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DAY 3
Guiding Comprehension
If you are teaching this selection in two days, discuss the author's purpose so far and review the vocabulary.
6 Character • Inferential
How do you think the chiefs feel about the problem? Why?
Frustrated, worried. The chiefs get together to talk about the problem.
7 REVIEW Cause and Effect
• Literal
The chiefs all thought the sky was too low. Name three effects of the low sky.
Tall son hitting head, daughter losing her ball in the sky, people going up into the sky too often, mothers not finding their children because they are playing in
the sky
Monitor Progress
then…
use the instruction on
p. 315.
If… students are unable to identify the effects,
REVIEW Cause and Effect
8 Predict • Critical
What do you think the chiefs
will do?
Possible response: Raise the sky
Whole Group Discuss the Question of the Day.
Group Time
Differentiated Instruction
Read  Pushing Up the Sky.
See pp. 304f–304g for the
small group lesson plan.
Reading
Language Arts
Use pp. 329e–329h and
329k–329m.
Whole Group Discuss the
Reader Response questions
on p. 320. Then use p. 329a.
DAY 3
Grouping Options
SKILLS
STRATEGIES IN CONTEXT
Cause and
Effect REVIEW
TEACH
  • Remind students that when we look for cause and effect, we are looking for what happened (the effect) and why it happened (the cause).
  • Model finding cause and effect on pp. 314–315.
Think AloudMODEL When I’m looking for cause and effect, I have to
ask myself what happened
and why. If I can answer what happened, I have the effect. If I can answer why it happened, I have the cause. The chiefs say a tall boy hit
his head on the sky, a little girl lost
her ball in the sky, people went up
into the sky instead of staying on
Earth together, and children went
up into the sky to play. These are
all things that happened, so they
must be the effects.
PRACTICE AND ASSESS
  • Have students identify the
    cause of the problem on
    pp. 314–315. To assess, check
    that their response answers the
    question why?
  • To assess, use Practice Book 3.1, p. 116.
Practice Book
Practice Book 3.1 p. 116
with | without Answers
Pushing Up the Sky

"Pushing Up the Sky"
by Joseph Bruchac

Student Edition
Unit 3, pp. 308–319

A myth is an old story that tries to explain something in nature. Think about two things this Snapshot explains about nature.

The Snohomish are Native Americans who live in the Northwest corner of the United States, now known as the state of Washington. Their ancestors were fishers and gatherers. The forests provided tall trees that they used to build homes and to make many other things they needed. The Snohomish are known for carved totem poles that tell stories of nature. Imagine a narrator telling this totem-pole story about how the sky developed overhead.

Long ago the sky hung very low over Earth. Tall people were always hitting their heads on it. Shorter people could leap up and touch it. Children could climb trees and play in the sky all day. On Earth, their mothers looked for them.
The low sky was a problem that the people wanted their seven chiefs to solve. The chiefs discussed the problem with each other. All agreed that something needed to be done. Yet none ever really imagined there was anything they could do. They would have to live with the problems the low sky created.
Then the seventh chief had an idea. "Let's push on the sky and force it to go higher," he suggested. "We need long poles made from the tall trees. We can ask the birds and the animals to help us push. The sky gets in their way too. We've all seen elk trying to get their antlers out of the sky."
The chiefs explained the plan to the people and animals in their own languages. All agreed to try the plan and gathered to push up the sky. But sadly, the people and animals were not organized. Some pushed at one time and some at another. The sky simply would not budge.
The six chiefs went to the seventh chief, who was just arriving with his own long pole. They complained that his idea was not working.
The seventh chief reminded them that they had to push together with their poles. He said, "The long poles will push the sky as far as possible. But we need a signal when everyone needs to push."
Then everyone, including all the birds and the animals, picked up their long poles again. When the signal was given to push, they all pushed as hard as they could.
Slowly the sky began to move. Before long, it was high above the Earth. The people and animals cheered. They had worked together, and they had solved their problem.
Now no one would ever bump against the sky again!
But that night they noticed something very different. Now light shined through the holes that their poles had poked through the sky. The night sky was filled with twinkling stars! And that is why the stars are there to this day.

"Pushing Up the Sky," from Pushing Up the Sky by Joseph Bruchac, copyright © 2000 by Joseph Bruchac, text. Used by permission of Dial Books for Young Readers, A Division of Penguin Young Readers Group, A Member of Penguin Group (USA) Inc.

Copyright © Pearson Education.

 
   
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ELL
Understanding Idioms Help students use context clues to figure out what the idiom to keep doing something means. Ask students what happens in the story when a tall person walks on the earth, or when children play with balls. (They hit their head on the sky; they lose the balls in the clouds.) Ask students how often it happens. (Every time they walk or play ball.) Say, "To keep doing something means to do the same thing over and over."
Regions
The abundance of natural resources, the mild climate, and
the large quantity of foods, especially berries and salmon, allowed
the Native Americans of the Pacific Northwest to set up permanent villages. In many of these villages, art played an important role. In
fact, the region is famous for the great number of totem poles, many
of which remain today. Totem poles were used to represent
ancestors and decorate buildings. In addition to the totem poles, they produced ceremonial masks, boxes for everyday use, and paddles. A major source of material for these artifacts was the western red cedar, which also provided wood for homes and fuel.
Time for SOCIAL STUDIES