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Unit Instructional Plans

The Turquoise Ring

Unit 2

Getting Started (student pages 17–26)

Introduction

“The Turquoise Ring” is a dramatic text presented in a modern-day setting. Rosita, the main character, learns an important lesson about responsibility and friendship. A cross-curricular connection for this unit might focus on the science of metals and magnets.

Lexile Text Measure Non-Prose

Building Background Knowledge

Introduce this unit by displaying a print version of a drama. Guide students as they identify and determine the importance of the structural elements of the drama (e.g., cast of characters, settings, descriptions, dialogue, stage directions). Assign parts and allow students to perform the drama.

(RL.4.5, RL.4.10, RF.4.3, RF.4.4, SL.4.1, SL.4.1a, DOK: 2, Bloom’s/RBT: Analysis/Analyze)

Suggested Formative Assessment

Display a list of the structural elements of a drama. Have students define the elements using their own words. Review student responses to determine individual understanding of terms specific to the structural elements of a drama.

(RL.4.4, RL.4.5, RF.4.3, W.4.4, L.4.4, L.4.6, DOK: 2, Bloom’s/RBT: Analysis/Analyze)

Suggested Unit Content Literature

Continue building student knowledge related to this unit by selecting books from the following list for read alouds, for student independent reading, and for research resources.

Channing O’Banning and the Turquoise Trail – Angela SpadyIndian Captive: The Story of Mary Jemison – Lois LenskiThe Legend of the Indian Paintbrush – Retold and Illustrated by Tomie dePaolaThe Legend of Sleeping Bear – Kathy-Jo WarginThe Art of Native American Turquoise Jewelry – Ann StalcupA Heart Full of Turquoise: Pueblo Indian Tales – Joe HayesTurquoise – Eric EthanYou Can Find Gold: With a Metal Detector – Charles Garrett & Roy LagalArf and the Metal Detector – Philip WoodersonEight Plays for Children – Edited by Coleman A. JenningsTheatre for Young Audiences: 20 Great Plays for Children – Edited by Coleman A. JenningsTheatre for Children: A Guide to Writing, Adapting, Directing, and Acting – David Wood with Janet GrantPlaymaking: Children Writing & Performing Their Own Plays – Daniel Judah Sklar

(RL.4.10, RI.4.10, RF.4.4, RF.4.4a, RF.4.4b, RF.4.4c, SL.4.1, SL.4.2, SL.4.3, SL.4.4, SL.4.5, SL.4.6, DOK: 3, Bloom’s/RBT: Comprehension/Understand)


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The Turquoise Ring

Unit 2

Vocabulary Focus

*Teachers using this selection for direct instruction may need to preteach these vocabulary words. If the unit selection is used for assessment, vocabulary should not be pretaught.

Selection-Speci�c Vocabulary CCSS Vocabulary

vendors* keepsake cast of characters rhythm

chimes merchandise description setting

detector souvenir dialogue stage direction

etching specialty difference structural elements

frantically treasures drama of drama

geraniums turquoise explain structural elements

identical meterof poems

poem/poetrytext

proseverse

Vocabulary Activities

Definition BINGOProvide students with blank BINGO grids. Have students record selection-specific or CCSS vocabulary words on the cards. As definitions are called, instruct students to cover corresponding words. Winners are determined using the rules of BINGO.

(RL.4.4, RL.4.5, RF.4.3, L.4.4, L.4.6, DOK: 1, Bloom’s/RBT: Comprehension/Understand)

Definition Books

collective nouns

a �ock of

example

illustration

or

geesewords that de�ne

or describe

a group of

objects, animals,

or people

How many

collective

nouns can

you name?

Bat Fold BookHave students make Bat Fold Books. Instruct students to write assigned selection-specific or CCSS vocabulary words on the front flaps of books, definitions from print or digital dictionaries on the second flaps, examples or illustrations that represent the meanings of words on the third flaps, and questions related to the words on last flaps. Allow students to share and discuss books with partners.

(RL.4.4, RL.4.5, RF.4.3, W.4.4, SL.4.1, L.4.1, L.4.2, L.4.3, L.4.4, L.4.6, DOK: 2, Bloom’s/RBT: Application/Apply)

Suggested Formative Vocabulary Assessment

Have students locate selection-specific vocabulary words in the context of the unit selection and write the meanings using their own words. Use the evidence to clarify misconceptions and to plan further instruction or interventions.

