Sra: Imagine It!, Themes, Risks and Consequences, Nature's Delicate Balance, a changing America, Science Fair, America on the Move, Dollars and Sense, Level 4 [Grade 4]
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- Dollars and Sense: Theme Connections
- Social Studies Inquiry: Native American Traders
- My Row and Piles of Coins
- Social Studies Inquiry: Houston, We Have a Space Station!
- Vocabulary: Warm-Up Read the article to find the meanings of these words, which are also in "A Spoon for Every Bite": * demanded
- A Spoon for Every Bite
Meet the Author Antonio Hernández Madrigal Hernández Madrigal always dreamed of writing children's books based on his Mexican heritage. In 1976, he moved to the United States from Michoacán, Mexico, in order to fulfill this dream. Hernández Madrigal gets his love of stories from his grandmother, a storyteller in their Tarascan tribe. His favorite saying is "Dreams do come true!"
Tomie dePaola DePaola has been in love with books since he was a little boy. When dePaola was four years old, he told everyone he wanted to write and illustrate books. He studied art throughout high school and then went to art school at the Pratt Institute in Brooklyn, New York. Today, dePaola has illustrated more than 200 books and written more than 100 books. He gets the ideas for some of his books from events in his own life, while others come from his imagination. 581 Dollars and Sense: Theme Connections Within the Selection 1. Why do the buyers from the city want to buy the village women's hair? 2. What is Mamá able to buy with the money she gets for Erandi's braids? Beyond the Selection 3. Have you ever had to make a hard choice? What did you do? 4. Erandi's mamá said, "My daughter's hair is not for sale." What is something you would never sell? Write about It! Describe a time you sacrificed something for someone you loved. Remember to add your questions about dollars and sense to the Concept/Question Board. 582 Social Studies Inquiry: Native American Traders Genre
Expository Text tells people something. It contains facts about real people, things, or events. Feature
Maps are a representation of a region of the earth. Native Americans have lived in North America for thousands of years. The Native groups lived off the land and sea. They also traded with one another. Along the Pacific coast, Native people had a rich supply of salmon and cedar trees. Salmon and their eggs were used for food. Cedar was used to make canoes, benches, bowls, weapons, and tools. The Native women wove the inner bark of cedar trees to make baskets and blankets. Trading allowed Native groups to get goods they did not have. Groups by the coast had more salmon and cedar than they needed. Groups east of the mountains had a lot of animal furs and skins. Others had tobacco and copper. They traded these items so everyone had all he or she needed. Some groups became rich. Each group had a certain item that was valuable to other groups. The Makah traded whale oil so other groups could use the oil to make food. The Haida carved and painted beautiful canoes to trade. Trading helped improve the lives of each group. People from Europe began to settle in the area in the 1600s. They brought their special items to trade with the Native groups. 583
Think Link This map shows different geographic regions where Native Americans lived in the United States. Find the region where you live. How do you think Native tribes used the natural resources in your region? What did they trade? How did some Native American groups become wealthy? What kinds of things do you think the Europeans brought to trade from their countries? Try It!
