Reading for teks h sample by Maria Rally

Comprehension Instruction for Informational Text

level H

Reading for the TEKS E L P SAM N O I T A C U D E ! Y L L Y L L RA A R . 9 9 . 8 88 Strategies for

R. MASTE E N I L WAY. LACK B Y N A A T IN NO DUCED . IT IS O D E R T P H E IG ER COPYR K TO B S I O K O B O IS BO OR TH MPLE F A S N E S I V GI TH S NOT I N O I ISS PERM

Informational Text Measured on the STAAR

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The TEKS Reading Program Reading for the TEKS + Mastering the Reading TEKS Instruction

Review & Reinforcement

Reading for the TEKS Literary Informational Text Written Specifically for the TEKS Grade Levels 3-8

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Extensive reading instruction focusing on the TEKS. • Four units for specific reading comprehension skills: Unit 1: Key Ideas & Details Unit 2: Craft & Structure Unit 3: Integration of Knowledge & Ideas Unit 4: Close & Careful Reading • Each unit contains long information and literary passages followed by complex short- and extended-response questions. • The fourth unit combines passages and questions based on the TEKS. Price 25-pack: $350

Level C D E F G H

Grade 3 4 5 6 7 8

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Buy the Complete Program $685 Reading for the TEKS – 25 Copies Mastering the Reading TEKS – 25 Copies Reading Tracker Online – 1 year access, unlimited usage for 25 students

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E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE . ITmaterial RODbyU TofEDthe P Copyright ©2014 RALLY! EDUCATION. All rights reserved. No part protected H E G R I R E COPYelectronic OorOmechanical, K TO B including this copyright may be reproduced in any formBby any K ISmeans, B O O S I R TH system, without permission AMPLE storage photocopying, recording, or byTHany and N FOretrieval E IS Sinformation V I G OT in writing from the copyright owner.SPrinted N ISinNthe U.S.A. O I S I PERM ISBN 978-1-4204-8229-4 R 8229-4

The following selections Copyright © Highlights for Children, Inc., Columbus, Ohio: A Prehistoric Mystery © 2002, Chester Greenwood’s Ears © 2002, A Rough and Rugged Road © 2001, From Mushrooms to Peter Rabbit © 2002, Painting with Glass © 2001, Moonrise: An Art History Mystery © 2005, The Creator of Oz © 2000, Marian’s Revolution © 2005. Photo credits: p. 6 of Ward Beecher Planetarium, Youngstown State University, Youngstown, OH; p. 8 courtesy of the Ohio Historical Society, Columbus, OH; p. 9 courtesy of Ward Beecher Planetarium, Youngstown State University, Youngstown, OH; p. 32 courtesy of George W. Greenwood; p. 33 Nancy Weiner; p. 34 The Franklin Journal, Farmington, ME; p. 54, 57, & 84 courtesy of the U.S. Navy; p. 56 123RF Stock Photo michaelsvoboda; p. 81 iStockphoto/ 1971yes; p. 113, & 115 courtesy of The Library of Congress; p. 140, 141, 144, 146, 160, 162, 165, 166 courtesy of The Library of Congress; p. 208 & 209 courtesy of the National Park Service, Maggie L.Walker National Historical Site; p. 212 The Granger Collection, New York; p. 223 courtesy of The Library of Congress; p. 224 Wikimedia Commons; p. 234 Brown Brothers, Sterling, PA; p. 245 courtesy of The Library of Congress, photo by Carl Van Vechten; p. 256 Curlock & Jalaiso. 0114.MAQ RALLY! EDUCATION • 22 Railroad Avenue, Glen Head, NY 11545 • (888) 99-RALLY

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Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Unit 1 Identify Information Stated Explicitly, Make Inferences and Support with Evidence, Make Connections, Analyze Key Details, Determine Central Idea and Supporting Ideas, Summarize Passage Readiness TEKS: 3-10A, C, D; 3-19D, E Supporting TEKS: 3-10B A Prehistoric Mystery . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Modeled Instruction, Guided Instruction, and Independent Practice

Unit 3 Identify Arguments and Claims, Assess Evidence and Reasoning, Compare and Contrast Different Mediums of Communication, Identify and Analyze Conflicting Information Readiness TEKS: 1-19E, 3-10A, C, D; 3-19D, E Supporting TEKS: 1-9A, 1-11A, 3-10B, 3-11B, 3-13A, C Paired Passages 1 & 2: Statement of Mrs. Elsie C. Philips on the Issue of a Woman’s Right to Vote . . . . . . . . . . . . . . 140 Objections to Woman Suffrage Answered. . . . . . . 144 Modeled Instruction, Guided Instruction, and Independent Practice

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Chester Greenwood’s Ears . . . . . . . . . . . . . . . . . . . . . 32 Modeled Instruction, Guided Instruction, and Independent Practice

Paired Passages 3 & 4: Talk to Women on the Suffrage Question. . . . . . . . 159 Unit 2 Analyze Analogies and Allusions, Analyze Paragraph Some Facts About Suffrage and Anti-Suffrage. . . . 163 Structure, Identify Importance of a Sentence, Determine Modeled Instruction, Guided Instruction, Figurative and Technical Meanings, Determine and Independent Practice Connotative Meanings, Determine Author’s Point of View, R. Unit 4 On Your OwnL. I.N. E. . M. .A. S. T. .E. . . . . . . . . . . . . . . . . . . . . 208 Explain Author’s Purpose, Analyze How Author Responds Y. LACK NY WA A Bof A T O N I Review all TEKS N D to Conflicting Viewpoints IS CE RODU TED. IT P H E G R I R E B Readiness TEKS: 1-2B, 3-10A, C, D; 3-19D, E K IS COPY OK TOInformational Paired Social Studies Passages: O B O O S I B A Rough and Rugged Road. . . . . . . . . . . . . . . . . . . . 208 TH Supporting TEKS: 3-10B AMPLE N FOR E V I G THIS S From Mushrooms to Peter Rabbit . . . . . . . . . . . . . . 212 T Bionic People? . . . . . . . . . . . . . . .S.I.O.N. . I.S. .N. O. . . . . . . . 54 S Short-Response and Extended-Response Questions I ERM Instruction, Modeled Instruction, PGuided Informational Science Passage: and Independent Practice Painting With Glass . . . . . . . . . . . . . . . . . . . . . . . . . . 223 In the Drop Zone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Short-Response and Extended-Response Questions Modeled Instruction, Guided Instruction, Informational Passage: The Creator of Oz . . . . . . 234 and Independent Practice Short-Response and Extended-Response Questions Excerpts from “Is Shakespeare Dead?”. . . . . . . . . . 112 Informational Social Studies Passage: Modeled Instruction, Guided Instruction, Marian’s Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . 245 and Independent Practice Short-Response and Extended-Response Questions Procedural Text Passage: How to Throw a Perfect Pass . . . . . . . . . . . . . . . . . . 256 Short-Response and Extended-Response Questions

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Introduction Reading for the TEKS: Strategies for Informational Text Measured on the STAAR provides students with the opportunity to utilize and develop different skills to help analyze and evaluate what they read. Throughout this book, students will learn about the different Texas Essential Knowledge and Skills (TEKS) as they read each passage and complete the activities that follow. The passages are grouped into four different Units. Units 1–3 develop different reading comprehension skillsets. Unit 4 is called “On Your Own,” and provides a section for the students to practice using all the different skills they have learned in the other units. Listed below are the specific TEKS that are addressed in the activities in Units 1–4.

Reporting Category 1: Understanding and Analysis Across Genres (1-2)

(1-2B)

(1-9)

Students are expected to use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings. Readiness Standard

Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the TER. text to support their understanding. E MAS (1-9A)

(1-11)

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.

CKLIN

AY.

A W topic and Students are expected to analyze works on A BLwritten ANYsame T O INthe N D S E I C T U compare how the authors achieved similar Dor different purposes. .I GHTED REPRO I R E Supporting Standard Y B P O T CO OK IS

BOOK

Reading/Comprehension of Informational Text/Persuasive Text. Students PLE BO R THIS O M F A S N E S V I analyze, and draw conclusions about persuasive text and G THImake inferences NOT text to support their analysis. S I N provide evidence from O SSI

ERMI

P (1-11A)

Students are expected to compare and contrast persuasive texts that reached different conclusions about the same issue and explain how the authors reached their conclusions through analyzing the evidence each presents. Supporting Standard

(Figure 1-19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author's message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. (1-19F)

The student is expected to make intertextual links among and across texts, including other media (e.g., film, play), and provide textual evidence. Readiness Standard

Reporting Category 3: Understanding and Analysis of Informational Text (3-10)

Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.

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(3-11)

(3-10A)

Students are expected to summarize the main ideas, supporting details, and relationships among ideas in text succinctly in ways that maintain meaning and logical order. Readiness Standard

(3-10B)

Students are expected to distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic in text. Supporting Standard

(3-10C)

Students are expected to make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns. Readiness Standard

(3-10D)

Students are expected to synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres and support those findings with textual evidence. Readiness Standard

Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. (3-11B)

(3-12)

Students are expected to analyze the use of such rhetorical and logical fallacies as loaded terms, caricatures, leading questions, false assumptions, and incorrect premises in persuasive texts. SupportingERStandard .

MAST

Reading/Comprehension of Informational/Procedural understand KLINE Students Y. LACTexts. B NY WA A A T how to glean and use information in procedural texts and documents. O N I N D E IS (3-12B)

(3-13)

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88 D. IT

ODUC

PR HTEevaluate graphics Students are expected YRIGto BE RE for their clarity in communicating P O O T C K S I meaningOor a Ispecific OKachieving S BOO purpose. Supporting Standard PLE B

R TH

AM EN FO use comprehension skills to analyze how Reading/Media IVStudents G THIS S Literacy. T O IS N words, images, and sounds work together in various forms to impact SION graphics, S I M meaning. Students will continue to apply earlier standards with greater depth R PE in increasingly more complex texts. (3-13A)

Students are expected to evaluate the role of media in focusing attention on events and informing opinion on issues. Supporting Standard

(3-13C)

Students are expected to evaluate various techniques used to create a point of view in media and the impact on audience. Supporting Standard

(Figure 3-19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author's message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. (3-19D)

The student is expected to make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Expository)/Supporting Standard (Persuasive)

(3-19E)

The student is expected to summarize, paraphrase, and synthesize text in ways that maintain meaning and logical order within a text and across texts. Readiness Standard (Expository)/Supporting Standard (Persuasive)

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Unit 1 Unit 1 includes a passage titled A Prehistoric Mystery. You will learn about a mystery surrounding a place known as Alligator Mound, and you will also learn reading and writing skills that include identifying information stated explicitly in a text; making inferences based on evidence; and making connections and distinctions between people, ideas, or events. Directions: Read the passage below.

A Prehistoric Mystery By J.B. Nicholas

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

What would you say if you had a neighbor who was eight hundred years old, two hundred feet long, one hundred feet wide, and made of dirtâ&#x20AC;&#x201D;lots and lots of dirt?

Alexandra and Thomas Nichols of Granville, Ohio, have a neighbor just like that. Alligator Mound, a prehistoric mound,R.sits MASTE right in the middle of their neighborhood. CKLINE AY.

W A BLA T O IN ANY N D S E I C T U D .I GHTED REPRO I R E Y B P O T CO BOOK OK IS O S I B H E T L OR AMP IVEN F G THIS S T O SN SION I S I M R PE

An ancient mound built in the shape of an animal lies in an Ohio neighborhood.

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Comprehension Instruction for Informational Text Reading for the TEKS – Level H

Alexandra, who is eleven years old, attended a summer camp two years ago where she learned more about Alligator Mound. “It’s kind of neat to think that people have been here before us,” she says. “Yeah, it’s pretty cool,” adds Thomas, Alexandra’s eight-year-old brother. “I mean, it’s so old, and not many people really know about it.” Some archeologists think that the Fort Ancient people, who lived in southern Ohio about eight hundred years ago, built Alligator Mound. The Fort Ancient are considered to be prehistoric because they left no written history. But they did leave mounds—piles of soil, sand, clay, and stone.

The Cost of Progress There is often a struggle between people and the environment. As populations grow, people need more and more room for houses, businesses, factories, schools, farms, and much more. Land that was once in its natural state needs to be cleared and altered for its new use. Finding the balance between making land useful for people and preserving the natural landscape is a major challenge.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

The preservation of Alligator Mound is an example of how progress can go R. ahead while still Archeologists have discovered that the MASTE E N I L Y. features of important BLACK NY WA A preserving Fort Ancient buried their dead beneath A T O N I N D IS CE theOland. ED. IT R DU Instead of Alligator mounds of earth. They have found Tall P H E G R I R E Y B Mound being destroyed it became COPdirt OK TO sorts of artifacts buriedOOin along K ISthe O B S I B E TH part of the new housing estate. AMPLanimal with the skeletons: bones, N FOR jewelry, E V I G THIS S OT Similar actions are sometimes idols, shards of pottery, N IS N even charred dirt O I S S I taken when land needs to be ERM clues to a mystery, these or stone.PLike cleared that is home to rare, artifacts help archeologists understand special, or important plants. how the Fort Ancient lived hundreds of While the land is cleared to make years ago. room for new developments, the plants are not lost forever. Instead, But Alligator Mound is different because they are planted in the new it is not a burial mound. Its four-legged development and become part of shape, round head, and curving tail make it. There is always a cost to it an effigy mound, a structure built in progress, but with some creative the shape of an animal that is sacred or thinking, the natural features of important to people. the land can become part of our modern world.

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Reading for the TEKS

Dr. Bradley Lepper, an archeologist for the Ohio Historical Society, helped excavate Alligator Mound. He has an interesting idea about it.

Many Native Americans who lived in southern Ohio after the Fort Ancient, such as the Eastern Woodland Ojibwa, believed in an underworld, a land of supernatural monsters beneath the earth. The Underwater Panther and the Great Serpent were lords of this underworld. Dr. Lepper feels that, based on creatures that appear on the Fort Ancient artifacts, it’s very possible that the Fort Ancient also believed in this underworld.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

While both the Underwater Panther and the Great Serpent were thought to have spiritual powers, Dr. Lepper states, “The Underwater Panther was also a powerful and dangerous being that lived in lakes and rivers. ER. MASTwater . NEthe Its characteristic feature was a long tail that could Awhip I L K Y C NY WA A BL the Underwater A T O N I N into whirlpools. The Ojibwa Indians believed that D IS CE RODU and TED.ofIT all underwater P H E G R I Panther, Misshipeshu, was the master R E B PY OK TO K IS CO serpents.” O B O O S underworld creatures, including I B PLE R TH

O AM IVEN F G THIS S T O N The only other ION IS effigy mound in Ohio is Serpent Mound. It is Smajor S I M R PE also believed to be a Fort Ancient structure, possibly built in honor of the Great Serpent. Could it be that Alligator Mound was built in honor of the Underwater Panther and was related in some way to Serpent Mound? Dr. Lepper thinks so.

The Ojibwa are said to have raised a type of shrine to the Underwater Panther. Because they feared this ferocious lord of the underworld, they threw tobacco, copper, and other offerings from the shrine into a lake below to satisfy or feed the water monster. “Perhaps Alligator Mound was such a shrine for the Fort Ancient eight hundred years ago, although it isn’t close enough to water to have allowed offerings to be thrown in directly from the mound,” says Dr. Lepper.

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Comprehension Instruction for Informational Text – Level H

Archeologists Ephraim Squier and Edwin Davis first recorded the mound in the early 1800s. They recorded it as Alligator Mound because that is what people in the area called it. However, Squier and Davis commented that it didn’t look much like an alligator.

