his or her point
of view. The author then
uses reasons and evidence
to support these statements
in order to persuade
readers.

1 Read the text on this page.

Does the author want to
persuade, inform or entertain
readers?

2 Listen and follow. 17

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T 318
 Supervolcanoes
Researchers have found evidence of
supervolcano eruptions throughout the history
of Earth. The most destructive of these happened
about 250 million years ago in the area now
known as Russia. It was even worse than the
extinction that wiped out the dinosaurs!
A more recent supervolcano eruption was the
Toba eruption 74,000 years ago. Some scientists
believe it nearly wiped out our ancestors. It
deposited a layer of ash 15 centimeters thick
over all of South Asia. It caused a volcanic
winter, blocking out sunlight, causing colder
temperatures and resulting in acid rain. This led
to starvation and the extinction of many forms of A thermal pool above the Yellowstone supervolcano
life. Could it happen again? It might! But where?
The Supervolcano at Yellowstone
The Grand Canyon Experts say that the volcano most likely to
cause another mass extinction is in Yellowstone
National Park in the USA. The last eruption of the
Yellowstone supervolcano occurred 640,000
years ago. Experts believe more eruptions
may be coming.
The data collected from Yellowstone supports
this theory. Researchers have found that between
2004 and 2010, the ground in Yellowstone National
Park rose nearly 27 centimeters. When the
researchers began to investigate why the land was
swelling, they found a surprise underground.
They discovered that the magma chamber of
the Yellowstone volcano contains enough molten
rock to fill the Grand Canyon eleven times, and it’s
this magma under Yellowstone that is causing the
ground to swell!
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T 319
 Asteroids
Sixty-six million years ago, an
asteroid hit the area now known as
Chicxulub in southeastern Mexico.
The asteroid was 10 kilometers
across and formed a crater 180
kilometers wide. It released a billion
times more energy than an atom
bomb! Could an asteroid like this hit
Earth again? It could if Earth’s orbit
crosses the orbit of an asteroid.
Experts say that in order to completely wipe out life on Earth, the asteroid would have to be at
least a kilometer wide. That is actually much smaller than the asteroid that presumably killed all
the dinosaurs. An asteroid impact of this size would result in clouds of dust being sent up into the
atmosphere. It would cause an impact winter. This is basically the same as a volcanic winter—sunlight
would be blocked, temperatures would drop and plant and animal life would die out. Just like a
supervolcano erupting, a large asteroid hitting Earth would be bad news for humans!

Gamma-ray Bursts
Another threat comes from the galaxies in the form of gamma-ray bursts. Scientists have
determined that gamma-ray bursts are a form of electromagnetic radiation. However, we do not
know what causes gamma-ray bursts.
We do know they are the most
powerful explosions in the whole
universe! A gamma-ray burst releases
more energy in ten seconds than the
sun will emit in its 10-billion-year
lifetime! Luckily for us, these bursts
happen light years away from Earth in
very distant galaxies. But what would
happen if a burst happened closer to
Earth? Well, a ten-second burst would
destroy half of the ozone layer and
literally cook our planet.

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T 320
 Global Climate Change
A slower, yet equally serious threat to life on Earth, is global
climate change. The Earth’s climate is changing at an alarming
rate. Scientists agree that this is because of the greenhouse
effect. The atmosphere around the Earth acts like the glass
windows and doors of a greenhouse. Energy from the sun heats up the surface of the Earth. Some of
this heat is trapped by greenhouse gases. The temperature on the Earth rises because heat cannot
escape. One greenhouse gas—carbon dioxide—is responsible for most of the warming.
Carbon dioxide is created when we burn fossil fuels. So, whenever we use fossil fuels to drive cars,
create electricity or make products, we are producing carbon dioxide. The more carbon dioxide we
produce, the more heat gets trapped and the more the temperatures continue to rise.
If temperatures continue to rise as quickly as they are now, all life on Earth will soon be in danger.
Carbon dioxide pollutes both air and water. It dissolves in seawater. This then causes the acidity
levels in the ocean to increase. Higher acidity levels cause many marine plants and animals to die.
On land, higher temperatures mean many areas will become too hot and dry to support crops.
This will lead to famine. Infectious diseases could also spread more quickly. A continued rise in
global temperatures will eventually kill every life form on the planet.

A Sixth Mass Extinction

Is a sixth mass extinction possible? Actually, some scientists insist that a sixth mass extinction
is already taking place. Unlike the first five mass extinctions, nature is not responsible for this one.
Humans are. We may not be in danger yet, but many other species are. The current extinction rate
is one hundred extinctions per million species a year. This is a thousand times higher than what it
should be. Studies show that if the current rates of extinction continue, then in 240 to 540 years, the
extinction rates will be the same as in the other five mass extinctions. This is happening faster than
previous mass extinctions. For example, the mass extinction caused by the supervolcano eruption in
Russia 250 million years ago took thousands of years to happen!

What Can We Do?

A supervolcano may erupt some day. An asteroid may hit the Earth. Or a gamma-ray burst may
occur close enough to harm life on Earth. These are all possibilities, but fortunately, they are not
likely to happen any time soon.
Global climate change, however, is happening as you read this. Is it too late to save life on Earth?
Scientists believe it isn't, if we can slow down the greenhouse effect. However, we may only have a
generation to solve this problem before it's too late. So perhaps the question now is: what can you do?
Life at Risk 161

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T 321
 1 Circle True or False.
1 There have been six mass extinctions on Earth so far. True False

2 The Toba eruption caused a volcanic winter. True False

3 There is a magma chamber under Yellowstone National Park. True False

4 If an asteroid hit the Earth, it would cause an “impact summer.” True False

5 A gamma-ray burst could release more energy than the sun. True False

6 The Earth’s climate is changing at a very slow rate. True False

7 Scientists say humans are responsible for the sixth mass extinction. True False

2 Complete the sentences with the correct words.

ash burst emit extinction famine magma chamber swell

1 If the land is too hot to grow food, it could lead to a .

2 The from the volcanic eruption covered the land around it.

3 A gamma-ray can more energy than the sun.

4 The under Yellowstone National Park is causing the land

above it to .

5 The rate is very high.

3 Match the events with the pictures.

1 a gamma-ray burst
2 a crater created by an asteroid
3 a volcano erupting
4 global climate change

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T 322
 4 Identifying Reasons and Evidence Read the author’s argument. Mark (✓) the evidence
he uses to support it.

There have been five mass extinctions on planet Earth over the last half-billion years.
Now, many people predict that a sixth one is on the way.

1 the supervolcano at Yellowstone 4 a gamma-ray burst near Earth

2 the extinction of dinosaurs 5 global climate change

3 the asteroid that hit Chicxulub 6 current extinction rates

5 Facts and Opinions Mark (✓) the statements that are facts.
1 The Toba eruption deposited a layer of ash on South Asia. Facts and Opinions
A fact is something that can be
2 A large asteroid hitting Earth would be bad news for humans!
supported with data or evidence.
3 A gamma-ray burst emits more energy than the sun will emit An opinion is a person’s
viewpoint or perspective. It is not
in its lifetime. supported by data or evidence.
4 A ten-second gamma-ray burst will cook our planet. “Germany won the World Cup
in 2014” is a fact. It is based on
5 The Earth’s climate is changing at an alarming rate. evidence. “Taylor Swift is the
best singer in the world” is an
6 Carbon dioxide is produced when we burn fossil fuels.
opinion. There is no evidence to
support this statement.
6 Active Reading Read the Global Climate Change section again.
Draw a picture of the greenhouse effect.

A Use your picture to describe the greenhouse effect.

7 Think and discuss. What can you do to stop global climate change?
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T 323
 Connect to Me
1 Think and write. Have you
ever been in a hurricane?
If not, how would you
prepare for one?

A Share your ideas.

Connect to Science
1 Review your ideas from activity 7 on page 163.
2 Create a class plan to reduce greenhouse gas emissions. Write your class plan.

164 Topic 8

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T 324
 To p ic 9

The
Hungry Genre: Realistic Fiction

Sea
In realistic fiction, the story is
made up, but it includes elements
of real life. The characters may be
by Oisín McGann like people in everyday life. The
story is set in a realistic place,
often in the present time. Many
of the events in the plot could
happen.
“The Hungry Sea” is a story about
a brother and sister who live near
a cliff that holds fossils in its
crumbling rock face.

Disappearing
Coastal Cities
by Julia McKie

Genre: Informational Text

In an informational text, an
author writes about facts or
real events.
“Disappearing Coastal Cities“
is about how cities near the ocean
are affected by global climate
change and subsidence.

165

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T 325

Key Words
crumble
dangle
edge
embedded
exposed
flailing
gutter
hazard
remains
rubble
scattered
sheer
Developing the Plot
In most stories, the events in
the plot follow a sequence:
exposition, rising action,
climax, falling action and
resolution. The exposition
introduces the setting
and characters. The rising
action tells how the conflict
or problem develops. The
climax is the high point of
the action. The falling action
comes after the climax. The
resolution is the conclusion
of the story. Characters often
change during the course of
a story. At each stage of the
plot, ask yourself how the
characters are reacting to
events and to one another.
1 Look at the picture on
pages 166 and 167. What’s
the setting? Who are the
characters?
2 Listen and follow.
166 Topic 9
U9COrl6.indd 166
Pages
1 165-175
2 166-175
3 166-175
4 166-171
5 176 and 177
6 184
T 326 Topic 9
The
Hungry
Sea
by Oisín McGann
Carla was twenty meters behind him, up a ladder, cleaning out the gutter beneath the roof
of their house. He waved back at her, showing that he’d heard, but didn’t move from where he
was. Some day, years from now, the sea was going to take their house. The cliff was constantly
crumbling as the waves ate away at the rock—the garden had lost nearly seven meters in
Vinnie’s short lifetime, but he knew how to judge the hazards. He knew when and where it was
dangerous to get too close.
“Vinnie! Get back from the edge!” she called again.
“Don’t yell at me!” he shouted over his shoulder.
“Then get away from the edge!” Carla yelled back.
She was only three years older than he was, but she always tried to act like she was Mom when
Mom and Dad weren’t around. It wasn’t fair. He was almost as tall as she was. In a couple of years
it would be hard to tell who was older, they looked so alike. He pushed his fringe of straggly black
hair off his face and leaned a little further out, his aquamarine eyes staring intensely.
L
ittle by little, the garden was getting shorter. Vinnie crouched “Vinnie!” Carla called.
down at the edge of the cliff, feeling the sea breeze on “Gimme a break, I’m not a kid!” he shot back. Just because she was into her teens and he
his face. As he stared down at the water, his feet were on firm wasn’t, she always had to act like she was the mature one.
ground, stone with a thin skin of grassy soil. The cliff was a sheer There was something embedded in the rock a few feet below him, but he couldn’t tell what
drop, a good fifteen meters down to the waves that crashed it was. It was an odd, rounded shape that looked out of place in the straight-edged layers of gray
against the rock face. limestone that formed the cliff face. It was just the kind of thing Vinnie liked to look for.
18
“Get back from the edge!” his sister called. Because Vinnie was a fossil hunter.
The Hungry Sea 167
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Lessons Preview
Lesson Focus Teaching Resources
Key Words • Topic 9 Fiction Worksheet page 334
Making Predictions • A picture of a dinosaur
Developing the Plot • Audio Track 18
• Topic 9 Fiction Worksheet page 334
• Note cards with Key Words
Identifying Story Sequence • Audio Track 18
• Topic 9 Fiction Worksheet page 335
Identifying Character Traits • Audio Track 18
Making Inferences • Topic 9 Fiction Worksheet page 335
Comprehension • Topic 9 Fiction Worksheet page 335
Developing the Plot
Conflict
Five-finger Retell • Internet access
Connect to Me
Science Connection
Summary
Key Words
“The Hungry Sea” is a story about a brother and sister who live near a cliff that holds
fossils in its crumbling rock face. Vinnie, his older sister, Carla, and their parents live in crumble (v.) to fall into pieces
a house close to a cliff by the sea. The sea waves have eroded the cliff over the years and dangle (v.) to hang down,
will eventually destroy their house. One day, Vinnie is dangerously close to the edge of swinging freely
the cliff, looking for fossils. Carla is a few meters away, cleaning the gutters of the house. edge (n.) the end of a surface
She calls to him, telling him to move back from the edge, but Vinnie sees something
embedded (adj.) partially or
embedded in the rock face and doesn’t listen to her. Carla climbs down the ladder, walks
completely buried in a substance
over and tells him to get away from the cliff again. As Vinnie is explaining that the edge is
safe, the ground gives way beneath his feet and he falls. He catches a ridge with one hand exposed (v.) visible or uncovered
and Carla grips his other hand. Vinnie tries to find footholds in the rock face, while Carla flailing (adj.) moving in an
slowly pulls him up. When Vinnie is almost to the top, another part of the cliff erodes and uncontrolled way
they both fall. They land on a pile of rubble several feet below. They are not badly hurt, but gutter (n.) an open pipe on the edge
they are still in danger since the sea waves are beating against the rubble. As Vinnie looks of a roof that collects rainwater
back at the cliff to find a way up, he sees the fossil of a plesiosaur. Carla urges him to start
hazard (n.) a danger
climbing up the cliff. They need to use the ridges of the fossilized bones as a climbing wall.
Once they get back to the top of the cliff, another section of the edge falls away, taking remains (n.) parts of things that
the fossilized plesiosaur with it. Vinnie can only wonder about what other treasures the are left
hungry sea has taken back. rubble (n.) broken pieces of rock
scattered (adj.) placed or found
Genre: Realistic Fiction
far apart
In realistic fiction, the story is made up, but it includes elements of real life. The characters
sheer (adj.) vertical
may be like people in everyday life. The story is set in a realistic place, often in the present
time. Many of the events in the plot could happen.