As you work on your investigation, think about how you can use a map to help show your facts. 584 Vocabulary: Warm-Up Read the article to find the meanings of these words, which are also in "My Rows and Piles of Coins": * longed
* perched * wobbled * pruned * wearily * gleefully * confident * clutched Vocabulary Strategy Context Clues are hints in the text that help you find the meanings of words. Use context clues to find the meanings of perched and clutched. Yumika sat on the fence, running her finger along the hem of her drab brown dress. Soon she would have the colorful dress she had longed for ever since she could remember. The seller was due to stop in their town the next day. Mama had promised to buy some colorful material and make Yumika a dress! Just then, Mama walked into view. When she saw Yumika perched on the fence, she frowned. "I love you, Mama!" Yumika called. "I love you too," Mama said, "but you have chores to do, and it is time to get busy!" "Yes, Mama," Yumika said, obediently. The old fence wobbled as she jumped to the ground. 585 Yumika fed the chickens and gathered the eggs. She pruned the branches of their two apple trees and pulled the weeds from the flower garden. Then, wearily , she went inside. She would help Mama with supper and be finished until tomorrow. The next morning, just as the sun came up, Yumika jumped out of bed. Gleefully , she put on her brown dress--for the last time! She gulped down her oatmeal and sat out on the porch to wait. Soon the trader came walking down the lane with his cart. "Mama," Yumika yelled, "he is here!" "What can I get you ladies today?" the seller asked. "I would like a bolt of your most colorful cloth," Mama told him. She held out her money and a basket of eggs. "It is for me!" Yumika said. "I am getting a new dress!" "I am confident I have the perfect fabric for you, little one," the trader said. He handed Yumika a bolt of pink and yellow cloth. She clutched it tightly and grinned. She could not wait to wear her new dress! Game
Action Verbs On a sheet of paper, write each of the eight selection vocabulary words. Then look up the definitions in a dictionary. Write the correct definition beside each word. Circle the five vocabulary words that are action verbs. Draw a small picture of yourself doing each action. Concept Vocabulary This lesson's concept word is price. Price is the amount something sells for. If you sell something at a fair price, you sell it for the amount of money it is worth. Think of ten of your favorite possessions. Give each one a price. Ask a classmate if he or she thinks you have chosen a fair price for each item. Would your classmate be willing to buy those items at the prices you chose? 586
My Row and Piles of Coins by Tololwa M. Mollel illustrated by E. B. Lewis Genre
Comprehension Skill: Author's Point of View As you read, understand who is telling the story.
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Focus Questions Why do people need money? Why is it sometimes difficult to save money? 588 After a good day at the market, my mother, Yeyo, gave me five whole ten-cent coins. I gaped at the money until Yeyo nudged me. "Saruni, what are you waiting for? Go and buy yourself something." I plunged into the market. I saw roasted peanuts, chapati, rice cakes, and sambusa. There were wooden toy trucks, kites, slingshots, and marbles. My heart beat excitedly. I wanted to buy everything, but I clutched my coins tightly in my pocket. 589 At the edge of the market, I stopped. In a neat sparkling row stood several big new bicycles. One of them was decorated all over with red and blue. That's what I would buy! For some time now, Murete, my father, had been teaching me to ride his big, heavy bicycle. If only I had a bicycle of my own! A gruff voice startled me. "What are you looking at, little boy?" I turned and bumped into a tall skinny man, who laughed at my confusion. Embarrassed, I hurried back to Yeyo. That night, I dropped five ten-cent coins into my secret money box. It held other ten-cent coins Yeyo had given me for helping with market work on Saturdays. By the dim light of a lantern, I feasted my eyes on the money. I couldn't believe it was all mine. I emptied the box, arranged all the coins in piles and the piles in rows. Then I counted the coins and thought about the bicycle I longed to buy.
Every day after school, when I wasn't helping Yeyo to prepare supper, I asked Murete if I could ride his bicycle. He held the bicycle steady while I rode around, my toes barely touching the pedals. Whenever Murete let go, I wobbled, fell off, or crashed into things and among coffee trees. Other children from the neighborhood had a good laugh watching me.