Dr. Lepper believes there may have been a misunderstanding between the earliest traders and local Native Americans. Perhaps the traders asked about the mound. The explanation of the Underwater Panther would have confused them. An alligator may have been the closest animal that traders could imagine that fit the description of a ferocious underwater monster with four legs and a long tail.

There used to be more mounds in the Granville area, but over the years, farms, restaurants, houses, and shopping malls slowly moved in, taking over the sacred ground. Some of the mounds are preserved in a nearby park.

When a new subdivision threatened to destroy Alligator Mound, developers agreed to include it in the neighborhood by building STER. around it. INE MA

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Y. LACKL B NY WA A A T O N I N D IS CE people While we may never know for sure Twhat Ancient ED. IT the Fort RODU P H E G R I R E B PY intended when they builtISAlligator Mound, OK TO one thing is certain. This K CO O B O O S I B TH fantastic effigySis still PLE here, filling N FOR us all with wonder and respect— E IS AM V I H G T OT an ancient neighbor, N IS Nquietly keeping the past a part of the present. O I S S I PERM

Serpent Mound is eighty-five miles away from Alligator Mound.

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Modeled Instruction Identify Information Stated Explicitly in Text Information that is stated explicitly in a passage can be found just by reading what is stated directly in the passage. You do not need to make inferences or draw conclusions to identify information that is stated explicitly. Reread Paragraphs 1–2 and think about what you know just from reading the text. What information is explicitly stated in this part of the passage?

What would you say if you had a neighbor who was eight hundred years old, two hundred feet long, one hundred feet wide, and made of dirt—lots and lots of dirt?

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 8 8 Think It Through 2

Alexandra and Thomas Nichols of Granville, Ohio, have a neighbor just like that. Alligator Mound, a prehistoric mound, sits right in the middle of their neighborhood.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E COPY K TO B IS information Othat Kof O B O O S Sometimes you can find a lot is explicitly stated in just one I B PLE R TH O M F A S N E S sentence. Other THItimes, you T GIV need to look in different sentences or different NOmay S I N O I paragraphs to find of information that go together. ISSpieces PERM Think about what you know from reading Paragraphs 1–2. Look closely at the key details that have been underlined on the next page. Think about what is stated directly in this part of the passage.

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Comprehension Instruction for Informational Text Reading for the TEKS – Level H

What would you say if you had a neighbor who was eight hundred years old, two hundred feet long, one hundred feet wide, and made of dirt—lots and lots of dirt?

Alexandra and Thomas Nichols of Granville, Ohio, have a neighbor just like that. Alligator Mound, a prehistoric mound, sits right in the middle of their neighborhood.

Information that is explicitly stated.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

• Alligator Mound is a prehistoric mound of dirt. • Alligator Mound is eight hundred years old.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D CE . IT IS • Alexandra and Thomas Nichols live Ohio. RODU TinEDGranville, P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S Add two more IS NOT of information explicitly stated in Paragraphs 1–2. Nexamples O I S S I PERM • Alligator Mound is located in Granville, Ohio.

• • How did you complete the list? You could have added the following information to the list: • Alligator Mound is two hundred feet long. • Alligator Mound is one hundred feet wide.

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Reading for the TEKS

Make Inferences and Support with Evidence Some information you can learn from reading a passage is not explicitly stated. You need to use the information that is given to make inferences. You must think about what the provided information suggests. A good inference can be supported by evidence presented in the passage. In Paragraphs 3–5, the author provides information about people who are interested in learning about Alligator Mound. You can make an inference based on the information provided.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

M KLINE C AY. A L B NY Wlived A people,INwho A T O N Some archeologists think that the Fort Ancient in D DUCE . IT IS O D E R T P H E R IG southern Ohio about eight hundred years TO BEago, built Alligator COPYR K S I O K O OO Mound. The Fort areR Tconsidered to be prehistoric because HIS B PLE BAncient O M F A S N E S I writtenOThistory. IV they left But they did leave mounds—piles of THno N G S I N O SI and stone. soil, sand, ISclay, PERM

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Comprehension Instruction for Informational Text – Level H

Think It Through Look for information in the passage that suggests what people know or don’t know about Alligator Mound. Make an inference that you can support with evidence from the passage. The graphic organizer below shows one inference you could make and the evidence from the passage that supports the inference. Analysis has been provided for the first two details that are listed as evidence. Write your analysis for the last detail.

E L P M There is still much that people do not SknowA about Alligator Mound.TION A C U D E ! Y L L Y A L L R A R Evidence from Passage Analysis of Evidence . 9 9 . 8 88where she Some people are interested in learning about Alexandra attended a summer camp Inference

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D CE IT IS RODU TED. Alligator P H E G R I R E learned about Alligator Mound. Mound. B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT It’s so old, and not manyIOpeople Many people do not know about Alligator Mound. N IS Nreally know S S I M R about it. PE

Some archeologists think that the Fort Ancient people built Alligator Mound but did not leave a written history.

Write your analysis here.

What did you write for your analysis of the last detail listed in the graphic organizer? You could have written that the people who most likely built Alligator Mound did not leave any information about it.

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Reading for the TEKS Comprehension Instruction for Informational Text – Level H

Going a Step Further Using the information from the graphic organizer, you can explain the inference that has been made and tell how it is supported by evidence presented in the passage. The paragraph below is an example of an explanation that can be provided.

Based on the information in Paragraphs 3–5, you can infer that there is still much that people do not know about Alligator Mound. The author tells about some people who have an interest in learning about Alligator Mound. One of the children

E L P M A S O many people really know about Alligator Mound.AAlso, theN Fort Ancient people, who I T C U D many archeologists believe built theEmound, did not leave behind any written ! Y L L Y L L RAare still trying to learn A records. Archeologists more about Alligator Mound. This R . 9 88is.still9much that people do not know about supports the inference that8there

learned about Alligator Mound at summer camp. One of the children states that not

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY Alligator Mound. OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Guided Instruction Identify Information Stated Explicitly in Text In Paragraphs 3–4, there is information about two children that is explicitly stated. Reread this part of the passage and think about what you know from the key details provided.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Reading for the TEKS

On Your Own Underline the key details that help you understand what is explicitly stated in Paragraphs 3–4. Then, make a list of the information that is explicitly stated about the two children mentioned in this part of the passage.

E L P M SA N O I T A C U D E ! that is explicitly stated. Information Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Comprehension Instruction for Informational Text – Level H

Make Inferences and Support with Evidence In Paragraphs 15–16, the author provides some clues about how the people who live in Granville feel about Alligator Mound. You can make an inference based on the information provided. Reread Paragraphs 15–16 and look for evidence to support an inference that can be made.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

When a new subdivision threatened to destroy Alligator Mound, developers agreed to include it in the neighborhood by building around it.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Reading for the TEKS

On Your Own Look for information in the passage that suggests how the people who live in Granville probably feel about Alligator Mound. Think about what changes took place in the Granville area and what happened to Alligator Mound. Do you think that Alligator Mound is important to the people who live in Granville? Make an inference that you can support with evidence from the passage. Write your inference on the lines below.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E Y your inference? B What evidence in the passage List the details from the S COP OK TO K Isupports O B O O S I B H E T L P inference ORon the lines below. passage that support AMyour IVEN F G THIS S T O SN SION I S I M R PE

18 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text – Level H

Explain how the evidence provided supports the inference you made.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Modeled Instruction Make Connections and Distinctions Some information in a passage helps to explain connections between people, ideas, or events. Other information helps to explain distinctions between people, ideas, or events. When you read a passage, look for connections and distinctions. How are two things connected or related? How are they distinct or different? In Paragraphs 5–6, the author provides information about the Fort Ancient people. In Paragraph 9, the author provides information about the Ojibwa people. Reread these paragraphs and look for information that can be used to make connections and distinctions between these two groups of people.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Some archeologists think that the Fort Ancient people, who lived in southern Ohio about eight hundred years ago, built Alligator Mound. The Fort Ancient are considered to be prehistoric because they left no written history. But they did leave mounds—piles of soil, sand, clay, and stone.

R. MASTE E N I L Archeologists have discovered that the Fort AAncient WAY. BLACK buried NYtheir A T O N I N D IS UCE sorts of dead beneath mounds of earth. TThey ED. IT have found RODall P H E G R I R E Y Palong artifacts buried in the dirt with TO Bskeletons: animal bones, OKthe K IS CO O B O O S I B TH LE jewelry, idols, of pottery, Pshards N FOR even charred dirt or stone. Like E IS SAM V I H G T OT clues to a mystery, N IS N these artifacts help archeologists understand O I S S I how the PERMFort Ancient lived hundreds of years ago.

20 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text Reading for the TEKS – Level H

Think It Through In order to make connections and distinctions between the Fort Ancient and the Ojibwa, you must look for details that tell you about these two groups of people. You must identify which details help you to make connections and which details help you to make distinctions. You can make two separate lists. Based on the information in each list, you can explain the connections and distinctions that are described in the passage.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Reading for the TEKS

The graphic organizer below shows the key details that can be used to make connections and distinctions between the Fort Ancient and the Ojibwa. The connections that can be made between these two groups are explained at the bottom of the graphic organizer. Complete the graphic organizer by explaining the distinctions that can be made between these two groups.

Details Used to Identify Connections The Fort Ancient people lived in southern Ohio. The Ojibwa lived in southern Ohio.

Details Used to Identify Distinctions The Fort Ancient people lived in southern Ohio about eight hundred years ago. The Ojibwa lived in southern Ohio after the Fort Ancient people.

E L P M The underworld that the Ojibwa believed in was a A S Archeologists think that the Fort Ancient people N O I land of supernatural monsters. builtTAlligator Mound. A C U D E Pictures of creatures appear on FortY Ancient ! The Ojibwa believed in an Underwater Panther L Y artifacts. L L RAL and Great Serpent. A R . 9 9 It is possible that the Fort Ancient also believed in . 8 8 8 an underworld. The Ojibwa believed in an underworld.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O Explain Connections Explain Distinctions I S S I PERM

Both the Fort Ancient and Ojibwa people lived in the southern Ohio area. The Ojibwa believed in an underworld where supernatural monsters lived. Pictures on artifacts left by the Fort Ancient people suggest they also believed in an underworld. Both groups of people appear to have shared some similar beliefs.

22 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Write your explanation here.

Comprehension Instruction for Informational Text â&#x20AC;&#x201C; Level H

How did you complete the graphic organizer? What did you write to explain the distinctions that can be made between the Fort Ancient and the Ojibwa? You could have explained that although the Fort Ancient and the Ojibwa both lived in southern Ohio, they lived there at different times. The Ojibwa lived in the area after the Fort Ancient people. Also, the Fort Ancient people may have built what was later called Alligator Mound, but the Ojibwa believed in an Underwater Panther and Great Serpent. The two groups can be associated with different animals and supernatural creatures.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

23 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Guided Instruction Make Connections and Distinctions In Paragraphs 10–14, the author provides information about two legendary creatures and two effigy mounds located in Ohio. Reread these paragraphs and look for information that can be used to make connections and distinctions between the legendary creatures and the effigy mounds.

While both the Underwater Panther and the Great Serpent were thought to have spiritual powers, Dr. Lepper states, “The Underwater Panther was also a powerful and dangerous being that lived in lakes and rivers. Its characteristic feature was a long tail that could whip the water into whirlpools. The Ojibwa Indians believed that the Underwater Panther, Misshipeshu, was the master of all underwater and underworld creatures, including serpents.”

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

The only other major effigy mound in Ohio is Serpent Mound. It is also believed to be a Fort Ancient structure, possibly built in honor of the Great Serpent. Could it be that Alligator Mound was R.built in MASTE E N I L K in someYway Y. to honor of the Underwater Panther and was related N WA A BLAC A T O N I N D Serpent Mound? Dr. Lepper thinksD.so. IT IS ODUCE

TE PR YRIGH BE RE P O O T C K S KI OO The Ojibwa are Lsaid raised E BOOto have THIS B a type of shrine to the P R O M F A Underwater they feared this ferocious lord of the IVEN THIS S Panther. OT GBecause N S I N O underworld, ISSI they threw tobacco, copper, and other offerings from PERM

the shrine into a lake below to satisfy or feed the water monster. “Perhaps Alligator Mound was such a shrine for the Fort Ancient eight hundred years ago, although it isn’t close enough to water to have allowed offerings to be thrown in directly from the mound,” says Dr. Lepper. 13

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Comprehension Instruction for Informational Text Reading for the TEKS â&#x20AC;&#x201C; Level H

On Your Own

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Complete the graphic organizer on the next page. On the left side of the graphic organizer, list the details that help to explain the connections between the legendary creatures and the effigy mounds. On the right side of the graphic organizer, list the details that help to explain the distinctions between the legendary creatures and the effigy mounds. At the bottom of the graphic organizer, explain the connections and distinctions that can be made TER.based S A M NE on the details you listed. WAY. LACKLI

OT A B IN ANY N D S E I C T U D .I GHTED REPRO I R E Y B P O T CO BOOK OK IS O S I B H E T L OR AMP IVEN F G THIS S T O SN SION I S I M R PE

25 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS Comprehension Instruction for Informational Text – Level H

Details Used to Identify Connections

Details Used to Identify Distinctions

List the details that help to make connections between the legendary creatures and the effigy mounds.

List the details that help to make distinctions between the legendary creatures and the effigy mounds.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 8 8 Explain Connections Explain Distinctions

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B COPY OK TO the distinctions that can be made between K ISbetween O B O O S Explain the connections thatMcan be made Explain I B TH PLE SA the N FOR E V I G the legendary creatures effigy mounds. the legendary creatures and the effigy mounds. THISand NOT S I N O ISSI PERM

26 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Independent Practice 1

Look for information in Paragraph 7 that is explicitly stated.

But Alligator Mound is different because it is not a burial mound. Its four-legged shape, round head, and curving tail make it an effigy mound, a structure built in the shape of an animal that is sacred or important to people.

List three things that you know are true from reading this part of the passage. •

•

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Reading for the TEKS

Read the sentences below from Paragraph 5. The Fort Ancient are considered to be prehistoric because they left no written history. But they did leave mounds—piles of soil, sand, clay, and stone. What inference can you make based on these two sentences? Explain your answer.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

28 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text – Level H

It can be inferred from details in the passage that Alligator Mound is really a shrine to the Underwater Panther. List three statements from the passage that support this inference. •

•

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

29 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS

Reread Paragraphs 6â&#x20AC;&#x201C;7 and look for information about burial mounds and effigy mounds.

Archeologists have discovered that the Fort Ancient buried their dead beneath mounds of earth. They have found all sorts of artifacts buried in the dirt along with the skeletons: animal bones, jewelry, idols, shards of pottery, even charred dirt or stone. Like clues to a mystery, these artifacts help archeologists understand how the Fort Ancient lived hundreds of years ago.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Based on the information presented in this part of the passage, explain the R. distinction between a burial mound and an effigy mound. INE MASTE

Y. LACKL B NY WA A A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

30 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text – Level H

Reread Paragraphs 13–14 and look for information about how Alligator Mound got its name.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Based on the information presented in this part of the passage, explain R. the MASTE E N I L AY.name. connection between the earliest traders and how Alligator BLACKMound got Y Wits

A AN ED IN IS NOT C T U I D . O D TE PR YRIGH BE RE P O O T C K S KI OO THIS B LE BOO P R O M F A EN THIS S OT GIV N S I ISSION PERM

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Unit 1 also includes a passage titled Chester Greenwood’s Ears. You will learn about how earmuffs were invented, and you will also learn reading and writing skills that include analyzing key details and the development of ideas, determining central and supporting ideas, and writing an objective summary. Directions: Read the passage below.

