Georgia Common Core Support Coach, CCGPS Edition, Target: Reading Comprehension, Grade 5


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Georgia Common Core Support Coach, CCGPS Edition, Target: Reading Comprehension, Grade 5

  1. 1. First Edition5This book is printed on paper containinga minimum of 10% post-consumer waste.FirstEditionwww.triumphlearning.comPhone: (800) 338-6519 • Fax: (866) 805-5723 • E-mail: customerservice@triumphlearning.comTarget5Target ReadingComprehensionDevelopedExclusivelyfortheCCSS ReadingComprehensionFocus on> Biographies> Dramas> HistoricalNonfiction> Myths> Fables> Poetry> ScientificNonfiction> Short Stories> Technical TextsMaster the skills and strategies you needto comprehend complex texts!TARGET ReadingComprehensionGEORGIAT132GAISBN-13: 978-1-62362-041-79 7 8 1 6 2 3 6 2 0 4 1 79 0 0 0 0GEORGIA
  2. 2. ContentsFictionLesson 1: Short Stories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5The Star  Compare and Contrast • Characters. . . . . . . . . . . . . . . . . . . . . 8Sing Me a Friend  Summarize • Plot and Setting. . . . . . . . . . . . . . . . 16Read on Your Own  from The Railway Children. . . . . . . . . . . . . 24Lesson 2: Poetry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29The Road Not Taken / By the Arno Visualize • Poetic Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32My Castle  Figurative Language • Speaker. . . . . . . . . . . . . . . . . . . . . . 38Read on Your Own  Lady Icicle / Snow-Flakes. . . . . . . . . . . . . . 44Lesson 3: Drama. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Let Freedom Ring, Act 1  Draw Inferences • Theme . . . . . . . . . . 52Let Freedom Ring, Act 2  Make Predictions • Dramatic Structure. 60Read on Your Own  The Red Shadow. . . . . . . . . . . . . . . . . . . . . . . . 68Lesson 4: Graphic Novel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75The Last Training Mission, Part 1 Sequence of Events • Visual Elements. . . . . . . . . . . . . . . . . . . . . . . . . 78The Last Training Mission, Part 2 Draw Inferences • Theme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86Read on Your Own  Sammy Gets His Act Together. . . . . . . . . . 94Lesson 5: Traditional Literature. . . . . . . . . . . . . . . . . . . . . . . . 99A Collection of Aesop’s Fables  Paraphrase • Point of View . . . . . 102The Magic Moneybag Ask and Answer Questions • Compare and Contrast Characters. . . . . . . 110Read on Your Own  Armadillo’s Song. . . . . . . . . . . . . . . . . . . . . . 118RL.5.2, RL.5.3, RL.5.9,RL.5.10, RF.5.4.c, L.5.4.bRL.5.2, RL.5.4, RL.5.5,RL.5.10, L.5.4.a, L.5.4.cRL.5.1, RL.5.2, RL.5.3,RL.5.5, RL.5.10, L.5.4.bRL.5.1, RL.5.2, RL.5.7,RL.5.10, L.5.4.c, L.5.5.b,L.5.5.cCommon Core GeorgiaPerformance Standards(CCGPS)RL.5.3, RL.5.6, RL.5.9,RL.5.10, L.5.5.b, L.5.62Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_FM_TOC.indd 2 5/9/13 2:17 PM
  3. 3. NonfictionLesson 6: Literary Nonfiction. . . . . . . . . . . . . . . . . . . . . . . . . 123Genre Model: Edith Markham: My Century Make Predictions • Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126Genre Model: Preserving Freedom: The EdithMarkham Story  Summarize • Multiple Accounts. . . . . . . . . . . . . 134Read onYour Own TheBlind Courageof ErikWeihenmayer. . . 142Lesson 7: Historical Nonfiction. . . . . . . . . . . . . . . . . . . . . . . . 147Alaska and Hawaii: Struggling for Statehood Draw Inferences • Relationships between Ideas . . . . . . . . . . . . . . . . . . 150The American Flag: A Long, Colorful History Main Idea and Details • Text Structure. . . . . . . . . . . . . . . . . . . . . . . . . 158Read on Your Own  The Heavenly Horses of Han Wudi. . . . 166Lesson 8: Technical Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171How to Start a Community Garden Compare and Contrast • Text Structure: Problem and Solution. . . . . . . . 174The Art of Video Games  Preview, Skim, and Scan • Text Structure:Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182Read on Your Own  From Snurfers to Snowboards. . . . . . . . . . 190Lesson 9: Scientific Nonfiction. . . . . . . . . . . . . . . . . . . . . . . . 197Using Silver in Medicine Locate Information • Interaction between Ideas/Concepts in Text . . . . 200Titanium: Metal of the Future  Draw Conclusions • Graphics. . . 208Read on Your Own  Sleep and Dreams. . . . . . . . . . . . . . . . . . . . . 216RI.5.2, RI.5.4, RI.5.6, RI.5.9,RI.5.10, L.5.4.a, L.5.5.aRI.5.1, RI.5.2, RI.5.3, RI.5.5,RI.5.10, L.5.4.a, L.5.5.cRI.5.4, RI.5.5, RI.5.10, L.5.6RI.5.3, RI.5.7, RI.5.9,RI.5.10, L.5.4.a, L.5.4.cCommon Core GeorgiaPerformance Standards(CCGPS)3Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_FM_TOC.indd 3 5/9/13 2:17 PM
