Exploring Biomass Energy: Sustainable Fuel for the Future

1. FOA 2015-2016

2. Day 1 Biomass is defined as the energy that comes from living organisms as well as the waste from these organisms. Leftover cooking oil is an example of biomass. The cuttings from freshly chopped grass is another example. Originally thought of as only useful as fertilizer, cow manure is an example of a type of biomass that has multiple uses today. What is unique about biomass is its ability to be used as fuel which relieves human dependence on fossil fuels and provides a creative way to recycle garbage Common Core Standard RI.1 Textual Evidence 1. Which detail most strongly supports the idea that biomass can provide a way to preserve our natural resources? a. Cow manure has multiple uses today. b. It has the ability to relieve human dependence on fossil fuels. c. Biomass is energy from organisms and their waste. Common Core Standard RI.2 Central Idea 2. Which statement below best summarizes the central idea? a. Cooking byproducts can be used as fuel today. b. Waste from human consumption is biomass. c. Biomass comes from living things and has many uses.

3. Day 2 Energy is released from biomass when it is heated or gas is extracted from it. After this process is complete, the energy from it can be converted into useable fuel. An example of this process is what occurs on some farms. The waste from farm animals is collected and placed into a covered bin. As a natural process, methane gas is emitted. Using special machinery, the gas is harvested and converted into useable fuel. A growing number of farms use this fuel instead of energy from electric companies. The methane can then be used to heat stoves, furnaces, or other household appliances resulting in less natural resources being used and as a natural method of reusing waste. Excess methane can also be sold by farmers to utility companies. Common Core Standard RI.5 Text Structure 1. What is the text structure? a. The author utilized a description text structure to assist the reader with understanding more about biomass. b. The author utilized a problem and solution text structure to express problems with fuel and provide a solution. c. The author utilized a cause and effect structure to explain the causes and effects of alternative fuels in the U.S.A. Common Core Standard RI.4 Vocabulary 2. What detail most strongly supports the idea that using biomass is gaining in popularity? a. More farms are selling their excess energy to utility companies. b. The methane gas can be used to heat appliances. c. A growing number of farms are using biomass.

4. Day 3 A creative alternative, biomass is often used along with fossil fuels such as crude oil and coal in order to provide energy for homes and businesses. Companies and officials have sought ways to reduce the carbon impact on society while still gaining the benefits of fossil fuels. Biomass does not emit excess carbon monoxide into the environment. In contrast, trees that are cut down do. While it is known that trees contribute oxygen and clean the air, when they are cut, they release carbon dioxide. When acres of trees are cut at the same time, huge amounts of carbon dioxide are released into the environment. • Common Core Standard RI.5 Text Structure 1. How does the author show that biomass is less harmful than cutting down large amounts of trees a. by using cause and effect structure to compare trees and biomass. b. by using compare and contrast to compare the differences between cut trees and biomass c. by explaining the mission of companies Common Core Standard RI.4 Vocabulary 2. What does alternative mean? a. a different option b. new techniques c. energy facts

5. Day 4 Non-renewable resources are energy sources that are in limited supply. On the other hand, renewable resources are sources that can be easily replaced. Wind energy is one such example. Since wind is abundant, harnessing wind is an effective strategy for using renewable resources. Hydroelectric power is energy produced from moving water. The idea of using renewable energy is not a new idea. Energy was harnessed from steam as early as the 1800s and became the most Common Core Standard RI.1 Textual Evidence 1. Which detail is true about renewable resources? a. Renewable resources have been used for a long time. b. Steam engines used wind power. c. There are plenty of nonrenewable resources. Common Core Standard RI.2 Central Idea 2. What does harnessing mean? a. surrounding b. reducing c. getting

6. Day 5 There are fewer fossil fuels today. Scientists estimate that we only have enough crude oil and coal to power the world for the next hundred years. With life expectancies expected to get longer and the population in the world increasing, human energy demands have skyrocketed. Common Core Standard RI.2 Central Idea 1. What is the central idea of this paragraph? Common Core Standard RI.1 Textual Evidence 2. What details helped you answer question 1? Explain your ideas.

7. Day 6 Mrs. Tillman shifted her weight from one foot to the other. It was as though Michelle was the only student in the classroom. Michelle looked at the teacher with a smile that was as wide as a prairie. None of the other students said anything. Grabbing all of her books, Michelle walked out of the classroom into the hallway. Really, what could Mrs. Tillman do to me anyway, she thought. Common Core Standard RL.3 Interactions Between Ideas 1. What does Michelle’s behavior reveal about her personality? a. She has an apathetic attitude. b. She is feeling frustrated. c. She is disappointed about her grade. Common Core Standard RL.1 Textual Evidence 2. Write the evidence from the text that helped you answer the question. Explain your ideas below.

