emc 6016 nonfiction writing - dedicatedteacher.com · answering the 5ws and h, ... nonfiction...

Nonfiction Writing • Each book provides direct

instruction on the form-specific skills students need in order to master expository, persuasive, and narrative nonfiction writing.

• Exposure to writing forms such as persuasive essay, biography, and more helps prepare students for standardized testing.

• Easy-to-follow lesson plans present teachers with guided instruction and ideas for modeling each skill.

• Engaging writing models, activities, and reviews motivate students as they strengthen their writing.

Additional Teacher Resource Books

Why Educators Use

ISBN 978-1-60963-173-4

9 781609 6317340 23472 06016 7

EMC 6016

Correlated to StateStandards

• 16 units that cover expository, persuasive, and narrative nonfiction writing forms

• 80+ reproducible activities and writing models

• Teacher pages with guided instruction for skill-based lessons

Grade 6+

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EMC6016

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ContentsHow to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Forms of Nonfiction Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Expository Writing

Writing a Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Writing a Topic Sentence, Marking Up an Article, Paraphrasing

Writing a Descriptive Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Using Sensory Details, Using Precise Language, Using Figurative Language, Avoiding Overwriting

Writing a Cause-and-Effect Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Writing a Topic Sentence, Organizing a Cause-and-Effect Essay, Adding Details

Writing a Compare-and-Contrast Essay . . . . . . . . . . . . . . . . . . . . . . . . . 35Writing to Compare and Contrast, Writing a Topic Sentence, Organizing Details, Balancing Details

Writing a Biography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Organizing Details, Writing Main-Idea Sentences, Removing Unnecessary Details

Writing a News Article . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Answering the 5Ws and H, Writing a Good Lead, Avoiding Bias, Using Quotations

Writing a Response to Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Understanding the Prompt, Summarizing the Text, Marking Up the Text

Writing a Research Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Writing a Topic Sentence and Main-Idea Sentences, Asking Research Questions, Taking Notes, Writing an Outline, Using an Outline to Write, Quoting and Paraphrasing, Writing an Introduction and a Conclusion, Listing Sources

2 NonfictionWriting•EMC6016•©Evan-MoorCorp.

©Evan-MoorCorp.•EMC6016•NonfictionWriting 3

Persuasive Writing

Writing a Persuasive Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90Forming an Opinion Statement, Including Reasons and Details, Anticipating Arguments, Organizing a Persuasive Letter

Writing a Persuasive Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99Writing an Opinion Statement, Including Reasons and Details, Writing an Opposing Argument and a Response, Writing a Conclusion

Writing a Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Including Important Information, Supporting Your Opinion, Using Your Voice

Writing an Editorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116Writing an Introduction, Responding to Opposing Arguments, Writing a Call to Action

Writing a Problem-Solution Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124Stating the Problem, Supporting the Solution, Balancing Information

Writing a Pro-Con Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132Establishing Pros and Cons, Writing an Introduction, Adding Details, Balancing Pros and Cons, Writing a Conclusion

Narrative Writing

Writing a Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143Narrowing the Topic, Using Sensory Details, Including Important Details, Writing Transition Sentences

Writing Creative Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152Writing a Creative Introduction; Using Figurative Language; Including Strong Verbs, Adjectives, and Adverbs; Creating a Mood

How to Use This Book

Nonfiction Writing provides 16 units of instruction and practice activities . Each unit focuses on a specific nonfiction writing form and includes guided lessons with accompanying student pages that target skills essential to that writing form . The units are grouped into three sections: expository, persuasive, and narrative writing .

Teacher Pages

Use the lesson plans to provide guided instruction and modeling of the targeted skills in each unit .

Abriefdefinitionoftheformoffers

aquickoverviewandsimplewordingtosharewithstudents.

Somelessonsincludeanoptionalextensionactivitytofurtherexploretheskillorwritingform.

Thereviewlessonattheendofeachunitguidesstudentsthroughtheprocessofcritiquingandrevisingaweakexampleofthewritingform.

Thefirstlessonineachunitintroduceskeycharacteristicsoftheformandprovidesanopportunitytodiscussandanalyzeastrongwritingmodel.

Reducedstudentpagesprovideanswersandsampleresponsesataglance.

Biography

Organizing Details

A.ReadthesesentencesaboutJaneGoodall.Numbertheeventsinchronologicalorder.

In1960,GoodallbeganstudyingchimpanzeesatGombeStreamChimpanzeeReserveinTanzania.

GoodallwasborninEnglandin1934.

GoodallarrivedinAfricain1957afterafriendinvitedGoodalltoherhomeinKenya.

In1977,GoodallfoundedtheJaneGoodallInstitutetoprotectgreatapesandtheirhabitats.

Goodall’ssecondmajordiscoverywasthatchimpanzeessometimeshuntedotheranimalsforfood.

Goodall’sfirstmajordiscoveryinTanzaniawasthatchimpanzeesusedsticksastools.

Asachild,GoodalldreamedofgoingtoAfricaoneday.

B.WriteaparagraphthattellsaboutJaneGoodall’slifeinchronologicalorder.

EXPOSITORY WRITING48 NonfictionWriting•EMC6016•©Evan-MoorCorp.

Name:_____________________________________________ Biography

Organizing Details











Name:_____________________________________________

Biography

Organizing Details











Name:_____________________________________________


©Evan-MoorCorp.•EMC6016•NonfictionWriting 5

Student Activity Pages

In each unit, students apply the skills they are learning by analyzing writing models and completing a variety of focused written activities .

Name: _____________________________________________News Article

Introducing a News ArticleReadthisexampleofanewsarticle.

Writing Model

Volunteers Clean Up Owens ParkMore than 50 volunteers from several community groups in Caledonia

arrived Saturday morning to clean up Sarah Bell Owens Park after Wednesday’s strong thunderstorms. Some people hauled away fallen branches and picked up trash from overturned garbage cans. Others repaired playground equipment or replanted shrubs that were uprooted by the storm.