  4. 4. Lesson 10: Persuasive Nonfiction . . . . . . . . . . . . . . . . . . . . . 221Let’s Serve Healthier School Meals Ask and Answer Questions • Reasons and Evidence . . . . . . . . . . . . . . 224No More Supersized Sodas! / Let Me DrinkWhat I Want!  Summarize • Author’s Opinion . . . . . . . . . . . . . . . 230Read on Your Own  A Use for Community Land. . . . . . . . . . . . 238Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245ToolsGraphic Organizers and Close Reading WorksheetsLesson 1: Short StoriesThe Star. . . . . . . . . . . . . . . . . . . . . . . . . . . 253Sing Me a Friend. . . . . . . . . . . . . . . . . . . . 255Lesson 2: PoetryThe Road Not Taken /By the Arno. . . . . . . . . . . . . . . . . . . . . . 257My Castle. . . . . . . . . . . . . . . . . . . . . . . . . . 259Lesson 3: DramaLet Freedom Ring, Act 1. . . . . . . . . . . . . . 261Let Freedom Ring, Act 2 . . . . . . . . . . . . . 263Lesson 4: Graphic NovelThe Last Training Mission,Part 1. . . . . . . . . . . . . . . . . . . . . . . . . . . 265The Last Training Mission,Part 2. . . . . . . . . . . . . . . . . . . . . . . . . . . 267Lesson 5: Traditional LiteratureA Collection of Aesop’s Fables. . . . . . . . . 269The Magic Moneybag. . . . . . . . . . . . . . . . 271Lesson 6: Literary NonfictionGenre Model: Edith Markham:My Century. . . . . . . . . . . . . . . . . . . . . . 273Genre Model: Preserving Freedom:The Edith Markham Story . . . . . . . . . 275Lesson 7: Historical NonfictionAlaska and Hawaii: Strugglingfor Statehood. . . . . . . . . . . . . . . . . . . . 277The American Flag: A Long,Colorful History. . . . . . . . . . . . . . . . . . 279Lesson 8: Technical TextsHow to Start aCommunity Garden . . . . . . . . . . . . . . 281The Art of Video Games. . . . . . . . . . . . . . 283Lesson 9: Scientific NonfictionUsing Silver in Medicine. . . . . . . . . . . . . 285Titanium: Metal of the Future. . . . . . . . . 287Lesson 10: Persuasive NonfictionLet’s Serve HealthierSchool Meals . . . . . . . . . . . . . . . . . . . . 289No More Supersized Sodas! /Let Me Drink What I Want!. . . . . . . . . 291RI.5.2, RI.5.4, RI.5.6, RI.5.8,RI.5.9, RI.5.10, L.5.6Common Core GeorgiaPerformance Standards(CCGPS)4Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_FM_TOC.indd 4 5/9/13 2:17 PM
  5. 5. Lesson 5TraditionalLiteratureTraditional literature includesthe myths, fables, folktales, and legends ofa particular culture. Myths usually explainhow an aspect of nature came to be and oftencenter on a hero. Fables are stories that teachmorals, or lessons about life. They ofteninvolve animals that speak. Folktales arestories that were passed down orally from onegeneration to the next. Legends are traditionalstories about heroes with ideal qualities. Howmight a myth explain what causes lightningand storms?Skills FocusA Collection of Aesop’s FablesParaphrase Point of ViewThe Magic MoneybagAsk and Answer QuestionsCompare and Contrast CharactersTraditional Literature 99Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 99 4/30/13 12:38 PM
  6. 6. Practice the SkillFirst Read ParaphraseWhen you paraphrase, you put information in your own words.When you read a text and then talk or write about it without quotingthe text, you are paraphrasing. For example, read this sentence: Marcowas an extremely intelligent boy who had difficulty relating to kids hisown age. You could paraphrase it like this: Marco was very smart andhad trouble making friends.Paraphrasing is different from summarizing because whensummarizing, you include only the most important details. Therefore,a summary is much shorter than the original. You include all the detailswhen you paraphrase, so it is longer than a summary would be.Try It Read the following fable from Aesop called “Belling the Cat.”Long ago, the mice got together to decide what to do about theirenemy, the cat. Finally, the youngest mouse suggested that they puta bell around the cat’s neck so they would hear her coming and hide.All the mice were excited by this solution. Then, one old mouse asked,“Who will put the bell on the cat?”Not one mouse volunteered.The old mouse said, “It is easy to suggest impossible solutions.”Discuss Paraphrase the first sentence. Then paraphrase the rest ofthe excerpt. Make sure you are not using the same wordsthat appear in the text.As you read, complete the Paraphrase Chart on page 269.100  Lesson 5  •  Traditional LiteratureDuplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 100 4/30/13 12:38 PM
  7. 7. Practice the SkillSecond Read Point of ViewThe narrator is the voice that tells a story. A story can be told fromdifferent points of view.In first-person point of view, the narrator is a character in the story.The narrator tells the story through his or her own eyes. The narratormakes statements like, “When I was walking down the street, I washumming to myself.”In third-person point of view, the narrator is outside the story. Thenarrator can talk about all the characters from an outsider’s perspective.In a third-person narrative, a statement might be, “When Jane waswalking down the street, she was humming to herself.”Try It Reread the fable “Belling the Cat” on the previous page. Thenread this version of “Belling the Cat.”The house we lived in had a scary and hungry cat. Every night wefeared for our lives, and we didn’t know what to do. Finally, the youngestmouse came up with an idea. He suggested that we put a bell aroundthe cat’s neck so that we would hear the cat coming and have time tohide. I thought that was a brilliant idea until the oldest mouse asked fora volunteer. No one made a squeak. We got his point. It’s not so easy tocome up with ideas that actually work.Discuss How is the story different when told from the first-personand from the third-person point of view? Underline thedetails in both selections that help you determine the kindof narration used.As you read, record your answers to questions about thenarrator’s point of view on the Close Reading Worksheet onpage 270.A Collection of Aesop’s Fables 101Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 101 4/30/13 12:38 PM