(RL.4.4, RL.4.10, RF.4.3, RF.4.4, L.4.1, L.4.2, L.4.3, L.4.4, L.4.4a, DOK: 2, Bloom’s/RBT: Application/Apply)


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The Turquoise Ring

Unit 2

Unpacking the Standards

CCR Anchor Standard CCRA.R.5

CCSS Focus RL.4.5

Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

The structure of a literary text determines its genre. Structure refers to the way in which the elements of the piece are arranged or joined. The relationship between these elements unifies the message of the entire selection.

A drama is a written work that shares a story through action or speech and is intended to be performed. The structural elements of drama include:

cast of characters: the characters acting in a drama

setting: the time and place in which a drama or scenes within the drama take place

description: the words that detail how dialogue should be spoken by the characters and how actions should be performed

dialogue: the words spoken by characters; when written, the words are preceded by the character’s name and a colon

stage direction: a descriptive comment that introduces the setting and characters of a drama and provides background information

scene: a division of a drama that takes place in a single setting

Instructional Activities

Act It Out! Provide dramatic selections to small groups of students. Allow groups to assign parts, practice, and present the dramas to classmates. Provide props and stage set possibilities. During the presentations, direct audience members to note the structural elements of the dramas and how they relate to the entire texts. Debrief findings at the conclusion of the dramatic presentations.

(RL.4.5, RL.4.10, RF.4.3, RF.4.4, SL.4.1, SL.4.1d, SL.4.2, SL.4.4, DOK: 2, Bloom’s/RBT: Analysis/Analyze)

Drama Puzzler Cut apart dramatic selections, including the parts of the dramas that represent each of the structural elements. Working with partners, have students reassemble the dramas, label, and define the structural elements.

(RL.4.5, RL.4.10, RF.4.3, RF.4.4, W.4.4, SL.4.1, L.4.4, L.4.6, DOK: 2, Bloom’s/RBT: Analysis/Analyze)

Suggested Formative Assessment

Provide students with a dramatic selection. Have students label and define the structural elements of the drama. Use the evidence to clarify misconceptions and to plan further instruction or interventions.

(RL.4.5, RL.4.10, RF.4.3, RF.4.4, W.4.4, L.4.4, L.4.6, DOK: 2, Bloom’s/RBT: Analysis/Analyze)


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The Turquoise Ring

Unit 2

Assessment of Standards (student pages 21–23)

CCSS addressed in Assessment of Standards

RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.5, RL.4.7, W.4.2a, W.4.2c, W.4.2d

Item # Answer Item StandardCCR Anchor

StandardClaim Target DOK Bloom’s Original/Revised

1 C RL.4.4 CCRA.R.4 1 3 2 Application/Apply

2 A RL.4.2 CCRA.R.2 1 4 3 Comprehension/Understand

3 B,D RL.4.3 CCRA.R.3 1 4 3 Comprehension/Understand

4A A RL.4.3 CCRA.R.3 1 4 2 Analysis/Analyze

4B D RL.4.3 CCRA.R.3 1 4 3 Comprehension/Understand

5 B,C RL.4.5 CCRA.R.5 1 6 2 Analysis/Analyze

6 B RL.4.1 CCRA.R.1 1 1 2 Comprehension/Understand

7 D RL.4.3 CCRA.R.3 1 4 3 Comprehension/Understand

8 A RL.4.5 CCRA.R.5 1 6 2 Analysis/Analyze

9 D RL.4.5 CCRA.R.5 1 6 2 Analysis/Analyze

10 B RL.4.7 CCRA.R.7 1 5 2 Analysis/Analyze

11 C W.4.2a CCRA.W.2 2 3 2 Application/Apply

12 C W.4.2c CCRA.W.2 2 3 2 Application/Apply

13 D W.4.2d CCRA.W.2 2 3 2 Application/Apply

Interventions

CCSS Focus RL.4.5

When formative assessments reveal students in need of intervention, use the following activities.

Intervention Activities

On the SpotProvide incomplete dramatic scenarios to small groups of students. Allow students to complete and perform the dramas for audiences, citing evidence from the original texts for their additions.

(RL.4.5, RL.4.10, RF.4.3, RF.4.4, W.4.4, W.4.9a, SL.4.1, SL.4.2, DOK: 3, Bloom’s/RBT: Synthesis/Create)

From Book to Drama Read chapter books to students. Assign chapters to small groups. Ask students to write dramatic adaptations of assigned chapters as scenes and present to an audience. Support students as they include all necessary dramatic elements, locate props, and determine stage sets. Have students perform entire books as each group acts out assigned chapters. As audience members observe the presentations, encourage students to record likenesses and differences between the original texts and the dramatic presentations. At the conclusion of the performances, direct students to record all likenesses and differences on a graphic organizer.