Saturday after Saturday, we took goods to market, piled high on Yeyo's head and on my squeaky old wooden wheelbarrow. We sold dried beans and maize, pumpkins, spinach, bananas, firewood, and eggs. My money box grew heavier. I emptied the box, arranged the coins in piles and the piles in rows. Then I counted the coins and thought about the blue and red bicycle. 592 After several more lessons Murete let me ride on my own while he shouted instructions. "Eyes up, arms straight, keep pedaling, slow down!" I enjoyed the breeze on my face, the pedals turning smoothly under my feet, and, most of all, Yeyo's proud smile as she watched me ride. How surprised she would be to see my new bicycle! And how grateful she would be when I used it to help her on market days! The heavy March rains came. The ground became so muddy, nobody went to market. Instead, I helped Yeyo with house chores. When it wasn't raining, I helped Murete on the coffee farm. We pruned the coffee trees and put fallen leaves and twigs around the coffee stems. Whenever I could, I practiced riding Murete's bicycle. It stopped raining in June. Not long after, school closed. Our harvest--fresh maize and peas, sweet potatoes, vegetables, and fruits--was so big, we went to market on Saturdays and Wednesdays. My money box grew heavier and heavier. I emptied the box, arranged all the coins in piles and the piles in rows. Then I counted the coins and thought about the bicycle I would buy. 593 A few days later I grew confident enough to try to ride a loaded bicycle. With Murete's help, I strapped a giant pumpkin on the carrier behind me. When I attempted to pedal, the bicycle wobbled so dangerously that Murete, alongside me, had to grab it. "All right, Saruni, the load is too heavy for you," he said, and I got off. Mounting the bicycle to ride back to the house, he sighed wearily. "And hard on my bones, which are getting too old for pedaling." I practiced daily with smaller loads, and slowly I learned to ride a loaded bicycle. No more pushing the squeaky old wheelbarrow, I thought. I would ride with my load tall and proud on my bicycle--just like Murete! 594
On the first Saturday after school opened in July, we went to market as usual. Late in the afternoon, after selling all we had, Yeyo sat talking with another trader. I set off into the crowd. I wore an old coat Murete had handed down to me for chilly July days like today. My precious coins were wrapped in various bundles inside the oversize pockets of the coat. I must be the richest boy in the world, I thought, feeling like a king. I can buy anything. The tall skinny man was polishing his bicycles as I came up. "I want to buy a bicycle," I said, and brought out my bundles of coins. 595 The man whistled in wonder as I unwrapped the money carefully on his table. "How many coins have you got there?" Proudly, I told him. "Three hundred and five." "Three hundred and ... five," he muttered. "Mmh, that's ... thirty shillings and fifty cents." He exploded with laughter. "A whole bicycle ... for thirty shillings ... and fifty cents?" His laugh followed me as I walked away with my bundles of coins, deeply disappointed. On our way home, Yeyo asked what was wrong. I had to tell her everything. "You saved all your money for a bicycle to help me?" she asked. I could tell she was amazed and touched. "How nice of you!" As for the tall skinny man, she scoffed, " Oi! What does he know? Of course you will buy a bicycle. One day you will." Her kind words did not cheer me.
He cut the engine and dismounted. Then, chuckling at my excited questions about the pikipiki, he headed into the house. When Murete came out, Yeyo was with him, and he was wheeling his bicycle. "I want to sell this to you. For thirty shillings and fifty cents." He winked at me. Surprised, I stared at Murete. How did he know about my secret money box? I hadn't told him anything. Then, suddenly, I realized the wonderful thing that had just happened. "My bicycle, I have my very own bicycle!" I said, and it didn't matter at all that it wasn't decorated with red and blue. Within moments, I had brought Murete my money box. Murete gave Yeyo the box. Yeyo, in turn, gave it to me. Puzzled, I looked from Yeyo to Murete and to Yeyo again. "You're giving it ... back to me?" 597
Yeyo smiled. "It's a reward for all your help to us." "Thank you, thank you!" I cried gleefully. The next Saturday, my load sat tall and proud on my bicycle, which I walked importantly to market. I wasn't riding it because Yeyo could never have kept up. Looking over at Yeyo, I wished she didn't have to carry such a big load on her head.
That night I emptied the box, arranged all the coins in piles and the piles in rows. Then I counted the coins and thought about the cart I would buy... . 598 Meet the Author Tololwa M. Mollel Mollel loves books and theater. He grew up on his grandfather's coffee farm in Tanzania and has used the stories his grandfather told him to create some of his books. He has been an actor and a teacher as well as a writer. Mollel says he is working on turning one of his books into a play for children. He lives with his wife and two sons.
B. Lewis Lewis has always liked to create art. After finishing sixth grade, he began to study painting at the Temple University School Art League every Saturday morning with Clarence Wood, a famous painter from Philadelphia. In 1975, Lewis went to the Temple University Tyler School of Art. In art school, he discovered that watercolor was his favorite type of paint. Lewis has become a famous artist and an art teacher. 599 Dollars and Sense: Theme Connections Within the Selection 1. What kinds of goods do Yeyo and Saruni sell at the market? 2. Why does the tall, skinny man laugh at Saruni? Across Selections 3. Saruni wants to help his family. In what other selections do we read about children making money for their families? 4. Saruni works on his family's farm. Who else works on a farm in selections you have read? Beyond the Selection 5. Do you think Saruni would have been as pleased with his bike if he had not worked so hard to earn it? 6. What is something you saved for or would like to save for? Write about It! Describe a time you saved your money for something. Remember to look for newspaper and magazine articles about dollars and sense to add to the Concept/Question Board.