  8. 8. Aesop’s FablesA Collection ofWhich point of viewis used in this story?Circle the details inparagraph 1 that helpyou determine the typeof narration.Why does the fox wantthe goat to jump intothe well?Purpose for ReadingRead along with your teacher. Each time, read for a different purpose.First Read Focus on paraphrasing.Second Read Focus on the narrator’s point of view.Third Read Focus on evaluating the stories critically.The Fox and the GoatA fox was out for a walk one day when he fell into a well thatwas so deep, he could find no quick way to climb out. As hewas pondering his situation, a thirsty goat happened upon thewell. He looked into the well and saw the fox at the bottom.“How is the water?” asked the goat. “I am very thirsty, andit looks quite refreshing. You must feel very contented to bedown there.”The clever fox thought quickly. “Ah, yes, it is wonderfulto be down here with all this cool, clean water. I have beendrinking and drinking, and I no longer have that terriblefeeling of thirst I had when I arrived.”Without thinking of how he would get out of the well, thegoat jumped in and began sucking up as much water as hecould. After a few minutes, he took a break from drinking andlifted his head.“Goat,” said the fox, “as you can see, we are stuck down here.But I think I have figured out a way that we can both get out.”12345102  Lesson 5  •  Traditional LiteratureDuplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 102 4/30/13 12:38 PM
  9. 9. Paraphrase the fable.Write the story in yourown words on theParaphrase Chart.Think about the goat’spoint of view. Howwould the story bedifferent if the goatwere the narrator?Fox continued, “If you stand up on your hind legs and putyour front legs on the wall, I can climb up your back. I will standon your head to reach the top of the wall, and then I can pullmyself over. Once I am out, I will gladly help you to get out.”The goat agreed at once and positioned himself with hisfront legs high up on the wall. The fox scurried up the goat’sback, grabbed hold of the goat’s horns, and swung himself overthe edge of the well. He then looked back down at the poor oldgoat at the bottom of the well.“OK, now you reach in and help me out,” reminded thegoat. “I need to escape too, of course.”But the fox had no intention of helping the foolish goat, sohe turned and began walking away.“You must help me! You promised that you would!”screamed the goat.But the fox just turned around and, in a bored tone of voice,replied, “You should never have jumped into the well in thefirst place. You did not think about how you would get outbefore you threw yourself in. You must learn to look beforeyou leap.”And with that, the fox walked away.6789101112A Collection of Aesop’s Fables  103Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 103 4/30/13 12:39 PM
  10. 10. Paraphrase the fable.Write the story in yourown words on theParaphrase Chart.What is the narrator’spoint of view?Circle the details inparagraph 14 that helpyou determine the typeof narration.The Fox and the GrapesA fox was out on a summer day, walking through a grove offruit trees, when he spotted a grapevine. “It is so hot out today,and I am quite thirsty,” said the fox. “Those grapes would tasteso good, with all the sweet juice oozing into my mouth.”The grapevine, however, was quite high up, muchhigher than the fox could easily reach. “Those grapes areperfectly ripe, so they are worth a little effort,” said the fox. Hejumped up as high as he could, but did not even come close toreaching the grapes. He paused to figure out what to do.The fox decided to take a running jump from a distance,so he ran forward and jumped as high as he could. Again, hecould not reach the grapes. “I know I can do this,” said the foxto himself. “I will try one more time.” The fox moved backward,ran toward the vine, and leaped upwards. But again, he wasunsuccessful.The fox wanted the grapes badly, so he continued trying,but his attempts were unsuccessful. Looking at the grapes onelast time, he said, “On second thought, those grapes do notlook very fresh. I am sure they are sour,” and he walked away.A bee who had witnessed the scene said, “It is easy todislike the things we cannot have.”1314151617104  Lesson 5  •  Traditional LiteratureDuplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 104 4/30/13 12:39 PM