Reading Strategy Focus

Developing the Plot
What is it? In most stories, the events in the plot follow a sequence: exposition,
rising action, climax, falling action and resolution. The exposition introduces the
setting and characters. The rising action tells how the conflict or problem develops.
The climax is the high point of the action. The falling action comes after the climax.
The resolution is the conclusion of the story. Characters often change during the
course of a story. At each stage of the plot, ask yourself how the characters react to
events and to one another.
What will students do? Students will identify the sequence and stages of the plot.
Why is it important? It is important for students to develop the ability to identify
how the plot of a story is organized as it fosters reading comprehension.
How will students build on previous knowledge? In Compass Reading Logs 4 and 5,
students identify story sequence and plot.
Most Compass Reading Log 6 students will be able to read and understand the story, but
they may need teacher support in identifying the stages of the plot.

Literary Technique
Conflict
What is it? Conflict is a fight, struggle or disagreement. In a story, a character can
have conflict within himself or herself, with another character or even with nature.
The author of this story uses the conflict between the brother and sister to develop
the plot.
What will students do? Students will identify the conflict in the story and observe
how it changes as the plot unfolds.
Why is it important? It is important for students to be able to identify the conflict
in a story in order to understand the nuances of characters’ personalities and behavior.

Topic 9 T 327
 Lesson 1
Teaching Resources Reading Strategy
Compass Reading Log 6 pages 165-175 Making Predictions
Topic 9 Fiction Worksheet page 334 The strategy of making predictions actively engages students and connects them to the
story by asking them what they think might happen in it. Effective readers use pictures,
A picture of a dinosaur
titles, headings, text and personal experiences to make predictions before they read.
Predicting also involves thinking ahead while reading and anticipating information and
events in the story. After making predictions, students can read through the story and revise
and verify their predictions.

Lead in to the Lesson (10 min.) Reading Strategy (20 min.)

• Place the picture of the dinosaur in the middle of your book.
Open and close it quickly, so that students can see the image
for only a few seconds. Have them identify the picture.
• Ask: What do you know about dinosaurs? What was the
world like when dinosaurs lived on Earth? Encourage students
to share their ideas.
• Ask: How can people study and learn about dinosaurs
nowadays? Elicit ideas. If they don’t say the word fossil,
explain that a fossil is an animal or plant that lived a long
time ago, and its remains were preserved in the ground.
Teach the Key Words (25 min.)
• Use gestures and simple definitions to elicit or teach the
Key Words. Write them on the board. Have students repeat
the words chorally.
• Tell students to complete activity 1 in the worksheet.
Answers: Across: 2. remains 5. flailing 7. rubble 8. embedded
10. sheer 12. dangle Down: 1. hazard 3. scattered 4. crumble
6. gutter 9. exposed 11. edge
• Tell students they are going to predict what happens in
the story.
• Point to the cover on page 165. Ask: What are some things
we could do to predict what this story is about? (Look at the
title and pictures.)
• Ask: Based on the title, what do you think the story is about?
Elicit a few ideas.
• Tell students to complete activity 2 in the worksheet.
• Form pairs. Have students share their predictions.
• Explain to students that they will confirm or reject
their predictions as they read the story.
Take the Lesson Further (5 min.)
• Form pairs. Have students review the Key Words by
playing Hangman.

T 328 Topic 9
Lesson 2
Teaching Resources Reading Strategy Focus
Compass Reading Log 6 pages 166-175 Developing the Plot
Audio Track 18
Topic 9 Fiction Worksheet page 334
Note cards with Key Words

Lead in to the Lesson (10 min.)
• Display the note cards with Key Words around
the classroom.
• Form pairs. Have students walk around and give the
definitions for the Key Words. Encourage them to use the
words in sentences.
• Ask: How do you think these words are used in the story?
1 Look at the picture on pages 166 and 167.
What’s the setting? Who are the characters? (10 min.)
• Form pairs. Have students describe the setting and
the characters.
• Encourage students to share their ideas.
2 Listen and follow. 18 (30 min.)

Encourage students to share their ideas. Do not confirm
or reject any of their predictions.
Reading Strategy Focus (5 min.)
• Direct students’ attention to the Reading Strategy entry on
page 166. Read it to the class and have students follow along.
• Draw Freytag’s Pyramid on the board:
• Play track 18. Have students listen to the story and follow
in their books.
• Pause the track at the end of each page, and ask general
comprehension questions about setting (Where are the
characters?), characters (What are the characters doing?
How does Vinnie / Carla feel?), events (What’s happening
now?) and predictions (What do you think will happen next?).

Take the Lesson Further (5 min.)

Climax • Form pairs. Have students look at their predictions in
activity 2 in the worksheet. Tell them to confirm or reject
their predictions.
Fallin

ns
tio
Ac
g Ac

g
sin
Ri
tions

Exposition Resolution

• Point to each part of the pyramid and read its

definition again.
• Say: As we read the story, we are going to identify the
different stages of the plot.

Topic 9 T 329
 Lesson 3
Teaching Resources Reading Strategy
Compass Reading Log 6 pages 166-175 Identifying Story Sequence
Audio Track 18 The ability to identify the sequence of events in a story is a critical comprehension strategy.
It helps readers organize main ideas and supporting details of a story so they are able to
Topic 9 Fiction Worksheet page 335
better understand the development of a story and its characters.

Lead in to the Lesson (5 min.) Reading Strategy (15 min.)

• Form pairs. Have students briefly describe the setting • Form pairs. Have students briefly recount the story events.
and the characters. • Tell students to number the story events in the correct
order in activity 3 in the worksheet.
Read and Discuss the Story 18 (30 min.)
Answers: 6, 2, 9, 5, 7, 4, 10, 1, 8, 3
• Write the questions on the board before class. Have students
read the questions before they read the story again. Take the Lesson Further (5 min.)
1 Where are they? • Form pairs. Have students discuss the characters.
2 What does Carla tell Vinnie to do? Ask: Which character is your favorite? Why?
3 What does Vinnie see?
4 What is Vinnie’s hobby? What has Vinnie found so far?
5 Why doesn’t Carla walk to the edge of the cliff?
6 What happens after Vinnie stomps on the ground?
7 Does Carla pull him back up?
8 What do they see in the rock face?
9 How do they climb back up?
• Play track 18. Tell students to underline the passages in the
book that answer the questions.
• Form pairs. Have students compare underlined passages
and agree on answers.
Answers: 1. At home, in the back garden. 2. To get away from the edge of
the cliff. 3. He sees a fossil. 4. He’s a fossil hunter. He has three ammonites
and a couple of prehistoric shark teeth. 5. It’s dangerous. 6. The ground
gives way beneath him. 7. She tries, but then more of the cliff gives way.
8. A plesiosaur. 9. They use the skeleton of the exposed plesiosaur as hand
and footholds to climb back up.

T 330 Topic 9
Lesson 4
Teaching Resources Reading Strategies
Compass Reading Log 6 pages 166-171 Identifying Character Traits
Audio Track 18 The ability to identify character traits in a story is an essential comprehension strategy.
Effective readers analyze textual evidence about a character—actions, words, feelings and
Topic 9 Fiction Worksheet page 335
thoughts—in order to make inferences about a character and predict how he or she will
behave later on in the story.
Making Inferences
Making inferences is the ability to use explicit information (textual evidence) from a story
to support an educated guess or conclusion about the characters and events. It is critical to
story analysis and is a prerequisite for higher-order thinking.

Lead in to the Lesson (10 min.) Possible Answers:

• Form small groups. Ask: Do you have any brothers and Page Characters’ Actions What We Learn
sisters? Encourage students to describe their relationship and Dialogue About Them
with their siblings: who is the oldest/youngest, how they
167 Vinnie is at the edge of the Vinnie is confident and
interact with each other, etc. cliff. He ignores Carla’s rebellious. He doesn’t like
• Ask: What kind of relationship do Vinnie and Carla have? warnings. being told what to do.
Carla is protective.
Do they like each other? Elicit ideas.
168 Carla is fixing the gutters. Vinnie is passionate about
Reading Strategies 18 (40 min.) Vinnie is thinking back to fossil hunting. Carla is
the fossils he’s found. practical and capable.
• Form small groups. Tell students they have two minutes
to write words that describe Vinnie. 169 Carla won’t go close to Carla is cautious.
• Make a T-chart on the board. Write Vinnie on the left and the edge. Vinnie is talking Vinnie is knowledgeable.
about how their area used
Carla on the right. Elicit description words for Vinnie to be under the sea.
and write them on the board.
• Tell the groups they now have two minutes to make a list 170 Carla makes fun of Vinnie. Carla is sarcastic and
maybe jealous Vinnie
of description words about Carla. Vinnie continues to explain knows so much.
• Elicit students’ ideas and write them on the board. that the area where they Vinnie is arrogant.
live was once seawater.
• Ask: How do you know Vinnie is (personality trait from their
lists) or Carla is (personality trait from their lists)? (The text 171 Vinnie stamps his foot on Vinnie is reckless.
says it directly or we make inferences based on their actions, the ground.

words, feelings or thoughts.)