8. Day 7 “Alcinder!” I hear Matthew say. I continue to straighten my coat. He’s staring at me. I know what’s coming. I just keep gathering my things. The bus screeches and halts like it is confused about whether it should go forward or backward. I try to think about that instead. I don’t know why Matthew always bothers me. Maybe it’s because of my size. I don’t want to hear him calling me names like he did yesterday. Idiot! Nerd! Common Core Standard RL.3 Interactions Between Ideas 1. What does Alcinder’s response to Matthew reveal about Alcinder’s character? a. He is willing to stand up for himself when others mistreat him. b. He lacks the confidence to seek help so that the bullying will stop. c. He does not let the comments of others bother him. Common Core Standard RL.6 Differences in Points of View 2. How does the author use the differences between the characters to create tension? a. The author uses short sentences to draw the readers attention to specific details to create a mood of haste and fear. b. The author uses vivid words to create the atmosphere of irony. c. The author uses figurative language to create humor.

9. Day 8 Latva lived underneath a dream that was too big for him. Regardless, his goal to obtain the honor of his nation was forefront in his mind. With the grace of a gazelle and the fierceness of a panther, he leaped from the branch and startled the caribou that grazed on the green carpet meadow. This was his first hunt for the day. If by fortune or skill, he knew that he had to be the one selected by the elders to be the next leader. He had greater abilities than the men that were 10 and 20 years older than him. His age of 13 would be a barrier for selection he thought, one obstacle that he had to overcome. Common Core Standard RL.1 Textual Evidence 1. Based on the text, what can you infer? a. He is the most qualified to be leader, but it will be hard to convince people. b. He is able to catch gazelles and panthers with ease and skill. c. He is sure to be selected as the next leader of the village. Common Core Standard RL.4 Vocabulary 2. What does “Latva lived underneath a dream that was too big for him” mean? a. Latva is able to accomplish difficult things. b. Latva has many dreams and wishes. c. Latva wants to accomplish a large goal.

10. Day 9 Rebecca was the only student at Randolph Middle School that wore a yellow heart on her cheek and a long white skirt so long that it would make the average person stumble. This was her daily outfit and was worn much like a uniform that a nurse or steel factory worker would wear to show employment status. To Rebecca, this was ordinary, but to the other students, her outfits translated her loosely into being thought of as a “strange and odd person”. Rebecca knew what the others thought of her. However one could assume Rebecca did not notice. Common Core Standard RL.3 Interactions Between Ideas 1. The description of Rebecca in the setting helps the reader infer- a. Rebecca is self-centered b. Rebecca is unusual c. Rebecca is superficial Common Core Standard RL.1 Textual Evidence 2. Write the clues in the text that assisted you in answering question 1. Explain your ideas below.

11. Day 10 When I think back to my Midwestern childhood home, my mind conjures images of windy dirt roads that unspool before your eyes. I can see the stalks of corn punctuating the fields that I romped on as I tried to catch an airborne dandelion seed as my brother and I laughed and laughed until our insides hurt. The overripe apple sunsets are what I remember most. I also remember the way that we reclined in the back of my father’s pickup truck and watched day and night switch places. We used to stare into the sky. We even staked claim on stars as though we personally owned them, having the nerve to give them names. Common Core Standard RL.1 Textual Evidence • How does the author feel about her childhood home? (Constructive response) Common Core Standard RL.4 Vocabulary 2. The author states, “When I think back to my Midwestern childhood home, my mind…” This is an example of what type of literary device? a. personification b. hyperbole c. flashback

12. Picture Book Assignment • You had to select a picture book and create a story to go with that book. • Once your story is written identify all plot elements and write a theme paragraph for your story. • You will present your story to the class with a brief summary and explain the theme.

13. Day 11 Through the automobile window, Hattie could see the rich, rolling land and sprouting rows of corn. She resolved not to reflect on her current situation. Instead she decided to accept the new life that awaited her. The house was far away. All of her children had been raised there. The oak that sat on the property and extended branch fingers into the sky was planted by her son Abner when he was a boy. Hattie turned her head toward the window and tried to prevent her daughter Alice from seeing the tears drop from her eye and fill the creases on her skin. In two days, the home will be sold to a new family. Common Core Standard RL.3 Interactions Between Ideas 1. What do the setting and Hattie’s inner thoughts reveal about her? a. Hattie is being forced to move by a new family. b. Hattie does not have a good relationship with her daughter. c. Hattie is trying to adjust to the changes in her life. Common Core Standard RL.2 Objective Summary (Part 2 of Standard) 2. Which statement best summarizes the prose text? a. Hattie is remembering her childhood and is saddened. b. Hattie is leaving the home that she has lived in for years. c. Hattie is trying to prevent her daughter from leaving.