  11. 11. The Crow and the PitcherA thirsty crow was flying around one day when he spotted apitcher of water below. “Oh, I hope that pitcher is full of water,”the crow said.The crow flew down as quickly as he could, but when hereached the pitcher, he found that it was nearly empty. Therewas only a tiny bit of water at the very bottom. The crowpoked his beak into the pitcher to try to slurp up the water,but his beak was not long enough. He looked at the water andwondered, “How can I get to that water with my beak?”At last, an idea came to him. The crow flew off, picked upa small rock in his beak, carried it back to the pitcher, anddropped it inside. He continued doing this over and over. Ittook a very long time, since the crow could only carry onepebble at a time, but finally the pitcher was full of pebbles. Thepebbles had caused the water level to rise, and the crow couldnow enjoy a much-deserved drink of water.After taking a long drink, the crow thought about his hardwork and his interesting, successful solution to the problem.“Necessity is the mother of invention,” he said.18192021Paraphrase the fable.Write the story in yourown words on theParaphrase Chart.Think about the crow’spoint of view. Howwould the story bedifferent if the crowwere the narrator?Why is the crow’ssolution clever? Whatwould happen if hetipped the pitcher toget the water?A Collection of Aesop’s Fables  105Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 105 4/30/13 12:39 PM
  12. 12. Paraphrase the fable.Write the story in yourown words on theParaphrase Chart.CompareWhat do these fableshave in common? List afew ideas.The Dove and the AntOne day, a red ant was out walking by a river. He carefullyapproached the bank of the river to take a drink, but the waterwas moving much too fast for a tiny ant and washed him away.The ant was floating helplessly down the river when hewas spotted by a dove flying overhead. The dove took pity onthe tiny ant, thinking that he would never be able to get out ofthe river by himself. So, the dove picked up a long branch anddropped it into the river, near the water’s edge. The ant wasable to climb onto the branch and walk across it to the shore.Once he got out of the river, the ant saw a man in thebushes. The man had his eyes trained on the dove and waspreparing to shoot her. Just as the man was taking aim to shoot,the ant hurried over to him and bit him on the foot. The stingcaused the man to miss his shot, and the dove flew to safety.“Little friends may prove to be great friends,” said thehappy dove. “That tiny ant has saved my life.”22232425106  Lesson 5  •  Traditional LiteratureDuplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 106 4/30/13 12:39 PM
  13. 13. Vocabulary: Adages and ProverbsAdages and proverbs are short sayings that express an idea abouthuman behavior. An adage expresses some kind of truth about humannature or how people behave, such as “The early bird gets the worm.”A proverb offers advice about how to live your life, such as “Bettersafe than sorry.” Adages and proverbs are often found in traditionalliterature because they quickly sum up the moral of the story in a waythat most people can understand.Try It Read this proverb from the end of “The Fox and the Goat.”“You must learn to look before you leap.”If you don’t know what the proverb means, think about the moral, orlesson, of the story.Discuss What is the meaning of the proverb? What lesson is theproverb trying to teach?The following adages and proverbs are found in “A Collection ofAesop’s Fables.” Explain each adage or proverb in your own words.1. It is easy to dislike the things we cannot have, p. 104 When youcan’t get something, it’s easier to say it’s terrible. That way, you don’tfeel bad that you don’t have it.2. Necessity is the mother of invention, p. 105 When people need toaccomplish something, they think of creative ways to do it.3. Little friends may prove to be great friends, p. 106 Sometimes, peoplewho are smaller or weaker than others can still be useful.A Collection of Aesop’s Fables 107Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 107 4/30/13 12:39 PM
  14. 14. Practice the SkillFirst Read Ask and Answer QuestionsWhen you ask and answer questions, you think about things youwant to know as you read. You ask yourself questions about such thingsas the reasons for a character’s actions or plot events. Then you look foranswers to these questions as you continue reading. Asking questions asyou read helps you understand the text better.Try It Read the following paragraphs from a Cherokee fable called“Why Rabbit Has a Short Tail.”Fox tied four fish to his long, bushy tail. When he saw Rabbit coming,he dangled his tail in the icy water. Rabbit hopped over.“What are you doing, Fox?” asked Rabbit.“I am fishing. I hope to catch enough fish to sell in the village so Ican buy a nice tail comb.”Fox suspected Rabbit would want the tail comb for his own tail, buthe knew that Rabbit was not as clever as he was. He also knew that hewas faster and could beat him to the village. He started walking away.“I am done for the day,” he said. “See you later.”As soon as he walked away, Rabbit put his long tail into the water.Discuss What questions might you ask about the story? Draw a boxaround something that you are wondering about.You might ask yourself, “Why does the rabbit have a long tail?I thought rabbits had short, bushy tails.” Since the answer to thisquestion is not in the text, you would have to keep reading to see if youcould find the answer. Does the title give you a clue?As you read, record your answers to questions on the CloseReading Worksheet on page 271.108  Lesson 5  •  Traditional LiteratureDuplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 108 4/30/13 12:39 PM