Genre
Expository Text tells people something. It contains facts about real people, things, or events. Feature
Time Lines show the order in which important events happened. (November 20, 1998) Houston (AP)--Texas is known for its oil. But today, we salute our workers in the aerospace industry. The first part of the International Space Station has been launched. Many Texans helped design and build the ISS. Close to 60,000 Texans work in the aerospace industry. Only California has more people in this industry. The state of Florida ranks third. Aerospace includes airplanes, rockets, missiles, space shuttles, and space stations. In 1940, Texas began to design and build planes. Many major airlines started in Texas. In 1961, NASA opened its Manned Spacecraft Center in Houston. This center is the command post that was used to send men to the moon. Sixteen countries are working on the ISS. Canada designed and built a robot arm that helps move parts into place. Japan and Italy built modules. A module is a machine that carries parts and supplies. We are confident the ISS will succeed. Texas is proud to play a role in this project. 601
In your own words, define aerospace industry. List some specific jobs you think might be included as part of this industry. What three states have the most employees in the aerospace industry? What state do you think might rank fourth, and why? Try It!
As you work on your investigation, think about how a time line can help you show a sequence of events. 602 Vocabulary: Warm-Up Read the article to find the meanings of these words, which are also in "A Spoon for Every Bite": * demanded * protested * fine * possessions * discarded * wealth Vocabulary Strategy Word Structure gives us clues about a word's meaning. The meaning often changes when a prefix or suffix is added to the root word. Look at the word possessions. Review the suffixes -ion and -s and the root word possess to find the word's meaning. Bellville was a small country town with hardworking and humble citizens. Jeb Munkle stuck out like a sore thumb. He was neither hardworking nor humble. He was difficult and demanding. And he was very rich. No matter how much money he spent, he always seemed to have more. The townspeople put up with him because he brought business to their stores. But dealing with him was never fun. He always demanded to be served before the other customers. He protested when he thought the service was too slow. He spent his fortune on things he did not need. He adored fine jewels and gold watches. 603 One morning, Jeb was riding through the streets of town in his fancy car. His driver, Grimm, noticed that he was looking for something else to buy. "Sir," Grimm said boldly, "I cannot help but wonder if you will ever be happy." "Whatever do you mean?" Jeb asked with a frown. "Well, sir, you live in a huge mansion on thousands of acres. You have more possessions than any other man in the state. An ordinary man would be content with your discarded treasures alone. Yet you are not happy." "And you have some brilliant advice?" sneered Jeb. "Well," Grimm said, "how about giving some of your wealth to the poor? Or finding a wife to share your life with?" Jeb stared at his driver for a moment. Then his eyes lit up. "Grimm, my boy, you are right," he said. "My life is missing something. And I think I know what that something is. A nice new gold watch! A man can never have too many watches!" Game Card Game Write each of the six selection vocabulary words on an index card. Write each definition on a card as well. Shuffle the cards, and look through them one at a time. If a word is showing, give its definition. If a definition is showing, give the word it defines. This can also be played as a game with a classmate. See who can get the most correct answers in a row. Concept Vocabulary This lesson's concept word is excess. Excess is an amount greater than what is needed. Some people have excess money. Some people have excess clothing. What other things can you think of that people have in excess? What are some things people do in excess? 604
A Spoon for Every Bite by Joe Hayes illustrated by Rebecca Leer Genre A folktale is a story that was passed on from one generation to the next by word of mouth before it was written down. Comprehension Skill: Compare and Contrast As you read, understand the similarities and differences between various sets of characters, situations, settings, and ideas. 605 Focus Questions Why does money cause so many problems? Why do different people value things differently? 606 A long time ago there lived a couple who were so poor they owned only two spoons--one for the husband and one for the wife. Their neighbor was very rich. His big house was filled with fine furniture, and he was very proud of his wealth and his possessions. One year the poor couple had a baby, and the wife said to her husband, "Why don't we ask our neighbor to be godfather to our child?" "But he's rich and we're poor," the man protested. "Why would he want to be our compadre? " "You never know," said the wife. "He might accept." So the poor man spoke to their neighbor, and the rich man did accept. They took the baby to be baptized, and the neighbors became compadres.