Girl Scout Troop 57, Boy Scout Troop 175, and the Lions Club all sent volunteers. Delta Garden Center donated plants and gardening tools. A team from King Metalworks supervised repairs to the playground equipment.

Damage to the park was caused by high winds from thunderstorms that pounded the area last week. A large limb from the park’s oldest and largest tree fell on the swing set and damaged the slide. The tree, a white oak known to residents as “Old Man,” is expected to survive.

The swing set posed the greatest challenge to volunteers. Roger King, president of King Metalworks, took charge of the reconstruction. “We were able to replace the bent frame and reattach the swings,” King said. “Now it’s as good as new.” King’s crew also repaired dents in the slide.

Girl Scout Alicia Hammond took a short break from picking up trash to test the slide. “It’s bumpy when you slide down it,” she said. “But it’s still fun.”

The work is expected to be finished in two weeks. A community potluck picnic is scheduled for Sunday, May 22, to celebrate the cleanup efforts. Residents of Caledonia are invited. For more information, check the community calendar at Caledonia City Hall.

Writer’s Purpose:

News Article

© Evan-Moor Corp. • EMC 6016 • Nonfiction Writing 55ExposItory WrItING

News Article

Answering the 5Ws and HCompletethischartforaneventthattookplacerecentlyatyourschool.Writequestionsthatwouldbeimportantforanewsarticleaboutthatevent.Thenanswerthequestions.

Event:

Questions

Who

?

Answers

What

?

Where ?

When ?

Why ?

How ?

ExposItory WrItING56

Nonfiction Writing • EMC 6016 • © Evan-Moor Corp.

Name: _____________________________________________


Writing a Good Lead

A.Readeachpairofsentences.Checktheboxnexttothesentencethatis

abetterleadforanewsarticle.

1. The Springville town council voted to add a new room to the library.

The Springville town council voted on Wednesday afternoon to add a new

room to the library for its historical map collection.

2. Montana State University paleontologist Fletcher P. Grimes announced

yesterday that he has identified fossils found on a Montana ranch.

Paleontologist Fletcher P. Grimes announced yesterday that he has identified

some new fossils that were found.

3. Because of traffic concerns, the German American Club will move its

2012 Rochester German Fest from Fairview Street to Lincoln Avenue.

Due to terrible traffic and bad drivers, the fun-loving German American

Club will move its 2012 Rochester German Fest from Fairview Street to

Lincoln Avenue.

B.Readeachparagraph.Thenrevisetheleadsoitincludesmoreanswers

to5W-and-Hquestions.

1. Brenda Martinez won the spelling bee. Brenda was the youngest spelling bee

winner in the history of Middleton County. She beat 20 other contestants by

correctly spelling the word condominium. Brenda won a trophy, a gift certificate,

and a pizza party for her third-grade class. The spelling bee, which took place

Friday evening, was attended by 50 people.

2. Kent Couch amazed the world when he flew in a lawnchair connected to

balloons. The flight took Couch from Oregon to Idaho. Lift-off occurred at dawn on

July 5, 2008. Couch flew 235 miles in less than 10 hours. He set a world record

for the longest flight by cluster balloons filled with helium.

© Evan-Moor Corp. • EMC 6016 • Nonfiction Writing

57ExposItory WrItING

News Article

Reviewing a News ArticleRevisethisnewsarticle.Usewhatyouhavelearnedtomakeitstronger.Rewriteitonaseparatesheetofpaper.

Focus on:✓ writingastrongleadthatisinformative✓ answeringimportant5W-and-Hquestions✓ remainingunbiased✓ editingforgrammar,spelling,andpunctuation,especially

withquotations

Draft

Woman Gives Thanks, Free MealsYesterday was Thanksgiving. Clementina Columbus, owner of

Clementina’s Cafe on Wharf Street, continued her restaurant’s tradition. Serving free meals on Thanksgiving. She served nearly 80 free meals yesterday, which was really generous of her! The cafe had special holiday hours because it was a holiday. The mayer of Seaside, Oscar Filanti, was their with his elegantly dressed wife and cute children.

Columbus moved to Seaside from Portugal when she was a child. “My family openned the restaraunt and named it after me. “I took over ten years ago.”

Now every year, she gives away a meal to anyone who comes on this day. I’m thankful for the opportunities I’ve been given. I want to share my good fortune with the community.” Isn’t that what Thanksgiving is all about?

Yesterdays dinner featured cozido, a traditional Portuguese stew made from chicken, sausage, and vegtables. “It’s really yummy.” Said a kid in the restaurant who was there with his mother. It’s spicy, which I like.” Anyone expecting turkey and stuffing was probably disappointed.

ExposItory WrItING60 Nonfiction Writing • EMC 6016 • © Evan-Moor Corp.

Name: _____________________________________________

News ArticleAvoiding Bias

Rewriteeachbiasedstatementtomakeitobjective.A new study indicates that desert tortoises are still threatened, but the people

who conducted the study do not know what they are talking about.

A new study indicates that desert tortoises are still threatened,

but the accuracy of the study has not been proved.

Example

1. Because of a field goal in the last five seconds, the junior varsity football squad

lost the game yesterday, which was so unfair.

2. The best hairstylist in town, Dolly Jones, held a grand opening for her beautiful

new salon, Bella Donna.

3. Five fearless firefighters rescued three adorable kittens from a flooded basement

at 1313 Mockingbird Lane last night.

4. The weather service predicts that the ridiculously high heat and humidity will

continue for three more days, making the valley a miserable place to live.

5. The marching band’s screeching “Stars and Stripes Forever” brought the parade

to an ear-splitting end.

ExposItory WrItING

58

Nonfiction Writing • EMC 6016 • © Evan-Moor Corp.

Name: _____________________________________________


Using Quotations

A.Addthecorrectpunctuationtoeachsentence.