Chester Greenwood’s Ears By Nancy Weiner 1

Chester Greenwood had a problem. His ears got very cold in winter. When they got cold, they changed color, from red to blue to white. In the frigid temperatures in the hills of western Maine, near the town of Farmington where he lived, Chester’s cold ears were a constant problem.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. In 1873, when Chester was fifteen years NY WA A BLAC A T O N I N D IS CE old, he got a pair of ice skates for his RODU TED. IT P H E G R I R E B COPY to try them birthday. Chester couldn’t OK TO K ISwait O B O O S I B TH PLE out on a nearby pond. “My ears have always troubled me AM N FOR E V I G THIS S T O N more or less, and I consequently had ION IS your ears—you know Scover S I “Don’t forget to M my mind fixed upon some invention R PE how easily they get frostbitten,” his mother warned him.

with which I might protect them,” said Chester, shown here as a teenager.

Covering his ears was a real problem for Chester because he was allergic to wool. His wool cap made his ears itch. So, sure enough, just as Chester was beginning to enjoy himself, his uncovered ears started hurting, and he had to go back home.

But Chester had an idea. His grandmother was at home at her sewing machine, her feet pumping on the pedals. Chester bent a piece of wire to the shape of his head, with circles on each end. Then he asked his grandmother to sew warm flannel and beaver fur on each circle to cover his ears and keep them warm. It worked.

32 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text Reading for the TEKS – Level H

At first the other boys made fun of him. Then they began asking for ear protectors for themselves.

Chester’s idea took off. Over the next three years, he made some improvements. He replaced the wire with flat spring steel, three-eighths of an inch wide, for the band. He also added tiny hinges to the flaps (the circles that covered the ears) to allow the ear protectors to fit tightly against the ears. Chester was now able to fold up his ear protectors and keep them in his pocket when he wasn’t wearing them. And when he was, his ears were now kept even warmer!

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

On March 13, 1877, the United States Patent Office granted Chester Greenwood patent This advertisement for Greenwood’s number 188,292 for his Greenwood Champion Ear Protectors featured Chester’s Ear Protector. Chester was just eighteen years old. ER.

son, MAST NEClinton. I L K Y. C A NY WA In 1883, when he was in his mid-twenties, NOT A BL A N I D UCE . IT IS RODfactory Chester Greenwood employed eleven in his TEDworkers P H E G R I R E B PY OK TaO reporter wrote, on the west side of Farmington. year K IS CO That O B O O S I B R TH below the middle age—we AMPLE “Mr. Greenwood N FOrather E V I G THIS S is a gentleman NOT man—with wonderful mechanical skill, might almost Ssay NaISyoung O I S I ERMrunning machines, but in inventing them, and his not onlyPin

factory is one of the most interesting places we ever visited.” 10

In 1883 his factory produced fifty thousand pairs of ear protectors— now made with black velvet and blue wool. When asked about his prospects for 1884, Chester responded, “We hope to manufacture one hundred thousand pairs.” Chester went on to build a larger factory in downtown Farmington, making it the earmuff capital of the world. In 1936, the year before Chester died, his factory turned out four hundred thousand pairs of ear protectors.

33 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS

Even though his business relied on machines, it also depended on the skills of people who could sew—people who could imitate the way his grandmother had attached the fabric and fur to the first pair of ear protectors.

It was common to see schoolchildren carrying boxes of frames for women to stitch at home. Working at home allowed many women to take care of their children and houses and to make extra money at the same time.

In 1977, one hundred years after Chester received his patent, some people in Farmington decided that Chester deserved recognition for his famous invention. The Maine State Legislature officially declared December 21, the first day of winter, as Chester Greenwood Day.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

On the first Saturday in December, Farmington still celebrates Chester Greenwood Day. Of all the events, the parade is by far the most popular. It is led by Clyde Ross, a local retired schoolteacher, R. who, as Chester Greenwood, and complete with derbyINand MASTE E L WAY. BLACK earmuffs, rides in a horse and buggy. IN ANY NOT A

DUCED . IT IS O D E R T P H E R RIG earmuffs Almost everyone at the parade TO BE on the special day. COPYwears K S I O K O B LE BOOllamasFOwear Horses, dogs, and Peven R THISthem in the parade. Police cars M A S N E S HI T GIV giant earmuffs. and schoolT buses Nalso NOsport S I O ISSI PERM

On Chester Greenwood Day in Farmington, Maine, even school buses wear earmuffs in the town’s parade.

34 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text – Level H

Chester Greenwood died in 1937 at the age of seventy-eight. During his lifetime he had been granted more than one hundred patents. He invented a better spark plug, a washing machine, a folding bed, a shock absorber, a mousetrap that used fake cheese and fake mice to attract the rodents, and machines to make earmuffs. The year before he died, Chester received a patent for a spring-steel rake.

It is said that necessity is the mother of invention. That certainly was true for Chester Greenwood. Cold winters in western Maine inspired him to invent earmuffs. Aren’t we glad he did!

Many inventors have success stories not that different from Chester’s. Mary Anderson once observed a trolley driver struggling to keep the windshield free from sleet. She invented the windshield wiper to solve the problem, and people today now have a simple and effective way to clear their windshields from rain, snow, and sleet. Whitcomb L. Judson once had a friend with back problems who had trouble doing up his shoes. Whitcomb wanted to find an TER. S A M NE easier way to do up shoes than fiddling with laces Aor buttons. HeAY. W L CKLI B Y N A A T O IN quick N invented what later became known as the zipper. With one D S E I C T U D TED. I andE people GHshoes, REPRO today use this I zip, his friend was able to close his R Y B P O CO KT K ISclose BOObags, Oto O S relatively simple device jackets, suitcases, sleeping I B H E T L P R O M F A S N E S bags, and many THI otherNOthings. T GIV

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

S SION I S I M R PE Many successful inventions have come from people recognizing a problem and finding a way to solve it. The next time you have a problem, stop and think about how it could be solved. You just might invent something that people everywhere will use and wonder how they ever did without it.

35 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Modeled Instruction Analyze Key Details and Development of Ideas Different ideas may be discussed, or developed, throughout a passage. You will need to analyze the key details presented by the author to understand what ideas are being developed. Each key detail provides information that is important for the reader to know. Ideas are developed by putting different key details together. Reread Paragraphs 1–7 and look for key details that are used to develop different ideas.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

In 1873, when Chester was fifteen years old, he got a pair of ice skates for his birthday. Chester couldn’t wait to try them out on a . nearby pond. ASTER

M KLINE C A WAY. L B NY get Ahow easily Ithey A T O N N “Don’t forget to cover your ears—youITknow D IS CE ED. RODU Thim. P H E G R I frostbitten,” his mother warned R E B PY OK TO K IS CO O B O O S I B TH PLE was a real SAMears Covering N FORproblem for Chester because he was E V I G THIShis NOTwool cap made his ears itch. So, sure enough, allergic to Swool. N ISHis O I S I RM just asPEChester was beginning to enjoy himself, his uncovered ears started hurting, and he had to go back home.

At first the other boys made fun of him. Then they began asking for ear protectors for themselves.

36 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text Reading for the TEKS – Level H

Chester’s idea took off. Over the next three years, he made some improvements. He replaced the wire with flat spring steel, threeeighths of an inch wide, for the band. He also added tiny hinges to the flaps (the circles that covered the ears) to allow the ear protectors to fit tightly against the ears. Chester was now able to fold up his ear protectors and keep them in his pocket when he wasn’t wearing them. And when he was, his ears were now kept even warmer!

Think It Through

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Look for key details that appear to be related. By grouping and analyzing these key details, you should be able to identify different ideas that are developed in the passage. The graphic organizer below and on the next page shows how keyTEdetails that R. S A M NE have been grouped together can be analyzed to determine WAY. in LACKLIideas developed B Y N A A T IN NO Paragraphs 1–7. The first two ideas have already DUCED See if you can . IT IS beenEidentified. O D E R T P H R IG identify the third idea. TO BE COPYR

BOOK OK IS O S I B H E T L OR AMP IVEN F G THIS S T O N Key Details ERMISSION IS Analysis P

Chester Greenwood had a problem. His ears got very cold in winter. Chester’s cold ears were a constant problem.

All of these details tell about a problem that Chester Greenwood had when he was young. His ears were cold, but he could not wear a wool cap because it made his ears itch.

Idea 1 Chester Greenwood had a problem trying to keep his ears warm when it was cold.

Chester was allergic to wool. His wool cap made his ears itch.

37 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS

Key Details

Analysis

Idea 2

Chester had an idea for how to protect his ears from the cold.

These details describe an idea Chester had. Chester and his grandmother used wire, flannel, and fur to make ear protectors.

Chester Greenwood came up with an idea for how to protect his ears.

Chester bent a piece of wire to the shape of his head, with circles on each end. His grandmother sewed warm flannel and beaver fur on each circle to cover his ears and keep them warm.

E L P M SA Chester’s idea worked. N O I T A C U D E ! Y L L A Key Details R Analysis 9.RALLY 9 Chester made some improveAll8of.these details tell about 8 8 ments to his idea. improvements that Chester made

Idea 3

R. MASTE E N I L K Y. What NY WisAthe third idea A BLAC A T O N I N D IS CE developed by the RODU TED. IT P H E G R I R E Y protectors.KThe B key details in toS ChisOPear O TOear O He replaced the wire with flatLE BOOK Iprotectors B S I H improved so Twere Paragraphs 1–7? P N FOR E spring steel. THIS SAM V I G OT that they fit better and kept his N IS N Write your answer here. O I S S I ears warmer. ERMhinges to the He also added Ptiny

flaps so they would fit tightly against the ears. Chester could fold up his ear protectors and keep them in his pocket. The ear protectors kept his ears even warmer.

38 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text – Level H

How did you complete the graphic organizer? What is the third idea developed in Paragraphs 1–7? You could have written that the third idea developed is that Chester Greenwood made improvements to his ear protectors.

Determine Central Idea and Supporting Ideas Passages contain both central ideas and supporting ideas. A central idea is a major idea that is developed by connecting supporting ideas that are related to one another. Each supporting idea is developed through the key details that the author provides.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

In the previous Modeled Instruction activity, you analyzed the key details in Paragraphs 1–7 to determine three ideas. Each of these ideas is a supporting idea. Think about how these supporting ideas are related to one another. What is the central idea developed in this part of the passage? ASTER.

M KLINE Y. C A L B NY WA A A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

39 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS Comprehension Instruction for Informational Text – Level H

Think It Through You can determine the central idea by making a connection between the supporting ideas. In Paragraphs 1–7, the supporting ideas help to explain how and why Chester Greenwood invented ear protectors. As the graphic organizer below shows, the central idea of this part of the passage is that Chester Greenwood invented ear protectors that could be used to keep a person’s ears warm.

Central Idea Chester Greenwood invented ear protectors that could be used to keep a person’s ears warm.

E L Supporting Idea 3 P M A SChester Greenwood cameTupION Chester Greenwood made Chester Greenwood had a A C U problem trying to keep his ears with an idea for how to protect improvements to his D E ! warm when it was cold. RALLYhis ears. 9.RALLY ear protectors. 9 . 8 8 8 Key Details Key Details Key Details Supporting Idea 1

Supporting Idea 2

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E Y B K TOhow S COP had an idea Ofor Chester Greenwood had to Chester made some improveK IChester O B O O S I B TH LE P R O M F A a problem. protect ments to his idea. EN his ears from the cold. THIS S OT GIV N S I ION His ears got very Chester bent a piece of wire to He replaced the wire with flat RMISinS winter. PEcold

Chester’s cold ears were a constant problem. Chester was allergic to wool. His wool cap made his ears itch.

the shape of his head, with circles on each end. His grandmother sewed warm flannel and beaver fur on each circle to cover his ears and keep them warm. Chester’s idea worked.

spring steel. He also added tiny hinges to the flaps so they would fit tightly against the ears. Chester could fold up his ear protectors and keep them in his pocket. The ear protectors kept his ears even warmer.

40 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Guided Instruction Analyze Key Details and Development of Ideas In Paragraphs 9–15, the author presents information to develop two more ideas. Look again at this part of the passage for key details that are used to develop different ideas.

In 1883, when he was in his mid-twenties, Chester Greenwood employed eleven workers in his factory on the west side of Farmington. That year a reporter wrote, “Mr. Greenwood is a gentleman rather below the middle age—we might almost say a young man—with wonderful mechanical skill, not only in running machines, but in inventing them, and his factory is one of the most interesting places we ever visited.”

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

In 1883 his factory produced fifty thousand pairs of ear protectors— now made with black velvet and blue wool. When asked about his prospects for 1884, Chester responded, “We hope to manufacture . one hundred thousand pairs.” Chester went on to buildSTaERlarger MA E N I L Kearmuff capital Y. of factory in downtown Farmington, making it Bthe NY WA A LAC A T O N I N D IS the world. In 1936, the year before Chester died,ODhis CE factory turned R U TED. IT P H E G R I R E Y B out four hundred thousand K TOprotectors. S COP pairs of ear

KI OO THIS B LE BOO P R O M F A EN Even though THIS S his business OT GIV relied on machines, it also depended on N S I ION the skillsMof who could sew—people who could imitate the ISSpeople PER way his grandmother had attached the fabric and fur to the first pair of ear protectors.

41 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS

On the first Saturday in December, Farmington still celebrates Chester Greenwood Day. Of all the events, the parade is by far the most popular. It is led by Clyde Ross, a local retired schoolteacher, who, as Chester Greenwood, and complete with derby and earmuffs, rides in a horse and buggy.

Almost everyone at the parade wears earmuffs on the special day. Horses, dogs, and even llamas wear them in the parade. Police cars and school buses also sport giant earmuffs.

On Your Own

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Complete the graphic organizer on the next page. List key details from the passage that can be grouped together. Then, analyze the key details and determine the ideas developed in this part of the passage. A few key details have already been provided. Identify more key details from Paragraphs 9â&#x20AC;&#x201C;15 and . ASTER complete the graphic organizer on your own. LINE M .

K Y NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E Y B IS COP Key Details Idea 1 OK TO KAnalysis O B O O S I B TH LE P R O M F A HISbeS GIVENyour analysis of the List key details that Tcan Identify the idea OT Write N S I N O I S S I grouped together.PERM key details here. developed by the

key details. In 1883, Chester Greenwood opened a factory.

42 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text – Level H

Key Details

Analysis

Idea 2

List key details that can be grouped together.

Write your analysis of the key details here.

Identify the idea developed by the key details.

In 1977, some people decided that Chester Greenwood deserved recognition for his famous invention.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I Determine Central Idea and Supporting Ideas R E B PY OK TO K IS CO O B O O S I B PLE OR TH you analyzed the key details in N Factivity, E In the previousTHGuided IS SAM Instruction V I G NOT ON IS Paragraphs 9–15MIto two ideas. Each of these ideas is a supporting Idetermine S S PER

idea. Think about how these supporting ideas are related to each other. What is the central idea developed in this part of the passage?

43 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS Comprehension Instruction for Informational Text – Level H

On Your Own Complete the graphic organizer below. Use the key details and supporting ideas that you already identified for Paragraphs 9–15 to help you complete this graphic organizer. In the box at the top of the graphic organizer, write the central idea developed in this part of the passage.