• Play track 18 from the beginning of the story to the end of Know Your Students
page 171. Have students read along and underline passages Some students may have difficulty making inferences and
of the text that provide textual evidence of the characters’ identifying character traits. Consider having lower-level
personality traits. students work together so you can give them more support.
• Form small groups. Have students compare underlined
passages and agree on the most revealing evidence in the Take the Lesson Further (10 min.)
text. (Answers will vary.) Tell students to use their answers
• Form small groups. Have students discuss the questions:
to complete the chart in activity 4 in the worksheet.
What would you have done if you were Vinnie? Carla?
How would the story have been different if Vinnie hadn’t
been so reckless?
• Encourage students to share their ideas.

Topic 9 T 331
 Lesson 5
Teaching Resources Reading Strategy Focus
Compass Reading Log 6 pages 176 and 177 Developing the Plot
Topic 9 Fiction Worksheet page 335 Literary Technique
Conflict

Comprehension (60 min.) 5 Conflict Number the sentences in the correct order.
Lead in to the Lesson How does the conflict between Vinnie and Carla
change during the story?
• Form pairs. Have students look at the pictures and describe
the characters and story events. • Direct students’ attention to the Literary Technique entry.
Read it to the class and have students follow along.
1 Circle the correct answers. • Form pairs. Have students number the sentences in the
• Have students read the sentences and the options. correct order.
• Remind them they can refer to the story if they are unsure • Say: Compare the moments of conflict with the stages of the
about their answers. plot. Ask: How do they affect the plot? How do they reflect the
plot? (Answers will vary, but every moment of conflict adds
Answers: 1. c 2. c 3. c 4. a
an emotional “charge” to the plot.)
2 Complete the paragraph with the correct words. Answers: 5, 2, 1, 3, 4
• Direct students’ attention to the Key Words in the box.
6 Active Reading Choose one stage of the plot.
• Form pairs. Have students give the definitions for the words.
Act it out. Classmates guess what part it is.
• Tell students to complete the paragraph.
Take turns.
Answers: 1. hazard 2. crumbling 3. rubble 4. exposed 5. embedded
• Form pairs. Have students choose a stage to act out.
3 Match the parts of the sentences. Tell them to practice it.
• Form groups (3 pairs). Tell students to take turns acting
• Have students read the parts of the sentences and
out and guessing the stages of the plot.
match them.
Answers: 1. c 2. d 3. a 4. b 7 Think and discuss. Carla thinks Vinnie should stay
away from the cliff to be safe. Vinnie thinks it’s
4 Developing the plot Copy the plot diagram in more important to hunt for fossils in the rock.
your notebook. Label the stages with events from Who do you agree with? Why?
“The Hungry Sea.”
• Form small groups. Have students discuss the questions.
• Direct students’ attention to Freytag’s Pyramid on • Encourage students to share their ideas with the class.
the page. Elicit the meaning of each of the stages of a plot.
Tell them to read the Reading Strategy entry on page 166
again if they cannot remember.
• Form pairs. Have students review the story events in
activity 3 in the worksheet. Tell them to use this information
to identify the stages of the plot.
Possible Answers: Exposition—Vinnie is at the edge of a cliff, looking down
at the sea. Carla is cleaning the house gutter. Rising action—Carla tells Vinnie
to get away from the edge. Vinnie doesn’t listen to her. Vinnie sees a fossil
embedded in the cliff. Carla warns him to get away from the cliff again. Vinnie
stamps his foot. The ground gives way beneath him. He falls. Climax—Carla
grabs his hand, but the ground below them crumbles. They both fall. Falling
actions—Vinnie and Carla are hurt. Vinnie finds a plesiosaur fossil in the face
of the cliff. Vinnie and Carla use the fossil to climb part of the way back to the
top of the cliff. Resolution—Vinnie and Carla get to the top. Vinnie reflects on
what the hungry sea has taken back.

T 332 Topic 9
Lesson 6
Teaching Resources Reading Strategy
Compass Reading Log 6 page 184 Five-finger Retell
Internet access The five-finger retell strategy helps students
analyze and summarize a story by organizing the
elements and sequence of a story. Students are
able to make connections to information they
already know and understand.
Science Connection
Conducting experiments or demonstrations
creates a relatable, engaging connection
between the students, the text topic and
the scientific world. It also promotes critical
thinking skills and fosters recognition of bias.

Connect to Me (35 min.) Take the Lesson Further (25 min.)

Lead in to the Lesson Science Connection
Reading Strategy • Tell students they are going to research reasons for
• Draw a hand on the board and write the words characters, coastal erosion.
setting, problem, events and solution, for each finger, starting • Form pairs. Have students use their mobile devices or
with the thumb. school computers to research coastal erosion. Remind them
• Remind students that they can use five fingers to remember to take notes.
all the important parts of a story. • Form small groups (two pairs). Have students share
• Hold up your hand. Point to your thumb and elicit: Identify their findings.
the characters. Point to your index finger and elicit: Describe • Encourage students to share their information with the class.
the setting. Point to your middle finger and elicit: Identify
the problem. Point to your ring finger and elicit: Describe
the events in the story. Point to your pinky finger and elicit:
Describe the ending and how the problem is resolved.
• Say: Let’s retell “The Hungry Sea.” Guide students to use
their fingers and retell the story and events with you.
• Ask: How can natural disasters physically change a place?
Encourage students to share their ideas with the class.

1 Look at the photos below. They show a beach eroded

by a hurricane. Imagine you visited this beach
before and after the erosion. Write a letter to a friend
describing the change and how you feel about it.
• Direct students’ attention to the pictures. Have them
describe the photos, talking about the changes they see on
the beach in the second photo, which shows the beach after
the hurricane.
• Review the structure of a letter with the class.
Remind them to include the heading (date and address),
a greeting, the body of the letter and the closing.
• Monitor and help as needed.
• Form pairs. Have students exchange and read letters.
Encourage students to share information that is particularly
descriptive or vivid.

Know Your Students

It may help some students to visualize a letter.
Consider drawing a diagram of a letter on the board.

Topic 9 T 333
 To p ic 9 The Hungry Sea
1 Complete the crossword puzzle.

crumble dangle edge embedded exposed flailing

gutter hazard remains rubble scattered sheer

1 cross
2 parts of things that are left
5 moving in an uncontrolled way
7 broken pieces of rock
8 partially or completely buried in a substance
2 3
10 vertical
12 to hang down, swinging freely
4 5 6 Down
1 a danger
3 placed or found far apart
4 to fall into pieces
6 an open pipe on the edge of a roof that
7
collects rainwater
9 visible or uncovered
8 9 11 the end of a surface

10 11

12

2 Write your predictions about the story.

1 What does the title of the story tell you?

2 Describe the setting and the characters.

3 Describe the plot.

T 334 Fiction Worksheet Compass 6 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
 3 Number the story events in the correct order.
Vinnie stamps his foot. The ground gives way beneath him. He falls.

Carla tells Vinnie to get away from the edge. Vinnie doesn’t listen to her.

Vinnie and Carla use the fossil to climb part of the way back to the top of the cliff.

Vinnie explains to Carla how the area where they live used to be a seabed.

Carla grabs his hand, but the ground below them crumbles. They both fall.

Carla climbs down the ladder and walks toward Vinnie. Vinnie points to the fossil.

Vinnie and Carla get to the top. Vinnie reflects on what the hungry sea has taken back.

Vinnie is at the edge of a cliff, looking down at the sea. Carla is cleaning the house gutters.

Vinnie and Carla land on a rock below. Vinnie finds a plesiosaur fossil in the face of the cliff.

Vinnie sees a fossil embedded in the cliff. Carla warns him to get away from the cliff again.

4 Take notes about Vinnie and Carla, the characters in “The Hungry Sea.”

Page Characters’ Actions and Dialogue What We Learn About Them

167

168

169

170

171

Compass 6 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Fiction Worksheet T 335
 The
Hungry
Key Words
crumble
dangle

Sea
edge
embedded
exposed
flailing
gutter
hazard
remains by Oisín McGann
rubble
scattered
sheer

Developing the Plot

In most stories, the events in
the plot follow a sequence:
exposition, rising action,
climax, falling action and
resolution. The exposition
introduces the setting
and characters. The rising
action tells how the conflict
or problem develops. The
climax is the high point of
the action. The falling action
comes after the climax. The
resolution is the conclusion
of the story. Characters often
change during the course of
a story. At each stage of the
plot, ask yourself how the
characters are reacting to
events and to one another.

1 Look at the picture on
pages 166 and 167. What’s
L
ittle by little, the garden was getting shorter. Vinnie crouched
down at the edge of the cliff, feeling the sea breeze on
his face. As he stared down at the water, his feet were on firm

the setting? Who are the ground, stone with a thin skin of grassy soil. The cliff was a sheer
characters? drop, a good fifteen meters down to the waves that crashed
against the rock face.
2 Listen and follow. 18

“Get back from the edge!” his sister called.

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T 336
 Carla was twenty meters behind him, up a ladder, cleaning out the gutter beneath the roof
of their house. He waved back at her, showing that he’d heard, but didn’t move from where he
was. Some day, years from now, the sea was going to take their house. The cliff was constantly
crumbling as the waves ate away at the rock—the garden had lost nearly seven meters in
Vinnie’s short lifetime, but he knew how to judge the hazards. He knew when and where it was
dangerous to get too close.
“Vinnie! Get back from the edge!” she called again.
“Don’t yell at me!” he shouted over his shoulder.
“Then get away from the edge!” Carla yelled back.
She was only three years older than he was, but she always tried to act like she was Mom when
Mom and Dad weren’t around. It wasn’t fair. He was almost as tall as she was. In a couple of years
it would be hard to tell who was older, they looked so alike. He pushed his fringe of straggly black
hair off his face and leaned a little further out, his aquamarine eyes staring intensely.
“Vinnie!” Carla called.
“Gimme a break, I’m not a kid!” he shot back. Just because she was into her teens and he
wasn’t, she always had to act like she was the mature one.
There was something embedded in the rock a few feet below him, but he couldn’t tell what
it was. It was an odd, rounded shape that looked out of place in the straight-edged layers of gray
limestone that formed the cliff face. It was just the kind of thing Vinnie liked to look for.
Because Vinnie was a fossil hunter.

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T 337
 On the weekends and holidays, he wandered the stony beaches near their home, searching
for the petrified remains of ancient creatures. He’d found a few in his time, too. He had three
ammonites, the little shellfish with the spiral-shaped shell, and a couple of prehistoric shark teeth.
His dream was to make a major find—a whole skeleton of one of the bigger ancient creatures.
He knew that they were often found in the kind of stone that lay beneath his feet, gradually
exposed as the sea ate away at the rock. That was why he spent a lot of time looking down from
this cliff edge.
“Vinnie,” Carla called again wearily. “Come on, dude. Have some sense.”
She was busy fixing the gutter and clearing it out after the unusually heavy rains they’d had
over the last few weeks. Climate change, their dad said. It was making the storms worse.