1. Audience member Sam Bell said My favorite character in the play was Ophelia.

2. Why are fifth graders the only students to go on a field trip asked fourth grader Clay Green.

3. Kids need to know what to do said Officer Sarto. Learning CPR is important.

B.Continueeachparagraphbyaddingaquotefromthespeaker.

1. The Third Annual Waffle Festival ran from August 28 to 31. More than 10,000 people attended. Josephine Cho, the event organizer, was pleased with the turnout.

2. On July 27, Bradenton, Florida, will host the Youth Triathlete Championship. A thousand kids will compete. Coach Darren Fortensky explained why triathlons are becoming popular with younger kids.

Josephine Cho

It was great to see so many people here at the

festival. I hope next year will be even better.

Kids already run, bike, and swim. In a

triathlon, they just do all of those activities in a day. Besides, these are sports

that families can do together.

Coach Darren Fortensky

© Evan-Moor Corp. • EMC 6016 • Nonfiction Writing 59ExposItory WrItING

Thewritingmodelcontainsexamplesofkeyelementsoftheformandprovidesanopportunitytostudythewriter’scraft.

Studentsconnectthepurposeforwritingwiththewritingform.

Attheendoftheunit,aweakmodelofthewritingformisprovidedforstudentstorevise,givingthemtheopportunitytoreviewandapplyalltheskillstheyhavelearned.

Review

Activity Pages

Studentspracticeskillsinavarietyofactivityformatsdesignedtodeepentheirunderstandingoftheformandcraft.

Writing Model

Name: _____________________________________________

Research Report

Reviewing a Research Report

Readthepartialoutlineandtheshortpassageaboutcoquís(koh-KEEZ).Usethe

materialstorevisethefirstfewparagraphsofaresearchreporttitled“InvasiveFrogs.”

Thinkaboutwhatyouhavelearnedtomaketheparagraphsstronger.

I. The coquí is an invasive

species of frog in Hawaii.

A. The coquí is native to

Puerto Rico.

B. It is named for the sound

it makes at night.

C. Plants shipped to Hawaii

contained coquí eggs.

D. Coquís compete with native

species in Hawaii.

E. Hawaiians are trying to get

rid of these pests.

Nonnative Species in Hawaii by Hannah

Meyer, Enviro Press, New York, 2009, p. 73

The coquí is a tiny brown tree frog that is

native to Puerto Rico. It is named for its loud

“koh-KEE” call, which is well-loved in Puerto

Rico. But in Hawaii, coquís are pests. They

were introduced accidentally when coquí eggs

arrived in shipments of plants in the late

1980s. The frogs compete with native birds

and animals for food.

Today, some Hawaiians are trying to stop

the spread of coquís. They spray citric acid or

sprinkle baking soda on plants or even clear

out dense plant growth from around buildings

to eliminate the frogs’ hiding places.

Draft

Invasive Frogs

The coquí is a tiny brown frog that harms the envirenment in

Hawaii. It came from Puerto Rico. Coquís are noisy at night.

The coquí was introduced to Hawaii in the 1980s through

shipments of plants. These nonnative frogs take food away from

animals that are native to Hawaii.

“Some Hawaiians are trying to stop them, said the Nonnative

Species of Hawaii. One way to get rid of frogs is to spray assid

on plants. They desperately trying to get rid of them.


89EXPOSITORY WRITING

Additional Student Pages

Three of the units in this book have unique pages that are necessary to provide the appropriate modeling and support for the writing form .

Response to Literature

ThefirstandlastlessonsoftheResponse to Literatureunitbeginwithareadingselectiontogivestudentspracticeanalyzingawritingpromptandrespondingtoit—justastheywouldonatestorhomeworkassignment.

Research Report

TheResearch Reportunitprovidesanoutlinemodelandabibliographymodel,inadditiontothewritingmodel.Thereviewlessonofthisunitasksstudentstoreviseanoutlineandthefirstfewparagraphsforareportbasedontheinformationprovidedonthepage.

Summary

ThefirstandlastlessonsoftheSummaryunitbeginwithareadingselectionforstudentstosummarize.

How to Use This Book,continued

Research Report

Introducing a Research ReportReadthisexampleofanoutline.

Outline Model

I. Frogs are amphibians.

A. Frogs start as tadpoles that live in the water.

B. Tadpoles have gills.

C. Adult frogs live on land and in water.

II. Frogs are exposed to chemical pollutants.

A. Frogs are exposed to pollution on land and in water.

B. A frog’s skin allows pollutants to enter the frog’s body.

C. Frogs also get pollution from food.

III. Loss of habitat harms frogs.

A. People clear forests and drain wetlands.

B. Frogs are not very adaptable.

C. Other animals compete with frogs for reduced food supplies.

IV. A fungus is killing many frogs.

A. In the 1990s, frogs began to disappear around the world.

B. Scientists discovered in 1997 that the deaths were caused by a fungus.

C. The fungus probably stops frogs from breathing.

V. Frogs are important to a healthy ecosystem.

A. Frogs eat insects that are considered to be pests.

B. Frogs are an important source of food for other animals.

C. In places where frogs are disappearing, other animals are dying out, too.

VI. Scientists are trying to save the frogs.

A. Scientists in Panama rescued frogs from the deadly fungus.

B. Scientists are trying to breed frogs that cannot get the fungus.

C. Scientists are releasing frogs into new, healthy habitats.

EXPOSITORY WRITING80 Nonfiction Writing • EMC 6016 • © Evan-Moor Corp.

Name: _____________________________________________


Reviewing a Response to LiteratureRevisethisresponseto“BreakingIn.”Usewhatyouhavelearnedtomakeitstronger.Rewritetheresponsetoliteratureonaseparatesheetofpaper.