  15. 15. Practice the SkillSecond Read Compare and Contrast CharactersA character is a person or animal that takes part in the action of astory. In stories, characters have distinct personalities that are shown bythe way they talk to each other, think, and act.When you compare and contrast characters, you look for similaritiesand differences between them. You can compare and contrast acharacter’s thoughts, actions, and interactions with those of othercharacters. For example, two characters may meet a third character. Onecharacter warmly greets the third character, while the other charactercompletely ignores her. This is a major difference in the way the charactersinteract with other characters, and it reveals a lot about each one.Try It Read the following paragraphs from the tale “The Town Mouseand the Country Mouse.”The town mouse lived in the big city. He loved the busyness of citylife. He had something exciting to do every night.His cousin, the country mouse, invited him to come for a visit.The fresh air will do me good, the town mouse thought to himself, andwe always enjoy each other’s company.The country mouse liked the simple life. He took the town mouse onlong walks, and they sat for hours on his porch. After a couple of days, thetown mouse couldn’t stand it anymore. “Cousin, all this peace and quietis getting on my nerves. I’m going back to the city sooner than I planned.Perhaps you will visit me in the city. There will be so much to do!”Discuss In what ways are the town mouse and country mousedifferent? Underline the differences. How are the characterssimilar? Double underline the similarities.As you read, complete the Characters Chart on page 272.The Magic Moneybag 109Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 109 4/30/13 12:39 PM
  16. 16. What happens tothe firewood in thecourtyard? Put a boxaround details thathelp you find theanswer.How are thewoodcutter and hiswife similar in theiractions? Underlinethe similarities andwrite them on theCharacters Chart.Purpose for ReadingRead along with your teacher. Each time, read for a different purpose.First Read Focus on asking and answering questions.Second Read Focus on comparing and contrasting characters.Third Read Focus on evaluating the story critically.a Korean folktaleA long time ago, there was a young woodcutter and hiswife who lived in a small hut. They were very poor. Eachmorning, they walked up the mountain near their hut. Theychopped down trees so they could gather firewood. Theycollected enough to make two bundles of firewood, and thenthey secured the heavy bundles to their backs so they couldreturn home.One bundle of firewood was brought inside so they coulduse it to cook their food and keep the hut warm. They placedthe second bundle in the yard and would take it to the marketthe following day so they could sell it. With the money, theywould buy rice so they could eat. The couple never made extramoney with which to buy anything fancy, but they were able tobuy enough rice each day to keep themselves fed. They nevercomplained about how hard they had to work.One morning when they woke up, they noticed thatthe bundle of firewood in the courtyard had mysteriouslydisappeared. They had no wood to sell at the market to buy rice.123MoneybagThe Magic110  Lesson 5  •  Traditional LiteratureDuplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 110 4/30/13 12:39 PM
  17. 17. What is the woodcutterprobably thinking orfeeling when he iscarried away into thesky? Put a box arounddetails that help youanswer.How do both thewoodcutter and hiswife feel by the fifthmorning? Underlinethe similarity and writeit on the CharactersChart.That day, the woodcutter and his wife headed back up themountain to gather two bundles of firewood as usual. Theybrought the firewood back down to their hut and left onebundle in the yard, but the following morning, the bundlefrom the courtyard was gone again. Similarly, this patterncontinued on the third and fourth mornings.By the fifth morning, the woodcutter decided that he mustdo something, since he and his wife could not continue tolive with just one bundle of firewood. They had nothing tosell at the market to buy rice. The woodcutter and his wifefelt desperate.To find out what might be causing the disappearances,the woodcutter hollowed out a space inside the bundle offirewood in the courtyard and climbed inside, making surethat from the outside, the bundle looked perfectly normal.He waited patiently. In the middle of the night, a large,strong rope came down from the sky, twisted itself around thebundle of firewood, and lifted it, with the woodcutter inside,up to heaven.When the woodcutter arrived in heaven, he saw an oldman with white hair. The old man approached the bundle offirewood and untied it. When he saw the woodcutter hiddeninside, the old man asked, “Why do you gather two bundles offirewood each day? Most people gather only one.”4567The Magic Moneybag  111Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 111 4/30/13 12:39 PM