(RL.4.5, RL.4.7, RL.4.9, RL.4.10, RF.4.3, RF.4.4, W.4.9a, W.4.4, W.4.9a, SL.4.1, SL.4.2, SL.4.4, SL.4.5, L.4.1, L.4.2, L.4.3, DOK: 3, Bloom’s/RBT: Analysis/Analyze)


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The Turquoise Ring

Unit 2

Critical Thinking (student page 24)

Analysis/Analyze

Answers may vary. Student responses might include: Rosita and her mother might not have known about Mr. Mendosa and the metal detector and might not have found the ring; they would have tried to find another way to locate the ring.

(RL.4.10, W.4.2, W.4.9a, L.4.1, L.4.2, L.4.3, DOK: 3, Bloom’s/RBT: Analysis/Analyze)

Evaluation/Evaluate

Answers may vary. Student responses should include an answer to the question if Rosita is a responsible person and include a reasonable justification for the opinion.

(RL.4.10, W.4.1, W.4.1b, W.4.9a, L.4.1, L.4.2, L.4.3, DOK: 3, Bloom’s/RBT: Evaluation/Evaluate)

Synthesis/Create

Answers may vary. Student responses should include an original conclusion for the drama that provides an alternate ending.

(RL.4.10, RF.4.3, RF.4.4, W.4.3, W.4.3e, W.4.9a, L.4.1, L.4.2, L.4.3, DOK: 3, Bloom’s/RBT: Synthesis/Create)

Motivation Station (student page 25)

Students use print or digital dictionaries to respond to questions or prompts for questions 1–8. Answers may vary based on the dictionaries used by the students.

(L.4.4c, DOK: 1, Bloom’s/RBT: Application/Apply)

Journal (student page 25)

Answers may vary. Student responses should include a personal narrative about a time a lost item was located.

(W.4.3, W.4.9a, W.4.10, L.4.1, L.4.2, L.4.3, DOK: 3, Bloom’s/RBT: Application/Apply)


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The Turquoise Ring

Unit 2

Extended Practice Assessment (student page 26)

The Extended Practice is an informational text on the topic of metal detecting. A cross-curricular connection for this text might focus on the science of metals and magnets.

CCSS addressed in Extended Practice Assessment

RI.4.1, RI.4.4

Item # Answer Item StandardCCR Anchor

StandardClaim Target DOK Bloom’s Original/Revised

1 B RI.4.4 CCRA.R.4 1 10 2 Application/Apply

2 A RI.4.1 CCRA.R.1 1 8 1 Comprehension/Understand

3 D RI.4.1 CCRA.R.1 1 8 3 Comprehension/Understand

4 Open-ended

Performance Task Assessment

CCSS Focus

RL.4.10, W.4.3, W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.3e, W.4.5, W.4.6, W.4.7, W.4.8, W.4.9, W.4.10, L.4.1, L.4.2, L.4.3

Performance Task

Write a drama that recreates a personal experience from which you learned an important lesson. Within your drama, include the structural elements that contribute to the message of the drama.

(DOK: 4, Bloom’s/RBT: All)

Performance Task Steps

1. Read “The Turquoise Ring.”2. Brainstorm personal experiences that might result in an interesting drama and determine which

experience you will use as the subject for your drama.3. Use a graphic organizer to record recollections and important details about your experience,

including time and place, the people involved, and the sequence of events.4. Answer questions about your task.

• What lesson does Rosita learn in “The Turquoise Ring”?• How does the author communicate the lesson using structural elements of your drama?• Which structural elements will you use to organize your drama and successfully communicate your

experience and the lesson you learned?5. Plan and write your drama.

Scoring Criteria

Use a rubric with the following criteria for self-assessment and teacher scoring: Elaboration, Communication of Lesson, Use of Structural Elements of Drama, Language and Conventions.

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Name __________________________________________

The Turquoise Ring Unit 2 Selection

Read the drama and then answer the questions that follow.

The Turquoise Ring

Settings The Turquoise Shoppe Rosita’s backyard Rosita’s house

Cast of Characters Narrator Mamma Rosita Christina Mr. Mendosa

Scene One

Narrator: On a family vacation to Santa Fe, New Mexico, Mamma and Rosita visit The Turquoise Shoppe. While there, Mamma purchases a turquoise ring for Rosita. The store clerk places the ring inside a wooden box lined with beautiful turquoise-colored velvet and hands it to Rosita. Mamma and Rosita leave the shop.

