Ms.

Dempseys Friday Packet

Due March, 11, 2016

Adverb/Adjective

10 Points

Secret Garden Context Clues

7 Points

E and F Cursive

6 Points

Mayan Expedition Journal and Map

10 Points

Canada Latitude/Longitude

6 Points

Nomad to Farmer

6 Points

Language Arts ____ / 23

Social Studies ____ / 22

Name:__________________________________

What is an Adverb?
Adverbs give us more information about the verb (action) in a
sentence. An adverb tells us how, when, or where something was done.
Many of the adverbs that tell how are easy to find in a sentence because
they end in the letters ly.
Example: He ran quickly so he wouldnt miss the bus.

Some people think that all adverbs end in ly, but they dont.
Only some of the adverbs that tell us when
end in ly.
Name:__________________________________
Example: They rarely call me.

We always sing together.

Amy will speak now.

Few adverbs that tell us where end in ly.

Example: You can put your project here. The sun is shining outside.

Circle the adverb in each sentence below. On the line in front of the
sentence, tell whether the adverb answers how, when, or where.
1.

Scott carefully finished his homework.

2.

Were going to the store today.

3.

The energetic dog ran away.

4.

The noisy helicopter was flying high in the sky.

5.

The young girl and her partner danced gracefully.

6.

We often eat dinner with our friends.

7.

He cleaned the carpet inside the house.

8.

My cousin is never afraid.

9.

They recently moved into our neighborhood.

10.

My mom and dad are happily married.

Copyright 2011 K12Reader - http://www.k12reader.com

Identifying Adjectives

Name:___________________________

Adjectives describe nouns. They give information about

something or someone that we can discover with our senses.
They tell how he/she/it looks, feels, sounds, smells, or tastes.
Read the sentence. Circle the adjective. On the line after the sentence, write the noun
that is being described.
1. The musician played an expensive guitar.

guitar

2. My boss invited me to a fancy dinner.

3. The furry dog made the girl sneeze.
4. The hungry man lived on the streets.
5. He was afraid to talk to the beautiful woman.
6. The perfume in the container is fragrant.
7. The shiny car caught his attention in the yard.
8. The homework in science was very difficult.
9. I didnt want to sit on the wet ground.
10. My uncle who lives in Detroit is elderly.
11. The professor taught a fascinating class.
12. Explorers came to America from foreign lands.
13. Her mother is an amazing cook!
14. The textbook for the class was heavy.
15. The elephant purchased by the zoo is enormous.
16. The adorable toddler smiled at her grandmother.
17. The valuable sculpture was donated to the museum.
18. The brown banana was used to make bread.

Copyright 2011 K12Reader - http://www.k12reader.com

Context Clues:
The Secret Garden

Name: ___________________________

Below is the opening of Francis Hogsdon Burnetts classic story The Secret Garden. The book
was published in 1910 and tells of the adventures of Mary Lennox. After Marys parents die,
she is sent to live with her uncle. There Mary uncovers mysteries, makes friends and finds the
importance of nature.

The Secret Garden

When Mary Lennox was sent to Misselthwaite Manor to live with her uncle everybody said she
was the most disagreeable-looking child ever seen. It was true, too. She had a little thin face
and a little thin body, thin light hair and a sour expression. Her hair was yellow, and her face was
yellow because she had been born in India. She had always been ill in one way or another.
Her father had held a position under the English Government. He had always been busy and ill
himself. Her mother had been a great beauty who cared only to go to parties and amuse herself.
She had not wanted a little girl at all, and when Mary was born she handed her over to the care
of an Ayah.
She never remembered seeing familiarly anything but the faces of her Ayah and the other native
servants. They always obeyed her and gave her her own way in everything. By the time she
was six years old she was as tyrannical and selfish a little pig as ever lived.
The young English governess who came to teach her to read and write disliked her so much
that she gave up her place in three months. When other governesses came, they always went
away in a shorter time than the first one. So if Mary had not chosen to want to know how to read
books, she would never have learned her letters at all.

Meaning Match
Write the letter of the word on the right which has almost the same meaning as the word or
phrase on the left. Use the words in the text to understand the meaning.
_________ 1. disagreeable-looking

_________ 6. handed

A. nurse
B. bossy

_________ 2. expression

_________ 7. Ayah

C. gave
D. entertain

_________ 3. ill

_________ 8. familiarly

_________ 4. position

_________ 9. tyrannical

_________ 5. amuse

_________ 10. governess

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E. sick
F. friendly
G. teacher
H. ugly
I. job
J. look
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Trace and write the sentence.

.

.

Carson-Dellosa

CD-104409 SB CURSIVE HANDWRITING TXT.indd 25

Alphabet: Words and Sentences AZ

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Trace and write the sentence.

F
.
F
.

Carson-Dellosa

CD-104409 SB CURSIVE HANDWRITING TXT.indd 27

Alphabet: Words and Sentences AZ

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6/9/11 9:16 AM

Name _________________________________________________

Date _____________________

Using Journal Clues to Track

the Expeditions
Stephens and Catherwoods journal is completely out of order. Under each expedition, put the
events in the correct order by numbering them from 1 to 5. The first event is numbered for you.
The First Expedition
_____ After Copn, we decided to search for the ruins of Palenque. We traveled through
Guatemala City and Comitn before heading north to Palenque.