14. Day 12 It was his inner strength that rendered Maxwell most powerful. After a bit of calculating, he decided that if he could rally all the rest of the men working for the mining company together to proceed with a strike, the owners would have no other choice but to increase all the wages. Paul Johnson was expecting a new baby any day now and needed the extra income. Even Maxwell struggled to earn enough to feed his family. It was Maxwell’s cleverness that would save all of the men. Common Core Standard RI.2 Objective Summary (Part 2 of Standard) [***Note, this part of the standard wants facts and not opinions to be stated in a summary] 1. Which statement best summarizes the story? a. Maxwell should stand up to the owners of the mine because they do not pay the workers enough money. b. Paul Johnson and Maxwell do not earn enough money to care for the families and are upset. c. Since the miners do not believe that they are paid enough money, Maxwell created a plan to help them. Common Core Standard RL.9 Analyze Modern Fiction 2. This standard asks readers to draw upon character types that are known from traditional stories. In what way is Maxwell similar to the “Superman” character type? a. Just like Superman, Maxwell’s true identity is unknown to others. b. Just like Superman, Maxwell wants to save others. c. Just like Superman, Maxwell seems to have abnormal strength.

15. Day 13 Powdery black smoke dusted onto the city. It was the remnants of the town that troubled Mischa. War-tattered structures cast shadows in the twilight. Trying to avoid stepping onto fragments of glass, Mischa lumbered on attempting to locate her younger brother. During the blast, he had become lost which left Mischa alone and worried. It was something about his sharp wit that began to reassure her that although she had no physical way of proving it; one day they would reunite. Common Core Standard RL.4 Vocabulary 1. What impact do words such as “remnants” and “cast shadows” have on the reading passage? a. The words explain why the war has occurred. b. The words show the tension between the characters. c. The words help the reader visualize the setting. Common Core Standard RL.3 Interactions Between Ideas 2. Mischa is no longer concerned about her brother since- a. She is closer to locating him. b. She knows that he has left the city. c. She believes that he capable of caring for himself.

16. Day 14 His words were like Shakespeare, poetic and trance inducing. Some said that he could con the last two dollars out of a poor man’s pocket which was the precise reason that Joan Beth eyed Mr. Reynolds keenly as she showed her mother the insurance bill. Mr. Reynolds smiled really wide and showed all of his flawless teeth. It was the way that he said things that disturbed Joan Beth the most. Many single women in town welcomed the opportunity just to have Mr. Reynolds glance their way but to their later regret. Joan Beth thought about what to do. Common Core Standard RL.3 Interactions Between Ideas 1. The character trait that best describes Joan Beth is- a. perceptive b. jealous c. clever Common Core Standard RL.9 Analyze Modern Fiction 2. This standard asks readers to draw upon character types that are known from traditional stories. In what way is Mr. Reynolds similar to the “Shakespeare” character type? a. Shakespeare and Mr. Reynolds are both well known among just the people in their communities. b. Shakespeare and Mr. Reynolds are both famous. c. Shakespeare and Mr. Reynolds are great speakers.

17. Day 15 Andrew adjusted the last belt on his vehicle as he departed from the market place that rested precisely in the center of town. Everything had to be perfect. A twisted seat belt was Infraction 20631 and resulted in a fine that was far greater than what anyone would want to pay. What was worse was breaking Infraction 41852, forgetting to wear a helmet while driving which was considered an even worse offense than any seat belt law. It would be many laws to remember, but Andrew preferred this over the lawless society that was once his home. The commander kept things this way. Very few people were allowed admission into the territory, so Andrew considered himself to be lucky. Common Core Standard RL.9 Analyze Modern Fiction 1. This standard asks readers to draw upon themes that are known from traditional stories. In Fahrenheit 451 by Ray Bradbury, the setting is a utopian society (this is a society that is perfect). What aspects of this text reveal utopian society ideas as well? a. Everyone has to wear a seat belt. b. There is someone in charge of the society. c. Care is taken to ensure nothing is wrong. Common Core Standard RL.3 Interactions Between Ideas 2. The first four sentences were added to the text in order to- a. establish the setting b. inform the reader about the conflict of the story c. provide reasons why Andrew will most likely anger the commander