Focus on:✓writinganintroductionthatsummarizesthepassageand

answerstheprompt✓ writingatopicsentencethatexpressesthemainidea✓usingkeydetailsfromthepassagetosupportthemainidea✓writingaconclusionthatrestatesthemainideaandgives

yourowninsight✓ editingforgrammar,punctuation,andspelling

Draft

A Smooth ProcessThe story is about a horse that gets broken in. The horse

has to be broken in so he can carry people on his back. First, the horse’s master puts a bit on him, which the horse

hates. Then the master puts the sadel on the horse. The horse does not mind it to much. Then he rides the horse. The horse is proud to carry his master. Next, the master takes the horse to get horseshoes put on. Which do not hurt. Finally, the master puts a heavy collar and bridle on the horse. The horse does not like that at all. He wants to kick, but knows he should not. He is well-behaved.

This story is about a horse who is broken in so he can carry people on his back. To be broken in means that a horse can wear a bit, bridal, saddle, horseshoes, and colar. This is an important thing.


Name: _____________________________________________

Name: _____________________________________________ Summary

Reviewing a SummaryRevisethissummaryofthearticle“VotingHistory.”Usewhatyouhavelearnedtomakeitstronger.Rewritethesummaryonaseparatesheetofpaper.

Focus on: ✓ writingatopicsentencethattellsthetitleandmainidea

ofthearticle✓ paraphrasingthearticle✓ editingforgrammar,punctuation,andspelling

Draft

Summary of “Voting History”This interesting article is about voting in the United States.

Now people use computerized voting machines, including opticle scanners and direct-recording electronic devices, but that wasn’t always the case. Early on, people just gathered together to cast they’re votes by voice. They started using paper ballots to keep their votes a secret. First they wrote their choice’s on slips of paper. Then they used preprinted ballots. Advanses in technology brought mechanical-lever machines and punch cards. Although the method of voting has changed in U.S. history, the importance of voting has not changed. Why do people vote? To say what they want.

© Evan-Moor Corp. • EMC 6016 • Nonfiction Writing 17EXPOSITORY WRITING

Summary

Reviewing a SummaryReadthisarticleaboutvoting.

Reading Selection

Voting History

For many people in the United States, the most important right is the right to vote. By voting, people have a voice in the decisions that the government makes. All votes count the same, and the majority of votes decides each issue. But the method that U.S. citizens use for casting their votes has changed over the years.

Early in the nation’s history, voting was simple. People just gathered together to cast their votes by voice. The results were recorded in public, and everyone knew how everyone else voted. In the late 1800s, paper ballots were adopted because they were private. Voters wrote their choices on slips of paper, or ballots, which were then placed in a locked box. Eventually, preprinted ballots allowed voters to simply mark their choices. Both paper and preprinted ballots were counted by hand.

Advancements in technology brought new methods that would accommodate larger populations of voters. By 1930, most voters used mechanical-lever voting machines. With these machines, the voter stood inside a private booth and pulled down levers on the machine to indicate his or her choices. A counter in the machine kept track of the choices. The next form of voting was with punch cards. Voters punched holes in paper cards using a special tool to indicate each choice. Machines then counted the punched holes.

Computerized voting machines became popular in the 1990s and are still used today. One kind involves optically scanning cards that are printed with an empty rectangle, circle, or incomplete arrow next to each choice of candidate or issue. Voters mark their choices by filling in the shape or completing the arrow on the card. The cards are later fed into a computer to scan and total the votes. Another form of computerized voting is called direct-recording electronic (DRE) voting. It allows people to view their choices on a computer screen. Voters make their selection by touching the screen or pushing a button. A computer calculates the votes.

The process of voting has undergone many changes. But U.S. citizens have always voted so that they can have a voice in their country’s government. No matter what method they used to vote, the important thing is that they voted.


Name: _____________________________________________

Name: _____________________________________________Response to Literature

Introducing a Response to Literature Readthisexampleofaresponsetoliterature.

Writing Model

Arachne’s ArroganceIn the story “The Weaver,” pride and disrespect lead to the downfall

of Arachne, a skilled weaver. Arachne boasts that she is a better weaver than the Roman goddess Minerva, who takes the statement as a challenge. Arachne and Minerva then compete to see who can create the better tapestry. Although Minerva acknowledges that Arachne’s skill is equal to her own, she cannot forgive Arachne for being disrespectful. She becomes so angry that she turns Arachne into a spider.

Initially, Minerva is curious about Arachne. She just wants to see the weaver’s beautiful tapestries up close. But when Arachne brags to someone that she is a better weaver than Minerva, Minerva overhears and becomes angry. It is arrogant of Arachne to claim to be better than a goddess, especially the goddess who originally taught humans how to weave.

Arachne is disrespectful not just toward Minerva but toward other gods. During the contest, she purposely weaves a scene that shows the gods looking foolish. This is more than Minerva can tolerate. So she transforms Arachne into a spider.

Arachne’s downfall is her own fault. She is doomed to spend the rest of her life as a spider because of her pride and disrespect toward the gods. If she had acted humbler in front of Minerva, she might still be weaving tapestries.

Writer’s Purpose:



Introducing a Response to Literature ReadthisstorybasedonaRomanmyth.

Reading Selection

The Weaver

Perched high on a mountain, Minerva, the Roman goddess of wisdom, looked down at the mortal world below. She watched a young woman sitting at a loom, gracefully weaving the delicate threads. The young woman was named Arachne (uh-RAK-nee), and she was known far and wide for the beautiful tapestries that she wove.

Minerva, who had taught mortals how to weave, wanted a closer look at Arachne’s work. So she disguised herself as an old woman and joined the crowd that surrounded Arachne as she worked. An onlooker touched Arachne’s beautiful tapestry and commented, “Surely your work is second only to Minerva’s.”

Startled, Arachne stopped weaving and frowned. “Second? No, if we were to compete, I would be the winner.”

Minerva grew angry at Arachne’s boasting and revealed herself to the weaver. “Take heed, Arachne. You have challenged me in front of these witnesses. Let the weaving contest begin.”

No more words were spoken as the proud young woman and the goddess each took a place at an empty loom. They worked in silence, weaving with great speed, their skilled hands moving swiftly in the excitement of the competition.