"How can we do that?" the man asked. "We have only two spoons." So they didn't invite the rich man that day. They saved their pennies and bought a third spoon. Then the poor man invited his compadre to come for dinner. The poor woman made a delicious soup, and when the men arrived she led the rich man to the place with the shiny new spoon. "Sit here, compadre, " she said. "You get to use our new third spoon." The rich man could scarcely believe his ears. "Do you mean to say you own only three spoons?" he asked. "Until this morning we had only two," the poor man told him. "We bought a new one so that you could join us for dinner." 608 The rich man laughed aloud. "You had only two spoons! And you bought a third one for me to eat with! Why, I have so many spoons I could use a different one each day of the year if I wished to." The poor man was embarrassed. But the poor woman spoke right up, "That's nothing, compadre. We have a friend who uses a different spoon for every bite he eats." The rich man shook his head, but the poor man knew what his wife meant. "It's true," he said. "Our friend uses a different spoon for every single bite he eats." The rich man was so upset by the idea that someone might live even more lavishly than he did that he couldn't enjoy his soup. That night he lay awake thinking about it. 609 The next day the rich man's servant came running to the poor man's house. "What did you give my master to eat last night?" he demanded. "He ate the same thing we did--the tastiest soup my wife has ever made." "Your soup must have driven him crazy. This morning at breakfast he insisted on using a different spoon for every bite he ate. After one bite with a spoon, he ordered me to get rid of it." The poor compadre smiled to himself. "And what does your master tell you to do with the discarded spoons?" "He told me, 'Give them to my compadres. They have only three spoons.'" 610
"Get me some more," the rich man growled. "Do you think I'm too poor to buy spoons?" The servant bought all the spoons in town, and then he had to travel to other towns to buy spoons. The rich man began selling his livestock and land to buy spoons. A mountain of spoons stood beside the poor couple's house. In a year the rich man squandered all his wealth. And there were just three spoons in his house. He walked angrily to the poor couple's house and pounded on the door. 611 "You lied to me!" he roared at them. "No one can use a new spoon for every bite. I have proved it. I was the richest man around, and not even I could do that." "You're mistaken, compadre, " the poor man said. "Day in and day out, year in and year out, our friend uses a different spoon for every bite he eats." "Take me to meet this friend," the rich man demanded. 612 The poor couple took their rich compadre to the nearby Indian pueblo. They went to their friend's house. The Indian and his wife welcomed the compadres and invited them to stay and eat a meal. "That's just what I came for," the rich man said. "I want to see you use a new spoon for every bite you eat." "Spoon?" asked the Indian. "This is the only spoon I use." He pointed to a stack of tortillas on the table. He broke off a piece of tortilla and scooped up some beans. The beans and the spoon disappeared into his mouth. "He'll never use that spoon again," laughed the poor man. 613 Again the rich man was too upset to eat his meal. He got up from the table and walked home sadly. But the poor couple enjoyed every bite their friends served them--spoon and all. And then they walked home smiling. They knew that when they had sold all the spoons their rich compadre had thrown away, they would live the rest of their days in comfort. 614 Directory: books -> 0-00-NIMAC books -> Active Vocabulary books -> Books we finished XIV books -> The theology of the balaam oracles: a pagan diviner and the word of god books -> The rhetoric of the father 0-00-NIMAC -> Sra: Imagine It!, Themes, Taking a Stand, Ancient Civilizations Ecology, Great Expectations, Earth in Action, Art and Impact, Level 6 books -> You Can If You Try Unit 7 Nonfiction books -> How to Get the Most Out of books -> The tregenza family Download 1.43 Mb. Share with your friends:
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