18. Day 16 (9/14)Two researchers submit their conflicting opinions about animal research • Researcher 1 The benefit that animals have in research is widely known. Many of the successful treatments for ailments can be attributed to the use of these animals. There should not be a debate about whether or not animals should be used in testing. The benefits of such use is clear. Researcher 2 Using animals to research human diseases is wasteful. Even our closest relative, the chimpanzee, does not have enough DNA that matches humans. When research on animals does seem promising, the same testing is not always successful on humans. Clinical testing trials on humans are best. Common Core Standard RI.8 Delineate Arguments 1. Is the first researcher’s evidence relevant and sufficient? Common Core Standard RI.9 Analyze Two Texts 2. What are the conflicting viewpoints of the researchers?

19. Day 17 (9/15) Microorganisms are tiny thriving, living creatures that can be found everywhere. This type of living being includes organisms such as mold and bacteria. Bacteria are single-celled and can be found inside the bodies of humans and animals. Serving the purpose of breaking down food, bacteria is widely found within of the stomach and intestinal tract. While some bacteria is helpful, there are other types that can result in sickness or the death of their host. Common Core Standard RI.1 Cite Textual Evidence 1. Which statement supports the idea that bacteria can be beneficial? a. It can be found inside of humans and animals. b. It can result in sickness. c. It can assist with digestion. Common Core Standard RI.5 Analyze Structure 2. What is the purpose of the fourth and fifth sentences? a. They elaborate on the function of bacteria. b. They define what microorganisms are. c. They both tell the risks of bacteria.

20. Day 18 (9/16)With budget crises looming, many school districts have debated about eliminating fine arts and physical education. Viewpoint 1 Fine arts such as drama and music classes should be kept in schools. School is the first opportunity some have to discover their talents. Think of countless famous people that began their hobbies at a young age. Viewpoint 2 Fine arts and physical education classes can both be described as a complete waste of money. With so many schools facing financial issues, we don’t need to waste any money on these programs. As a result, fine arts and physical education should end. Common Core Standard RI. 9 Analyze Two Texts 1. What are the conflicting viewpoints of the speakers? Common Core Standard RI.8 Delineate Arguments 2. Is the second researcher’s evidence relevant and sufficient?

21. Day 19 (9/17) During a time known as the Renaissance Period, a wave of creativity extended throughout Europe. Beginning in the middle of the 14th century, a series of highly regarded sculptures, paintings, writings, and architectural structures were created. The foremost reason why this period is considered to be important is because of the impact it made on how humans viewed the world. For the first time in history, men looked to other humans to answer philosophical questions about life and tell about the purpose of existence. Common Core Standard RI.5 Analyze Structure 1. What is the purpose of the last sentence? a. to explain the significance of this period b. to tell what was created at this time c. to name the century the Renaissance occurred Common Core Standard RI.1 Cite Textual Evidence 2. The Renaissance Period was- a. a series of sculptures that were created b. the name given to the 12th century c. a time period of great creativity

22. Day 20 (9/18) For years, there has been great debate about the existence of aliens. Two opposing viewpoints on this topic are presented. Speaker 1 Aliens exist. Respected reporter Peter Jennings risked his career and reputation to present proof about the existence of aliens. This along with accounts from many prove that aliens do exist. With the fear that it would cause, it is understandable that the government would keep this knowledge hidden. Speaker 2 The idea that aliens exist is nothing but silly speculation. If it was true, why don’t we have hardcore proof by now? Many that claim to have had an “alien experience” don’t seem believable. There is no proof to show that aliens actually do exist. Common Core Standard RI.9 Analyze Two Texts 1. What are the conflicting viewpoints of the speakers? Common Core Standard RI.8 Delineate Arguments 2. Speaker one would most likely agree with which statement? a. Most people lie about seeing an alien for financial gain. b. If a respected and knowledgeable person provides evidence for alien existence, they should be trusted. c. There is not valid evidence to support the idea that humans have made contact with aliens, or that they exist.