Finally, the weavers finished their work. The tapestries were extraordinary. Minerva had woven a beautiful scene that showed gods and goddesses doing kind and helpful things for humans. Arachne had also woven a beautiful scene, but it showed the gods doing foolish things.

Minerva studied the tapestries. She realized that Arachne’s work was indeed as fine as her own. But she could not forgive Arachne’s disrespectful behavior.

Without hesitation, Minerva threw a stick at Arachne. Immediately, Arachne was transformed into a tiny creature with eight thin legs that clung to a single, fragile thread. From that point on, Arachne, like all spiders, could only spin a web. Never again would she weave beautiful pictures.

Prompt: Explain how Arachne’s character led to her downfall. Use details from the story to support your answer.



Name: _____________________________________________ Name: _____________________________________________Response to Literature

Reviewing a Response to Literature Readtheprompt.Thenreadandmarkupthestory,adaptedfromBlack BeautybyAnnaSewellandtoldfromthepointofviewofahorse.

Reading Selection

Breaking In

Not everyone knows what “breaking in” is. Therefore, I will describe it. It means to teach a horse to wear a saddle and bridle and to carry on his back a man, woman, or child—to go just the way the person wishes, and to go quietly. So, you see, this “breaking in” is a great thing.

I had, of course, long been used to a halter. But now I was going to have a bit and bridle. My master gave me some oats, as usual. And, after a good deal of coaxing, he got the bit into my mouth and the bridle fixed. But it was a nasty thing! If you have never had a bit in your mouth, you cannot think how bad it feels. It is a great piece of cold hard steel as thick as a man’s finger pushed into one’s mouth and between one’s teeth. It is very bad! At least I thought so. But I knew my mother always wore one when she went out. So, what with the nice oats, and what with my master’s pats, kind words, and gentle ways, I got used to wearing my bit and bridle.

Next came the saddle, but that was not half so bad. My master put it on my back very gently. He then tightened the straps under my body, patting me and talking to me all the time. Then I had a few oats and he led me about. This he did every day till I began to look for the oats and the saddle. One morning, my master got on my back and rode me round the meadow. It certainly did feel strange, but I must say I felt rather proud to carry my master. And because he continued to ride me a little every day, I soon became accustomed to it.

The next unpleasant business was putting on the iron shoes. That, too, was very hard at first. My master went with me to the smith’s forge, to see that I was not hurt or frightened. The blacksmith took a piece of iron the shape of my foot and drove some nails through the shoe quite into my hoof. It did not pain me. My feet felt very stiff and heavy, but in time I got used to it.

And now my master went on to break me to harness. There were more new things to wear. First, a stiff heavy collar sat on my neck, and then a bridle. I never felt more like kicking, but of course I could not kick such a good master. So in time I got used to everything, and could do my work as well as my mother did.

Prompt: Why did breaking in the horse go so smoothly? Use details from the passage to support your answer.


Name: _____________________________________________ Research ReportIntroducing a Research ReportThisisanexampleofabibliography.

Bibliography Model

“2009 Field Report.” FrogObserver. 18 Aug. 2012. <http://www.frogobserver.org/fieldreports/2009.htm>.Alvarez, Lino. “A World Without Frogs?” Saturday Observer. 21 Aug. 2012. <http://www.saturdayobserver.com/world-without-frogs.htm>.“Amphibian.” Whole Globe Encyclopedia. Vol. 1. New York: WordPub, 2007.

152–56.

Ellietta, Maynard. A World of Frogs. Boston: Pickens Press, 2005.Minke, Felicia. “Going, Going, Gone.” Scientific Times. 16 March 2008: 17–21.Prager, Brian. Frogs and Toads. New York: Wayside Publications, 2010. Tucker, Brittany. “Jewels of the Rain Forest.” Tropical Conservation. 1 Dec. 2009. <http://www.tropicalconservation.com/jewelsrainforest.htm>.


79EXPOSITORY WRITING

Summary

Introducing a SummaryReadthisexampleofasummary.

Writing Model

Summary of “The Brave Little Mule”

“The Brave Little Mule” tells how a mule gave two pioneers the courage to continue their journey through Death Valley in 1849. The two men, William L. Manly and John H. Rogers, set out to get food and water for their group of pioneers stranded in the desert. On the trip back to the group, Manly and Rogers had to abandon their horses, but they continued on with the supplies and their pack mule. When they came to a ten-foot-high rock wall, they almost lost hope. But their mule gave them courage. The men used rocks to build a ramp. The mule climbed slowly and carefully up the ramp and made it safely to the top. The two men overcame an obstacle and were able to save their friends.

Writer’s Purpose:

Summary


Name: _____________________________________________

Name: _____________________________________________ Summary

Introducing a SummaryReadthisretellingofanincidentdescribedinWilliamLewisManly’sautobiography,Death Valley in ’49.

Reading Selection

The Brave Little Mule

Gold seekers William L. Manly and John H. Rogers were traveling with a small group of pioneers in 1849 when the group lost its way in Death Valley, a vast desert region in California. The land was so dry that barely a blade of grass could grow. Water was scarce, and most of it was too salty to drink. Manly and Rogers volunteered to travel ahead and return with more food and water for the desperate group.

After two weeks, the men stumbled upon a settlement, where they bought supplies, a pack mule, and two horses. Then they began the trip back to the rest of the group, making their way through a narrow, rocky canyon. But the journey was exhausting, and the horses were starving. To keep the horses from dying, the men removed their saddles, patted the horses, and set them free to find their way back to the settlement.

The mule wandered on ahead of the men with the supplies until she reached a canyon wall rising ten feet above the path. There she stood, looking straight up at the steep rock face. As the men approached, their hearts sank. They saw no way to get the mule up the canyon wall. They prepared to leave the mule and supplies and return to the group of pioneers with heavy hearts and empty knapsacks. But the mule turned to look back at them. Her expression was so intelligent, so calm, so confident, that it gave the men courage.