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T 338
 Vinnie heard his sister climbing down the ladder and dropping her dirty work gloves on the
ground, muttering curses under her breath. He looked around to see Carla walking towards him.
Her green t-shirt was stained from the mucky work and she was wearing their dad’s tool belt,
though she constantly had to pull it up around her waist. She walked toward him, pulling back her
long dark hair into a ponytail. His big sister’s tanned face looked a little paler than normal.
“I think I can see something down there,” he told her. He pointed down. “Look, you see? That’s
not part of the normal rock.”
“I’m not coming out there,” she said to him from a
few meters back. “It’s dangerous. You know Dad
would go nuts if he saw you standing right on
the edge like that. Come on, Vinnie. Move
back. You’re not going to find a dinosaur
under our garden, bro.”
“There could be anything under here,”
he assured her. “Two hundred million
years ago, this whole area was under
the sea.”

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T 339
 “Oh, sure it was,” Carla snorted, looking around at the hills, wooded with spruce and pine
and scattered with weather-beaten houses. “I can just imagine those huge plessy things…”
“Plesiosaurs.”
“…those…sea monsters, swimming over our heads.”
“I’m serious,” he insisted, always happy to flaunt his knowledge at his sister.
She might have been better at making and fixing things than he was, but he read way
more books.
“You’re walking on the seabed. This was all underwater, back before things turned cold
and an ocean’s worth of water froze to make ice caps at the poles. You know…that ice they
say is melting again now?”
“You want to move away from the edge before you give me the lecture?” she snapped at him.
Vinnie stayed where he was, happy to defy her wishes.

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T 340
 “Anyway, it was swarming with life…including sea monsters. I’m going to find one of
those some day, you know, an Ichthyosaurus or a plesiosaur. Everything that died in the
water above us would have left its bones under here.” He stamped his foot on the ground
to emphasise his point and Carla held out her hands to stop him.
“Hey! Knock it off! You know that ground’s not safe!”
“Maybe this will all be under the sea again, some day,” Vinnie went on, stamping again.
“Y’know, if enough of the ice melts. I mean, look at the way the water’s eating up the
coast already.”
“Vinnie, will you STOP!”
“Ah, it’s fine. This is as solid as—”
Then the ground gave way beneath him, and he screamed as he fell.

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T 341
 The flailing fingers of his right hand caught a protruding ridge and he clung on, his body hitting
against the rock face. He let out another cry and then Carla was there, lying down and reaching over
the edge, grasping his free hand as he reached up.
“Hold on!” she gasped.
It was clearly a stupid thing to say, but he wasn’t about to point that out now. He was dangling
down, his feet scraping at the rock, trying to find a foothold on the rough surface. Not far below
him was a pile of broken stone, jagged edges still shifting and slipping as the waves smashed into
the rubble, pulling it into the sea’s embrace.
Carla was pulling him up, trying to get onto her knees. For once in his life, Vinnie was glad his
sister was so strong. When she’d pulled him a bit higher, he risked letting go of the ledge so that he
could reach up and grab the edge at Carla’s knees. He almost had it.
She jerked on his arm, nearly yanking the shoulder out of its socket,
and he yelped in alarm.
“Hey, what’re you doing?”
But it wasn’t her who had wrenched his arm. The
ground was still giving way. In horror, he watched
as it cracked right in front of him, powder
and grit falling away as a chunk of the
brittle rock broke free.
“Carla!”

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T 342
 There was a final crack, and then they were both falling, screaming, thrashing…landing with a
jarring thud that knocked the wind out of them. Vinnie looked around in confusion and saw that
they were lying on a large section of rock that sat atop the pile of rubble. They were badly grazed,
bruised and bleeding, but they were still alive. They’d fallen about five meters, but the flat rock they
were on was balanced precariously on the shifting heap of broken rock. It wasn’t going to stay put
for long. The sea threw violent waves against the rubble, as if trying to climb up to them. They felt
the rock shudder and start to shift.
“You OK?” Carla wheezed.
“So far,” he grunted, trying to get to his knees. “You?”
“I just fell off a cliff!” Carla growled at him, her arms and legs splaying suddenly as the rock tilted
under them. “You know, for a brainiac, you can be a total moron!”
“Can we talk about this later?” he protested, his fingers trying to clutch
the stone around him. “Look for a place to…”
His voice faltered as he raised his gaze to the cliff above
them, searching for a way up. The section that had fallen
away had left a wide hole in the cliff face. In this
newly exposed rock were the unmistakable
shapes of bones!

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T 343
 Time seemed to stop as he stared.
The skeleton had been crushed and flattened over centuries as grinding pressure had formed
the sediment of the seabed into rock. But the bones had fossilized into material that was harder
than the sedimentary stone around it—broken apart, but still identifiable. There were the
vertebrae of the upper back and the long neck. The curving ribs were at odd angles to each other
now. The knobbly bones of fingers would have been covered by the flesh to form the creature’s
flippers. The long skull, almost like a crocodile’s, had rows of sharp teeth. Vinnie couldn’t see the
whole skeleton, but he could see enough. The creature must have been nearly three meters long
when it was alive. Not the largest marine animal at that time, but a reptile that lived under the sea.
“A plesiosaur!” he whispered in awe. “Holy cow, it’s a plesiosaur!”
“Come on, we can use it to climb part of the way back up!” Carla called.
“It’s a plesiosaur!” he shouted happily, tears forming in his eyes.
“Vinnie, we’re going to die if we don’t climb! Get moving!”
He blinked and realized what she was saying, feeling suddenly foolish. Carla was using the
small ridges of fossilized bone as a climbing wall, clambering up the rock face. He followed, trying
not to rush, trying to take care and find good hand- and footholds so that he didn’t slip again.
Even as he stepped off it, the rock they were standing on toppled sideways and tumbled down the
subsiding pile of rubble. The sea roared beneath him and he could feel a trembling in the stone
beneath his hands and feet.

174 Topic 9

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T 344
 Carla had reached the top and she turned and helped him up. They crawled quickly away from
the cliff edge as they felt it moving again. Another section fell away, crashing down into the sea.
Two meters...now three meters of rock, just crumbling away. He was crying with relief, but also at
the loss of those magnificent remains.
Ten meters back from the new cliff, they collapsed, panting for breath.
“You saw it!” he gasped. “You saw it, too. I found one! I found a big one!”
“Yeah, yeah, you found one,” Carla sighed, flopping back onto the ground. “Jeez, Vinnie, what
were you thinking?”
At that moment, he was thinking about the sea monster’s bones and where they had come from.
He gazed out at the horizon. Beyond the edge of the cliff, the sea continued to chew away at the
land, taking it back, little by little. It had taken what it could today. It was slow, but powerful beyond
anything humans could ever understand. And it had time. It had all the time in the world.
Vinnie lay back and held his sister’s hand. He gazed up at the sky, and thought about the hungry sea.

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T 345
 1 Circle the correct answers.
1 Why is Vinnie close to the edge of the cliff at the beginning of the story?

a He likes doing b His sister asked him c He is looking for fossils

dangerous things. to stand there. in the side of the cliff.

2 Which is NOT a fossil that Vinnie has found?

a an ammonite b a shark’s tooth c a T. Rex

3 How do Vinnie and Carla find a plesiosaur fossil?

a Carla notices it b Vinnie sees it from c Carla and Vinnie see it when
in the gutter. the top of the cliff. they fall off the cliff.

4 What happens to the plesiosaur fossil at the end of the story?

a It is washed away with b Vinnie takes a small part c Paleontologists take it

the rest of the rubble. of it home with him. away to study it.

2 Complete the paragraph with the correct words.

crumbling embedded exposed hazard rubble

The road to the old bridge isn’t safe

anymore—it’s a (1) . The road

is (2) into pieces.

Now parts of it are nothing but

(3) . There are

metal supports underneath the road, and the

damage has (4)

them. Now now you can see them poking up

through the rubble. A “road closed” sign is still

(5) in a piece of

the rubble.

3 Match the parts of the sentences.

1 Vinnie’s garden is getting shorter because… a the area used to be underwater.

2 Carla most likely yells at Vinnie because… b the shape of its bones and teeth.

3 A sea reptile’s fossil is on a cliff because… c the soil is being worn away.

4 Vinnie identifies the plesiosaur from… d she is worried about him.

176 Topic 9

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T 346
 4 Developing the Plot Copy the plot diagram in your notebook. Label the stages with the events
from “The Hungry Sea.”

Climax

ns
io
ct

Fallin
A
ng
Risi

gA
ctions
Exposition Resolution

5 Conflict Number the sentences in the correct order. How does

the conflict between Vinnie and Carla change during the story? Conflict
Conflict is a fight, struggle
Vinnie and Carla hold hands and stop arguing so much.
or disagreement. In a story,
They’re relieved to be safe. a character can have conflict
within himself or herself,
Carla yells at Vinnie to get him away from the cliff. Vinnie stays
with another character, or
where he is to defy her. even with nature. The author
Vinnie is annoyed because Carla tries to act like of this story uses the conflict
between brother and sister to
she’s their mom. move the plot forward.
Carla reaches out to help Vinnie, and he’s grateful.
She still calls him a moron.

Carla tells Vinnie that they have to climb quickly, or they’ll die.

6 Active Reading Choose one stage of the plot. Act it out. Classmates guess
what stage it is. Take turns.

7 Think and discuss. Carla thinks Vinnie should stay away from the cliff to be safe.
Vinnie thinks it’s more important to hunt for fossils in the rock. Who do you agree with? Why?

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T 347
 Key Words
accelerated
ban
Disappearing Rising Sea Level
In the several millennia following the last ice age, the global sea level has slowly risen about
120 meters. However, since 1993, the rise in the global sea level has accelerated. Researchers say
coastal
collapse
compact
extraction
Coastal Cities this is due to ocean thermal expansion and glacier mass loss, or melting glaciers. Both thermal
expansion and glacier mass loss are each responsible for about half of the observed sea level rise.
But… What is thermal expansion? What is glacier mass loss? Keep reading!
by Julia McKie
groundwater
peak Thermal Expansion
retreat
Over the past century, the average global temperature has risen by about 0.85ºC. When the air
sediment
sinking temperature rises, water temperature eventually rises, too. When water gets warmer, it expands or
well takes up more space. This is known as thermal expansion. The average temperature of our oceans
has already increased by about 0.1ºC. This increase may not seem significant, yet it is enough to
affect sea levels. Scientists attribute about half of the rise in sea levels over the last one hundred
Integrating
Information years to thermal expansion. From 1961 to 1993, thermal expansion was responsible for global sea
An author integrates level rise of 0.42 millimeters a year. From 1993 to 2003, this rise accelerated to 1.6 millimeters a year.
both written and visual
information in a text Glacier Mass Loss
to provide a better
The Earth currently has two major ice sheets—on Greenland
understanding of a subject.
When reading a text, look at and Antarctica. These ice sheets make up the majority of the ice
the illustrations, diagrams
on Earth. If they melted completely, sea levels could rise by more
and maps. Ask: How do they
relate to the text?
D o you live in a coastal city? Or do you enjoy visiting seaside towns?
Did you know that many coastal towns and cities could disappear?
How? There are two main reasons: global climate change and subsidence, or
than 70 meters. Thankfully, scientists say this would only happen
if the temperatures were to rise another two to three degrees.
However, there are also more than 198,000 smaller glaciers
sinking land. around the globe. These smaller glaciers respond more quickly to
Muir Glacier in Alaska
Changes in climate and landmasses are nothing new on our Earth. climate change than the ice sheets. In fact, thousands of these smaller
Throughout the history of the Earth, the climate has never stayed the same. glaciers are retreating, or melting, because of rising temperatures. For example, 50 kilometers
In fact, there have been five ice ages. The one we are in now peaked about of Muir Glacier in Alaska have already retreated. The Columbia Glacier, which is also in Alaska, is
twenty-one thousand years ago, and we are currently in a warm interglacial one of the fastest retreating glaciers in the world. It has been losing about 30 meters of ice a day.
period. Glaciers make up about 4 percent of the total land ice on the Earth. Glacier
ier
1 Look at the text.
The landmasses on Earth have also changed. Three hundred million years mass loss has contributed up to 60 percent of the sea level rise since the Antarctica
What forms of
ago, there was only one continent on Earth called Pangaea. Then it began to 1990s. Greenland ice sheet loss contributes about 30 percent of the sea 10%
visual information
does the author divide. Some landmasses rose while other areas sank. Now, there are seven level rise. And in contrast, loss of the Antarctic ice sheet only contributes Greenland Glaciers
include? continents. about 10 percent. In total, from 1961 to 1993, glacier mass loss was 30% 60%
So, why are we worried about global climate change and sinking land responsible for a global sea level rise of 0.69 millimeters a year. From 1993
2 Listen and
now? Because the changes observed over the last two hundred years have to 2003, that accelerated to 1.3 millimeters a year. This is in addition to the
follow. 19

been caused by humans, and they are occurring at an accelerated rate. rise caused by thermal expansion.
178 Topic 9 Disappearing Coastal Cities 179