23. Day 21(9/21) Mesopotamia was an ancient society that was located between the Tigris and Euphrates rivers in the Middle East. This historical nation is often referred to as the fertile crescent because of its mineral rich soil. Located in modern-day Iraq, it is thought of as the birthplace of civilization. The yearly floods and adequate rain made it a successful farming region resulting in a kingdom that flourished for many years. An abundance of natural resources such as timber assisted in enabling Mesopotamians with trading trade with neighboring civilizations. Common Core Standard RI.1 Textual Evidence 1. Mesopotamia was a successful civilization mostly because- a. timber was sold there b. it had excellent soil and enough water for daily needs c. the area is rich in history Common Core Standard RI.4 Vocabulary 2. Flourished most likely means- a. was successful b. excellent growing seasons c. natural resources

24. Day 22 (9/22) Mesopotamian society originated with the establishment of the first permanent cities between 4000 and 3500 BC. Before then, humans migrated regularly in search of food. This society is regarded because they had the first known writing system. Their writing is known as cuneiform. Sticks and bones were used to imprint onto clay tablets. Mesopotamians used a reed to scribble symbols onto moist clay. The clay was then allowed to dry which left a permanent impression. Primarily, the elect members of society as well as their children were formally taught how to read and write and they were able to attend school. Common Core Standard RI.3 Interactions Between Ideas 1. Until Mesopotamia was established- a. rulers controlled their citizens b. wealthy residents did not teach their young children c. humans were mostly nomads Common Core Standard RL.7 Evaluate Different Mediums 2. Which statement lists an advantage of presenting this information in print form rather than in video? a. It gives readers a visual of an important time in history. b. The information can be easily accessed by many people. c. Creative sound effects can be remembered.

25. Day 23 (9/23) Its closeness to multiple bodies of water made Mesopotamia an ideal location for trade. Traveling often by boat, Mesopotamian traders exchanged dried fish, timber, copper, and tin for goods found in distant lands. The rich natural goods found on this soil made Mesopotamia a valuable partner in trade. Archaeological discoveries have made knowledge about Mesopotamia possible. Much of what is known about this ancient civilization was discovered on artifacts that have been excavated. These images provide researchers with vital information about daily life. Common Core Standard RI.2 Central Idea 1. What is the purpose of this text? a. to describe daily trade in Mesopotamia b. to tell where Mesopotamia was located c. to explain why copper was exchanged Common Core Standard RI.1 Textual Evidence 2. Which details best helped you determine the answer to question 1?

26. Now… • Some of you will take this time to finish your CFA from yesterday. If you need to finish please see me. • If you are finished you will read your peers ending to the story that you wrote at least 3 and answer these questions. 1. Did you like their ending? 2. How was it different from your ending? 3. What would you suggest to make the story better?

27. Day 24(9/24) As the nation began to grow, additional support was needed in Mesopotamia to govern the daily affairs of the citizens and to maintain order. Without some form of leadership in the different provinces, Mesopotamia would have been even more vulnerable to outside attacks from other societies. Mesopotamia was organized into smaller city-states. This meant that each city had a separate leader that reported back to the ruler of the nation. The city-state rulers built fortresses around their cities in order to keep them safe. Common Core Standard RL.3 Interactions Between Ideas 1. Dividing Mesopotamia into city-states was helpful because- a. many had the opportunity to serve as leaders b. less people had to report to the ruler c. it was easier to protect the nation Common Core Standard RI.2 Central Idea 2. What is the central idea of this text? Explain below.

28. Day 25 (9/25) Mesopotamians were extremely resourceful. In the northern provinces, wood was in great supply. Forests blanketed this portion of the country. This was not the case in other regions. As a result, the Mesopotamians created clay bricks for use in structures in the other regions. Most of the surviving architecture is in clay form. Clay building materials protected the Mesopotamians from the natural elements and provided citizens with sturdy and comfortable homes Common Core Standard RI.2 Central Idea 1. What is the main purpose of the second and third sentences? a. to tell the benefits of using wood rather than clay b. to explain the sturdiness of the Mesopotamian homes c. to give examples of why alternatives to wood were needed Common Core Standard RL.1 Textual Evidence 2. Based on the information in the text, a reader can determine- a. most of the ancient Mesopotamian buildings have collapsed over time b. clay building materials have the same durability as wood ones c. architecture has evolved from clay

29. Day 26- 10/13/15 When the man opened his eyes, he could remember only fragments of information. Droplets of seemingly insignificant facts bounced into his memory like marbles. His favorite color, the kind of car that he drives, and even his telephone number were all known to him. More important information like who he was or where he came from were all a complete mystery. A pain no less intense than that of a swinging hammer settled into his forehead. The man winced as he opened his eyes and tried to make sense of the muffled lights that encompassed him. “Are you okay?” asked a voice. It was the voice of a woman, and it reminded the man of tinkling chimes. “I just wanted to make sure that you were okay. I was the one that called the police. There was no way that I could let you lie there in the road.” It hurt too much to speak, so the man nodded his head to show some type of thanks for the kind deed. He realized that he had been in some type of accident although how he got into the road still made no sense to him. Common Core Standard RL.3 Interactions Between Ideas 1. How does the story create suspense? Which events in the plot help to increase the suspense? Common Core Standard RL.3 Interactions Between Ideas 2. Of what significance, if any, is the setting of this story?