Central Idea

Supporting Idea 1

Key Details

E L P Supporting Idea 2 M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E PY Key OB OK TDetails K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Modeled Instruction Provide an Objective Summary A summary is a brief explanation or account of what you have read. An objective summary is a summary that is not based on your personal thoughts or feelings. It is only based on what you actually read. In order to write an objective summary you must focus only on the details that can be found directly in the passage. Reread Paragraphs 1–7 and think about how you could write an objective summary of this part of the passage.

In 1873, when Chester was fifteen years old, he got a pair of ice R. skates for his birthday. Chester couldn’t wait to try them MASTEout on. a E N I L K Y nearby pond. NY WA A BLAC

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

A ED IN IS NOT C T U I D . O D TE knowE Rhow PR “Don’t forget to cover your ears—you YRIGH B E easily they get P O O T C K S I BOO frostbitten,” his BOOK warned THIShim. LEmother P R O M F A EN THIS S OT GIV N S I Covering his ears N was a real problem for Chester because he was MISSIO R E P allergic to wool. His wool cap made his ears itch. So, sure enough, just as Chester was beginning to enjoy himself, his uncovered ears started hurting, and he had to go back home.

At first the other boys made fun of him. Then they began asking for ear protectors for themselves.

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Reading for the TEKS Comprehension Instruction for Informational Text – Level H

Think It Through

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

When you write a summary, you want to explain what you read in a simple way that is easy to understand. In order to write an objective summary, you must make sure that the information you include in your summary is stated directly in the passage. You may want to look back at the graphic organizer you completed in the last Modeled Instruction activity. The information from the Sgraphic R. MA TE E N I L . organizer will be helpful for writing an objective summary. BLACK Y WAY

A AN ED IN IS NOT C T U I D . O D PR GHTEmight write YRIyou BE REan objective summary for P The paragraph below shows one way O O T C K S OO OK I THIS B Paragraphs 1–7. SAMPLE BO R O F EN THIS OT GIV N S I IONauthor of the passage tells how and why Chester Greenwood In Paragraphs MISSthe PER1–7,

invented ear protectors. Chester grew up in Farmington, Maine. During the winter, it was very cold, and Chester had a difficult time keeping his ears warm. Chester did not like wearing a wool cap because he was allergic to wool and it made his ears itch. But Chester had an idea. He used wire, warm flannel, and beaver fur to make ear protectors. The ear protectors had two circles that covered his ears and kept them warm. At first, some of the boys Chester played with made fun of the ear protectors. Then, they asked for their own ear protectors. Over time, Chester made some improvements to his ear protectors and his idea took off. 46 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Guided Instruction Provide an Objective Summary Reread Paragraphs 9–15 and think about how you could write an objective summary of this part of the passage.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

In 1883 his factory produced fifty thousand pairs of ear protectors— now made with black velvet and blue wool. When asked about his prospects for 1884, Chester responded, “We hope to manufacture one hundred thousand pairs.” Chester went on to build a larger factory in downtown Farmington, making it the earmuff capital of R. MASTE E N I L Khis factory Y. the world. In 1936, the year before Chester died, turned NY WA A BLAC A T O N I N D out four hundred thousand pairs of T IS protectors. ODUCE D. Iear

TE PR YRIGH BE RE P O O T C K S I relied Son OO Even though his BOOK THI B machines, it also depended on LE business P R O M F A EN S S people who the skills THIof OT GIV could sew—people who could imitate the N S I way his grandmother had attached the fabric and fur to the first ISSION PERM pair of ear protectors.

47 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS

On the first Saturday in December, Farmington still celebrates Chester Greenwood Day. Of all the events, the parade is by far the most popular. It is led by Clyde Ross, a local retired schoolteacher, who, as Chester Greenwood, and complete with derby and earmuffs, rides in a horse and buggy.

Almost everyone at the parade wears earmuffs on the special day. Horses, dogs, and even llamas wear them in the parade. Police cars and school buses also sport giant earmuffs.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

48 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text – Level H

On Your Own Write an objective summary of Paragraphs 9–15. You may want to look back at the graphic organizer you completed in the last Guided Instruction activity to help you write your summary. Make sure that you only include information that is stated directly in the passage. Do not include your own thoughts and feelings. Write your objective summary on the lines below.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

49 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Independent Practice 1

One of the ideas developed in this passage is that Chester Greenwood had a talent for inventing things. List three details from the passage that help to develop this idea. •

•

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

50 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text Reading for the TEKS – Level H

Reread Paragraphs 11–12 and think about what idea is developed in this part of the passage.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

On the lines below, write an objective summary of Paragraphs 11–12.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

51 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS

Read the following sentences from the passage: Chesterâ&#x20AC;&#x2122;s idea took off. On March 13, 1877, the United States Patent Office granted Chester Greenwood patent number 188,292 for his Greenwood Champion Ear Protector. In 1883 his factory produced fifty thousand pairs of ear protectors. Chester went on to build a larger factory in downtown Farmington, making it the earmuff capital of the world.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

In 1936, the year before Chester died, his factory turned out four hundred thousand pairs of ear protectors. In 1977, one hundred years after Chester received his patent, some people in Farmington decided that Chester deserved recognition for his famous invention. What central idea do these sentences help to develop?

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Comprehension Instruction for Informational Text â&#x20AC;&#x201C; Level H

Reread Paragraph 16 and answer the questions that follow.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

a) What idea is developed in this part of the passage?

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM b) List two key details from Paragraph 16 that help to develop the idea you identified in Part A.

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Unit 2 Unit 2 includes a passage titled Bionic People? You will learn how some very special bionic devices are being used to help people, and you will also learn reading and writing skills that include analyzing analogies and allusions, analyzing paragraph structure, and identifying the importance of a sentence. Directions: Read the passage below.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S NOT A variety of custom carbon prosthetic feet are made in the prosthetic N IS technology O I S S I M R laboratory at Naval PE Medical Center San Diego. Each foot is developed for the specific

Bionic People?

patient's weight and impact.

Back in the 1970s, a popular television series told the story of a fictional astronaut who is literally rebuilt after a fighter jet crash destroys parts of his body. In the show, scientists respond to the challenge of saving Steve Austin’s life by saying, “We can rebuild him. We have the technology.” The scientists are certain they can make Austin “better… stronger… faster.” And so they create the “bionic man,” with legs that allow him to run faster than a car, an eye that allows him to see in the dark, and an arm that gives him Herculean strength. Part man, part machine, the “bionic man” uses his powers to serve his country as a secret agent.

54 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text Reading for the TEKS – Level H

At the time, Steve Austin’s super powers seemed to TV viewers as fantastic and advanced as a flat-screen TV would have seemed to Thomas Edison. But in the early days of the 21st century, the dream of a bionic human may not be all that far off.

Bionics is sometimes thought of as a combination of the words biology and electronics. Perhaps a more accurate way to think of bionics is the study of nature to inspire manmade design. By understanding how human body parts work, scientists can build machines that duplicate the actions of those parts.

One of the better-known cases of a “bionic person” is that of Amanda Kitts. In 2006, Amanda’s left arm was amputated just above her elbow as a result of a terrible car accident. Kitts, a child-care provider, was devastated by the thought of never again being able to hug the children she cared for. But scientists at the Rehabilitation Institute of Chicago (RIC) gave Kitts hope. Kitts learned of an RIC program that was developing neuro-controlled prosthetic arms. These arms were mechanical devices that looked and acted like real human limbs. R. MASTE E N They could even be controlled by the human brain. I L AY. ACK

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

W L OT A B IN ANY N D S E I C T U I D Prosthetic devices, or prostheses,IGhave HTED. been around REPROfor hundreds of R E Y B P O T CO years. In the 1700 andO1800s, BOOK was a common way to OK IS amputation S I B H E T L FOR some function, doctors created AMP deal with severe To IVENrestore G THIS S injuries. T O IS N wood, metal, and leather. Wooden pegs simple prostheses SIONfrom S I M R E legs, and metal hooks replaced lost hands. Real-life replaced Plost Captain Ahabs and Captain Hooks of the world struggled through life. The devices were heavy, painful to wear, and ultimately inadequate replacements for lost body parts.

Compared to the primitive devices of yesterday, a bionic prosthesis for today’s user is as miraculous as a jet plane to a 19th-century balloonist. Today, bionic limbs move and work remarkably like human limbs. They are light and multifunctional—not limited to single functions, as were earlier prostheses. The prosthesis that Amanda Kitts now has moves like her right arm. Built from plastic, metal, and other high-tech materials, the arm can bend at the elbow, flex at the wrist, and grasp objects with its hand. Best of all, she can control the arm with her thoughts.

55 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS

Scientists at the Rehabilitation Institute of Chicago have even achieved the holy grail of prosthetic science—mimicking the sense of touch. Sensors on the prosthesis’s fingers allow Kitts to tell if something is soft or hard or whether she is holding something too tightly. It’s an early breakthrough in bionic touch, but someday soon, people outfitted with bionic limbs may have the same sense of touch as they do in the rest of their bodies.

Prosthetic limb research is just one of the exciting areas of cuttingedge technologies improving the lives of disabled people. Other bionic devices are restoring sight to the blind, hearing to the deaf, and may someday actually allow people with spinal cord injuries to walk.

People with spinal cord injuries are often left paralyzed, losing the use of their limbs. Motorized exoskeleton suits are now giving some of these people hope that they might walk again. Suits that act like exterior skeletons can be strapped to the legs and hips of paralyzed users. These suits not . ASTER only can hold up people but can also move their ACKLINE M Y. NY WA A BL A T O N I N legs in a walking motion. D UCE IT IS

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

D . GHTED REPRO I R E Y B P O T CO In 2012, a paralyzed woman BOOKactually OK IS in England O S I B H E T L P OR walked theTHroute London IS SAMof the IVEN F marathon wearing G T O such a suit. The N IS N took her sixteen days to SIOjourney S I M R PEbut the accomplishment marked a complete,

milestone in bionic science. For this marathoner, the route was a yellow brick road leading to an emerald city of regained independence. 11

The promise of bionic science for improving the lives of millions is not without its detractors. There are some who are concerned about the moral and ethical implications of combining humans and machines. These people argue that it’s one thing to restore functions lost to disease or injury. But, the promise of bionics to improve upon and enhance the human body is a different matter. People who are concerned about this point out that bionic implants, prostheses, and other systems could be used to create super humans for evil or immoral purposes.

56 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text – Level H

Other groups have voiced other concerns about bionics. An example comes from the struggle within the deaf community to accept the use of a bionic device called the cochlear implant. For more than thirty years, this surgically implanted electronic device has successfully helped to restore some level of hearing to people who are hearing-impaired.

Some people in the deaf community feel that this is an intrusion into their way of life. They feel that people in their community are fully functional as they are. Their community is a culture, with its own way of life. This life includes acceptance of their hearing loss. The cochlear implant threatens this culture by placing the goal of regaining hearing ahead of the cultural acceptance of being deaf. For many in the deaf community, preserving their non-hearing culture is as important as retaining certain traditions and customs is to people from various ethnic groups.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

The days of real-life bionic people like TV’s Steve Austin are still a long way off. But it’s clear that advances in bionic technology are Eon the T R. S A M NE peopleAY. way to improving people’s lives. And while real-life bionic W LACKLI B A T O likely toCwelcome IN ANY N may not be better, stronger, or faster, they are D S E I T U .I RODgranted. GHTED of us take REPfor I the restoration of functions that most R E Y B P O O

T C BOOK OK IS O S I B H E T L OR AMP IVEN F G THIS S T O SN SION I S I M R PE

The Modular Prosthetic Limb (MPL) was developed as part of a four-year program by the Johns Hopkins Applied Physics Laboratory, along with Walter Reed National Military Medical Center and the Uniformed Services University of the Health Sciences. The braincontrolled prosthetic has nearly as much dexterity as a natural limb, and allows independent movement of fingers.

57 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Modeled Instruction Analyze Analogies One of the ways that an author may describe things in a passage is to make analogies. When an author makes an analogy, he or she provides the reader with a comparison. This comparison helps the reader understand an idea or concept being described by the author. For example, the author might state, “When the basketball player stood next to the young child, he looked like a skyscraper next to a house.” This analogy helps the reader to know that the basketball player is much taller than the child. Reread Paragraphs 1–2 and look for an analogy made by the author.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Back in the 1970s, a popular television series told the story of a fictional astronaut who is literally rebuilt after a fighter jet crash destroys parts of his body. In the show, scientists respond to the challenge of saving Steve Austin’s life by saying, “We can rebuild him. We have the technology.” The scientists are certain they can . ASTER the make Austin “better… stronger… faster.” And so they Mcreate E N I L . WAYan LACK thanAaNYcar, A Bfaster “bionic man,” with legs that allow him to run T O N I N D S CE D. IT I and an RODU that gives him eye that allows him to see in the arm TEdark, P H E G R I R E B OPY partOmachine, OK TO Herculean strength. Part the “bionic man” uses K IS Cman, B O O S I B TH LE P R O M F A his powers as a secret agent. EN GIVcountry THIS Sto serve his

OT N IS N O I S S I RM Steve Austin’s super powers seemed to TV viewers as At thePEtime,

fantastic and advanced as a flat-screen TV would have seemed to Thomas Edison. But in the early days of the 21st century, the dream of a bionic human may not be all that far off.

58 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text Reading for the TEKS – Level H

Think It Through In this part of the passage, the author provides a comparison that describes different situations that are alike in some way. Look at the sentence below from Paragraph 2. Different parts of the sentence have been labeled to help identify the analogy made by the author.

The first part of the analogy describes what TV viewers in the 1970s thought about a person with bionics.

E L P M SA N O I T A C U D E !analogy suggests what Thomas Y L L The second part of the Edison Y A L L R A R .a flat-screen TV. probably would have thought about 9 9 . 8 88

At the time, Steve Austin’s super powers seemed to TV viewers as fantastic and advanced as a flat-screen TV would have seemed to Thomas Edison.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

59 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS Comprehension Instruction for Informational Text – Level H

Why do you think the author makes this analogy? An analysis of the analogy is provided in the graphic organizer below. Complete the graphic organizer by identifying the purpose of this analogy.

Analysis

Purpose of Analogy

The author explains that the idea of bionics seemed “fantastic and advanced” to TV viewers in the 1970s. The author suggests that this is similar to how Thomas Edison might have felt about the idea of a flat-screen TV. Since Thomas Edison lived long before flat-screen TVs were invented, he probably would have found flat-screen TVs to be an amazing invention that would have been difficult to imagine when he was alive.

Explain why the author makes this analogy.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E PY TO Bcould have written that the How did you complete the graphic OKYou K IS CO organizer? O B O O S I B H how unbelievable the concept of author makes theISanalogy FOR T AMPLE to help N describe E V I G TH S OT bionics once seemed. N IS N O I S S I PERM

60 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Guided Instruction Analyze Analogies Reread Paragraphs 5–6 and look for an analogy made by the author. Explain why the author makes this analogy.

Prosthetic devices, or prostheses, have been around for hundreds of years. In the 1700 and 1800s, amputation was a common way to deal with severe injuries. To restore some function, doctors created simple prostheses from wood, metal, and leather. Wooden pegs replaced lost legs, and metal hooks replaced lost hands. Real-life Captain Ahabs and Captain Hooks of the world struggled through life. The devices were heavy, painful to wear, and ultimately inadequate replacements for lost body parts.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Compared to the primitive devices of yesterday, a bionic prosthesis for today’s user is as miraculous as a jet plane to a 19th-century balloonist. Today, bionic limbs move and work remarkably like human limbs. They are light and multifunctional—not Slimited to R. MA TE E N I L K single functions, as were earlier prostheses. The prosthesis thatY. NY WA A BLAC A T O N I N D ISright arm.ODBuilt Amanda Kitts now has moves likeDher CE from plastic, R U TE . IT P H E G R I R E metal, and other high-tech theBarm can bend at the PYmaterials, OK TO K IS CO O B O O S I B TH objects with its hand. Best of all, elbow, flex at the grasp PLE wrist, and N FOR E S SAM I V I H G T she can controlISthe NOTarm with her thoughts.