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Lessons Preview
Pages Lesson Focus Teaching Resources

1 178-181 Key Words • Topic 9 Nonfiction Worksheet page 356

Making Predictions • Note cards

2 178-181 Integrating Information • Audio Track 19 • Students’ flashcards

Maps, Photos and Diagrams • Topic 9 Nonfiction Worksheet page 356 • Colored pencils

3 178-181 Identifying the Main Ideas and • Audio Track 19

Key Details • Topic 9 Nonfiction Worksheet page 357
Identifying Examples • Students’ flashcards

4 178-181 Summarizing • Topic 9 Nonfiction Worksheet page 357 • Clear container (glass or plastic)
Science Connection • Sand, gravel, wood chips, soil • Water

5 182 and 183 Comprehension

Integrating Information
Maps, Photos and Diagrams

6 184 Integrating Information • Internet access

Connect to Life Science • Poster paper
• Colored pencils and crayons

T 348 Topic 9
Summary
Key Words
“Disappearing Coastal Cities“ is about how cities near the ocean are affected by
global climate change and subsidence. It gives reasons for apparent rising sea level accelerated (adj.) moving or
in coastal cities such as thermal expansion, loss of glacial mass and subsidence. developing faster
The text also discusses a link between these reasons and global climate change. ban (v.) to prohibit by law
coastal (adj.) near the ocean
Genre: Informational Text
collapse (v.) to cave in
In an informational text, an author writes about facts or real events.
compact (adj.) closely
Reading Strategy Focus packed together
Integrating Information extraction (n.) the process
What is it? An author integrates both written and visual information in a text to of removing something
provide a better understanding of a subject. When reading a text, look at the groundwater (n.) water that is in
illustrations, diagrams and maps. Ask: How do they relate to the text? the ground
What will students do? Students will learn to identify different types of information, peak (v.) to reach the maximum level
analyze it and consolidate it in order to better understand a topic.
retreat (v.) to move backwards
Why is it important? It is important for students to understand how different types
sediment (n.) small bits of rock or
of information provide meaning. Being able to read and analyze different types of
sand that sink to the bottom of water
information is a necessary reading comprehension skill.
sinking (adj.) falling below a
How will students build on previous knowledge? In Compass Reading Log 5,
particular level
students learn to draw on information from multiple sources. In Compass Reading
Log 6, students will refine this skill. well (n.) a deep hole made in the
ground to extract water
Most Compass Reading Log 6 students will be able to identify different types of
information. However, some students may need support in understanding how
the information relates to the topic and how to integrate it.

Author Technique
Maps, Photos and Diagrams
What is it? Authors include maps, photos and diagrams to illustrate and support
information in a text to help readers understand information better.
What will students do? Students will learn to correlate the text to the maps, photos,
diagrams and other text features, and understand how these text features support
reading comprehension.
Why is it important? Students will understand that the text features offer additional
information and facilitate comprehension of text content.

Topic 9 T 349
 Lesson 1
Teaching Resources Reading Strategy
Compass Reading Log 6 pages 178-181 Making Predictions
Topic 9 Nonfiction Worksheet page 356 The strategy of making predictions actively engages students and connects them to the text
by asking them what they think it is about. Effective readers use pictures, titles, headings,
Note cards (12 per student)
text and personal experiences to make predictions before they read. Predicting also involves
thinking ahead while reading and anticipating information and events in the text. After making
predictions, students can read through the text and revise and verify their predictions.

Lead in to the Lesson (10 min.)
• Form pairs. Have students discuss the questions:
What problems do cities have? Are any of the problems
environmental? Elicit a few ideas.
• Say: We are going to investigate a problem that cities near
the oceans have.
Take the Lesson Further (5 min.)
• Form pairs. Say: Use your flashcards to practice the
Key Words. Take turns saying definitions and guessing
the Key Words.
• Have students practice together until each classmate
has had a turn at guessing all of the words.

Teach the Key Words (25 min.)

• Write the Key Words in a list on the board.
• Point to accelerate. Ask: What do you think accelerate means?
Encourage students to respond.
• Write the definition (moving or developing faster) next to
the word.
• Point to the next word on the list and continue the process
by encouraging students to define the words and writing
the correct definitions next to the words on the board.
• Have students make their own flashcards for the Key Words.
Say: You are going to make your own flashcards. Write
a key word on one side of the note card and the definition on
the other. Remind students to keep their flashcards for
future lessons.
• Have students complete activity 1 in the worksheet.
Remind students to use the correct forms of verbs.
Answers. Activity 1: 1. are sinking 2. groundwater 3. ban, wells
4. peaked 5. extraction 6. are retreating 7. sediment, compact, collapses
8. Coastal 9. has accelerated

Reading Strategy (15 min.)

• Tell students they are going to predict what the text
is about.
• Say: What are some things we could do to predict the content
of the text? (Look at the title, headings, pictures and captions.)
Write students’ ideas on the board.
• Ask: What is the first heading? (Rising Sea Level.) Write it
on the board.
• Form pairs. Have students read the headings and predict
what each section is about.
• Ask: After looking at all the headings, what do you predict is
the topic of the text? Write the students’ answers on
the board.

T 350 Topic 9
Lesson 2
Teaching Resources Reading Strategy Focus
Compass Reading Log 6 pages 178-181 Integrating Information
Audio Track 19 Author Technique
Topic 9 Nonfiction Worksheet page 356 Maps, Photos and Diagrams
Students’ flashcards
Colored pencils

Lead in to the Lesson (10 min.) Take the Lesson Further (10 min.)
• Form pairs. Have students take out their flashcards • Hand out colored pencils.
with the Key Words on them. • Form pairs. Have students work together to add some form
• Tell them to take turns spelling the words, giving their of visual information to their flashcards for Key Words.
definitions and using them in sentences.

Reading Strategy Focus (5 min.)

• Direct students’ attention to the Reading Strategy entry on
page 178. Read it to the class and have students follow along.

1 Look at the text. What forms of visual information

does the author include? (10 min.)
Author Technique
• Have students look at the visual information in the text
and point out the maps, photos and diagrams.
• Have students complete the Type of Visual Information
column of the chart in activity 2 in the worksheet.
• Say: There are two types of diagrams in this text.
Ask: Which ones are they? (Pie chart on page 179 and a
bar graph on page 180.)
Answers: Page 178: Illustration. Page 179: Photo and diagram (pie chart).
Page 180: Diagram (bar graph) and illustration. Page 181: Illustration.

2 Listen and follow. 19 (25 min.)

• Direct students’ attention to page 178.

• Play track 19. Have students listen and follow along in
their books.
• Pause the track at the end of each section, and ask general
comprehension questions. (What is this section about?
Why is it important? What does the author want you
to learn?)
• Ask: What is the topic of this text? (Coastal cities are
disappearing at an accelerated rate because of humans.)
• Ask: How did the visual information help you understand
the text?
• Have students complete the What It Tells Us column of
the chart in activity 2 in the worksheet.
Answers: Page 178: Illustration: the world is sinking. Page 179: Photo: Muir
Glacier is retreating, and diagram (pie chart): percentages of glacier mass
loss because of small glaciers or the two ice sheets. Page 180: Diagram
(bar graph): the yearly subsidence rates in coastal megacities, and illustration:
where groundwater is. Page 181: Illustration: what are cities might look like
if we don’t take measures to save them

Topic 9 T 351
 Lesson 3
Teaching Resources Reading Strategies
Compass Reading Log 6 pages 178-181 Identifying the Main Ideas and Key Details
Audio Track 19 Main ideas support the topic. Each section of a text usually has its own main idea. Key details
are all the facts and information that support the main ideas. Being able to identify the key
Topic 9 Nonfiction Worksheet page 357
details that provide evidence or support to the main ideas gives readers a better understanding
Students’ flashcards of the text.
Identifying Examples
Key details are all the facts and information that support the main ideas. Sometimes an author
will use examples as key details. Being able to identify the key details that provide evidence or
support for the main ideas gives readers a better understanding of the text.

Lead in to the Lesson (10 min.) and banned creating new wells. Key Detail: Venice stopped extracting
groundwater, too. G. Main Idea: Many coastal cities are taking measures to
• Form small groups. Tell students to take out their flashcards save their cities. Key Detail: Saving cities requires an international plan.
with the Key Words on them. Key Detail: People around the world must agree that this is a global issue and
• Have students look at the visual information on each card work toward a global solution.
and describe it.
Know Your Students
Reading Strategies 19 (45 min.) Most students will be able to identify the main ideas and
key details, but some students need to read the text again
• Have students recall the topic of the text. (Coastal cities are
before they feel confident enough to complete the activity
disappearing at an accelerated rate because of humans.)
in the worksheet. If your students need more time, consider
• Say: We know what the topic is. Now we are going to look for
having them underline information in the text as they listen
the main ideas and key details.
and then having them read it again before completing the
• Ask: What is a main idea? (An idea that supports the topic.)
activity in the worksheet.
Ask: What are key details? (Facts and information that
support the main ideas.)
• Ask: What are examples? (Examples can be key details or Take the Lesson Further (5 min.)
they can be information that provides evidence for key • Form pairs. Have students look at the visual information
details.) Say: There are a lot of examples in this text. You need in the text.
to decide if they are key details or evidence that supports • Ask: Which text features are the most helpful in this text?
key details. Why? Encourage students to give reasons for their answers.
• Direct students’ attention to activity 3 in the worksheet.
Say: We have practiced identifying main ideas and key details
in other texts. One way to organize information is in a chart.
An outline is another way.
• Play track 19. Tell students to listen and follow in their books.
• Pause the track at the end of each section. Have students
write the main idea and key details for the section in activity
3 in the worksheet.
• Form small groups. Have students compare information and
agree on answers. Encourage them to mention the examples
that provided evidence for key details.
Possible answers: A. Main Idea: Global sea levels have risen 120 meters over
the last several millennia. Key Detail: Rising sea levels has accelerated since
1993. Key Detail: Sea level rise is attributed to ocean thermal expansion and
glacier mass loss. B. Main Idea: When water gets warmer, it expands. Key
Detail: Ocean temperatures have increased about 0.1ºC. Key Detail: Thermal
expansion is responsible for sea level rise of 0.42 ml from 1961 to 1993 and
1.6 ml a year from 1993 to 2003. C. Main Idea: Glacier mass loss attributes to
rising sea levels. Key Detail: Glacier mass loss is responsible for 60% of the sea
level rise since the 1990s. Key Detail: Glacier mass loss was responsible for a
global sea level rise of 0.69 ml a year between 1961 and 1993 and 1.3 ml a year
between 1993 and 2003. D. Main Idea: Some areas of the world are sinking
ten times faster than the sea levels are rising. Key Detail: Areas at greatest
risk are coastal megacities. Key Detail: One reason they are sinking quickly
is because of groundwater extraction. E. Main Idea: Global climate change
increases the frequency and intensity of hurricanes. Key Detail: Disasters can
lead to more frequent and intense flooding. Key Detail: Flooding increases
subsidence. F. Main Idea: Many cities are trying to slow or stop global climate
change and subsidence. Key Detail: Tokyo stopped extracting grouwwater