_____ On our first expedition, we took a boat from New York and arrived in Belize City. From
there, we traveled south toward the first ruin, Quirigu. Just south of Quirigu,
revolutionary soldiers imprisoned us in an abandoned church for a day.
_____ While in Palenque, we stayed in the wonderful ruins, but suffered from suffocating heat
and rains as well as snakes, insects, and scorpions. Catherwood suffered from malaria.
_____ After our imprisonment, we explored the second ruin, named Copn. There, we dealt
with a man who claimed to own the idols, and we bought Copns ruins for $50!
_____ We left Palenque, boarded a ship, and traveled up the western peninsula coast to the
wonderful city of Uxmal. The effects of malaria made Catherwood delirious, and he
collapsed. We decided to head home to New York so that he could recover.
The Second Expedition
_____ We crossed the waterway from Cozumel Island and explored Coba and Tulum. After that,
Catherwood became sick again, so we headed back homenever to return together.
_____ We arrived on our second expedition in Sisal. We set out to finish our work in Uxmal,
which took six weeks. Then we headed south to a ruin unknown outside of Mexico
called Kabah.
_____ We arrived in Santa Rosa, where the only food was iguana. Then we traveled north to the
most famous ruins of the Yucatn, Chichn Itz, where an ancient road led us to great sites.
_____ We spent several weeks at Kabah exploring, taking notes, and drawing pictures. Next, we
traveled to Santa Rosa.
_____ From Chichn Itz, we went north to the coast, boarded a boat, and traveled to Cozumel
Island for our next exploration.
10

Mayas Aztecs Incas Wendy Conklin, Scholastic Teaching Resources

Name _________________________________________________

Date _____________________

Tracing Explorer Routes

on a

Map\

What routes did Stephens and Catherwood take on their expeditions to the Yucatn Peninsula?
Use the clues from Using Journal Clues to Track the Expeditions to trace the correct routes on the
map. Draw and label each expedition route with a different colored pencil.

KEY
Ruins

Gulf of Mexico

City
First expedition

Sisal

Second expedition

Chichn Itz

Coba

Uxmal

Scale of Miles
0

COZUMEL
ISLAND

Tulum

Kabah

100

Santa Rosa

YUCATN
PENINSULA

Caribbean
Sea
Belize
City

MEXICO
Palenque

Comitn

Quirigu
Copn
Guatemala City

CENTRAL
AMERICA

PACIFIC OCEAN

Mayas Aztecs Incas Wendy Conklin, Scholastic Teaching Resources

11

60
N

AR
C

TIC

N
75

CIRC
LE

Canada

30W
150W

Iqaluit

Whitehorse
Yellowknife

Baker Lake
45W

135W
St. Johns
Edmonton
Vancouver

45
Moose Jaw

Qubec
Winnipeg

Halifax
Toronto

500

750

1000

250

km

105W

90W

75W

Super Teacher Worksheets - www.superteacherworksheets.com

120W

60W

Name:

Canada Latitude and Longitude

Using the map, tell which Canadian cities can be found at each latitude and longitude coordinates.
Baker Lake

Iqaluit

St. Johns

Whitehorse

Edmonton

Moose Jaw

Toronto

Winnipeg

Halifax

Qubec

Vancouver

Yellowknife

a. 46N, 71W

g. 49N, 123W

b. 49N, 97W

h. 62N, 114W

c. 44N, 63W

i. 63N, 68W

d. 64N, 96W

j. 60N, 135W

e. 53N, 113W

k. 47N, 52W

f. 43N, 79W

l. 50N, 105W
Super Teacher Worksheets - www.superteacherworksheets.com

Cross-Curricular Reading Comprehension Worksheets: E1-of 36

From Nomad to Farmer

Cross-Curricular Focus: History/Social Science

Many historians and scientists believe that the earliest people in
North America may have traveled here from the continent of Asia many
thousands of years ago. At that time, Earth was experiencing an Ice
Age. Much of the water that separates the northern parts of Asia and
North America would have been frozen at the time. It may have formed
an ice bridge that people were able to walk across. Perhaps they
were hunters following their food. Perhaps they were adventurous and
wanted to explore. We do not know for sure. Their migration to North
America, however, may make them the ancestors of the people we call
Native Americans.
We do know that the earliest North Americans were nomads. They
traveled from place to place instead of settling in one place. Eventually,
these nomads began to establish permanent settlements. They had
already learned to gather plants growing in the wild. After a time, they
began to learn about agriculture. Agriculture is raising plants and
animals for human use. With more reliable sources for food, they didnt
need to move around so much.
As they began to look for more permanent homes, they paid
attention to the resources of specic locations. They wanted to live near
water sources, such as streams or rivers. This helped ensure that they
could water their crops and take care of the water needs of humans and
animals. Its not surprising, then, to discover that most early villages
were located very close to water sources.
People moved around less often than before. However, they were
still slowly migrating to other areas. Every time a group or tribe moved
into a different natural environment they had to adapt to the climate and
resources of that area. The clothing they wore, the kind of houses they
built and even the kind of food that they ate depended upon the region
in which they lived. Over time, four major cultural regions developed in
North America: the Eastern Woodlands, the Great Plains, the Pacic
Northwest, and the Desert Southwest.

Name: ______________________________________

Answer the following questions based on the

reading passage. Dont forget to go back to the
passage whenever necessary to nd or conrm
your answers.

1) The ice bridge theory has never been proven,

but could be true. Do you think it is a reasonable
explanation for how Native American came to North
America?
_________________________________________
_________________________________________
2) What might be a benet of living life as a nomad?
_________________________________________
_________________________________________
3) Besides having a fresh water source, how could
living by the river meet the tribes needs?
_________________________________________
_________________________________________
4) Why did tribes in different areas live in different
kinds of houses?
_________________________________________
_________________________________________
5) In which of the four cultural regions would you
choose to build a home? Explain your choice.
_________________________________________
_________________________________________

Copyright 2012 K12Reader - http://www.k12reader.com