(Mamma and Rosita are sitting on a bench in an outdoor shopping area.)

Mamma: (speaking seriously) Rosita, your ring is beautiful and expensive. It is important that you follow several rules to avoid losing your ring. When you wear your ring, don’t take it off or twist it on your finger. If you ever drop it, stay where you are. Don’t walk away because you may never find the ring.

Rosita: Mamma, thanks for my precious keepsake. I promise I’ll be careful with it.

(Rosita hugs Mamma.)

Mamma: I know I can count on you. Rosita, I noticed your ring is almost identical to the color of the sky the day we went whitewater rafting last summer.

Rosita: Oh Mamma, you’re exactly right. I can’t wait to show my ring to Christina when we get home.

Scene Two

Narrator: Rosita and Mamma return home from vacation.

(Mamma and Rosita enter their house carrying their suitcases.)

Mamma: Unpack your suitcases and take them downstairs to the hall closet.


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Name __________________________________________

The Turquoise RingUnit 2 Selection

Rosita: Yes ma’am. (pausing) Mamma, may I invite Christina over when I finish unpacking?

Mamma: Of course, you can.

Rosita: (speaking on the telephone with Christina) I’m back from Santa Fe. I have two exciting surprises. Can you come to my house? (pausing) Okay, see you in about thirty minutes.

Scene Three

Narrator: Rosita prepares for Christina’s visit.

(Rosita is standing on her front porch, watching for Christina. The girls squeal at the sight of each other as Christina arrives.)

Christina: I missed you, Rosita. Two weeks is a long time. I’m so glad you’re home.

Rosita: I’m glad to be home, too. Christina, I brought you a souvenir from our vacation. (handing Christina a gift sack)

Christina: (Christina opens the sack and removes a small box from it.) Wow! What a treasure. Thanks for the wonderful box, Rosita. I’ll keep my favorite silver necklace in it. Where did you buy it?

Rosita: There were many vendors with little shops on the square in Santa Fe. Your box came from an artist who displayed her merchandise on a colorful Navajo blanket. I knew you would love the etching on the top. The vendor told me she painted the grooves of the delicate design with a handmade brush.

Christina: (smiling) It’s perfect. I love anything with a cactus design on it.

(Rosita holds out her hand and shows Christina her new ring. For a moment, Christina is speechless and then grabs Rosita’s hand.)

Christina: Oh Rosita, I’ve never seen anything so beautiful!

Rosita: I know. I couldn’t believe my mamma bought it for me.

Christina: I love the way the turquoise spills over the side of the ring.

Rosita: Yes, the clerk called it a waterfall design, a specialty of the artist who made it. Let me show you the box it came in.


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Name __________________________________________

The Turquoise Ring Unit 2 Selection

(Rosita opens the box and shows Christina the velvety turquoise lining.)

Christina: Wow! The box is almost as pretty as the ring.

Rosita: I know, right? I just love it. Hey, are you hungry? Let’s get a snack and you can tell me what you’ve been up to while I was away.

Narrator: The two friends spend the remainder of the day together.

Scene Four

Narrator: Several weeks later, the girls are in Rosita’s backyard working on a school project.

(Rosita and Christina are sitting on a bench.)

Rosita: It looks like we’ve finally finished our project, Christina.

Christina: Yes, and I’m absolutely positive we’ll get the creativity award.

(Rosita jumps up from the bench and screams.)

Rosita: Oh no, I dropped my ring.

Christina: Don’t move.

Rosita: Too late. (speaking frantically) Please get Mamma!

Narrator: Christina runs into Rosita’s house. She and Mamma hurry to the backyard where Rosita is frantically searching for her ring. They all look for the ring but cannot find it.

Mamma: Why didn’t you stay on the bench, Rosita?

Rosita: (tearfully) I don’t know, Mamma. I forgot everything you told me.

Christina: Wait! I have an idea. Maybe you could call Mr. Mendosa.

Mamma: Who is Mr. Mendosa?

Christina: He owns Mr. M’s Pawn Shop. He has a metal detector that he uses on beaches, at parks, and along roadsides to locate objects to sell in his shop. My dad goes with him sometimes, and they find all kinds of stuff. I am sure he can find your ring.

Mamma: I’ll call his shop right now.


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Name __________________________________________

The Turquoise RingUnit 2 Selection

Scene Five

Narrator: That evening around six o’clock, Rosita’s doorbell chimes. Rosita answers the door, and Christina introduces Rosita and Mamma to Mr. Mendosa.