T 352 Topic 9
Lesson 4
Teaching Resources
Compass Reading Log 6 pages 178-181
Topic 9 Nonfiction Worksheet page 357
Sand, gravel, wood chips, soil
Clear container (glass or plastic)
Water
Reading Strategy
Summarizing
Summarizing is the ability to identify the most
relevant ideas of a text and to consolidate
key details that support them. Proficient
readers are able to focus on crucial
ideas and phrases and reduce the main point
for concise, memorable understanding.
Science Connection
Conducting experiments or demonstrations
creates a relatable, engaging connection
between the students, the text topic and
the scientific world. It also promotes critical
thinking skills and fosters recognition of bias.

Lead in to the Lesson (15 min.) Take the Lesson Further (10 min.)
Science Connection • Write 3-2-1 on the board.
• Prepare for the demonstration: Cover the work space with • Have students write three things they’ve learned, two things
newspaper. Set out the materials. that interested them and one question they still have.
• Perform the demonstration: Add layers of the materials to • Form pairs. Have students share their ideas and questions.
fill the container ¾ of the way.
• Say: These are like the layers of rock below a coastal city.
• Ask: How much water will fit in the container with all this
material in it? (Students will probably guess the amount of
air space at the top of the material.)
• Pour water into the container until it is full. Let it sit. Say: The
water level is decreasing. Where is the water going? (The water
is filling the spaces between the grains of the materials.)
• Say: Groundwater fills the spaces within the sediment just
like in this experiment.
• Say: Look at the illustration on page 180. What does the blue
area represent? (Groundwater filling the spaces between the
grains of sediment.)

Manage Your Class

The demonstration can be expanded to a class activity if
enough materials are available. It is recommended that
you use containers with lids as students like to shake the
sediment columns and watch them settle.

Reading Strategy (35 min.)

• Confirm understanding of summarizing. (The ability to
identify the main ideas and consolidate key details.)
• Form pairs. Have students review the main ideas and key
details in activity 3 in the worksheet.
• Say: Look at the main ideas and key details you wrote
for Section 1. Ask: How can you summarize the information?
• Tell students to work together and agree on a one- or
two-sentence summary for each section. Have them write
their summary sentences in their notebooks.
• Monitor and provide support as needed.
• When students have finished summarizing each section say:
Write a five-sentence summary of this text in your notebooks.
• Have students exchange and read summaries.
• Encourage students to comment and say what they liked
about their classmates’ summaries.

Topic 9 T 353
 Lesson 5
Teaching Resources Reading Strategy Focus
Compass Reading Log 6 pages 182 and 183 Integrating Information

Author Technique
Maps, Photos and Diagrams

Comprehension (60 min.)
Lead in to the Lesson
• Write on the board: groundwater, subsidence, glacial retreat
• Ask: Who can explain what groundwater is? Elicit ideas.
• Ask: Who can explain what subsidence is? Elicit ideas.
• Ask: Who can explain what glacial retreat is? Elicit ideas.
• Ask: Does our city use groundwater? Do you think our city is
in danger from subsidence or glacial retreat? Why or why not?
Encourage students to share their ideas and give reasons
for their answers.
1 Circle True or False.
• Have students read the sentences.
• Remind students that they can refer to the text if they are
unsure about the answers.
Answers: 1. False 2. False 3. True 4. False 5. True 6. True 7. True
5 Active Reading Read the section How are global
climate change and subsidence related? on page
181 again. Draw a diagram showing the connection
between global climate change, hurricanes,
earthquakes and subsidence.
• Direct students’ attention to the section on page 181.
Have them read it again.
• Tell students to draw a diagram.
• Form small groups. Have students compare their diagrams.
6 Think and write. Imagine you live in a sinking coastal
city. Besides stopping groundwater extraction, what
can you and your community do?
• Have students think about the question and then write
some ideas.
• Form small groups. Have students share their ideas.

2 Match the words with the definitions.

• Form pairs. Have students use the Key Words in sentences.
• Tell students to complete the activity.
Answers: 1. f 2. e 3. a 4. g 5. b 6. c 7. d

3 Integrating Information Read page 180 again.

Complete the sentences.
• Have students read the sentences.
• Direct their attention to page 180 and have them
read it again.
Answers: 1. 20 cm 2. 5 cm 3. 12 cm 4. 5-9 cm

A Complete the chart . Write the names of the cities.

• Have students complete the bar chart.
Answers: New Orleans, Manila Bay, Bangkok, Jakarta

4 Maps, Photos and Diagrams Scan page 180.

What cities are mentioned? Circle them on the map.
• Direct students’ attention to the Author Technique entry.
• Read it to the class and have students follow along.
• Have students identify the cities on the map.
• Tell students to scan page 180 and circle the cities on
the map.
Answers: Cities circled: Bangkok, Jakarta, Dhaka, Ho Chi Minh City, Karachi,
Lagos, Mumbai and Shanghai.

T 354 Topic 9
Lesson 6
Teaching Resources Reading Strategy
Compass Reading Log 6 page 184 Integrating Information
Internet access
Poster paper
Colored pencils and crayons

Connect to Life Science (50 min.) A Present your water plan to the class.
Lead in to the Lesson • Have students give their presentations.
• Have students recall the subsidence experiment in Lesson 4. • Encourage listeners to comment on the presentations.
• Ask: What happened to the water? (The water filled the spaces
Take the Lesson Further (10 min.)
between the grains of sediment.)
• Ask: Who remembers an example of a persuasive expression • Survey your students.
from Topic 8? (Loaded words, fancy words, testimonial, • Ask: Which poster was the most informative? Why?
repetition, emotional appeals, facts and figures.) • Ask: Which poster was the most persuasive? Why?
• Say: Today we are going to create a poster that persuades
people who live in cities with subsidence to reduce their
water usage.

Manage Your Class

When you assign students to small groups, you may want
to give each student a task within the group to ensure all
students collaborate. Tasks might be: researcher, recorder,
illustrator, presenter, etc.

1 One of the reasons for subsidence is groundwater

extraction. People use too much water. Work in a
small group. Research ways you can use less water.
Create a poster presentation.
Reading Strategy
• Form small groups.
• Hand out poster paper, colored pencils and crayons.
• Tell students to use their mobile devices or the school
computers to research ways to use less water. Say: Research
the ways to use less water. Write your ideas in your notebooks.
Then work together to create your poster to persuade people
who live in cities with subsidence to reduce their water usage.
• Monitor student progress. Answer questions and refocus
students as needed.

Manage Your Class

Presentations can be difficult to grade. You may want
to create a rubric prior to the presentations with a
numeric scale for each category you want to grade and
a description for the quality at each grading number.
Giving students a copy of the rubric at the time of the
assignment helps students focus on quality. If you feel
students will not pay attention to other presentations, you
can give the students copies of the rubrics and have them
grade their peers’ presentations.

Topic 9 T 355
 To p ic 9 Disappearing Coastal Cities
1 Complete the sentences with the correct words.

accelerated ban coastal collapse compact extraction

groundwater peaked retreat sediment sink wells

1 Researchers have found areas around the world that 10 times faster than sea

levels are rising!

2 In Venice, Italy, they stopped extracting and significantly decreased the

subsidence rate.

3 Some cities now the digging of any new in order

to significantly decrease the subsidence rate.

4 The most recent ice age about twenty-one thousand years ago, and we are

currently in its warm interglacial period.

5 The major factor of subsidence is groundwater .

6 Thousands of smaller glaciers , or melting, because of rising temperatures.

7 If the layer surrounding the groundwater is a fine-grain , then the ground

becomes more , or closer together. Eventually, it .

8 megacities with elevations of less than 10 meters are at the greatest risk.

9 Since 1993, the rise in the global sea level .

2 Complete the first column. What types of visual information are in the text?

Page Type of Visual Information What It Tells Us

Page 178

Page 179

Page 180

Page 181

A Complete the second column. What does the information tell you?

T 356 Nonfiction Worksheet Compass 6 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
 3 Complete the outline for the text.
A Rising Sea Level

Main Idea:

a Key Detail:

b Key Detail:

B Thermal Expansion

Main Idea:

a Key Detail:

b Key Detail::

c Key Detail:

C Glacier Mass Loss

Main Idea:

a Key Detail:

b Key Detail::

c Key Detail:

D Subsidence

Main Idea:

a Key Detail:

b Key Detail::

E How are global climate change and subsidence related?

Main Idea:

a Key Detail:

b Key Detail::

F How can cities slow or stop global climate change and subsidence?

Main Idea:

a Key Detail:

b Key Detail::

G The Future of Coastal Cities

Main Idea:

a Key Detail:

b Key Detail::

Compass 6 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Nonfiction Worksheet T 357
 Key Words
accelerated
ban
Disappearing
coastal
collapse
compact
extraction
Coastal Cities
by Julia McKie
groundwater
peak
retreat
sediment
sinking
well

Integrating
Information
An author integrates
both written and visual
information in a text
to provide a better
understanding of a subject.
When reading a text, look at
the illustrations, diagrams
and maps. Ask: How do they
relate to the text?
D o you live in a coastal city? Or do you enjoy visiting seaside towns?
Did you know that many coastal towns and cities could disappear?
How? There are two main reasons: global climate change and subsidence, or
sinking land.
Changes in climate and landmasses are nothing new on our Earth.
Throughout the history of the Earth, the climate has never stayed the same.
In fact, there have been five ice ages. The one we are in now peaked about
twenty-one thousand years ago, and we are currently in a warm interglacial
period.
1 Look at the text.
The landmasses on Earth have also changed. Three hundred million years
What forms of
ago, there was only one continent on Earth called Pangaea. Then it began to
visual information
does the author divide. Some landmasses rose while other areas sank. Now, there are seven
include? continents.
So, why are we worried about global climate change and sinking land
2 Listen and
now? Because the changes observed over the last two hundred years have
follow. 19

been caused by humans, and they are occurring at an accelerated rate.

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T 358
 Rising Sea Level
In the several millennia following the last ice age, the global sea level has slowly risen about
120 meters. However, since 1993, the rise in the global sea level has accelerated. Researchers say
this is due to ocean thermal expansion and glacier mass loss, or melting glaciers. Both thermal
expansion and glacier mass loss are each responsible for about half of the observed sea level rise.
But… What is thermal expansion? What is glacier mass loss? Keep reading!