ISSION PERM

61 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS Comprehension Instruction for Informational Text â&#x20AC;&#x201C; Level H

On Your Own Identify the sentence in this part of the passage that is an example of an analogy. Write this sentence on the lines below.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A Analysis Purpose of Analogy R . 9 .9 Explain why the author makes this analogy. Write your analysis here. 888

Analyze this analogy and explain why you think the author makes this analogy. Complete the graphic organizer below on your own.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

62 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Modeled Instruction Analyze Allusions An allusion is a reference to something without providing a full explanation. It is assumed that the reader understands what the author is referring to. Allusions often provide references to people, places, events, or ideas that are mentioned in well-known works of literature or recorded history. For example, an author might state, “The vase that was knocked off the table looked like Humpty Dumpty after he fell off the wall.” This allusion assumes that the reader knows the nursery rhyme that tells how Humpty Dumpty fell off the wall and broke into many pieces that could not be put back together again. This allusion helps provide the reader with a mental image of what the vase looked like after it was knocked off the table.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Reread Paragraph 1 and look for an allusion made by the author.

Back in the 1970s, a popular television series told the story of a fictional astronaut who is literally rebuilt after a fighter jet crash R. destroys parts of his body. In the show, scientists respond MASTEto the. E N I L K Y NY WA A BLAC“We can challenge of saving Steve Austin’s life byNOsaying rebuild A T N I D IS UCE RODcertain him. We have the technology.” The are they can TED. ITscientists P H E G R I R E Y B P O O T C K S make Austin “better… faster.” And so they create the K Istronger… OO THIS B LE BOO P R O M F A “bionic man,” that N allow him to run faster than a car, an THIS S withNOlegs T GIVE S I eye that allows N him to see in the dark, and an arm that gives him MISSIO R E P Herculean strength. Part man, part machine, the “bionic man” uses his powers to serve his country as a secret agent.

63 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS Comprehension Instruction for Informational Text – Level H

Think It Through You can identify allusions by looking for references to people, places, events, or ideas that you may have read about somewhere else. In Paragraph 1, there is a reference to a character from Greek mythology that you may have read about. The phrase “Herculean strength” is related to the mythological character named Hercules. The graphic organizer below provides an analysis of the allusion made by the author in this part of the passage. Complete the graphic organizer by explaining why the author makes this allusion.

E L P Allusion M A S N “… an arm that gives him Herculean strength …” CATIO U D E ! Y L L Y A L L R A R . 9 9 . Analysis 8 8 8 Hercules is a character from Greek mythology who possessed great strength.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM Purpose

Explain why the author makes this allusion.

How did you complete the graphic organizer? You could have written that the author makes this allusion to emphasize how strong Steve Austin was after getting bionic body parts.

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Guided Instruction Analyze Allusions Reread Paragraph 5 and look for an allusion made by the author. Explain why the author makes this allusion.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Reading for the TEKS Comprehension Instruction for Informational Text – Level H

On Your Own Complete the graphic organizer below. Identify the allusion in this part of the passage. Write a brief analysis and explain the purpose of the allusion.

Allusion

Write the allusion found in Paragraph 5 here.

E L P M SA N O I T A C U D E ! Analysis LY Y L L A L R A R . 9 9 . Write your analysis of the allusion8 here. 8 8

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Purpose

Explain why the author makes this allusion.

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Modeled Instruction Analyze Paragraph Structure An author may structure different parts of a passage in different ways. The structure of each paragraph is the manner in which the ideas are developed and presented to the reader. For example, in one part of the passage an author may describe a problem and a solution. Or, the author may describe causes and effects. Listed below are some common ways an author may structure different parts of a passage. describe a problem and a solution identify a cause-and-effect relationship compare and contrast people, places, or ideas argue a point to persuade the reader present a sequence of events

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Reread Paragraph 4 and think about how this part of the passage has been structured.

R. MASTE E N I L Y. BLACK is that NYofWA Aperson” A T One of the better-known cases of a “bionic O N I N D S . IT Iarm ODUCE Ramputated TEDleft P Amanda Kitts. In 2006, Amanda’s was just H E G R I R E Y B P O O T C K S I OO car accident. Kitts, a childabove her elbow as a Kresult of aHIterrible T SB LE BOO P R O M F A EN care provider, by the thought of never again being THIS S wasNdevastated OT GIV S I able to hug ION children she cared for. But scientists at the ISSthe PERM

Rehabilitation Institute of Chicago (RIC) gave Kitts hope. Kitts learned of an RIC program that was developing neuro-controlled prosthetic arms. These arms were mechanical devices that looked and acted like real human limbs. They could even be controlled by the human brain.

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Reading for the TEKS

Think It Through Look for key details that explain what happened. If you analyze how these details fit together, you can describe how the author has structured this part of the passage. The graphic organizer below provides an analysis of the key details presented in Paragraph 4. Complete the graphic organizer by explaining how the author has structured this paragraph.

Key Details

Analysis

Paragraph Structure

E L Describe how the author has P M A S structured Paragraph 4. N O I T A C U D E ! Y L AL Without her arm,.RAmandaALLY Amanda Kitts was devastated R 9do some of and thought she would never Kitts could not 9 . 8 8 be able to hug children again.8 the things she enjoyed doing. Amanda Kitts had her left arm amputated in 2006.

Kitts lost one of her arms.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH PLE N FOR E IS SAM V I H G T OT Scientists at the Rehabilitation N IS N The Rehabilitation Institute of O I S S I Institute of Chicago Chicago was able to help PERM gave

Kitts hope.

Amanda Kitts.

A neuro-controlled prosthetic arm was developed that looked and acted like a real human arm.

The Rehabilitation Institute of Chicago created a prosthetic arm that replaced the arm that Amanda Kitts had amputated.

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Comprehension Instruction for Informational Text â&#x20AC;&#x201C; Level H

How did you complete the graphic organizer? You could have written that Paragraph 4 describes a problem and a solution. The problem that is described is that Amanda Kitts had to have one of her arms amputated. This prevented her from doing some of the things she enjoyed most. The solution that is described is that Amanda received a neuro-controlled prosthetic arm created by the Rehabilitation Institute of Chicago. This prosthetic arm looked and acted like a real human arm.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Reading for the TEKS

Identify the Importance of a Sentence When you analyze the structure of a paragraph, it is helpful to identify the importance of certain sentences. Some sentences help clarify an important point that the author wants you to understand. Reread Paragraph 4 and look very closely at the sentence in bold. Think about why this sentence is important.

One of the better-known cases of a “bionic person” is that of Amanda Kitts. In 2006, Amanda’s left arm was amputated just above her elbow as a result of a terrible car accident. Kitts, a childcare provider, was devastated by the thought of never again being able to hug the children she cared for. But scientists at the Rehabilitation Institute of Chicago (RIC) gave Kitts hope. Kitts learned of an RIC program that was developing neuro-controlled prosthetic arms. These arms were mechanical devices that looked . ASTER and acted like real human limbs. They could even Ibe by Mcontrolled E N L K Y. C A A W L B Y the human brain. IN AN NOT A

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

DUCED . IT IS O D E R T P H E R IG TO BE COPYR K S I O K O B O PLE BO R THIS O M F A S N E S IV THI NOT G S I N O ISSI PERM

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Comprehension Instruction for Informational Text – Level H

Think It Through Think about what you know from reading the sentence in bold. Think about how it fits together with the rest of the information the author presents in this part of the passage.

Kitts, a child-care provider, was devastated by the thought of never again being able to hug the children she cared for. Analysis

E L P M SA N O I T A C U D E ! Y L L Y A L L R Why is this important? A R . 9 9 . 8 88

This sentence explains that Amanda Kitts was a child-care provider. She liked to hug children but thought she would not be able to do this again when she had her arm amputated.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E PY K TO B OExplanation K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S This Nsentence helps explain the problem described in Paragraph 4. When OT N IS O I S S I Amanda’s arm was amputated, it had a significant impact on her life. She PERM

thought she would never again be able to do the work she loved so much. This sentence helps the reader understand how Amanda’s life would change.

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Guided Instruction Analyze Paragraph Structure Reread Paragraph 6 and think about how the author has structured this part of the passage.

Compared with the primitive devices of yesterday, a bionic prosthesis for today’s user is as miraculous as jet plane to a 19thcentury balloonist. Today, bionic limbs move and work remarkably like human limbs. They are light and multifunctional—not limited to single functions, as were earlier prostheses. The prosthesis that Amanda Kitts now has moves like her right arm. Built from plastic, metal, and other high-tech materials, the arm can bend at the elbow, flex at the wrist, and grasp objects with its hand. Best of all, she can control the arm with her thoughts.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Comprehension Instruction for Informational Text Reading for the TEKS â&#x20AC;&#x201C; Level H

On Your Own The graphic organizer below lists some of the key details presented in this part of the passage. Complete the graphic organizer by providing an analysis of each key detail and explaining how the author has structured this paragraph.

Key Details

Listed below are the key details that you must analyze.

Analysis

Write your analysis of each detail in this column.

Paragraph Structure

Describe how the author has structured Paragraph 6.

Prosthetic devices of yesterday were primitive.

E L P M SA N O I T A C U D E Today, bionic limbs move andLLY! Y L L RA A work like human limbs. R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S New prostheses are lightMand I B TH LE SA P N FOR E S I V I H G T multifunctional. OT N IS N O I S S I PERM

Earlier prosthetic devices were limited to single functions.

New prostheses can bend at the elbow, flex at the wrist, and grasp objects.

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Reading for the TEKS

Identify the Importance of a Sentence Reread Paragraph 6 and look very closely at the sentence in bold. Think about why this sentence is important.

Compared with the primitive devices of yesterday, a bionic prosthesis for today’s user is as miraculous as a jet plane to a 19thcentury balloonist. Today, bionic limbs move and work remarkably like human limbs. They are light and multifunctional—not limited to single functions, as were earlier prostheses. The prosthesis that Amanda Kitts now has moves like her right arm. Built from plastic, metal, and other high-tech materials, the arm can bend at the elbow, flex at the wrist, and grasp objects with its hand. Best of all, she can control the arm with her thoughts.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Comprehension Instruction for Informational Text – Level H

On Your Own Think about how the sentence in bold fits together with the rest of the information the author presents in this part of the passage. Complete the graphic organizer below by providing your analysis of the sentence and explaining why it is important.

They are light and multifunctional—not limited to single functions, as were earlier prostheses. Analysis E L SAMP TION A C U D E ! Y L Y L L RAL A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR Why is this important? E V I G THIS S OT N IS N O I S S I PERM

Explanation

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Independent Practice 1

Read the following sentence from Paragraph 7. Scientists at the Rehabilitation Institute of Chicago have even achieved the holy grail of prosthetic scienceâ&#x20AC;&#x201D;mimicking the sense of touch. Why does the author refer to mimicking the sense of touch as the holy grail of prosthetic science? What does the author mean by this?

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Comprehension Instruction for Informational Text Reading for the TEKS – Level H

In the paragraph below, the text in bold is an example of an allusion. Reread Paragraph 10 and answer the questions that follow.

In 2012, a paralyzed woman in England actually walked the route of the London marathon wearing such a suit. The journey took her sixteen days to complete, but the accomplishment marked a milestone in bionic science. For this marathoner, the route was a yellow brick road leading to an emerald city of regained independence.

a) What is the phrase “a yellow brick road leading to an emerald city” an allusion to?

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

b) What does this allusion suggest to the reader as it is used in Paragraph 10?

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Reading for the TEKS

In the paragraph below, the text in bold is an example of an analogy. Reread Paragraph 13 and answer the questions that follow.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

a) What comparison is made in the analogy presented by the author?

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM b) Why does the author make this analogy?

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Comprehension Instruction for Informational Text â&#x20AC;&#x201C; Level H

Paragraph 9 describes a problem and a solution. Reread this paragraph and complete the graphic organizer that follows.

People with spinal cord injuries are often left paralyzed, losing the use of their limbs. Motorized exoskeleton suits are now giving some of these people hope that they might walk again. Suits that act like exterior skeletons can be strapped to the legs and hips of paralyzed users. These suits not only can hold up people but can also move their legs in a walking motion.

E L P M SA N O I T A C U D E ProblemALLY! Y L L R A R . 9 9 . 8 88

Write the problem described in Paragraph 9 in the box on the left. Write the solution described in the box on the right.

Solution

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Reading for the TEKS Comprehension Instruction for Informational Text – Level H

Reread Paragraph 11 and look closely at the sentence in bold.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Why does the author include the sentence in bold? What does the author want the reader to know?

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Unit 2 also includes a passage titled In the Drop Zone. You will learn some basic facts about skydiving, and you will also learn reading and writing skills that include determining the figurative and technical meanings of words, analyzing paragraph structure, and identifying the importance of a sentence. Directions: Read the passage below.

In the Drop Zone 1

I look out the airplane’s payload door as blasts of air pound my face and every muscle in my body becomes tense. Twelve thousand feet below, I can see farms, highways, and the drop zone where I’ll hopefully be standing in just a few seconds. I hold onto the bar over the door with a vice-like grip. Terror and euphoria bubble in my stomach like a roiling emotional stew.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

With a gentle nudge my skydiving instructor, Mitch, who is strapped to my back, eases me out the door. I howl into the wind as I assume the proper position—arms stretched outward, legs shoulder-width with knees bent. For the next sixty seconds, I am an eagle, soaring through the air. It’s my first skydiving jump and is the scariest, yet most exhilarating, thing I’ve ever done.

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Reading for the TEKS

But first, let me back up to tell you that jumping out of airplanes is not as dangerous as you might think. Honest! Statistically, skydiving is no riskier than driving down the highway. Annually, there is about one skydiving fatality for every 100,000 jumps—or about 30 deaths per year. To put that into perspective, each year in the United States about 40,000 people die in car accidents. That’s about 1.7 deaths for every 100 million miles driven. If a driver rides the highways at a rate of 10,000 miles a year, his or her chance of being involved in a fatal car accident is in the area of 1 in 6,000—a much higher rate of risk than skydiving’s 1 in 100,000 chance of a fatality. At least that’s what Mitch has told me.

Preparing for my jump was relatively easy. I arrived at the skydiving school, sat for a brief lesson, and then was outfitted for the jump. Mitch set me up with all the necessary items. Aside from an airplane, the equipment needs are fairly simple: a parachute, a harness, and a backpack/container. Sturdy boots, a jump suit, goggles, and a helmet are also very helpful.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

. ASTER

M Today, most skydiving enthusiasts use parachutes Awith KLINEram-airY WAY. C L B TA IN AN canopies. That’s what we were using. Earlier EDwere IS NOparachutes C T U I D . O D TE PR generally round and cone-shaped—think of of a E REsilhouette YRIGH Bthe P O O T C K S I O K O OO perfectly scooped Pice cone. IS B traditional chutes weren’t LE Bcream R THThese O M F A S N E S so easy to control. The chute is more rectangular, a shape GIV THI NOTram-air S I N O I that acts like wing and allows for a gentler, gliding descent. IaSSlarge PERM It also makes the parachute easier to steer. All parachutes work basically in the same way. When an object is falling, gravity pulls it downward. If there were no air, and only gravity was acting on the object, it would be in a state of free fall— falling at a constantly increasing rate of acceleration without slowing down. However, once you add air to the equation, things change. Air particles act on any falling object to create air resistance, slowing it down. If the object is small and dense, like a rock, it can cut through the air particles. So, it will fall more quickly. However, lighter objects with a lot of surface area, such as feathers, will catch more air particles and float slowly to the ground.