Gathering all the loose rocks they could find, Manly and Rogers built a ramp along the canyon wall. They sweated and groaned, piling rock upon rock, gasping in fright as some of the stones clattered down the slope below them. Gradually, the ramp led to a narrow rock shelf, barely four inches wide, that created a path to the top of the rock face.

Without a moment’s pause, the brave little mule began to climb. With a sure eye, she carefully placed each foot on the ground. There was no turning back now. She would either stay on the narrow shelf or tumble down fifty feet. She picked her way along, carefully and steadily, until she was a few feet away from the top. Then, eyeing the distance like an athlete, she made one last leap and was safe and sound on solid rock. Manly and Rogers danced for joy. With the little mule’s courage and confidence as their inspiration, they were able to continue their journey. One of their darkest moments had passed, and they would be able to save their friends.



Lesson 1 Introducing a Summary

A summary is a short piece of writing that tells the main idea and the most important details about a longer piece of writing, such as a story, article, or book.

1 . Have students recall something they did over the weekend . Say: If you had to quickly tell someone what you did, you would probably tell the most important or most exciting parts. You would also include a few good details to help listeners better understand those things. Explain that a written summary tells the most important information of a longer piece of writing, such as the main idea and supporting details .

2 . Have students read “The Brave Little Mule” on p . 11 . Then have a volunteer read aloud the summary on p . 12 . Ask: What is the purpose of this summary? (to summarize a story about a mule that helped rescue a group of pioneers) Have students write the purpose on the lines provided .

3 . Invite students to offer opinions about what makes this a good summary . Prompt students by asking: Is there one sentence that tells the title and main idea of the selection? Does the order of details in the summary follow the order of details in the selection? Does the writer use her own words to summarize? Then explain that students will use the reading selection and the writing model as they practice the skills needed to write a good summary .

Lesson 2 Writing a Topic Sentence

1 . Review the purpose of a summary . Then say: A good summary begins with a topic sentence that states the title and main idea of what is being summarized. The topic sentence should use clear and precise language and should not contain personal opinions.

2 . Have students identify the topic sentence for the writing model on p . 12 . (“The Brave Little Mule” tells how a mule gave two pioneers the courage to continue their journey through Death Valley in 1849.) Then ask: What is the title of the selection? (“The Brave Little Mule”) What is the main idea of the selection? (that a mule gave two pioneers the courage to continue their journey) Is the sentence clear and precise? (yes) Does the writer give her opinion of the selection? (no)

Writing a SummaryPages11–12/StudentBookPages2–3


Pages11–12/StudentBookPages2–3

Name: _____________________________________________ Summary

Introducing a SummaryReadthisretellingofanincidentdescribedinWilliamLewisManly’sautobiography,Death Valley in ’49.

Reading Selection








Reading Selection








Summary

Introducing a SummaryReadthisexampleofasummary.

Writing Model



Writer’s Purpose: to summarize a story about a mule thathelped rescue a group of pioneers


Name: _____________________________________________

/StudentBookPage5

Page13/StudentBookPage4 3 . Write this sentence on the board: This story is about a mule that gave two pioneers the courage to continue their journey. Ask: What is missing from this topic sentence? (the title of the selection being summarized) Cross out This story and write “The Brave Little Mule.” Read the sentence aloud and explain: This topic sentence is better because it names the selection.

4 . Direct students to p . 13 and have them complete Activity A in pairs . Review the answers as a class .

5 . Have students complete Activity B independently . Point out that there may be more than one way to revise the sentences . Invite volunteers to share their revisions .

➤ Extend the Lesson: Assignshortarticlesorpassagesfromsocialstudiestextbooks.Havestudentspracticewritingatopicsentenceforasummaryofthepassage.

Lesson 3 Marking Up an Article

1 . Say: Marking up a text is a good way to find and recall information you can use in a summary of that text. Read aloud the directions for Activity A on p . 14 . Then work with students to mark up “The Brave Little Mule .” Have students draw a box around the title, double-underline the topic sentence in the introduction (Manly and Rogers volunteered ...), and underline the main idea in each paragraph (But the journey was exhausting ...; Her expression was ...; Gathering all the ...; With the little mule’s courage ...).

2 . Direct students to p . 14 and have them mark up “Built to the Extreme” independently or in pairs . Invite volunteers to share what they marked up and explain their thinking .

3 . Have students complete Activity B independently .

➤ Extend the Lesson: Havestudentsannotateapassagefromatextbookorastandardizedtest.

Lesson 4 Paraphrasing

1 . Say: When you summarize, you have to paraphrase the original text, or put the ideas in your own words.

2 . Read aloud the fourth paragraph of the selection on p . 11 . (Gathering all the ...) Then challenge students to find where the writer paraphrased that information in the summary on p . 12 . (The men used rocks to build a ramp. The mule climbed ...) Point out that the writer maintained the most important ideas from that paragraph when paraphrasing .

©Evan-MoorCorp.•EMC6016•NonfictionWriting 9EXPOSITORY WRITING

Summary

Marking Up an Article

A.Markupthisarticleaboutextremestructures.Dothefollowing:

➤Drawaboxaroundthetitle. ➤Double-underlinethetopicsentenceintheintroduction. ➤Underlinethemainideaineachparagraph.

Built to the Extreme

People have always been fascinated by extreme structures. The Great Pyramid of Giza in Egypt is one example. For nearly 4,000 years, it was the world’s tallest structure, and people still debate how it was built. Today, new technologies enable the construction of even more extreme structures, such as skyscrapers and underwater tunnels.

When Burj Khalifa (BOOR-zha hah-LEE-fah) was completed in 2010, it became the tallest building in the world. This 2,700-foot-tall structure in the desert city of Dubai set many records. However, builders had to adapt its construction to the hot, dry, windy climate. For example, parts of Burj Khalifa are made from concrete, which would crack if it dried too quickly during construction. So the builders poured the concrete at night, when the air was cooler. Sometimes they added ice to the concrete mixture, too.