(Mamma, Rosita, Christina, and Mr. Mendosa are standing in the backyard.)

Mr. Mendosa: Where were you when you lost the ring?

Rosita: (pointing) I was sitting there on the bench. I jumped up and took a couple of steps toward Christina.

Mr. Mendosa: Okay girls, sit where you think you were when Rosita discovered her ring was missing.

Narrator: Christina sits on the bench across from the pot of geraniums. Rosita sits next to her. Mr. Mendosa turns on his metal detector and slowly waves it over the grassy area. Soon, the machine makes a funny noise. Rosita walks toward the grassy area, but Mr. Mendosa holds up his hand to stop her.

Mr. Mendosa: Let me see what it is before you come closer. Sometimes, the object is not exactly where the noise begins. (Bending down and pushing the grass aside, he holds up Rosita’s ring.)

Rosita: Mr. Mendosa, you did it. You found my ring! Thank you, thank you.

Mamma: Rosita, you are one lucky girl. Thank you, Mr. Mendosa. How much do I owe you for finding the ring?

Mr. Mendosa: There is no charge for helping friends.

Mamma: (hugging Christina) Christina, we have you to thank for helping us find a new friend.

Narrator: Christina and Rosita learn a valuable lesson about friendship. Those who find faithful friends find treasures.


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Unit 2 Assessment


Name __________________________________________

The Turquoise Ring

4. This question has two parts. First, answer part A. Then, answer part B.

Part A

Select the statement that best shows how Mr. Mendosa is portrayed in the drama.

A Mr. Mendosa is a kind person.

B Mr. Mendosa is a Santa Fe vendor.

C Mr. Mendosa is a jewelry designer.

D Mr. Mendosa is a skilled salesman.

Part B

Which sentence from the drama best supports your answer in part A?

A “Rosita answers the door, and Christina introduces Rosita and Mamma to Mr. Mendosa.”

B “Mr. Mendosa turns on his metal detector and slowly waves it over the grassy area.”

C “Sometimes, the object is not exactly where the noise begins.”

D “There is no charge for helping friends.”

1. Read the sentence from the drama.

There were many vendors with little shops on the square in Santa Fe.

What is the meaning of vendors as used in this sentence?

A people who live in New Mexico

B people who own restaurants

C people who sell items

D people on vacation

2. What is the best theme of “The Turquoise Ring”?

A Friends can help solve problems.

B It is important to ask for help.

C Always obey your parents.

D Treat valuables with care.

3. Select two lines from Scene Three that provide evidence of the girls’ friendship.

A “Thanks for the wonderful box, Rosita.”

B “I knew you would love the etching on the top.”

C “Oh Rosita, I’ve never seen anything so beautiful!”

D “Let’s get a snack and you can tell me what you’ve been up to while I was away.”


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Unit 2 Assessment


Name __________________________________________

The Turquoise Ring

5. How are the stage directions and descriptions in Scene Five important to the reader’s understanding? Choose two options.

A They help the reader imagine the characters’ thoughts.

B They help the reader visualize the actions of Mr. Mendosa.

C They help the reader know the location of the action and identify the characters.

D They help the reader understand the conversation between Mr. Mendosa and Christina.

6. What causes Christina to suggest that Rosita and her mother ask Mr. Mendosa for help?

A Christina’s visits to Mr. Mendosa’s pawn shop

B Christina’s knowledge of Mr. Mendosa’s metal detector

C Christina’s experience of losing something Mr. Mendosa found

D Christina’s friend’s stories about experiences with Mr. Mendosa

7. Based on the drama, what action will Rosita most likely take in the future?

A She will let her mother keep the ring.

B She will sell her ring at Mr. Mendosa’s shop.

C She will never remove her ring from the wooden box.

D She will not wear her ring when working or playing outside.

8. Why did the author choose to include a narrator in the drama?

A to provide background information

B to explain the actions of the characters

C to describe the appearance of the characters

D to introduce the characters and provide details about their feelings

9. How does the setting of Scene Four contribute to both the problem and the solution of the drama?

A The setting determines the problem.

B The setting identifies the details of the problem.

C The setting establishes the reason for the needed help.

D The setting determines the type of help needed to solve the problem.

10. The photograph is important to the drama because it shows

A the locations where metal can be found.

B the solution to the problem.

C the setting of the drama.

D the characters.


