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"The Cost of Survival"-Activity Sheet

The document provides guidance for students on a unit about survival, including reading a mentor text called "The Cost of Survival". Students are instructed to complete a chart to rate their skills, learn academic vocabulary, and summarize the mentor text. The summary should include the controlling idea, main events in order, and essential details while maintaining an objective perspective.

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Taylor h
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1K views

"The Cost of Survival"-Activity Sheet

The document provides guidance for students on a unit about survival, including reading a mentor text called "The Cost of Survival". Students are instructed to complete a chart to rate their skills, learn academic vocabulary, and summarize the mentor text. The summary should include the controlling idea, main events in order, and essential details while maintaining an objective perspective.

Uploaded by

Taylor h
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Unit 2: Survival

Essential Question: What qualities help us survive?


Objective(s):
SWBAT analyze the text structure for “The Cost of Survival”.
SWBAT write a summary of “The Cost of Survival”
Do First: Unit Goals

Throughout this unit you will deepen your understanding of survival by reading, writing, speaking,
presenting, and listening. These goals will help you succeed on the Unit Performance-Based
Assessment.

Directions: In your journals, create a chart like the one shown below. Use a 1 to 5 to rate how well
you meet the goals right now. You will revisit your ratings later, when you reflect on your growth
during the unit.

1 2 3 4 5
NOT VERY WELL SOMEWHAT WELL VERY WELL EXTREMELY WELL
NOT AT ALL

Essential Question Unit Introduction Unit Reflection


I can read texts that explore
different ways of thinking
about survival and develop my
own perspective.
Reading Unit Introduction Unit Reflection
I can understand and use
academic vocabulary related to
argumentative texts.
I can recognize and analyze
elements of different genres,
including fiction and poetry.
I can read a selection of my
choice and make meaningful
connections to other texts and
ideas.
Writing Unit Introduction Unit Reflection
I can write a focused,
structured, and coherent
argumentative essay in
response to a thematic
question.
Speaking and Listening Unit Introduction Unit Reflection
I can collaborate, build on
others’ ideas, and develop
consensus, and communicate
effectively.
I can prepare and deliver an
effective multimedia
presentation.

Activity 1: Academic Vocabulary


Academic terms help you read, write, and discuss with more precision. When you are responding to
literature, first state your ideas in familiar words. Then, consider the concepts you are expressing and
the academic terms that apply to them. Use those terms in your responses. Here are five academice
words you can use in this unit.

Directions: Complete the chart in your notebook.


1. Review each word, its root, and the mentor sentences.
2. With a partner, take turns reading the words and mentor sentences aloud. Then predict the
meaning of each word.
3. List at least two related words for each word.
4. Refer to a dictionary.

WORD MENTOR SENTENCES PREDICT MEANING RELATED WORDS


Evidence 1.A receipt is evidence of a
payment.
LATIN ROOT:
-vid- 2. The students’
Meaning: “to see” outstanding short film is
evidence of their
creativity.
Credible 1.Marco is a credible
witness because he pays
LATIN ROOT: attention and tells the
-cred- truth.
Meaning: “believe”
2.Even if a story seems
credible, you should
always confirm the details.
Valid 1.Valid answers can be
proven true.
LATIN ROOT:
-val- 2.You need a valid license
Meaning: “worth” to drive.

Formulate 1.A researcher has to


carefully formulate a
LATIN ROOT: question that is worth
-form- exploring.
Meaning: “shape”
2. It took time for Erika to
formulate a response to
the essay prompt.
Logical 1.If your reasoning is
logical, it will show the
LATIN ROOT: connection between your
-log- ideas.
Meaning: “reason”
2.A logical answer makes
sense to others.

Activity: The Mentor Text- “The Cost of Survival”


The Mentor Text provides you with a common starting point to address the unit theme.

Directions: Open the link to the text “The Cost of Survival”.

http://dev.cguxdemo.pearsoncmg.com/etext_2.0/phx_prototype/html/prototype_page5.html

Write a summary of “The Cost of Survival”. A summary is a brief, complete overview of a text. It
should not include your personal opinions or commentary. Apply these strategies to summarize the
text.

1. Identify the controlling idea (thesis) of the text.


2. Convey the essential meaning of the text. Include only the most important details that
support the controlling idea.
3. Maintain the logical order and meaning of the original. Use the chart below to note ideas
about the beginning, middle, and end of the text.

Controlling Idea (Thesis)

Beginning Middle End

4. Write your summary in complete sentences keeping an objective perspective. Don’t include
your opinions in the paragraph.
a. Use google classroom to write your summary for “The Cost of Survival”.

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