Tunnel construction also presents challenges. The Channel Tunnel was completed in 1994, after six years of construction and many obstacles. The idea of building an underwater tunnel between England and France was first suggested in 1802. However, the cost and difficulty of the tunnel kept the project from becoming a reality for more than 180 years. One major challenge that the engineers faced was to find a long stretch of solid rock in the seafloor, which was needed to make the tunnel stable. Builders used giant tunneling machines to dig through the seabed for 24 miles.

Thanks to new technology, people are likely to build many more extreme structures in the future. Strong, lightweight materials such as steel and plastic make such construction easier. Extreme structures solve engineering challenges and inspire us with their sheer size and beauty.

B.Howcanfindingthemainideasofanarticlehelpyousummarizethearticle?

Finding the main ideas of the article can help me know what to include in my summary.


Name: _____________________________________________

Name: _____________________________________________ Summary

Writing a Topic Sentence

A.Markthesentencethatisabettertopicsentenceforasummary.Thenexplainwhyitisbetter.

1. Richard Kim’s article “The Lumbering Beasts of the Jurassic” gives an overview of how various types of dinosaurs walked.

Richard Kim’s article gives an overview of how various types of dinosaurs such as Tyrannosaurus rex walked.

Why is it better? It includes the title of the article.

2. Sandra Fisher’s article “Indian Summer” is sad and funny at the same time.

Sandra Fisher’s article “Indian Summer” describes her experiences on her grandparents’ farm in Rhode Island.

Why is it better? It does not include the writer’s opinion.

3. Sasha Golding’s article “Garden in a Box” is about herbs.

Sasha Golding’s article “Garden in a Box” outlines five easy steps for growing herbs on a windowsill.

Why is it better? It tells a precise main idea.

B.Reviseeachtopicsentencebasedonthedirections.

1. Remove the writer’s personal opinion.

“Old Ugly Was a Good Friend” by William Pike is a story about catching a big fish named “Old Ugly,” but it is boring and not very funny.

William Pike’s “Old Ugly Was a Good Friend” describescatching a big fish named “Old Ugly.”

2. Remove the writer’s personal opinion and include the main idea of the article, which explains how oil spills affect bird populations.

Maggie Moore’s article “Not Enough Soap” is interesting.

Maggie Moore’s article “Not Enough Soap” explainshow oil spills affect bird populations.

✓

✓

✓


/StudentBookPage6 3 . Say: When you write a summary, keep the main ideas in the same order as in the original text. Challenge students to compare the reading selection and writing model on pp . 11 and 12 in detail, finding passages in the summary that paraphrase information from the original text . Point out that the writer maintained the most important ideas from the account and that the paraphrased information is about the same length as the information from the account .

4 . Direct students to the activity on p . 15 and help them paraphrase the ideas from the first paragraph . Remind students that the paraphrase tells the main ideas from the original paragraph . Then have students paraphrase the other three paragraphs independently or in pairs . Invite them to share their paraphrases .

➤ Extend the Lesson: Havestudentsparaphraseoneormoreparagraphsfromthearticle“BuilttotheExtreme”onp.14.

Lesson 5 Reviewing a Summary

1 . Review the qualities of a good summary: a clear topic sentence and correctly paraphrased information, presented in the same order as the original text .

2 . Have students read and mark up “Voting History” on p . 16 independently . Remind them to follow the steps listed on p . 14 . Invite volunteers to share what they marked up . (Topic sentence: But the method that U.S. citizens use .... Main-idea sentences: Early in the nation’s history ..., Advancements in technology ..., Computerized voting machines ..., No matter what method they used ...)

3 . Ask a volunteer to read aloud the summary on p . 17 . As a class, discuss how the summary can be improved . For example, point out that the first sentence includes the writer’s opinion, the second sentence is out of order, and the third sentence was mostly copied from the reading selection without being paraphrased . Also, have students find and correct any grammar, punctuation, and spelling errors in the draft .

4 . Have students revise the summary independently and write it on a separate sheet of paper . Remind them that there may be different ways to improve the summary . Also remind them to proofread their revisions and check for errors . Invite volunteers to share their revisions with the class .

Writing a Summary, continued

Pp.16–17andSampleRevision/StudentBookpp.7–8


Name: _____________________________________________ Summary

Paraphrasing

Readeachparagraph.Thenuseyourownwordstowritewhatit’smostlyabout.

1. Kabuki is a form of Japanese theater. Performers wear elaborate makeup and costumes as they sing and dance. Kabuki dates back to the early 17th century, but it is still popular today.

Kabuki, a popular form of Japanese theater thatoriginated in the early 1600s, is performed by actors wearing fancy makeup and costumes.

2. Pilot fish and sharks have a symbiotic relationship. Pilot fish are generally found in warm waters, accompanying the oceanic whitetip shark. The pilot fish feeds on leftover food and on parasites from the shark’s body. The shark provides protection for the pilot fish, which otherwise would be in danger from predators.

Pilot fish and sharks help each other. Sharks protect the pilot fish from predators. In return, the pilot fish eat parasites off the sharks’ bodies.

3. The Code of Hammurabi is a collection of laws developed around 1790 b.c. during the reign of Hammurabi, king of Babylon. The code established punishments based on social class. It is best known for the “eye-for-an-eye” law.

The Code of Hammurabi is an ancient set of lawsfrom Babylon that listed punishments for crimes based on people’s social class.

4. Overexposure to ultraviolet (UV) radiation from the sun causes sunburn. The symptoms of such overexposure most often are skin redness and pain. However, too much UV radiation can also cause cancerous skin tumors.

Sunburn is caused by too much ultraviolet radiation from the sun. This radiation can also cause skin cancer.


Name: _____________________________________________ Summary

Reviewing a SummaryRevisethissummaryofthearticle“VotingHistory.”Usewhatyouhavelearnedtomakeitstronger.Rewritethesummaryonaseparatesheetofpaper.