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Comprehension Instruction for Informational Text – Level H

People jumping from airplanes don’t have a lot of surface area relative to their size. They fall pretty quickly. Air particles do slow them down slightly. Eventually skydivers hit terminal velocity. When this happens, they will continue to fall but are no longer accelerating. However, they are still falling dangerously fast— roughly 125 miles per hour on most jumps. That’s why a parachute is a good thing to have around. The parachute’s large canopy creates a big surface area, trapping lots of air particles and slowing the descent to a safe rate.

When skydivers first learn to jump, they typically do a tandem jump. That’s how I did my jump. The instructor and student make the jump together. The instructor, who controls the entire jump, is strapped to the student’s back. When the two leap from the airplane, the instructor immediately releases a smaller parachute called a drogue chute. The drogue helps slow both jumpers during free fall, as their combined weight would make them descend at an unsafe rate.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

. ASTER

EM During a tandem jump, the instructor will monitor LINaltimeter. Kan C A WAY. L B NY feet, A about 2,500 A T O N I N When the altimeter on the instructor’s Iwrist reads D IS DUCE RObackpack. TED. T from P H E G R I he or she will deploy the main parachute the The R E TO B COPY K S I O K O B drogue chute pullsPLthe E BOOmain parachute R THIS out of the backpack, O M F A S N E S IV HI unfurl. The allowing itTto NOT G sudden increase in air resistance S I N O temporarily pulls ISSI both skydivers upward. Once the parachute is PERM fully deployed, both instructor and student hang safely underneath in their harnesses like human feathers gently gliding to the ground. Of course, not all jumps go smoothly. On rare occasions, main parachutes don’t work. So, all skydivers jump with a reserve parachute, as well as an Automatic Activation Device (AAD). The AAD automatically opens the parachute at a preset altitude. This becomes a lifesaver in situations where a skydiver is unconscious, injured, or loses track of the altitude. Luckily for me, none of these happened during my inaugural descent.

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Reading for the TEKS Comprehension Instruction for Informational Text – Level H

After a successful tandem jump, skydiving students do more training. They learn how to pack a parachute—a crucial skill for all skydivers. A slight mistake in parachute packing can ruin a day quicker than a lightning storm at a picnic—and obviously more tragically. Students take classes on the ground. Then, when they are ready, they make a number of non-tandem jumps with one or two instructors jumping next to them. Once all the training is completed and all tests are passed, the skydiver receives a license and is ready to leap solo from airplanes.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

As Mitch and I cut through the air at 120 miles per hour, time seems to stretch. R. Every second feels like MASTE E N I L K Y. an eternity. Mitch hoots NY WA A BLAC A T O N I N D IS CE and hollers both out of RODU TED. IT P H E G R I R E B PY sheer joy and to prop OK TO K IS CO O B O O S I B E TH up my courage.SAAt PLthe N FOR E IS M V I H G T OT appropriate altitude, N IS Nhe O I S S I releases the PERMparachute, and we both shoot skyward. Then we glide gently toward the earth and touch down safely on the ground. And I’m ready to do it all over again.

Skydivers on a tandem jump.

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Modeled Instruction Determine Figurative Meanings of Words Sometimes when people speak or write, they use words to mean something different from their “normal” meaning. People may exaggerate or use words in a figurative way. The figurative meaning of words often helps the listener or reader make a mental picture of what is being described, but the words should not be taken for their literal or exact meaning. For example, you have probably heard someone say, “he can run as fast as lightning.” This is a figurative use of words. No one can actually run as fast as lightning. But this exaggeration helps you understand that the person being described can run very fast.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

When you read a passage, you may need to look for context clues to help you understand the figurative meanings of some words. Reread Paragraph 1 and look for clues that help you understand what the author means by “a roiling emotional stew.” STER. 1

MA KLINE Y. C A L B NY WA A A T O N I N D S UCE ODair D. IT Ias blasts Rof TEdoor P H E G I look out the airplane’s payload pound my face R I R E TO B COPY K S I O K O B and every muscle inOmy body Tbecomes tense. Twelve thousand feet PLE BO R HIS O M F A S N E S I see farms, below, ITHcan IVhighways, and the drop zone where I’ll NOT G S I N O hopefully SI standing in just a few seconds. I hold onto the bar over ISbe PERM

the door with a vice-like grip. Terror and euphoria bubble in my stomach like a roiling emotional stew.

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Reading for the TEKS

Think It Through When a person talks about “roiling stew,” he or she is referring to food being prepared. However, the author is not talking about food in this part of the passage. You must determine the figurative meaning of the phrase a roiling emotional stew. There are clues in the paragraph that can help you understand what the author means by a roiling emotional stew. You can underline these clues as shown below.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

86 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text – Level H

You can also make a chart to help analyze the different context clues.

Clues

What do the clues tell you?

I look out the airplane’s payload door as blasts of air pound my face and every muscle in my body becomes tense.

The person who is about to go skydiving is feeling nervous.

I hold onto the bar over the door with a vice-like grip.

Holding on tight to something suggests the person feels afraid before jumping from the plane.

E L P M A like a Even though Terror and euphoria bubble in myS stomach the person who is about to go N O I T roiling emotional stew. skydiving feels nervous, he or she is also excited. A C U D E These different feelings are what create “a roiling ! Y L L Y emotional stew.” L L RA A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D T IS contextROclues DUCE in Paragraph 1 Think about what the context clues tell Hyou. TED. IThe P E G R I R E OB OPY suggest that the phrase a roiling stew that a person is OK Tmeans K IS Cemotional O B O O S I B H E T L P R at the same time. Many of the details in experiencing a lot ofAMdifferent VEN FO Iemotions G THIS S T O N Sdescribe this part of the passage the different feelings being experienced by the SION I S I M R PEabout to jump from the plane. person who is

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Guided Instruction Determine Figurative Meanings of Words Reread Paragraph 2 and look for clues that help you understand what the author means by stating I am an eagle.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

88 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text Reading for the TEKS – Level H

On Your Own Think about why the author would state I am an eagle. Obviously, the author is not actually an eagle. Underline words and phrases in Paragraph 2 that can help you understand what the author means. Then, complete the chart below. On the left side of the chart, list clues from the passage. On the right side of the chart, explain what each clue tells you.

Clues

What do the clues tell you?

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Reading for the TEKS Comprehension Instruction for Informational Text – Level H

On the lines below, write what you think the author means by I am an eagle. Explain what clues in the passage helped you figure out the meaning of the phrase.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Modeled Instruction Determine Technical Meanings of Words Some words have technical meanings and are mainly used by people in a specific field or knowledgeable about a certain subject. These words may not be familiar to someone without special training or knowledge. For example, a doctor knows the technical meanings of many words that most other people do not know. A doctor understands that a “CAT scan” refers to a type of medical procedure that provides detailed images of the inside of a person’s body. Someone who is not a doctor may think CAT has something to do with the animal instead of a type of medical procedure.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

When you read a passage, you may need to look for context clues to help you understand the technical meanings of some words. Reread Paragraph 7 and look for clues that help you understand what terminal velocity refers to.

R. MASTE E N I L . BLACK Y WAY Narea A lot A T O N People jumping from airplanes don’t have a of surface I N D IS UCE RODparticles TED. ITquickly. P H E G relative to their size. They Pfall pretty Air do slow R I R E TO B CO Y K S I O K O B OEventually them down slightly. skydivers hit terminal velocity. PLE BO R THIS O M F A S N E S When this they IV will continue to fall but are no longer THI happens, NOT G S I N O accelerating. ISSI However, they are still falling dangerously fast—roughly PERM

125 miles per hour on most jumps. That’s why a parachute is a good thing to have around. The parachute’s large canopy creates a big surface area, trapping lots of air particles and slowing the descent to a safe rate.

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Reading for the TEKS

Think It Through There are a few different clues in this paragraph that can help you understand what terminal velocity is. You can underline these clues as shown below.

People jumping from airplanes don’t have a lot of surface area relative to their size. They fall pretty quickly. Air particles do slow them down slightly. Eventually skydivers hit terminal velocity. When this happens, they will continue to fall but are no longer accelerating. However, they are still falling dangerously fast—roughly 125 miles per hour on most jumps. That’s why a parachute is a good thing to have around. The parachute’s large canopy creates a big surface area, trapping lots of air particles and slowing the descent to a safe rate.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88 What do the clues tell you?

You can also make a chart to help analyze the different context clues.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D Clues IS CE RODU TED. IT P H E G R I R E B PY OK TOslowed down by air particles has K IS CO O B O Air particles do slow them down slightly. Being O S I B TH AMPLE N FOR E V something to do with terminal velocity. I G THIS S NOT S I N O ISSI PERM

Eventually skydivers hit terminal velocity.

A person falling through the air will reach terminal velocity.

When this happens, they will continue to fall but are no longer accelerating.

When a person who is falling through the air reaches terminal velocity, he or she will stop accelerating.

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Comprehension Instruction for Informational Text – Level H

Think about what the context clues tell you. The context clues in Paragraph 7 help describe terminal velocity. These clues describe terminal velocity as the maximum rate of speed that can be reached by a falling object. This is the speed at which air resistance pushing against a falling object equals the force of gravity pulling it down.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Guided Instruction Determine Technical Meanings of Words Reread Paragraph 9 and look for clues that help you understand what an altimeter is.

During a tandem jump, the instructor will monitor an altimeter. When the altimeter on the instructorâ&#x20AC;&#x2122;s wrist reads about 2,500 feet, he or she will deploy the main parachute from the backpack. The drogue chute pulls the main parachute out of the backpack, allowing it to unfurl. The sudden increase in air resistance temporarily pulls both skydivers upward. Once the parachute is fully deployed, both instructor and student hang safely underneath in their harnesses like human feathers gently gliding to the ground.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Comprehension Instruction for Informational Text Reading for the TEKS – Level H

On Your Own In Paragraph 9, underline words and phrases that can help you understand what the term altimeter refers to. Then, complete the chart below. On the left side of the chart, list the clues from the passage. On the right side of the chart, explain what each clue tells you.

Clues

What do the clues tell you?

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Reading for the TEKS Comprehension Instruction for Informational Text – Level H

On the lines below, write what you think an altimeter is. Explain what clues in the passage helped you figure out the meaning of this term.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Modeled Instruction Analyze Paragraph Structure Different paragraphs in the passage you read have been structured in different ways. Think about how the author has presented the information you read. Listed below are a few different ways an author may choose to structure information throughout a passage. describe a problem and a solution identify a cause-and-effect relationship compare and contrast people, places, or ideas argue a point to persuade the reader present a sequence of events

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Reread Paragraph 3 and think about how the author has structured this part of the passage.

But first, let me back up to tell you that jumping out of airplanes is . R E T S MA not as dangerous as you might think. Honest! Statistically, skydiving KLINE Y. C A L B Y N WAis about A Annually,INthere A T is no riskier than driving down the highway. O N D IS CE RODU about 30 deaths TED. IT jumps—or P one skydiving fatality for every 100,000 H E G R I R E PY TO B year in the United States IS COperspective, OK each Kinto O per year. To put that B O O S I B R TH AMPLE NinFOcar E about 40,000 die accidents. That’s about 1.7 deaths for V I G THIS S people OT N S I every 100ISmillion ION miles driven. If a driver rides the highways at a rate RM S E P of 10,000 miles a year, his or her chance of being involved in a fatal car accident is in the area of 1 in 6,000—a much higher rate of risk than skydiving’s 1 in 100,000 chance of a fatality. At least that’s what Mitch has told me.

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Reading for the TEKS

Think It Through Look for key details the author has presented. If you analyze how these details fit together, you can describe how the author has structured this part of the passage. The graphic organizer below provides an analysis of the key details presented in Paragraph 3. Complete the graphic organizer by explaining how the author has structured this paragraph.

Key Details

Analysis

Paragraph Structure

Describe how the author has E L structured Paragraph 3. P M A S N O I T A C U D E Statistically, skydiving is no LY The!author points out that L Y A L L R driving a car9is more riskier than driving down A R . 9 the highway. dangerous than skydiving. . 8 88 Jumping out of airplanes is not as dangerous as you might think.

The author believes that skydiving is not as dangerous as people think it is.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH There is about one skydiving The Eauthor AMPLE N FOR provides statistics V I G THIS S OT fatality for every 100,000 N IS N to illustrate that skydiving is O I S S I PERM jumps. not very dangerous.

Each year in the United States about 40,000 people die in car accidents.

The author provides statistics to illustrate that driving a car is more dangerous than skydiving.

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Comprehension Instruction for Informational Text â&#x20AC;&#x201C; Level H

How did you complete the graphic organizer? You could have written that in Paragraph 3 the author argues a point to persuade the reader. The author makes the point that skydiving is not as dangerous as most people think. Details are provided to persuade the reader to agree with this point. The author presents statistics that help illustrate that driving a car is more dangerous than skydiving.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Reading for the TEKS

Identify the Importance of a Sentence Identifying the importance of certain sentences in the passage that you read can help clarify what the author wants you to understand. Reread Paragraph 3 and look very closely at the sentence in bold. Think about why this sentence is important.

But first, let me back up to tell you that jumping out of airplanes is not as dangerous as you might think. Honest! Statistically, skydiving is no riskier than driving down the highway. Annually, there is about one skydiving fatality for every 100,000 jumps—or about 30 deaths per year. To put that into perspective, each year in the United States about 40,000 people die in car accidents. That’s about 1.7 deaths for every 100 million miles driven. If a driver rides the highways at a rate of 10,000 miles a year, his or her chance of being involved in a fatal car accident is in the area of 1 in 6,000—a much higher ER. rate of risk than skydiving’s 1 in 100,000 chance ofMAaSTfatality. At E N I L K Y. C A A W L B Y least that’s what Mitch has told me. IN AN NOT A

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

DUCED . IT IS O D E R T P H E R IG TO BE COPYR K S I O K O B O PLE BO R THIS O M F A S N E S IV THI NOT G S I N O ISSI PERM

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Comprehension Instruction for Informational Text – Level H

Think It Through Think about what you know from reading the sentence in bold. Think about how it fits together with the rest of the information the author presents in this part of the passage.

If a driver rides the highways at a rate of 10,000 miles a year, his or her chance of being involved in a fatal car accident is in the area of 1 in 6,000—a much higher rate of risk than skydiving's 1 in 100,000 chance of a fatality. Analysis E L MPinformation aboutONthe risks associated with Aprovides This sentence S I provides statistical data about T driving a car and skydiving.CThe author A U D the number!of fatalities associated with each activity. E Y L Y L L RAL A R . 9 9 . Why is this important? 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH Explanation AMPLE N FOR E V I G THIS S T O IS N SIONThis S I M sentence helps to argue the point the author makes in Paragraph 3. R PE

The author is trying to persuade the reader that skydiving is not as dangerous as most people think. The statistical data presented in this sentence supports the author’s position. This information suggests that driving a car is more dangerous than skydiving.