Thermal Expansion
Over the past century, the average global temperature has risen by about 0.85ºC. When the air
temperature rises, water temperature eventually rises, too. When water gets warmer, it expands or
takes up more space. This is known as thermal expansion. The average temperature of our oceans
has already increased by about 0.1ºC. This increase may not seem significant, yet it is enough to
affect sea levels. Scientists attribute about half of the rise in sea levels over the last one hundred
years to thermal expansion. From 1961 to 1993, thermal expansion was responsible for global sea
level rise of 0.42 millimeters a year. From 1993 to 2003, this rise accelerated to 1.6 millimeters a year.

Glacier Mass Loss

The Earth currently has two major ice sheets—on Greenland
and Antarctica. These ice sheets make up the majority of the ice
on Earth. If they melted completely, sea levels could rise by more
than 70 meters. Thankfully, scientists say this would only happen
if the temperatures were to rise another two to three degrees.
However, there are also more than 198,000 smaller glaciers
around the globe. These smaller glaciers respond more quickly to
Muir Glacier in Alaska
climate change than the ice sheets. In fact, thousands of these smaller
glaciers are retreating, or melting, because of rising temperatures. For example, 50 kilometers
of Muir Glacier in Alaska have already retreated. The Columbia Glacier, which is also in Alaska, is
one of the fastest retreating glaciers in the world. It has been losing about 30 meters of ice a day.
Glaciers make up about 4 percent of the total land ice on the Earth. Glacier
ier
mass loss has contributed up to 60 percent of the sea level rise since the Antarctica
1990s. Greenland ice sheet loss contributes about 30 percent of the sea 10%
level rise. And in contrast, loss of the Antarctic ice sheet only contributes Greenland Glaciers
about 10 percent. In total, from 1961 to 1993, glacier mass loss was 30% 60%
responsible for a global sea level rise of 0.69 millimeters a year. From 1993
to 2003, that accelerated to 1.3 millimeters a year. This is in addition to the
rise caused by thermal expansion.
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 Subsidence
The rising global sea level is not the only concern. Subsidence is actually a more immediate
problem. Researchers have found areas around the world that are sinking ten times faster than
sea levels are rising! Natural subsidence does occur over time, but the current accelerated
rate is, again, because of human activity. The areas that are at the greatest risk are the coastal
megacities—cities with more than 10 million people—with elevations of less than 10 meters. For
example, some areas of New Orleans are sinking at a rate of up to 5 centimeters a year. Manila
Bay, in the Philippines, is sinking at a rate of 5 to 9 centimeters a year. Bangkok, Thailand is
sinking even faster—at 12 centimeters a year. And Jakarta, Indonesia is sinking at an astounding
20 centimeters a year! Some areas of Jakarta have actually sunk almost 2 meters since the 1930s.
Other cities at risk are Dhaka, Ho Chi Minh City, Karachi, Lagos, Mumbai and Shanghai.

Yearly Subsidence Rate

25 cm Yearly
20 cm Subsidence
Rate
15 cm
10 cm
5 cm
0 cm
New Manila Bangkok Jakarta
Orleans Bay

How are these cities sinking? Why are they sinking so

quickly? A major factor is groundwater extraction.
Like any urban area, the people in a megacity need water to
drink, to bathe and to grow food. However, extremely large
populations need extremely large quantities of water. This
water does not come from the sea. It comes from under
the ground. When large quantities of groundwater are
pumped out, it creates millions of small spaces. If the land
surrounding this space is a fine-grain sediment, the land
becomes more compact. Eventually, it collapses.

Layers of soil and groundwater

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T 360
 How are global climate change and subsidence related?
Global climate change increases the frequency and intensity of hurricanes. These disasters can
lead to more frequent and intense flooding. Flooding then increases the problem of severe subsidence.
And as glaciers melt and oceans rise, the crust of the Earth shifts, causing more frequent earthquakes.
Since the Great East Japan Earthquake of 2011, the Oshika Peninsula subsidence is currently about 3.9
meters. In the town of Ishinomaki, areas closest to the sea now flood daily at high tide.
Another earthquake in 2011—this time in New Zealand—caused subsidence of about 1 meter.
The question now is: what can we do to protect our populations in coastal areas? And, more
importantly, what can we do to slow global climate change and subsidence?

How can cities slow or stop global climate change and subsidence?
This is the question many people are now asking. Some countries, such as Japan, Holland and Italy,
have been doing something about it for decades.
In Tokyo, Japan, from 1964 to 1975, 1,160,000 cubic meters of groundwater was extracted a day.
In 1975, scientists realized that the megacity had sunk almost 2 meters because of subsidence. They
immediately decided to stop extracting groundwater. As of 1975, only 128,000 cubic meters of groundwater
was extracted per day. This, along with banning the creation of any new wells, significantly decreased
the subsidence rate. The city now receives most of its water
from the surface—from lakes and rivers.
In Venice, Italy, they also stopped extracting groundwater
and significantly decreased the subsidence rate. Nowadays,
Venice is sinking because of natural subsidence—about 1 to
2 millimeters a year. If city planners in Venice hadn’t taken
the subsidence rates seriously, this rate would have been
much higher and they wouldn‘t have a city today! Other cities
currently at risk need to create action plans to reduce their
own subsidence rates.

The Future of Coastal Cities

Subsidence is an immediate concern, and many at-risk
coastal cities have taken measures to save their cities. However,
slowing global climate change is not something any one
city can do. It requires an international plan—one that will
decrease the rate of thermal expansion and glacier ice mass
loss. To do that, people around the world must agree this is a
Is this our future?
global issue and work toward a global solution.
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T 361
 1 Circle True or False.
1 All changes in climate and landmasses have been caused by humans. True False

2 Sea levels are rising because of thermal expansion and landmass loss. True False

3 About half of the rise in sea level is due to thermal expansion. True False

4 If the ice sheets melted, sea levels would rise more than 120 meters. True False

5 Glacier mass loss is responsible for 60 percent of the sea level rise. True False

6 Groundwater extraction contributes greatly to the subsidence problem. True False

7 Global climate change leads to more intense flooding. True False

2 Match the words with the definitions.

1 accelerate a to cave in

2 ban b the maximum level

3 collapse c to move backward

4 extraction d to fall slowly, gradually

5 peak e to prohibit by law

6 retreat f to move or develop faster

7 sink g the process of removing something

3 Integrating Information Read page 180 again. Complete the sentences.

1 Jakarta is sinking at a rate of centimeters a year.

2 New Orleans is sinking approximately centimeters a year.

3 Bangkok is sinking at a rate of centimeters a year.

4 Manila Bay is sinking approximately centimeters a year.

A Complete the chart. Write the names of the cities.

Yearly Subsidence Rate Yearly Subsidence Rate
25 cm

20 cm

15 cm

10 cm

5 cm

0 cm

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T 362
 4 Maps, Photos and Diagrams Scan page 180. What cities are mentioned? Circle them on the map.

Rome
Maps, Photos
Istanbul and Diagrams
Barcelona
Authors include maps, photos
Cairo Shangai and diagrams to illustrate and
support information in a text
Karachi to help readers understand
Dhaka Hong Kong
Mumbai information better. You can
create maps and diagrams, too.
Bangkok
Ho Chi Minh City
Lagos
Nairobi

Jakarta

5 Active Reading Read the section How are global climate change and subsidence related? on page
181 again. Draw a diagram showing the connection between global climate change, hurricanes,
earthquakes and subsidence.

6 Think and write. Imagine you live in a sinking coastal city. Besides stopping groundwater extraction,
what can you and your community do?

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T 363
 Connect to Me
1 Look at the photos below. They show a beach eroded by a hurricane. Imagine you visited this beach
before and after the erosion. Write a letter to a friend describing the change and how you feel about it.

September 9, 2008 September 15, 2008

Connect to Life Science

1 One of the reasons for subsidence is groundwater extraction. People use too much water.
Work in a small group. Research ways you can use less water. Create a poster presentation.

A Present your water plan to the class.