  18. 18. Why does the old manmost likely take thebundles of wood inthe first place? Drawa box around detailsthat help you find theanswer.Does the woodcutterthink he and his wifedeserve the old man’sgenerosity? Supportyour answer withdetails in the text.The woodcutter replied, “My wife and I have no money. Wecut two bundles of firewood each day so that we can sell one atthe market and use the money to buy rice so that we may eat.We don’t have any money left over after buying rice, but we donot complain.”“Ahh,” said the old man with warmth and understanding inhis voice. “I see that you and your wife are hardworking peopleand are careful with what little money you do have. You takecare of yourselves without complaining. Therefore, I wouldlike to offer you a treasure that you can take back to your houseand use to help support and sustain yourself and your wife.”At that instant, seven fairies came up to the woodcutterand led him away to a beautiful palace that glowed with goldand sparkling gems. Inside were many precious objects thatwere beyond anything the woodcutter had ever imagined.One room of the palace was filled entirely with money bags ofdifferent shapes and sizes, all filled to the brim.“Which one would you like?” a fairy sweetly asked him.“You are welcome to take whichever you choose.”The woodcutter could not believe his good luck. With wideeyes, he carefully studied each bag. At last, the woodcutter’seyes rested on the largest moneybag in the room. “I’d like thatone, please, the huge, swollen one over there. That one seemsstuffed with many wonderful things.”89101112112  Lesson 5  •  Traditional LiteratureCC13_ELA_G5_SE_L05_099-122.indd 112 4/30/13 12:39 PM
  19. 19. At just that moment, the old man entered the room,looked angrily at the woodcutter, and told him that he couldnot have that particular bag. “You can have this empty one,”he said. “Each evening you can reach in, and one silver coinwill appear for you to take out. One coin, and no more.” Thewoodcutter agreed to take the empty bag, not sure whetherto believe the old man’s words as he looked longingly at theenormous overstuffed one. Then he took hold of the rope andwas lowered back to his house.The woodcutter’s wife was thrilled when she heard whathad happened on her husband’s adventure. They would nolonger have to worry about making enough money to buy rice.Each day, the woodcutter and his wife would rise as usual,walk up the mountain, collect the firewood for their hut, andreturn home at dark. Once home, however, they would reachinto their moneybag. One beautiful silver coin would comerolling out. Each evening was exactly the same; one coin wouldcome rolling out, no more, no less. The woodcutter’s wifecarefully collected the silver coins.One evening, the husband looked at the pile of coinsthey had saved. “We should buy an ox,” he suggested, but hiswife did not agree. “We should buy a larger plot of land,” thewoodcutter suggested a few days later, but again, his wife didnot agree. She thought they should save some money in casethey needed it some day.13141516How does themoneybag work? Drawa box around detailsthat help you find theanswer.How do the woodcutterand his wife differin their thoughtsabout the money?Double underlinethe differences andwrite them on theCharacters Chart.Why doesn’t the wifewant to spend themoney on big thingslike an ox and land?The Magic Moneybag  113CC13_ELA_G5_SE_L05_099-122.indd 113 4/30/13 12:39 PM
  20. 20. How are thewoodcutter and hiswife different in theirideas about how tospend the money?Double underlinethe differences andwrite them on theCharacters Chart.EvaluateWhat lesson do youthink the woodcutterlearns in this story? A few days later, she made a suggestion. “Why don’t webuild a modest cottage? That would be nice.”“We have so much money,” exclaimed the woodcutter.“Why would we build a small cottage when we can build alarge, brick house? That would be so much better!”Although his wife did not agree, the woodcutter startedspending the money on everything they would need for theirnew house. They became so busy with building their housethat neither of them climbed the mountain anymore to collectfirewood. After a time, the pile of silver was almost gone, andthe house was still not ready.One coin per evening was just not enough, so the husbanddecided to try to take more coins. Without his wife knowing,he opened the moneybag for a second time one evening,and to his pleasant surprise, a second silver coin rolled out.When he opened it a third time and a third coin rolled out, thewoodcutter smiled and congratulated himself on solving theirproblem. The house could be finished quickly now that theyhad more money.But, when he opened it a fourth time, no money cameout. The woodcutter had not obeyed the old man’s warning.Disappointed, he turned around to see that his nearlycomplete brick house had disappeared as well.There was nothing left to do. Knowing they could no longerdepend on the magic moneybag, the woodcutter and his wifewent back to the mountains to cut two bundles of firewoodeach day, resuming their hardworking life.171819202122114  Lesson 5  •  Traditional LiteratureDuplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 114 4/30/13 12:39 PM