30. Day 27-10/13/15 “Can I check on you later? I just want to make sure that you are fine. This would give anyone a scare—you know, to see someone in that condition,” said the woman. The woman stared at the man’s face for reassurance. By this time, the pain entombed the man’s body. The man struggled to find a limb that he still had the power to move without intense pain. He waved his fingers. The gesture was enough to assure the woman, so she quietly exited the room. Who am I? I must have a family somewhere looking for me, the man thought to himself. I wonder if I got into some type of accident on my way to work. My boss and family must surely be nervous wrecks, the man thought. Just then, the door to his hospital room opened wildly. Two men in police uniforms raided the room and cuffed the man. “That’s the thief! I think he snuck around the block and got hit by a car,” said the police officer. “You are under arrest.” Common Core Standard RL.6 Point of View (Irony) 1. Situational irony is when the outcome is different than what the character expects or hopes it would be. In what way does this passage demonstrate situational irony? Common Core Standard RL.3 Character Analysis 2. An antihero (antagonist) is a character that does not have any of the qualities of a typical main character (protagonist) such as courage, virtue, etc. In what ways is the unnamed man an antihero?

31. Day 28-10/14/15 Works of fiction often use a variety of character types. Unlike the hero that saves the day or gains the support of the reader, an antihero often does not have any redeeming qualities. This character might be the villain or just a rotten person. Some authors use an antihero as the main character to reflect the differences in humans and to make a point about the human condition. Certain words are used to describe characters. The protagonist is the main character. The antagonist is the character that is fighting against the main character. Some characters in literature are fully developed and undergo a change. These are dynamic characters. Static characters on the other hand are minor characters. These characters are included in stories to support the main character. Static characters play a minor role in a story and do not undergo change. Common Core Standard RL.1 Textual Evidence 1. Explain the differences between the various types of characters. Common Core Standard RL.1 Textual Evidence 2. Why do authors sometimes use an antihero (antagonist)? a. to show what a dynamic character is b. to reveal what some people are like c. to demonstrate the role of static characters in fiction

32. Day 29-10/15/15 Mrs. Kelly asked twice, Janice, who kept protesting at first, let herself be worn down. “Only if it’s no problem,” Janice said. It galled me. Janice struggled to grab all of her books from the ground. She smiled when Freddy insisted on getting her belongings and carrying them to the car. I was Freddy’s paid tutor. That was it. Freddy got into the car, and we waited for Janice to make her floppy entrance. I reminded myself about why I was even there with him and his mother. Tutoring the most popular boy at school was in my eyes a privilege and a delight. I looked at Janice’s cracked toenail polish as she entered a foot into the car. Who wears opened toe high heel shoes to school anyway? She probably waited along the school path on purpose and hoped to being seen by Mrs. Kelly and Freddy. I moved closer to Freddy so that Janice could sit down. Of course, Janice did not want to sit on the end, she squeezed her skinny legs right between Freddy and myself in the back seat as though it was the only space available in the whole car. I scooted over reluctantly. This was going to be a long ride to school. Common Core Standard RL.3 Character Analysis 1. How does the narrator feel about Janice? a. indifferent b. detached c. resentful Common Core Standard RL1 Textual Evidence 2. What details from the text most strongly support your answer to question one? Explain your ideas.

33. Day 30-10/16/15 The metal tin was harder to open than Richard thought it would be. It didn’t matter because he had it. That idiot! He thought to himself as he used a pocket knife to pry open the edges of the tin. Old ladies always try to hide their money in sneaky places in their homes. This tin is probably loaded with cash, Richard thought as he nearly salivated on himself in delight. For weeks, he had watched Ms. Mullins from his parked car follow her same daily routine. He knew that she lived alone. She seemed to be the perfect candidate for one of his robberies. Just minutes earlier, he had finally executed his plan and pretended to be a repairman. She had allowed him into her home to take estimates for work. While she wasn’t looking, he had slipped a metal container that had a tight-fitting lid into his bag. Richard gave the lid a hard twist. After a few seconds of prying, the tin lid finally burst open sending a cloud of gray dust into the air and onto his lap. At that point, Richard realized that the tin did not contain money, instead it held cremated ashes. Common Core Standard RL.6 Point of View (Irony) 1. In what way does this passage demonstrate situational irony? Common Core Standard RL.3 Character Analysis 2. What is the purpose of the internal dialogue (the character’s internal thoughts) in the text? How does this contribute to the plot?