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Name __________________________________________

The Turquoise Ring Unit 2 Revising/Editing

Sadie is writing an informative/explanatory report about turquoise. Read the draft of the report and complete the tasks that follow.

To the Navajo, it was a sign of happiness, luck, and health. These people were skilled at making turquoise jewelry. They molded turquoise into smooth beads to create Heishi necklaces. These necklaces were only worn during ceremonies and rituals. Later, when tourists saw the turquoise jewelry, they wanted to buy it. The Navajo people began making jewelry to sell to visitors in the area.

Some features of the turquoise jewelry had special meaning to the Native Americans. The green, blue, white, and black color specks found in the turquoise represented nature. Turquoise that was formed into the shape of a horseshoe was known as “Naja.” The Navajo believed that this thing would bring good fortune to the person wearing it.

11. Choose the sentence that could be added to the beginning of the report to introduce the topic.

A Native Americans have worn turquoise jewelry.

B Turquoise jewelry is a symbol for people who lived long ago.

C For many years, turquoise has been an important part of Native American jewelry.

D In some cases, people believe that a person’s health is improved by wearing turquoise jewelry.

12. Sadie needs to add a word or phrase to the beginning of the underlined sentence to link ideas in the paragraph. Select the word or phrase that Sadie should add.

A Also

B Because

C As a result

D For example

13. Sadie wants to replace the underlined word to make the meaning clearer. Which word would make her word choice better?

A color

B idea

C silver

D symbol


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Unit 2 Critical Thinking

How might the story have changed if Christina had not visited Rosita’s house when the ring was lost?

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Analysis

Analyze

The Turquoise Ring

Do you think Rosita is a responsible person?

Circle your answer. Yes No Maybe

Justify your choice.

_________________________________________________________________________________

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Evaluation

Evaluate

Write an original conclusion for the drama that provides an alternate ending.

____________________________________________________________________

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Synthesis

Create


Name __________________________________________

The Turquoise Ring


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Write about a time you helped someone locate a lost item.

_________________________________________________________________________________

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Motivation Station

Journal

Motivation Mike says, “A drama is a literary text that shares a story through action or speech and is intended to be performed.”

Mr. Mendosa uses a metal detector to find valuable items. We use dictionaries to locate valuable information about words. Use a dictionary to locate answers to the following questions.

1. What is the first word in the S section of the dictionary?

2. What is the last word in the Y section of the dictionary?

3. How many pages of words starting with F are in the dictionary?

4. Look up the word turquoise. It is a shade of .

5. Look up the word silver. Name something made of silver.

6. Look in the B section. Write the first adjective.

7. Look up the word detector. Write its pronunciation.

8. Look in the M section. Write the first verb that has three syllables.


Name __________________________________________

The Turquoise Ring Unit 2 Creative Thinking


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3. What might be the best reason people search for historical artifacts?

A to locate objects that can be sold for money

B to locate objects that can be used by teachers

C to locate objects that produce a loud signal on the metal detector

D to locate objects that provide information about past events or people

4. What treasures might you hope to find using a metal detector? Why?

____________________________________

____________________________________

____________________________________

____________________________________

1. Read the sentence from the paragraph.

A metal detector has three important parts.

Which word means the same as detector in this sentence?

A investigator

B locator

C processor

D speaker

2. How does a person using a metal detector know when an object has been located?

A the control box makes a sound

B the control box flashes with light

C the control box needs new batteries

D the control box turns off the microprocessor

Have you ever observed someone in a field or on the beach swinging a tool back and forth across the ground? If so, you have seen a treasure-hunting hobbyist in action. People who enjoy the hobby of detecting metals have the opportunity to discover relics such as coins, jewelry, and historical artifacts. These objects are not visible because they are covered by grass, dirt, or rocks. The hobbyists use metal detectors to search for the hidden items. A metal detector has three important parts. The control box contains the circuitry, the switches, a speaker, batteries, and a microprocessor. The arm is a pole that connects the control box to the search coil. The search coil creates a magnetic field that senses metal objects as the operator sweeps the tool back and forth over the ground. When the search coil passes over metal objects, the control box produces a signal. That signal is music to the ears of the hobbyist.

✁

1. With your child, search the Internet to locate information about the history and uses of turquoise.

2. With your child, discuss hobbies you enjoy. Allow your child to select a hobby.

3. Partner with your child to write a family experience as a drama.

Parent Activities:


Name __________________________________________

The Turquoise RingUnit 2 Extended Practice

level 4 teacer edition ame page - mentoring minds€¦ · · 2018-05-02the turquoise ring unit 2...

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