  21. 21. Vocabulary: Contrast WordsContrast words are words that signal relationships between ideas.For example, the word nevertheless signals a contrast; something isdifferent from what was described before. The phrase in addition tellsyou that a new piece of information is being added to what you alreadyread. These words help the reader make a transition from one thoughtto the next. Sometimes, they are called transition words.Try It Read these sentences from “The Magic Moneybag.”. . . the following morning, the bundle from the courtyard was gone again.Similarly, this pattern continued on the third and fourth mornings.Think about the relationship between the ideas in the sentencesabove. Underline the words that help you figure out the relationship.Discuss What is the relationship between the ideas? What does theword similarly tell you about the events in the story?Find the following words in “The Magic Moneybag.” Read thesentences before and after the sentence with the word. Think about therelationship between the ideas. Then, write your own sentences usingthe words on the lines below.1. therefore, p. 112 You have done all of your chores. Therefore, youcan go to the movies this weekend.2. however, p. 113 I usually go straight home after school. Today,however, I have an appointment.3. although, p. 114 Although my mom told me not to, I ate my dessertfirst, and now I am not hungry for my dinner.The Magic Moneybag 115Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 115 4/30/13 12:39 PM
  22. 22. Respond to Text: Cultural PerspectiveFolktales reflect the culture in which they were created. Culture is theway of life of a group of people, including their values, traditions, andcustoms. “The Magic Moneybag” is a Korean folktale. Korean cultureplaces a strong emphasis on the importance of family and ancestors. Theoldest person in the family is regarded as the wisest. Korean culture alsovalues positivity, not complaining, being modest (or not showing offwealth), and honor. The woodcutter and his wife demonstrate some ofthese values, while showing what could happen when these values arenot honored.Try It Think about how the characters and events in the folktalemight have been influenced by Korean culture.Discuss How do you think this folktale reflects Korean culture?Which ideals do the characters in the folktale demonstrate?Which ideals do the characters fail to demonstrate?On Your Own Write a paragraph in which you explainhow this story reflects Korean culture. Remember that yourideas should be supported by sound reasoning and textualevidence. Use the next page to help you plan your response.Then write your paragraph on a separate sheet of paper.Checklist for a Good ResponseA good paragraph✔ gives information about the culture.✔ explains the perspective of the people in that culture.✔ uses details from the folktale and other informationyou know.✔ includes a topic sentence, supporting ideas, and aconcluding statement.116  Lesson 5  •  Traditional LiteratureDuplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 116 4/30/13 12:39 PM
  23. 23. My Ideas about How the Folktale Reflectsthe Culture1. Topic Sentence Include this information in your first sentence:There are many aspects of Korean culture that are reflectedin “The Magic Moneybag,” including not complaining andmodesty, or not showing off wealth .2. Detail Sentences The sentences of your paragraph should providedetails that support how the culture affects the story. Use this chartto organize your ideas.Information aboutBackground and CultureImpact on the Storynot complaining The woodcutter and his wife arerewarded for working hard withoutcomplaining.modesty, or not showingoff wealthThe old man tells the woodcutter thathe cannot have the biggest bag. Whenthe woodcutter disobeys the old man’sinstructions because he wants moremoney for more things, he is punished.3. Concluding Sentence Your final sentence should restate your topicsentence using different words.Readers can learn about Korean culture by reading the folktale“The Magic Moneybag” because the story reflects Korean people’svalues of honesty, modesty, and not complaining .On a separate sheet of paper, write your paragraph.The Magic Moneybag 117Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 117 4/30/13 12:39 PM
  24. 24. Paraphrase Thinkabout how you wouldparaphrase this part ofthe story.Point of View Whatis the narrator’s pointof view? Circle thewords in paragraph 1that help you figure itout.The first one hasbeen done for you.Read on Your OwnRead the legend independently three times, using the skills you havelearned. Then answer the Comprehension Check questions.First Read Practice the first-read skills you learned in this lesson.Second Read Practice the second-read skills you learned in this lesson.Third Read Think critically about the legend.Armadillo’s Songa Bolivian legendA long time ago, there lived an armadillo who loved musicvery much. Each time it rained, the armadillo would haulhis heavy shell toward the pond. The many frogs at the pondwould croak back and forth to each other, and the armadillowould enjoy their beautiful singing.