34. Day 31 No living organism exists in complete isolation from others. Plants and animals that live in a particular habitat share the same air, the same soil, and the same neighbors. They live together, and they live in harmony. While some animals feed on others, they each contribute to an intricate web of life to create overall balance. One of the most important relationships is between humans and animals. Humans have a responsibility to protect living things. If animal hunting and habitat loss is not stopped, a greater number of animals will become extinct. Common Core Standard RI.1 Textual Evidence 1. What is the text structure? a. The author utilizes a description text structure to assist the reader with understanding more about specific forms of animal webs. b. The author utilizes a problem and solution text structure to express difficulties that animals face. c. The author utilizes a cause and effect structure to explain the causes and effects of threatened habitats. Common Core Standard RI. 3 Interactions Between Ideas 2. What is considered to be one of most important relationships? a. the relationship between mankind and animals b. the relationship between mankind and plants c. the relationship between mankind and minerals

35. Day 32 10/26/15 Elephants continue to be endangered despite great efforts to save them. Two species of elephants survive in present-day Africa and Southern Asia. These are the sole remnants of an order of giant creatures that once inhabited most of the world. An elephant’s size alone distinguishes it from all other land mammals, but the possession of trunk and the peculiarities of its head, which include two tusks in the upper jaw and only four other teeth, also set them apart. It is this distinction that causes elephants to become the victims of hunters. The ivory, primarily made from an elephant’s tusk, is hunted for use in jewelry and other types of goods. Common Core Standard RI.4 Vocabulary 1. What does peculiarities most closely mean? a. unusualness b. common c. largeness Common Core Standard RI.1 Textual Evidence 2. What material is primarily found in elephant tusks? a. ornament b. silk c. ivory

36. Day 33 10/27/15 Whales are also endangered animals. Their meat and blubber continue to make them a target for hunters. Whaling has been a tradition in many countries. The types of whales that are most threatened by humans are those that live in the open oceans. It is its fat that is used to produce oil. Primary targets of hunting include the sperm whale, the blue whale, the humpback whale and the fin whale. Almost all countries have now agreed to cease whaling, although it is still carried out by some eastern Asian nations. Whaling still exists in some sections of Japan. Until there is a total ban, these creatures will face extinction. Common Core Standard RI.3 Interactions Between Ideas 1. Why is it important that many countries to agree to have anti-whaling laws? Common Core Standard RI.2 Summarize 2.Summarize the passage.

37. Day 34 10/28/15 A few mammals do not give birth. Instead, they lay eggs. These creatures are called monotremes. Several varieties of monotremes are also subject to extinction without assistance from organizations and government agencies. The surviving genera of monotremes includes the duck-billed platypus and the Australian and New Guinea anteaters. All lay eggs. Soft, leathery shells and a pouch distinguish them. Once their babies are born, some continue to grow in a temporary pouch. Although the monotremes have fur that evolved to help maintain body temperature, the temperature regulating mechanism in the brain is imperfect; as a result, they tend to be cooler and have more variable body temperature than higher mammals. Monotremes die because of continuous deforestation which destroys their natural habitat. Common Core Standard RI.2 Summarize 1. Which answer choice summarizes the text? a. Monotremes have soft leathery shells. b. Deforestation threatens the monotreme habitat. c. Monotremes are egg laying animals with cool temperatures. Common Core Standard RI.4 Vocabulary 2. What does the word distinguish most closely mean? a. survive b. eliminate c. separate

38. Several varieties of fish struggle to exist as well. Man has fished the shallow margins of the seas from the earliest times, but not until recently have newer methods of preserving catches and strategies for deep-sea fishing using ocean going ships gotten underway. Various nineteenth-century developments included the large scale building of trawlers, the introduction of railway transports from fishing ports to inland cities, and the establishment of canning factories. Today, scientifically developed fishing methods and easier means of preserving catches and transporting them have led to overfishing in many areas. This has caused the fishing industry to become an international rather than a national concern. Action is now being taken on an international scale to safeguard the inhabitants of the ocean. Day 35 10/29/15 Common Core Standard RI.3 Interactions Between Ideas 1. What strategies could be used to preserve fish? Common Core Standard RI.3 Interactions Between Ideas 2. What factor has led to the lower numbers of fish? a. indirect catching techniques b. trawlers that affect breeding habitats c. better methods of capturing fish