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Guided Instruction Analyze Paragraph Structure Reread Paragraph 9 and think about how the author has structured this part of the passage.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Comprehension Instruction for Informational Text Reading for the TEKS â&#x20AC;&#x201C; Level H

Key Details

Listed below are the key details that you must analyze.

Analysis

Write your analysis of each detail in this column.

Paragraph Structure

Describe how the author has structured Paragraph 9.

The instructor will monitor an altimeter.

E L P M SA N O I T A C U D E When the altimeter reads LLY! Y A L L A about 2,500 feet, theR main R . 9 9 . parachute is deployed. 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S A drogue chute pulls theMmain I B TH LE SA P N FOR E S I V I H G T parachute out of the back- IS NOT ISSION pack, allowingPitERtoMunfurl.

The sudden increase in air resistance pulls the skydivers upward. Once the parachute is fully deployed, the skydivers glide gently to the ground.

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Reading for the TEKS

Identify the Importance of a Sentence Reread Paragraph 9 and look very closely at the sentence in bold. Think about why this sentence is important.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Comprehension Instruction for Informational Text â&#x20AC;&#x201C; Level H

The drogue chute pulls the main parachute out of the backpack, allowing it to unfurl. Analysis

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88 Why is this important?

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I Explanation PERM

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Independent Practice 1

One of the terms used in the passage that skydivers are probably familiar with is “drogue chute.” Reread Paragraph 8 and look for clues that help explain what a drogue chute is.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

What is a “drogue chute”?

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Comprehension Instruction for Informational Text Reading for the TEKS â&#x20AC;&#x201C; Level H

Reread the last sentence from Paragraph 9. Once the parachute is fully deployed, both instructor and student hang safely underneath in their harnesses like human feathers gently gliding to the ground. a) What does the phrase human feathers refer to in this sentence?

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT feathers? P H E G R I R E b) Why does the author use the phrase human B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Reading for the TEKS

In Paragraph 10, the author refers to an Automatic Activation Device. Reread this part of the passage and look for clues to help you understand what an Automatic Activation Device is.

Of course, not all jumps go smoothly. On rare occasions, main parachutes donâ&#x20AC;&#x2122;t work. So, all skydivers jump with a reserve parachute, as well as an Automatic Activation Device (AAD). The AAD automatically opens the parachute at a preset altitude. This becomes a lifesaver in situations where a skydiver is unconscious, injured, or loses track of the altitude. Luckily for me, none of these happened during my inaugural descent.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

a) What is an Automatic Activation Device?

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

b) What words or phrases in Paragraph 10 help you understand what an Automatic Activation Device is?

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Comprehension Instruction for Informational Text – Level H

Look at the sentence below from Paragraph 11. The text in bold is a figurative expression used by the author. Think about what it means. A slight mistake in parachute packing can ruin a day quicker than a lightning storm at a picnic—and obviously more tragically. a) What does the expression can ruin a day quicker than a lightning storm at a picnic suggest to the reader?

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E Y B IS COP OK TO K help O B O O S I B b) What clues in the sentence you understand what the expression means? PLE R TH O M F A S N E S I clues tell IV THthe Explain what NOT Gyou. S I N O ISSI PERM

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Reading for the TEKS

Paragraph 6 describes a few different cause-and-effect relationships. Reread this paragraph and complete the cause-and-effect graphic organizer below.

All parachutes work basically in the same way. When an object is falling, gravity pulls it downward. If there were no air, and only gravity was acting on the object, it would be in a state of free fallâ&#x20AC;&#x201D; falling at a constantly increasing rate of acceleration without slowing down. However, once you add air to the equation, things change. Air particles act on any falling object to create air resistance, slowing it down. If the object is small and dense, like a rock, it can cut through the air particles. So, it will fall more quickly. However, lighter objects with a lot of surface area, such as feathers, will catch more air particles and float slowly to the ground.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 8 8 Cause

Some of the boxes in the graphic organizer have already been filled in. Write the cause and effect that belong in the empty boxes.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU Effect TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B There is no air and only gravity PLE is actingN FOR TH E IS SAM H T on a falling object. ON IS NOT GIV ISSI PERM

Cause

Effect Objects float slowly to the ground.

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Comprehension Instruction for Informational Text – Level H

Reread Paragraph 5 and look closely at the sentence in bold.

Today, most skydiving enthusiasts use parachutes with ram-air canopies. That’s what we were using. Earlier parachutes were generally round and cone-shaped—think of the silhouette of a perfectly scooped ice cream cone. These traditional chutes weren’t so easy to control. The ram-air chute is more rectangular, a shape that acts like a large wing and allows for a gentler, gliding descent. It also makes the parachute easier to steer.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Why is the sentence in bold important? Why did the author include this sentence?

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Unit 2 also includes a passage titled Excerpts from “Is Shakespeare Dead?” You will learn about a controversy that surrounds the identity of William Shakespeare, and you will also learn reading and writing skills that include determining the connotative meaning of words, determining the author’s point of view, explaining the author’s purpose, and analyzing how the author responds to conflicting viewpoints. Directions: Read the passage below. William Shakespeare is known today as a talented 16th-century playwright who wrote many great works of literature. Among the great works attributed to Shakespeare are Romeo and Juliet, Macbeth, and Hamlet. Although the works of Shakespeare are still highly regarded as great works of literature, there is some disagreement over the identity of the person who actually wrote these literary classics. Some people believe that William Shakespeare did indeed write the works of literature that have been attributed to him. Others believe that someone else using Shakespeare’s name wrote the works that bear his name. Mark Twain, a famous author himself, shared his point of view on the matter in a book titled Is Shakespeare Dead? The following passage contains excerpts R. MASTE E from this book. N I L CK AY.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

W A BLA T O IN ANY N D S E I C T U D .I GHTED REPRO I R E Y B P O T CO BOOK OK IS O S I B H E T L AMP N FOR IVEBy G THIS S T Mark Twain O N IS N O I S S I PERM

Excerpts from “Is Shakespeare Dead?” 1

When Shakespeare died, in 1616, great literary productions attributed to him as author had been before the London world and in high favor for twenty-four years. Yet his death was not an event. It made no stir, it attracted no attention. Apparently his eminent literary contemporaries did not realize that a celebrated poet had passed from their midst. Perhaps they knew a play-actor of minor rank had disappeared, but did not regard him as the author of his Works. “We are justified in assuming” this.

His death was not even an event in the little town of Stratford. Does this mean that in Stratford he was not regarded as a celebrity of ANY kind?

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Comprehension Instruction for Informational Text Reading for the TEKS – Level H

“We are privileged to assume”—no, we are indeed OBLIGED to assume—that such was the case. He had spent the first twenty-two or twenty-three years of his life there, and of course knew everybody and was known by everybody of that day in the town, including the dogs and the cats and the horses. He had spent the last five or six years of his life there, diligently trading in every big and little thing that had money in it; so we are compelled to assume that many of the folk there in those said latter days knew him personally, and the rest by sight and hearsay. But not as a CELEBRITY? Apparently not. For everybody soon forgot to remember any contact with him or any incident connected with him. The dozens of townspeople, still alive, who had known of him or known about him in the R. first twenty-three years of his life were in the MASTE E N I L K Y. same unremembering condition: if they knew NY WA A BLAC A T O N I N D S D. IT I of REPRODUCE of any incident connected with that TEperiod H G I R BE PY Would Othey TO if COit. K S I his life they didn’t tellOabout K O O THIS B PLE B It is most Rlikely. O M F A they had been asked? Were S N E S THI T GIV O N S I they asked? It is pretty apparent that they N MISSIO R E P were not. Why weren’t they? It is a very plausible guess that nobody there or elsewhere was interested to know.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

For seven years after Shakespeare’s death nobody seems to have been interested in him. Then the quarto was published, and Ben Jonson1 awoke out of his long indifference and sang a song of praise and put it in the front of the book. Then silence fell AGAIN.

A well-known playwright, poet, and literary critic of the 17th century.

Statue of William Shakespeare

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Reading for the TEKS

For sixty years. Then inquiries into Shakespeare’s Stratford life began to be made, of Stratfordians. Of Stratfordians who had known Shakespeare or had seen him? No. Then of Stratfordians who had seen people who had known or seen people who had seen Shakespeare? No. Apparently the inquiries were only made of Stratfordians who were not Stratfordians of Shakespeare’s day, but later comers; and what they had learned had come to them from persons who had not seen Shakespeare; and what they had learned was not claimed as FACT, but only as legend—dim and fading and indefinite legend; legend of the calf-slaughtering rank, and not worth remembering either as history or fiction.

Has it ever happened before—or since—that a celebrated person who had spent exactly half of a fairly long life in the village where he was born and reared, was able to slip out of this world and leave that village voiceless and gossipless behind him—utterly voiceless, utterly gossipless? And permanently so? I don’t believe it has happened in any case except Shakespeare’s. And couldn’t and R. a wouldn’t have happened in his case if he had been regarded as MASTE E N I L K Y. celebrity at the time of his death. NY WA A BLAC

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

A ED IN IS NOT C T U I D . O D TE REPRand see if it will When I examine my own case—but do YRIGH let us BEthat, P O O T C K S OK I S BOO not be recognizable of things quite likely BOexhibiting TaHIcondition LEas P R O M F A S N E S to result, most indeed substantially SURE to result GIV THI likely Nto OTresult, S I N O in the caseRof ISaSIcelebrated person, a benefactor of the human race. PE M Like me.

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Comprehension Instruction for Informational Text – Level H

Four years later I became a “cub” on a Mississippi steamboat in the St. Louis and New Orleans trade, and after a year and a half of hard study and hard work the U.S. inspectors rigorously examined me through a couple of long sittings and decided that I knew every inch of the Mississippi … So they licensed me as a pilot—knighted me, so to speak—and I rose up clothed with authority, a responsible servant of the United States government. 9

Now then. Shakespeare died young—he was only fifty-two. He had lived in his native village twenty-six years, or about that. He died celebrated (if you believe everything you read in the books). Yet when he died nobody there Mark Twain or elsewhere took any notice of it; and for sixty years afterward no townsman remembered to say anything about . Rlast him or about his life in Stratford. When the inquirer cameASat M TE E N I L Y. he got but one fact—no, LEGEND—and got that LACK at second NY WA A Bone A T O N I N D IS CE hand, from a person who had only heard RODU and didn’t TED. IT it asE aRErumor, P H G I R B PY claim copyright in it as a production ofOhis He couldn’t, very K TOown. K IS CO O B O O S I B TH well, for its date antedated hisFOown PLE N R birth-date. But necessarily a E IS SAM V I H G T OT number of personsISwere N N still alive in Stratford who, in the days of O I S S I their youth, PERMhad seen Shakespeare nearly every day in the last five years of his life, and they would have been able to tell that inquirer some first-hand things about him if he had in those last days been a celebrity and therefore a person of interest to the villagers. Why did not the inquirer hunt them up and interview them? Wasn’t it worth while? Wasn’t the matter of sufficient consequence? Had the inquirer an engagement to see a dog-fight and couldn’t spare the time?

It all seems to mean that he never had any literary celebrity, there or elsewhere, and no considerable repute as actor and manager.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

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Reading for the TEKS Comprehension Instruction for Informational Text – Level H

Now then, I am away along in life—my seventy-third year being already well behind me—yet SIXTEEN of my Hannibal schoolmates are still alive to-day, and can tell—and do tell—inquirers dozens and dozens of incidents of their young lives and mine together; things that happened to us in the morning of life, in the blossom of our youth, in the good days, the dear days, “the days when we went gipsying, a long time ago.” Most of them creditable to me, too … And on the few surviving steamboats—those lingering ghosts and remembrancers of great fleets that plied the big river in the beginning of my water-career—which is exactly as long ago as the whole invoice of the life-years of Shakespeare number—there are still findable two or three river-pilots who saw me do creditable things in those ancient days; and several white-headed engineers; and several roustabouts and mates; and several deck-hands … They know about me, and can tell. And so do printers, from St. Louis to New York; and so do newspaper reporters, from Nevada to San Francisco. And so do the police. If Shakespeare had really been celebrated, like me, Stratford could have told things about him; STER. and if my experience goes for anything, they’d have done INE MAit.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Y. LACKL B NY WA A A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Modeled Instruction Determine Connotative Meanings of Words Some words and phrases have connotative meanings. A connotative meaning of a word or phrase suggests an idea or feeling. For example, the actual meaning for the word mother is “a female parent.” The connotative meaning of mother is “a woman who is protective, loving, and caring.” Reread Paragraph 8 and try to determine the connotative meaning of the word cub.

My parents brought me to the village of Hannibal, Missouri, on the banks of the Mississippi, when I was two and a half years old. I entered school at five years of age, and drifted from one school to another in the village during nine and a half years. Then my father died, leaving his family in exceedingly straitened circumstances; wherefore my book-education came to a standstill forever, and I became a printer’s apprentice, on board and clothes, and when the . TERsummer clothes failed I got a hymn-book in place of them.INThis MASfor E L K Y. NY WA A BLAaC half years, wear, probably. I lived in Hannibal fifteen and A T O N I N D IS CE RODU of persons who altogether, then ran away, according custom TED. ITto the P H E G R I R E PY TO B lived there afterward. OIKnever are intending to become K IS COcelebrated. O B O O S I B LE R TH on a Mississippi steamboat in the SAMP I became Four years NaFO“cub” E V I G THIS later OT St. Louis and New N IS NOrleans trade, and after a year and a half of hard O I S S I ERM hard work the U.S. inspectors rigorously examined me studyPand through a couple of long sittings and decided that I knew every inch of the Mississippi … So they licensed me as a pilot—knighted me, so to speak—and I rose up clothed with authority, a responsible servant of the United States government.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

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Reading for the TEKS Comprehension Instruction for Informational Text – Level H

Think It Through In order to determine the connotative meaning of a word, think about the actual meaning of the word. Then, analyze how the word is used in the passage. You can make a graphic organizer to help determine the connotative meaning of the word cub as it is used in this passage.

cub Actual Meaning

E L P M SA N O I T A C U D E ! of Use in the Passage Y L L Analysis Y A L L R A R . Mark Twain when he first 9 The word “cub” is8 used.9 to describe 88on a steamboat. started working

the young of certain animals such as a young bear, wolf, or lion

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT Connotative Meaning N IS N O I S S I M R PE

In this passage, the word “cub” is used to suggest that a person is youthful or inexperienced at doing something.

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Guided Instruction Determine Connotative Meanings of Words Reread Paragraph 8 and try to determine the connotative meaning of the word knighted.