“Oh, if only I could sing like that,” wished the armadillo.He would sneak over to the edge of the pond and watchthe frogs jumping and swimming, singing to each other all thewhile. He loved the music of their croaking, even though hecould not understand their words. That was probably for thebest, since the frogs were making fun of him.“You are silly,” sang the frogs. “Everyone knows armadilloscannot sing.”Then one day a family of crickets moved near thearmadillo. He was so amazed by their beautiful chirpingsounds that he would sneak over to their house and listen totheir music all night long.“Oh, if only I could sing like that,” wished the armadillo.“You are silly,” sang the crickets. “Everyone knowsarmadillos cannot sing.”1234567118  Lesson 5  •  Traditional LiteratureDuplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 118 4/30/13 12:39 PM
  25. 25. Ask and AnswerQuestions Thinkabout why thearmadillo wants tosing so badly.Compare andContrast CharactersHow are the canariesand the armadillodifferent? Doubleunderline thedifference.One day a man with a cage full of flapping, singing canarieswalked down the road. The armadillo could not believe hisears. Their songs were the most beautiful he had ever heard.He followed the man as fast as his little legs could carry him.“Oh, if only I could sing like that,” wished the armadillo.“You are silly,” sang the canaries. “Everyone knowsarmadillos cannot sing.”After a while, the armadillo grew tired from walking.He found himself at the door of a great wizard’s house. Hedecided to ask the wizard a favor. Shyly, he approached thegreat wizard, who was sitting on his front porch. “Excuse me,wise wizard, but I hope you can help me. I would like to makebeautiful music, and I hope you can make me sing like thefrogs, crickets, and canaries.”The wizard almost let out a laugh, for who had ever heardof a singing armadillo? Nevertheless, when he looked closelyat the armadillo, he could see that the animal was serious.“Hmm. I can make you sing, armadillo, but to do so, youwill have to die, so that is not a good solution,” said the wizard.“If I die, I can sing?” asked the shocked armadillo. “I wouldgladly die to be able to sing like the frogs, crickets, andcanaries. It is what I want more than anything. I want to dieright now!” the armadillo said.891011121314Armadillo’s Song 119Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 119 4/30/13 12:39 PM
  26. 26. Compare andContrast CharactersHow are thearmadillo and thewizard differentin their thoughts?Double underlinethe difference.Critical ThinkingBased on what youlearn in the story,what does it mean tosacrifice something?“Do not throw caution to the wind,” replied the wizard.“I do not want you to make a hasty decision.”The wizard and the armadillo talked it over for a long time.The wizard did not feel right about taking the armadillo’s life,but the armadillo finally convinced him with his passion formusic and his insistence. The wizard killed the armadillo. Hemade an incredible instrument from the armadillo’s shell andsome strings, which when plucked, made the most beautifulsound. The wizard presented it to the best musician in town.Sometimes, the musician would play the instrument near thepond where the frogs lived. They would look with wide eyesand croak, “Look at that. The armadillo can make music.”Sometimes, the musician would play the instrument nearthe crickets’ house. They would look with wide eyes and chirp,“Look at that. The armadillo can make music.”And sometimes, the musician would play the instrumentfor his friend who owned the canaries. The tweeting canarieswould just look on and say, “Look at that. The armadillo canmake music.”And that is how it happened. The armadillo could finallysing, just as he had always longed to do. The sounds of theinstrument were the most beautiful in all the land. But, likemany of the great artists of the world, he made great sacrificesfor the sake of his art.1516171819120  Lesson 5  •  Traditional LiteratureCC13_ELA_G5_SE_L05_099-122.indd 120 4/30/13 12:39 PM
  27. 27. Comprehension Check1. What would be the point of view if the armadillo were narrating hisown story? How would this change the legend?2. How are the frogs, crickets, and canaries all alike? Find details in thelegend to support your answer.3. Why is it so important to the armadillo to be able to sing?Armadillo’s Song 121Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 121 4/30/13 12:39 PM
  28. 28. 4. Read these sentences from the legend.The wizard almost let out a laugh, for who had ever heard ofa singing armadillo? Nevertheless, when he looked closelyat the armadillo, he could see that the animal was serious.Explain the relationship between the ideas before and after the wordNevertheless. Then write your own sentence using the word.5. Read this sentence from the legend.“Do not throw caution to the wind,” replied the wizard.Explain the meaning of this adage using details from the legend.6. Paraphrase the last paragraph of the story. Restate the paragraph inyour own words.122  Lesson 5  •  Traditional LiteratureDuplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLCCC13_ELA_G5_SE_L05_099-122.indd 122 4/30/13 12:39 PM