Focus on: ✓ writingatopicsentencethattellsthetitleandmainidea

ofthearticle✓ paraphrasingthearticle✓ editingforgrammar,punctuation,andspelling

Draft

Summary of “Voting History”This interesting article is about voting in the United States.

Now people use computerized voting machines, including opticle scanners and direct-recording electronic devices, but that wasn’t always the case. Early on, people just gathered together to cast they’re votes by voice. They started using ballots to keep their votes a secret. First they wrote their choice’s on slips of paper. Then they used preprinted ballots. Advanses in technology brought mechanical-lever machines and punch cards. Although the method of voting has changed in U.S. history, the importance of voting has not changed. Why do people vote? To say what they want.


✓ paraphrasing the article


Summary

Reviewing a SummaryReadthisarticleaboutvoting.

Reading Selection

Voting History

For many people in the United States, the most important right is the right to vote. By voting, people have a voice in the decisions that the government makes. All votes count the same, and the majority of votes decides each issue. But the method that U.S. citizens use for casting their votes has changed over the years.

Early in the nation’s history, voting was simple. People just gathered together to cast their votes by voice. The results were recorded in public, and everyone knew how everyone else voted. In the late 1800s, paper ballots were adopted because they were private. Voters wrote their choices on slips of paper, which were then placed in a locked box. Eventually, preprinted ballots allowed voters to simply mark their choices. Both paper and preprinted ballots were counted by hand.

Advancements in technology brought new methods that would accommodate larger populations of voters. By 1930, most voters used mechanical-lever voting machines. With these machines, the voter stood inside a private booth and pulled down levers on the machine to indicate his or her choices. A counter in the machine kept track of the choices. The next form of voting involved punch cards. Voters punched holes in paper cards using a special tool to indicate each choice. Machines then counted the punched holes.

Computerized voting machines became popular in the 1990s and are still used today. One kind involves optically scanning cards that are printed with an empty rectangle, circle, or incomplete arrow next to each choice of candidate or issue. Voters mark their choices by filling in the shape or completing the arrow on the card. The cards are later fed into a computer to scan and total the votes. Another form of computerized voting is called direct-recording electronic (DRE) voting. It allows people to view their choices on a computer screen. Voters make their selections by touching the screen or pushing a button. A computer calculates the votes.

The process of voting has undergone many changes. But U.S. citizens have always voted so that they can have a voice in their country’s government. No matter what method they used to vote, the important thing is that they voted.


Name: _____________________________________________

Sample Answer

Summary of “Voting History”

The article “Voting History” explains different methods of voting in U.S. history. Early on, people gathered publicly and voted out loud. They started using ballots to keep their votes a secret. First they wrote their choices on slips of paper. Then they used preprinted ballots. Advances in technology brought mechanical-lever machines and punch cards. Computerized voting machines came next, with optical scanners and direct-recording electronic devices. Although the method of voting has changed throughout U.S. history, the importance of voting has not changed. People vote so that they can havea voice in government.

Name:_____________________________________________ Summary

Introducing a SummaryRead this retelling of an incident described in William Lewis Manly’s autobiography, Death Valley in ’49 .

Reading Selection


GoldseekersWilliamL.ManlyandJohnH.Rogersweretravelingwithasmallgroupofpioneersin1849whenthegrouplostitswayinDeathValley,avastdesertregioninCalifornia.Thelandwassodrythatbarelyabladeofgrasscouldgrow.Waterwasscarce,andmostofitwastoosaltytodrink.ManlyandRogersvolunteeredtotravelaheadandreturnwithmorefoodandwaterforthedesperategroup.

Aftertwoweeks,themenstumbleduponasettlement,wheretheyboughtsupplies,apackmule,andtwohorses.Thentheybeganthetripbacktotherestofthegroup,makingtheirwaythroughanarrow,rockycanyon.Butthejourneywasexhausting,andthehorseswerestarving.Tokeepthehorsesfromdying,themenremovedtheirsaddles,pattedthehorses,andsetthemfreetofindtheirwaybacktothesettlement.

Themulewanderedonaheadofthemenwiththesuppliesuntilshereachedacanyonwallrisingtenfeetabovethepath.Thereshestood,lookingstraightupatthesteeprockface.Asthemenapproached,theirheartssank.Theysawnowaytogetthemuleupthecanyonwall.Theypreparedtoleavethemuleandsuppliesandreturntothegroupofpioneerswithheavyheartsandemptyknapsacks.Butthemuleturnedtolookbackatthem.Herexpressionwassointelligent,socalm,soconfident,thatitgavethemencourage.

Gatheringallthelooserockstheycouldfind,ManlyandRogersbuiltarampalongthecanyonwall.Theysweatedandgroaned,pilingrockuponrock,gaspinginfrightassomeofthestonesclattereddowntheslopebelowthem.Gradually,therampledtoanarrowrockshelf,barelyfourincheswide,thatcreatedapathtothetopoftherockface.

Withoutamoment’spause,thebravelittlemulebegantoclimb.Withasureeye,shecarefullyplacedeachfootontheground.Therewasnoturningbacknow.Shewouldeitherstayonthenarrowshelfortumbledownfiftyfeet.Shepickedherwayalong,carefullyandsteadily,untilshewasafewfeetawayfromthetop.Then,eyeingthedistancelikeanathlete,shemadeonelastleapandwassafeandsoundonsolidrock.ManlyandRogersdancedforjoy.Withthelittlemule’scourageandconfidenceastheirinspiration,theywereabletocontinuetheirjourney.Oneoftheirdarkestmomentshadpassed,andtheywouldbeabletosavetheirfriends.

©Evan-MoorCorp.•EMC6016•NonfictionWriting 11EXPOSITORY WRITING

Summary

Introducing a SummaryRead this example of a summary .

Writing Model



Writer’s Purpose:


Name:_____________________________________________

emc 6016 nonfiction writing - dedicatedteacher.com · answering the 5ws and h, ... nonfiction...

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