Make Connections

Grade 5 Read/Write

Unit 3: Early American Civilizations: Maya,
Aztec, and Inca

November 15, 2024

5

LO:

SWBAT makeconnections to ideas in other texts.
El estudiante podrá hacer conexiones de un texto con ideas
de otro texto leído.

DOL: Given a text, students will correctly make connections

to ideas in other texts in at least 4 of 5 questions.
Dado un texto, el estudiante podrá hacer conexiones de un texto
con ideas de otro texto leído correctamente en al menos 4 de 5
preguntas.

ⓇELA5.6E Make connections to ideas in other texts.

Early American Civilizations

6

After reading the text, what connections can you make?

Personal

connection

Text

connection

World

connection

Personal

connection

Text

connection

World

connection

This story reminds me of
the time my friends and I
lost our basketball during
recess and had to search
the whole playground to
find it.

This story is similar to
another book I read
about kids working
together to solve a
mystery, like in The
Boxcar Children.

This story makes me
think about how
important teamwork and
kindness are in the real
world, like when older
students mentor or
include younger kids in
games.

Making

Connections

10

●Thoughts

●Experiences

●Travels

●Family

●Friends

●Other texts

●Characters

●Poems

●Articles

●Blogs

●Television

●Movies

●Events

●Games

●News

Readers can make connections…

Text

to
self

Text

to
text

Text

to

world

Tommy's Speedy Ride

Tommy raced down the sidewalk

on his new blue bike. The wind
rushed through his hair as he
pedaled faster and faster. He

zoomed past the big oak tree and
waved to Mrs. Johnson working in
her garden. Tommy loved how his

bike gave him a thrilling feeling!

Betty's Seashore Adventure

Betty skipped along the beach,

collecting pretty shells in her

yellow bucket. The warm sand
tickled her toes as she searched
for treasure. She found a big pink

shell and showed it to her dog,

Buddy, who wagged his tail. Betty

thought the beach was the best

place for adventures!

Text to Text Connections

What do you notice in BOTH texts?

Text to Self Connections

How do YOU connect to the text?

Tommy's

Speedy Ride

Betty's
Seashore Adventure

I can connect to “Tommy’s
Speedy Race” because…

… I also enjoy riding bikes
around my neighborhood.

I can connect to “Betty's
Seashore Adventure”
because…

… I have a dog that likes to
play with me outside.

Text to World Connections

How does this text connect to the WORLD?

Tommy's

Speedy Ride

Betty's
Seashore Adventure

The text “Tommy's Speedy
Ride” connects to the
world because…

… many kids around the
world enjoy riding bikes

The text “Betty's Seashore
Adventure” connects to the
world because…

… beaches are found in many
countries, and people like
Betty visit them to have fun

14

Text-to-Text Connections

“Tommy’s Speedy Ride”

Similarities

“Sarah’s Seashore

Adventure”

Difference

Difference

A story about a boy
name Tommy.

Tommy is riding his bike.

Describes physical
characteristics

A story about a girl
named Betty.

Betty has a dog named
Buddy.

Betty is collecting shells.

Both have an outdoor
setting.

Both characters are
enjoying an outdoor
activity.

Both characters
experience a sense of
enjoyment.

Read

Stop

Jot!

Read the text

Stop and ask yourself:

●what is happening in the text?

●how can I connect this text to
my experiences, other texts, or
to the world?

⭐

This is important!

Underline key

words or details

❓

I don’t understand

Readers are expected to…

1

2

3

“Viracocha, Creator of All Things”

“The Place of the Prickly Pear Cactus”

Purpose for today’s reading is to…

●make connections to ideas in other texts.

18

Content Vocabulary

clutch
(verb)

to hold something

tightly

a loose piece of clothing,
like a cape, that people

wear over their

shoulders

cloak
(noun)

to show or describe

something, usually in a

picture or in words

depict
(verb)

According to page 69,

Viracocha and his helpers…

According to page 69, what

did Viracocha and his

helpers do as they traveled

across the land?

Word:
disguised

Definition:

Synonyms:

Antonyms:

Sentence:

●hidden

●concealed

●camouflaged

when describing something that is hidden or
made to look different

●exposed

●revealed

●visible

People say that Viracocha wandered Earth disguised as a beggar
and continued to teach his people during his remaining days.

(Amplify Reader unit 3 page 70)

Part of speech:
❏

noun

❏

verb

❏

adjective

❏

adverb

Visual:

✔

“Viracocha, Creator of All Things”

The idea expressed
in BOTH myths is…

When Viracocha and his
helpers had finished, they
met in Cuzco and set off in
the direction of the sea.
Pleased with their teachings,
they rejoiced that new
nations would rise up across
the mountainous land. When
they reached the Pacific
Ocean, Viracocha and his
helpers walked out over the
waves and disappeared.

(Amplify reader unit 3 p. 69)

After 200 years, a priest
rested one day on the edge
of Lake Texcoco in Central
Mexico. He looked up and
rubbed his eyes in disbelief.
There, on an island in the
middle of the lake, an eagle
sat perched on a cactus. The
eagle was clutching a snake.
The people had found their
home at last. The Aztec built
their capital city of
Tenochtitlán on the island.

(Amplify reader unit 3 p. 66)

Based on the
text provided,
what idea is
expressed in
BOTH myths?

“The Place of the Prickly Pear Cactus”

Multiple Select

Which statements express ideas found in BOTH myths? Select TWO correct answers.

• Nature can influence people’s lives.

• Guidance can lead to new discoveries

• Positive guidance impact everybody.

• Gratitude is valued by everybody.

• Signs can be the beginning of good times.

  
  

“Viracocha, Creator of All Things”

When Viracocha and his
helpers had finished, they
met in Cuzco and set off in
the direction of the sea.
Pleased with their teachings,
they rejoiced that new
nations would rise up across
the mountainous land. When
they reached the Pacific
Ocean, Viracocha and his
helpers walked out over the
waves and disappeared.

(Amplify reader unit 3 p. 69)

After 200 years, a priest
rested one day on the edge
of Lake Texcoco in Central
Mexico. He looked up and
rubbed his eyes in disbelief.
There, on an island in the
middle of the lake, an eagle
sat perched on a cactus. The
eagle was clutching a snake.
The people had found their
home at last. The Aztec built
their capital city of
Tenochtitlán on the island.

(Amplify reader unit 3 p. 66)

“The Place of the Prickly Pear Cactus”

The topic that is addressed in
“Viracocha, Creator of All Things” that
is NOT addressed in “The Place of the
Prickly Pear Cactus” is…

Which topic is addressed by the

myth “Viracocha, Creator of All

Things” that is NOT addressed by
the myth “The Place of the Prickly

Pear Cactus”?

The images
symbolize…

“Viracocha, Creator of All Things”

“The Place of the Prickly Pear Cactus”

Look at the
images and
think about
what do they
symbolize for

each civilization.

How do BOTH the Aztec and Inca myths use symbols
to convey important messages about their cultures?
Support your answer using text evidence.

Both the Aztec and Inca myths use symbols to
communicate significant cultural ideas.According to the
text, The Aztec myth includes an eagle, a cactus, and a
snake, which represent their homeland. In contrast, the
Inca myth features stone figures that symbolize the
creation of their people and nations.These symbols
illustrate how each culture views its origins and
connection to the land.

27

Closing
Why do

readers make
connections

while reading?

28

Demonstration of Learning

Given a text, students

will correctly make
connections to ideas in
other texts in at least 4
of 5 questions.