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T 364
 abbreviation (n.) a shortened form of a word (Topic 4)
accelerated (adj.) moving or developing faster (Topic 9)
acronym (n.) a word written with the first letters
of other words (Topic 4)
afford (v.) to be able to pay for something (Topic 7)
ampersand (n.) a symbol that means and; (&) (Topic 4)
ancient (adj.) very old (Topic 1)
arrest (v.) to capture and imprison (Topic 2)
ash (n.) the fine gray powder that is left when
something burns (Topic 8)
bagpipes (n.) a musical instrument (Topic 7)
ban (v.) to prohibit by law (Topic 9)
barista (n.) someone who makes coffee in a
coffee shop (Topic 6)
be up to (v.) to have the responsibility for
something (Topic 5)
beam (v.) to smile broadly (Topic 4)
blueprints (n.) the construction plans that show how
a building will be made (Topic 5)
boastful (adj.) talking about your achievements and
abilities in a proud way (Topic 2)
bolt (n.) a metal object used to hold something
together (Topic 5)
bond (v.) a special relationship (Topic 1)
brand name (n.) the name of a specific company
or product (Topic 2)
bun (n.) hair wrapped in a ball shape on
the head (Topic 7)
burst (v.) to arrive quickly and loudly (Topic 4)
burst (n.) an explosion (Topic 8)
butler (n.) a male servant (Topic 5)
caretaker (n.) a person who has the job of cleaning
and doing repairs in a building; a janitor (Topic 2)
carve (v.) to cut and serve meat (Topic 7)
challenge (n.) a difficulty (Topic 6)
charge (v.) to pursue legal action against a person
who may have committed a crime (Topic 2)
chime (v.) to make the sound of a bell (Topic 7)
chirp (v.) to make a short, high-pitched sound like
a bird (Topic 7)
chuckle (v.) to laugh quietly (Topic 7)
GlossaryCOrl6.indd 185
clue (n.) a fact that helps explain something (Topic 5)
coastal (adj.) near the ocean (Topic 9)
collapse (v.) to cave in (Topic 9)
collector (n.) a person who finds or buys specific items
to keep in a collection (Topic 2)
commute (v.) to travel to and from a place
regularly (Topic 7)
compact (adj.) closely packed together (Topic 9)
confidence (n.) the feeling of being able to do well
or succeed at something (Topic 6)
contagious (adj.) able to be passed from an infected
person to other people (Topic 1)
container (n.) an object with space inside it for holding
something else (Topic 7)
critic (n.) commentator, reviewer or analyzer (Topic 2)
crumble (v.) to fall into pieces (Topic 9)
dangle (v.) to hang down, swinging freely (Topic 9)
debris (n.) broken pieces left behind after something
is destroyed (Topic 8)
debt (n.) money you owe to a person or
company (Topic 7)
deposit (v.) to cause a substance to cover
something else (Topic 8)
develop (v.) to become more advanced or mature;
to become something (Topic 3)
dogsled (n.) a form of transportation where dogs pull a
platform with runners, often on snow or ice (Topic 1)
doodle (n.) a drawing made without thinking
about it (Topic 2)
drawl (v.) to speak slowly and in an
exaggerated way (Topic 4)
droop (v.) to hang lower from sadness or
weakness (Topic 3)
drought (n.) an extended period of time with little
or no rain (Topic 3)
eager (adj.) enthusiastic (Topic 1)
edge (n.) the end of a surface (Topic 9)
embedded (adj.) partially or completely buried in
a substance (Topic 9)
emit (v.) to send out (Topic 8)
empathy (n.) compassion or sympathy (Topic 2)
Glossary 185
10/10/17 12:28
A1
 erode (v.) to take away from; to weaken (Topic 4)
evidence (n.) proof that shows that something
is true (Topic 5)
evolve (v.) to change over time (Topic 4)
exposed (v.) visible or uncovered (Topic 9)
extinction (n.) when a plant or animal species no
longer exists (Topic 8)
extraction (n.) the process of removing
something (Topic 9)
factor (n.) something that influences a specific
outcome (Topic 6)
famine (n.) a situation where there is a lack of
food (Topic 8)
fingerprints (n.) the marks made where fingers
touch a surface (Topic 5)
fist-bump (v.) to hit another person’s closed hand
with your closed hand (Topic 4)
flailing (adj.) moving in an uncontrolled way (Topic 9)
flashlight (n.) a small handheld, battery-powered
light (Topic 8)
flick (v.) to hit with a quick movement (Topic 1)
flick (v.) to change quickly (Topic 6)
fold down (v.) to open something using a
downward motion (Topic 7)
fossil fuels (n.) energy-rich substances made from
organisms that lived millions of years ago (Topic 3)
frostbite (n.) a dangerous medical condition that occurs
when part of the body freezes (Topic 1)
gallop (v.) to run (the fast movement of a horse) (Topic 1)
gasp (v.) to breathe in suddenly (Topic 7)
glare (v.) to look at someone in an angry way (Topic 4)
grimace (v.) to make a facial expression that
shows pain (Topic 4)
grin (v./n.) to have a big smile; a big smile (Topic 2)
groan (v.) to make a deep sound to show pain or
discomfort (Topic 7)
groundwater (n.) water that is in the ground (Topic 9)
grumble (v.) to complain quietly (Topic 7)
gutter (n.) an open pipe on the edge of a roof that
collects rain water (Topic 9)
habit (n.) an action that is repeated regularly (Topic 6)
haggis (n.) a traditional Scottish dish (Topic 7)
handsaw (n.) a tool with sharp metal teeth for
cutting wood (Topic 2)
186 Glossary
GlossaryCOrl6.indd 186
A2
hay (n.) dried grass that is usually used to feed
animals (Topic 7)
hazard (n.) a danger (Topic 9)
herding dog (n.) a dog that can work to control the
movement of herd animals such as sheep and
cattle (Topic 1)
high-five (v.) to hit another person’s open hand in the
air with your open hand (Topic 4)
hoof (n.) the hard foot of some animals, such as horses
and cows (Topic 1)
hover (v.) to fly above something, often without
moving (Topic 3)
hum (v.) to make a low, steady voiced sound (Topic 3)
hunch (n.) a feeling or intuition that something
is true (Topic 5)
hunt (v.) to find and kill animals for food (Topic 1)
hurricane (n.) a violent tropical storm with high winds
and heavy rain (Topic 8)
hurry (v.) to move or go quickly (Topic 5)
imposter (n.) a person who pretends to be
someone else (Topic 5)
in a row (adv.) one after the other, without
interruption (Topic 6)
income (n.) the money you earn from a job (Topic 7)
incredulously (adv.) unbelieving; thinking something
is untrue (Topic 6)
intent (n.) purpose, objective or goal (Topic 2)
irrational (adj.) without reasoning; illogical (Topic 6)
jarring (adj.) disagreeable; out of place (Topic 4)
judge (n.) a legal authority who presides over a
court, who sometimes decides the outcome
of a trial (Topic 2)
kilt (n.) a skirt traditionally worn by men
in Scotland (Topic 7)
lantern (n.) a light inside of a glass and metal
container (Topic 8)
linguist (n.) a person who studies how people use
language (Topic 4)
loft (n.) a living space just below a roof (Topic 7)
magma chamber (n.) an underground space filled with
liquid rock before a volcanic eruption (Topic 8)
mastermind (v.) to plan or organize a
complex crime (Topic 5)
mental health (n.) a sense of well-being (Topic 3)
10/19/17 17:00
 mineral (n.) a natural substance formed in the ground,
often important for nutrition (Topic 3)
mirage (n.) something you think you can see,
which isn’t really there; an optical illusion or
hallucination (Topic 1)
missing (adj.) something that is not there; something
that is stolen (Topic 5)
mock (v.) to make fun of someone or
something (Topic 2)
mud bricks (n.) rectangular blocks made from soil or
clay, used for building primitive structures (Topic 3)
mumble (v.) to speak quietly and in a way that is
unclear (Topic 2)
mutter (v.) to speak quietly and unclearly (Topic 6)
natural resources (n.) things that exist in nature and
are useful to humans (Topic 3)
nectar (n.) a liquid in flowers that some insects and
animals collect as food (Topic 3)
neigh (v.) to make the sound of a horse (Topic 1)
nibble (v.) to take small bites of something (Topic 1)
non-perishable (adj.) when a food item can be kept
in good condition for a long time (Topic 8)
nutrient (n.) a substance that the body needs to work
in a healthy way (Topic 3)
on the house (adj.) without a charge; free (Topic 6)
orchard (n.) a group of fruit trees (Topic 3)
parasite (n.) an organism, such as a worm or an insect,
that lives on or in another organism (Topic 3)
peak (v.) to reach the maximum level (Topic 9)
perk up (v.) to become happier suddenly (Topic 4)
pollination (n.) the act of moving pollen from
flower to flower, usually done by insects such
as bees (Topic 3)
potable (adj.) safe for drinking (Topic 8)
power line (n.) a thick cable that provides
electricity (Topic 8)
pretend (v.) to act in a way that is not true (Topic 5)
prowl (v.) to move in a secretive way in order to hide
from something (Topic 1)
psychologist (n.) a person who studies people’s
behavior (Topic 6)
public place (n.) a space that is open for use by all
people, such as a park or a city street (Topic 2)
GlossaryCOrl6.indd 187
publicity (n.) public attention caused by information
in a newspaper or magazine (Topic 5)
quizzically (adv.) with an expression of
curiosity (Topic 6)
ransom (n.) money that is requested to return
a valuable object (Topic 5)
raw material (n.) a basic substance needed to make
something (Topic 3)
relay (n.) a way of transporting something, where parts
of the journey are divided up into sections and
different runners (Topic 1)
relief (n.) a feeling when a worry or concern has been
taken away (Topic 5)
rely (v.) to depend on someone or something (Topic 3)
remains (n.) parts of things that are left (Topic 9)
renewable (adj.) able to grow or be produced at the
same rate as it is used (Topic 3)
reply (v.) to respond or answer to (Topic 4)
rescue (v.) to save someone from danger or
harm (Topic 1)
retiree (n.) a person who stops working because of
his or her age (Topic 7)
retreat (v.) to move backwards (Topic 9)
robbery (n.) the crime of stealing; theft (Topic 5)
roll your eyes (v.) to move your eyes around in
a circle (Topic 4)
root (n.) the part of a tree that is in the ground and
gathers nutrients from the soil (Topic 3)
routine (n.) an action or behavior that you do
regularly (Topic 6)
rubble (n.) broken pieces of rock (Topic 9)
rucksack (n.) backpack (Topic 2)
rustle (v.) to make a noise by moving leaves or
papers (Topic 3)
scattered (adj.) placed or found far apart (Topic 9)
scratch (v.) to cut or scrape with something sharp,
such as fingernails or claws (Topic 2)
sediment (n.) small bits of rock or sand that sink to the
bottom of water (Topic 9)
seep (v.) to move slowly through a substance, such as
water through soil (Topic 3)
sentence (v.) to judge formally; punish (Topic 2)
shatter (v.) to break something (usually glass) into many
small pieces (Topic 6)
Glossary 187
10/10/17 12:28
A3
 sheer (adj.) vertical (Topic 9)
shoot (n.) a plant in an early stage of growth (Topic 3)
shorten (v.) to make shorter (Topic 4)
shrug (v.) to move one’s shoulders up and down, often
to indicate you don’t know something (Topic 6)
sigh (v.) to breathe out slowly and loudly (Topic 4)
sinking (adj.) falling below a particular level (Topic 9)
sketch (v.) to draw quickly (Topic 2)
slam (v.) to hit something against a surface (Topic 6)
slang (n.) informal language (Topic 4)
sleeping bag (n.) a long cloth bag that can be used
for sleeping outdoors or in cold weather (Topic 8)
smack your forehead (v.) to hit your forehead with
your hand (Topic 4)
sod (n.) the top layer of soil that usually
has grass (Topic 7)
span (v.) to extend across a space or over a period
of time (Topic 1)
spike (n.) a bar or rod with a point at one end (Topic 2)
spoil (v.) to become bad or decay (Topic 8)
sprout (v.) to start to grow out of a seed (Topic 3)
squash (v.) to press against something (Topic 6)
stake out (v.) to hide in order to watch or spy on
someone (Topic 5)
stammer (n./v.) speech with a lot of hesitation, often
repeating sounds or words; to speak with a lot of
hesitation and repetition of sounds or words (Topic 2)
stand by (v.) to wait and pay attention because
something is going to happen (Topic 8)
starvation (n.) death caused from a lack of food;
severe hunger (Topic 8)
steal (v.) to take another’s property illegally (Topic 5)
step up (v.) to improve yourself in order to contribute
to something (Topic 8)
storage (n.) a place to put things away when they
are not being used (Topic 7)
stream (n.) a very small river (Topic 1)
stroll (v.) to walk in a relaxed manner (Topic 6)
superstition (n.) a belief that certain things cause good
or bad luck (Topic 6)
swell (v.) to expand or increase in size (Topic 8)
tame (v.) to train a wild animal to follow
commands (Topic 1)
188 Glossary
GlossaryCOrl6.indd 188
A4
tarp (n.) a large sheet of waterproof cloth or
plastic (Topic 8)
tartan (n.) a plaid pattern on a wool cloth that identifies
a Scottish family or clan (Topic 7)
telegram (n.) a brief message sent by an electric
telegraphic cable (Topic 5)
text (v./n.) to send a short message on an electronic
device; a short message sent on an electronic
device (Topic 4)
theft (n.) a robbery (Topic 5)
thief (n.) a person who steals (Topic 5)
thirst (n.) the need for water to drink (Topic 1)
tournament (n.) a competition in a series of sports
or other events that results in the naming of a
champion (Topic 6)
trailer (n.) a metal house on wheels that can be pulled
by a car or truck (Topic 7)
unreliable (adj.) someone that cannot be
trusted (Topic 5)
upturned (n.) upside-down (Topic 6)
vandal (n.) a person who intentionally damages
or destroys something (Topic 2)
vandalism (n.) destruction or damage (Topic 2)
warn (v.) to tell someone about a possible
danger (Topic 1)
well (n.) a deep hole made in the ground to extract
water (Topic 9)
wilderness (n.) a natural, uninhabited area (Topic 1)
wind (v.) to follow a path that is not straight; to change
directions frequently as a path or river (Topic 1)
wipe out (v.) to kill completely or destroy (Topic 8)
witness (n.) someone who saw a crime (Topic 5)
zigzag (v.) to move with sharp changes in
direction (Topic 3)
10/10/17 12:28
• What makes a good friend?
• What kind of artist am I?
• What does nature do for us?
• How is English changing?
• Am I a good detective?
• Are superstitions real?
• Where do people live?
• Can humans survive anything?
• How is our planet changing?

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