[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-605500-105":59,"doc-detail-605500-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","wildfires-unit-6-week-2-lesson-plan","Wildfires - Unit 6 Week 2 - Lesson Plan","","Instructional lesson plan for teaching the text \"Wildfires\" in Unit 6, Week 2, with a suggested schedule of 5 days at 45 minutes per day. The plan emphasizes big ideas that wildfires can function as both friend and foe within a natural life cycle, and key understandings about their destructive effects as well as their essential role in renewing forests and grasslands. Classroom guidance includes reading aloud, re-reading at text-dependent question stopping points, supporting vocabulary, and structured discussion. Text-dependent answers address themes, evidence, wildfire spread, firefighting strategies, and the 1988 Yellowstone fire timeline.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/wildfires-unit-6-week-2-lesson-plan/605500/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/wildfires-unit-6-week-2-lesson-plan/605500.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/msword","2026-10-30","2026-10-16",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the big ideas and key understandings for this Wildfires lesson?","Question",{"text":112,"@type":113},"Wildfires can act as both friend and foe to humans within a natural life cycle. They can cause damage while also playing a critical role in renewing forests and grasslands.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the author use evidence to support that “But not all fires are bad”?",{"text":117,"@type":113},"The author explains that fires in nature can help as well as harm, giving examples such as a burned forest allowing new growth and sequoias needing fire to release seeds.",{"name":119,"@type":110,"acceptedAnswer":120},"Why did people “aggressively” fight fires in the Yellowstone context?",{"text":121,"@type":113},"People treated wildfires as “enemies,” influenced by messaging like Smokey the Bear ads. The thinking is presented as leading to effects such as fewer renewing fires and more dangerous fires due to accumulated fuel.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},605500,1792251503,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Unit 6/Week 2\nTitle: Wildfires\nSuggested Time:\t 5 days (45 minutes per day) *See Notes to Teacher\nCommon Core ELA Standards: RI4.1, RI4.2, RI4.3, RI4.4, RI4.6, RI4.8; RF4.4; W4.2, W4.4, W4.5, W4.6, W4.9, SL4.1, SL4.2; L.4.1, L.4.2, L4.4, L4.5, L4.6,\nTeacher Instructions\nRefer to the Introduction for further details.\nBefore Teaching\nRead the Big Ideas and Key Understandings and the Synopsis.  Please do not read this to the students.  This is a description for teachers, about the big ideas and key understanding that students should take away after completing this task.\nBig Ideas and Key Understandings\nWildfires can appear both friend and foe to humans as a part of a natural cycle of life.\nSynopsis\nWildfires can cause damage but also play a critical role in the renewal of forests and grasslands. Author Seymour Simon first teaches what fire is, how it is fed and what is left after it burns. He uses the 1988 Yellowstone fire to illustrate the decisions firefighters face and how nature sometimes rules the forest. Wildfires highlights the effects and cycles of fires and shows the reader how critical fire is to regenerating forests and grasslands.\nRead entire main selection text, keeping in mind the Big Ideas and Key Understandings.\nRe-read the main selection text while noting the stopping points for the Text Dependent Questions and teaching Vocabulary.\nDuring Teaching\nStudents read the entire main selection text independently.\nTeacher reads the main selection text aloud with students following along.\n(Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.)\n3. Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text.  A variety of methods can be used to structure the reading and discussion (i.e.:  whole class discussion, think-pair-share, independent written response, group work, etc.)\nText Dependent Questions\nText Dependent Questions\nAnswers\nWhat is the topic of this story? Re-read the first paragraph on page 662 and summarize the author’s words using specific language from the text.\nThis piece is about wildfires. The first paragraph explains that “a raging wildfire is a frightening thing” and the author tells why – “flames race through the treetops”, “hot enough to melt steel”.  It details the destructive power of a wildfire – “major disaster, capable of destroying…”\nReread the 2nd paragraph on page 662. How does the author support the statement, “But not all fires are bad”?\n“Fires in nature can help as well as harm.” He says, “a burned forest allows young…”, sequoias need fires to help “release their seeds” and “fire is often a new chapter…”\nOn page 662, the author writes, “A whole forest can be set ablaze from a tiny fire no bigger than the flame from a match.” Explain what this means and how this happens in your own words.\nThis describes the process of how wildfires spread quickly once started. “The intense heat” can cause materials to catch fire without even touching the flames.  Flaming leaves can set fire to a branch and “fire can leap to another tree and another.”\nWhy is water used to fight fires? Pg. 664\n“Water prevents air from getting to a fire” and then the fire doesn’t get the needed oxygen to burn.\nReread p. 664. Why did people “aggressively” fight fires and what does the author say are the effects of this thinking?\nPeople fought fires because they were thought of as “enemies” by advertisements featuring Smokey the Bear warning that “only you” could prevent forest fires. The effects of this thinking include: probably decreased the wildfires that help renew a forest, increased the number of more dangerous fires,\nallowing leaves, dead wood, twigs, and bark to accumulate which provides more fuel to feed big wildfires.\nDescribe the setting and events described in the first paragraph on page 666. What is the purpose of including this information?\nIt is a hot summer in 1988 in","cbCaimDlAiG28aUp","https://ap.wps.com/l/cbCaimDlAiG28aUp","doc",94720,14,"English","# Teacher Instructions\n## Big Ideas and Key Understandings\n## Synopsis\n## Before Teaching\n## During Teaching\n## Text Dependent Questions and Answers","[{\"question\":\"What are the big ideas and key understandings for this Wildfires lesson?\",\"answer\":\"Wildfires can act as both friend and foe to humans within a natural life cycle. They can cause damage while also playing a critical role in renewing forests and grasslands.\"},{\"question\":\"How does the author use evidence to support that “But not all fires are bad”?\",\"answer\":\"The author explains that fires in nature can help as well as harm, giving examples such as a burned forest allowing new growth and sequoias needing fire to release seeds.\"},{\"question\":\"Why did people “aggressively” fight fires in the Yellowstone context?\",\"answer\":\"People treated wildfires as “enemies,” influenced by messaging like Smokey the Bear ads. The thinking is presented as leading to effects such as fewer renewing fires and more dangerous fires due to accumulated fuel.\"}]","Wildfires - Unit 6 Week 2 - Lesson Plan | DOC",1792132425,35]