39. It is important to read a text more than once. The first time is to get a basic understanding. The second read is for analyzing the techniques that an author uses to convey ideas. Authors do this in two main ways. One way is through diction, and the other way is through syntax. Diction refers to how words are organized in a sentence. “Show don’t tell” is a golden rule that students are often told to follow when they write essays and narrative text. Professional writers also take this advice and carefully select words to convey their ideas. Syntax is the word order or the type of sentence a writer uses. This also affects meaning. Day 36 11/2/15 Common Core Standard RL.4 Vocabulary (Syntax and Diction) 1. What are diction and syntax? What effect does the use of both of these tools have on a text? Common Core Standard RL.3 Interactions Between Ideas 2. Based on this passage, why is reading a text multiple times an effective reading strategy?

40. Day 37 11/3/15 A close reading is when a person carefully reads a passage. The notes that are taken on the document or on sticky notes are called annotations. When a reader closely reads for diction, a reader will look for similes, metaphors, personification, repetition, vivid words, and other types literary devices. The reader will then explain how these tools assist in conveying meaning. Below is a sample passage. Do a close reading for diction. I had just gotten my drivers license a week earlier, and my brother let me borrow his tattered clunker that he calls his dream wheels. It was the type of winter day that freezes one into submission. Chunks of snow clung to the bottom of tree branches like they were white limes. Snow eased into the boots of bundled pedestrians that struggled to walk down icy sidewalks. I was there at the Shake and Shop and was trying to get the engine of the car to start. My car belched a cloud of black smoke. Common Core Standard RL.4 Vocabulary (Syntax and Diction) 1. Do a close reading of this short passage. What diction or syntax stand out to you? Explain. Common Core Standard RL.1 Textual Evidence 2. How does the word choice in the short passage about the car impact the author’s message? a. It enables the reader to understand the cause of the conflict. b. It provides an analysis of the resolution of the story. c. It describes the turning point and the central lesson.

41. Day 38 11/4/15 Story 1 Hilda Finkle stood there all pretentious next to her brand new 1950 convertible dressed with yellow bloomers and winged sunglasses for all the world to see. That’s why all the girls hated her. She made common place of making everyone feel less since her daddy owned the town bank and two stores. Most of us couldn’t rub two nickels together and would have rejoiced to purchase anything from a Sears catalog rather than wear homemade dresses. Story 2 I remember when I got the car as though it was yesterday. It had a canary yellow body and a canvas convertible roof. Eyes shined and mouths whistled whenever I drove throughout town in that car. Today my car sits with chipped paint in the garage. Common Core Standard RL.5 Text Structure 1. Compare and contrast the structures of both texts. How do the structures help the reader determine the setting? Common Core Standard RL.5 Text Structure 2. How does the use of flashback in story two assist the reader? a. It establishes the difficulty with getting around today. b. It assists the reader in understanding why the car is so loved. c. It enables one to comprehend the character’s internal conflict

42. The pain caused Horatio to crouch down and clench his jaws which made a nearly mute clicking sound. The pain reached its climax and Horatio struggled to keep his eyes open on the field. He began to fall. The other football players rushed to grab him before he could injure himself more. He collapsed into a heap on the wet football field. “Get an ambulance!” yelled the coach as he rushed over to Horatio. “I just hope it’s not a concussion.” Horatio struggled to stay awake. Everything was a hazy blur. Day 39 11/5/15 Common Core Standard RL.4 Vocabulary (Tone) 1. How does the word choice contribute to the tone of the reading selection? a. It creates a tone of urgency. b. It creates a tone of optimism. c. It creates a tone of cynicism. Common Core Standard RL.1 Textual Evidence 2. What is everyone’s greatest concern about the player and why?

43. Day 40 11/6/15 Maeng gulped in a breath of air and tried to keep calm. For three weeks, she had evaded discovery in the Chinese forest. She knew that if she was found out to be an illegal resident, she would be returned to North Korea and would certainly face years of confinement at the labor prison. One police officer rubbed his chin and glared at her. The other officer pointed his finger and urged her to speak. Maeng had learned a few words in Chinese before she had arrived. She had also practiced saying them; but the slightest Korean accent was enough to get her true identity found out. “Who are you?” One of the officers asked through curled lips. “Uwwwwuhuwwwuh!” Maeng snorted as she jerked her leg. The officers looked on in confusion. Maeng then got on all fours and scuffled through the brittle soil and made the sounds louder. “Let’s get out of here,” said one of the officers. “She doesn’t understand what we are saying.” 1. Closely read the text for diction. How does the word choice assist with understanding what Maeng is like as well as the setting?