My parents brought me to the village of Hannibal, Missouri, on the banks of the Mississippi, when I was two and a half years old. I entered school at five years of age, and drifted from one school to another in the village during nine and a half years. Then my father died, leaving his family in exceedingly straitened circumstances; wherefore my book-education came to a standstill forever, and I became a printer’s apprentice, on board and clothes, and when the clothes failed I got a hymn-book in place of them. This for summer wear, probably. I lived in Hannibal fifteen and a half years, altogether, then ran away, according to the custom of persons who are intending to become celebrated. I never lived there afterward. Four years later I became a “cub” on a Mississippi steamboat in the TER. of hard St. Louis and New Orleans trade, and after a year and MaAShalf E N I L K Y. study and hard work the U.S. inspectors rigorously NY WAme A BLAC examined A T O N I N D S CE through a couple of long sittings that D. IT Idecided RODUI knew every TEand P H E G R I R E B PY inch of the Mississippi licensed OK TO me as a pilot—knighted K IS…COSo they O B O O S I B R THclothed with authority, a responsible me, so toISspeak—and IVrose AMPLE N FOup E I G TH S servant of the IS NOT States government. IONUnited

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

ISS PERM

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Reading for the TEKS Comprehension Instruction for Informational Text â&#x20AC;&#x201C; Level H

On Your Own Think about how the word knighted is used in this passage. Complete the graphic organizer below. The actual meaning is already provided. You must provide the analysis of how the word is used in this passage and explain its connotative meaning.

knighted Actual Meaning

E L P M SA N O I T A C U D Analysis of Use in the Passage E ! Y L Y L L RAL A R . 9 9 . 8 88

to receive an honorable title or rank that is associated with bravery or nobility

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH Meaning Connotative AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Modeled Instruction Determine Author’s Point of View When you read a passage, try to determine the author’s point of view. In order to do this you must read the information presented in the passage and ask yourself, “What does the author believe?” Reread Paragraphs 1–3 and look for details that tell you what the author believes.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. His death was not even an event in the little town of Stratford. MASTE E N I L . Does this mean that in Stratford he was notA regarded as aNcelebrity BLACK Y WAY A T O N I N D IS CE of ANY kind? RODU TED. IT

P YRIGH BE RE P O O T C K S KI OO OOassume”—no, “We are privileged THIS B we are indeed OBLIGED to LE Bto P R O M F A N assume—that THIS S such T GIVEthe case. He had spent the first twenty-two Owas N S I or twenty-three ISSION years of his life there, and of course knew PERM

everybody and was known by everybody of that day in the town, including the dogs and the cats and the horses. He had spent the last five or six years of his life there, diligently trading in every big and little thing that had money in it; so we are compelled to assume that many of the folk there in those said latter days knew him personally, and the rest by sight and hearsay. But not as a CELEBRITY? Apparently not. For everybody soon forgot to remember any contact with him or any incident connected with him. The dozens of townspeople, still alive, who had known of him or known about him in the first twenty-three years of his life were in the same unremembering condition: if they knew of any

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Reading for the TEKS

incident connected with that period of his life they didn’t tell about it. Would they if they had been asked? It is most likely. Were they asked? It is pretty apparent that they were not. Why weren’t they? It is a very plausible guess that nobody there or elsewhere was interested to know.

Think It Through Some of the details in the passage are clues that suggest what the author probably believes. Think about what you know from reading these details. Listed on the next page are some details from Paragraphs 1–3 and an analysis that describes what the author wants you to know.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Analysis has been provided for each of the details listed. In the box beneath the details, write what you think is the author’s point of view.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Comprehension Instruction for Informational Text – Level H

Details (What does the author state?)

Analysis (What does the author want you to know?)

When William Shakespeare died in 1616, not many people seemed to take notice of it at the time.

Perhaps they knew a play-actor of minor rank had disappeared, but did not regard him as the author of his Works.

Maybe Shakespeare was not regarded as the author of any great works of literature during his lifetime.

E L P M SA N O His death was not even an event in the little town of Even in theTsmall town where Shakespeare lived, I A C Stratford. Does this mean that in Stratford he wasEDU people did not seem to take notice of his death. ! not regarded as a celebrity of ANY Akind?LLY He.Rwas Aprobably LYnot thought of as a celebrity. L R For everybody soon forgot to remember any .99The people who lived in the town with Shakespeare 8with8 and should have known about him did not contact with him or any incident connected 8 him. The dozens of townspeople, still alive, who had remember who he was.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E Y B IS COP OK TO Kfirst O B O O S I B known of him or known aboutMhim in the TH PLE N FOR E S SA I V I H G T twenty-three years of his life wereISinNthe OTsame N O I S S I unremembering condition PERM …

What does the

author believe?

Author’s Point of View Write your answer here.

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Reading for the TEKS

What did you write is the point of view expressed by the author in this part of the passage? You could have written that the author probably believes that William Shakespeare may not have really been a famous playwright.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Comprehension Instruction for Informational Text – Level H

Explain Author’s Purpose If you look closely at the information provided in a passage and determine the author’s point of view, you should also be able to explain the author’s purpose for presenting certain details to the reader. Look again at Paragraphs 1–3 and ask yourself, “Why does the author include this information in the passage?” You can write a short paragraph to explain the author’s purpose for including this information in the passage.

Think It Through

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 The author’s main purpose8for8writing this part of the passage is to argue the point

Use the graphic organizer that was completed for Paragraphs 1–3 to help you determine the author’s purpose for writing this part of the passage. Look at the details provided and consider the author’s point of view. The paragraph below shows how you might explain the author’s purpose for including the details presented in Paragraphs 1–3. TER.

S NE MA I L K Y. C A NY WA A BL A T O N I N D IS CE RODU TED. IT P H E G R I R E PY not have O B a famous playwright. The that the real William Shakespeare might OK Tbeen K IS CO O B O O S I B LE OR TH SAMPwhen William N FShakespeare E V I HIS that author points Tout died in 1616, his death was not an G NOT S I N O ISSI ERMattract event. It did Pnot any attention. Furthermore, the author states that the people

who lived in Stratford with Shakespeare did not remember him. Perhaps the death of a person of lesser fame might have gone unnoticed, but people would have taken notice if someone who had written great works of literature had died. This is the suggestion made by the author of this passage. By sharing details about the death of William Shakespeare, the author of the passage puts forth the argument that the real William Shakespeare might not have been a famous playwright.

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Guided Instruction Determine Author’s Point of View Reread Paragraphs 4–6 from the passage. Look for details that help you determine the point of view being expressed by the author in this part of the passage.

For sixty years. Then inquiries into Shakespeare’s Stratford life began to be made, of Stratfordians. Of Stratfordians who had known Shakespeare or had seen him? No. Then of Stratfordians who had seen people who had known or seen people who had seen Shakespeare? No. Apparently the inquiries were only made of Stratfordians who were not Stratfordians of Shakespeare’s day, but later comers; and what they had learned had come to them from persons who had not seen Shakespeare; and what they had R.learned MASTE E N I L . K and fading Yand was not claimed as FACT, but only as legend—dim NY WA A BLAC A T O N I N D IS indefinite legend; legend of the calf-slaughtering rank, CE and not RODU TED. IT P H E G R I R E Y B worth remembering either S COPas history KorTOfiction.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

KI OO THIS B LE BOO P R O M F A Has it ever since—that a celebrated person IVEN THIS Shappened OT Gbefore—or N S I N O who hadMspent ISSI exactly half of a fairly long life in the village where PER

he was born and reared, was able to slip out of this world and leave that village voiceless and gossipless behind him—utterly voiceless, utterly gossipless? And permanently so? I don’t believe it has happened in any case except Shakespeare’s. And couldn’t and wouldn’t have happened in his case if he had been regarded as a celebrity at the time of his death.

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Comprehension Instruction for Informational Text Reading for the TEKS – Level H

On Your Own Complete the graphic organizer on the next page. Some details from the passage that will help you determine the author’s point of view have been listed on the left side of the chart. Fill in the right side of the chart with your analysis of the details. After you have completed the chart, write what you think is the author’s point of view at the bottom of the graphic organizer.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Reading for the TEKS

Details (What does the author state?)

Analysis (What does the author want you to know?)

For seven years after Shakespeare’s death nobody seems to have been interested in him. Then the quarto was published, and Ben Jonson awoke out of his long indifference and sang a song of praise and put it in the front of the book. Then silence fell AGAIN. Then inquiries into Shakespeare’s Stratford life began to be made, of Stratfordians.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 8 8 Has it ever happened before—or since—that a

Apparently the inquiries were only made of Stratfordians who were not Stratfordians of Shakespeare’s day, but later comers; and what they had learned had come to them from persons who had not seen Shakespeare; and what they had learned was not claimed as FACT, but only as legend…

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B COPY OK TO K IS half O B O O S I B celebrated person who hadMPspent exactly of a TH LE N FOR E S SA I V I H G T T was born and fairly long life in the village where Ohe N IS N O I S S I reared, was ablePEtoRMslip out of this world and leave

that village voiceless and gossipless behind him … I don’t believe it has happened in any case except Shakespeare’s. What does the

author believe?

Author’s Point of View Write your answer here.

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Comprehension Instruction for Informational Text – Level H

Explain Author’s Purpose Look again at Paragraphs 4–6 and ask yourself, “Why does the author include this information in the passage?” Write a short paragraph to explain the author’s purpose for including this information in the passage.

On Your Own Use the graphic organizer that you completed for Paragraphs 4–6 to help you determine the author’s purpose for writing this part of the passage. Based on your analysis of the details in the passage and the author’s point of view, explain why you think the author included this information. Include details from the passage in your explanation.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Modeled Instruction Analyze How Author Responds to Conflicting Viewpoints In some passages that you read, an author will address the thoughts or opinions of others. The author may respond to viewpoints that conflict with his or her point of view. Throughout the passage you just read, the author challenges some of the common beliefs about William Shakespeare. Many people think that William Shakespeare wrote several great works of literature and was a talented playwright. The author of this passage does not agree.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Reread Paragraph 9 and look for information the author presents to respond to a conflicting point of view.

Now then. Shakespeare died young—he was only fifty-two. He had lived in his native village twenty-six years, or about that. He died celebrated (if you believe everything you read in the books). .Yet ER MASTof when he died nobody there or elsewhere took anyLnotice it; and E N I K C A WAY. L B Y A ANanything T for sixty years afterward no townsman Sremembered to say O N I N D I UCE RODinquirer TED. IT When P about him or about his life in Stratford. the came at H E G R I R E Y B P O O T C K S KI OO last he got but oneBOfact—no, LEGEND—and got that one at second THIS B LE O P R O M F A ENhad only heard it as a rumor, and didn’t hand, from who THIS Sa person OT GIV N S I claim copyright ION in it as a production of his own. He couldn’t, very RMISS E P well, for its date antedated his own birth-date. But necessarily a number of persons were still alive in Stratford who, in the days of their youth, had seen Shakespeare nearly every day in the last five years of his life, and they would have been able to tell that inquirer some first-hand things about him if he had in those last days been a celebrity and therefore a person of interest to the villagers. Why did not the inquirer hunt them up and interview them? Wasn’t it worth while? Wasn’t the matter of sufficient consequence? Had the inquirer an engagement to see a dog-fight and couldn’t spare the time?

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Comprehension Instruction for Informational Text Reading for the TEKS – Level H

Think It Through The author of the passage is Mark Twain. He had a different point of view about William Shakespeare than many other people. The graphic organizer below shows what information Mark Twain presents to respond to a point of view that conflicts with his own. See if you can add one more detail from the passage to the last box. Look for information presented by Mark Twain that addresses or responds to the conflicting point of view.

Author’s Point of View

E L P M A Point of ViewION SConflicting T A C U D E William Shakespeare was a celebrated playwright from Stratford who wrote many great works ! Y L L Y L of literature. L RA A R . 9 9 . 8 88

William Shakespeare was not a celebrated playwright who wrote many great works of literature.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY K TOConflicting Information Presented toOOthe Point of View K ISinCOResponse B O O S I B H E T L R SAMP EN FO IVyears, G T O Shakespeare livedTHinIS Stratford for 26 but when he died, no one took notice. N IS N O I S S I ERM his death, no one from the town remembered to say anything about him For sixty yearsPafter

or about his life. The only information about Shakespeare that came from a person who lived in Stratford came from a person who had only heard it as a legend.

Add one more detail from the passage in the space below.

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Reading for the TEKS Comprehension Instruction for Informational Text â&#x20AC;&#x201C; Level H

How did you complete the graphic organizer? What detail did you add in the last box? You could have written that there were people who lived in Stratford at the same time as Shakespeare who should have been able to provide firsthand information about him if he had been a celebrity and therefore a person of interest to the villagers.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Guided Instruction Analyze How Author Responds to Conflicting Viewpoints In Paragraph 11, the author provides more information to support his point of view. Since Mark Twain was a well-known and celebrated author of his time, he uses details about his own life to address conflicting points of view about the celebrity status of William Shakespeare. Reread Paragraph 11 and look for information the author presents to respond to a conflicting point of view.

Now then, I am away along in life—my seventy-third year being already well behind me—yet SIXTEEN of my Hannibal schoolmates are still alive to-day, and can tell—and do tell—inquirers dozens and dozens of incidents of their young lives and mine together; things that happened to us in the morning of life, in the blossom of our youth, in the good days, the dear days, “the days when we went gipsying, a long time ago.” Most of them creditable to me, too R. … And on the few surviving steamboats—those lingering MASTEghosts E N I L AY. LACKbig riverANin Y Wthe A Bthe and remembrancers of great fleets that plied T O N I N D E IS DUClong ROas beginning of my water-career—which ago as the TED. IT is exactly P H E G R I R E Y B P O O T C K S I whole invoice of the of Shakespeare number—there are Klife-years OO THIS B LE BOO P R O M F A still findable GIVEN river-pilots who saw me do creditable THIS S two NorOTthree S I things in those N ancient days; and several white-headed engineers; MISSIO R E P and several roustabouts and mates; and several deck-hands … They know about me, and can tell. And so do printers, from St. Louis to New York; and so do newspaper reporters, from Nevada to San Francisco. And so do the police. If Shakespeare had really been celebrated, like me, Stratford could have told things about him; and if my experience goes for anything, they’d have done it.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

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Reading for the TEKS Comprehension Instruction for Informational Text – Level H

On Your Own Complete the graphic organizer below. The boxes at the top of the graphic organizer show Mark Twain’s point of view and a conflicting point of view. Fill in the last box with details from the passage that address or respond to the point of view that conflicts with Mark Twain’s point of view. One detail has already been listed. Complete the last box on your own.

Author’s Point of View William Shakespeare was not a celebrated playwright who wrote many great works of literature.

E L P M SA N O I T A William Shakespeare was a celebrated playwrightU from Stratford who wrote many great works C D E ! of literature. Y L L Y A L L R A R . 9 9 . 8 8 8 Information Presented in Response to the Conflicting Point of View Conflicting Point of View

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH LE Mark Twain states thatSAhisMPchildhood schoolmates N FOR have told inquirers about dozens and dozens of E V I HIS G T incidents they shared. ION IS NOT ISS PERM

Add more details from the passage in the space below.

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Independent Practice 1

Reread Paragraph 5 and look at the way the words dim and fading are used.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Why does the author use the words dim and fading in this paragraph? What do these words suggest as they are used in Paragraph 5?

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Reading for the TEKS

Look at how the phrase lingering ghosts is used in the sentence below from Paragraph 11. And on the few surviving steamboats—those lingering ghosts and remembrancers of great fleets that plied the big river in the beginning of my water-career which is exactly as long ago as the whole invoice of the lifeyears of Shakespeare number—there are still findable two or three riverpilots who saw me do creditable things in those ancient days … a) What does the phrase lingering ghosts suggest about the steamboats?

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B COPY OK TOhelp you understand what the O B OK IS in thisTsentence b) What other words orLEphrases O S I B R H AMP N FOsteamboats E V I author means to the as lingering ghosts? G THISbyS referring NOT S I N O ISSI PERM

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Comprehension Instruction for Informational Text – Level H

Reread Paragraph 6 and answer the question below.

Has it ever happened before—or since—that a celebrated person who had spent exactly half of a fairly long life in the village where he was born and reared, was able to slip out of this world and leave that village voiceless and gossipless behind him—utterly voiceless, utterly gossipless? And permanently so? I don’t believe it has happened in any case except Shakespeare’s. And couldn’t and wouldn’t have happened in his case if he had been regarded as a celebrity at the time of his death.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

What point is the author trying to make in Paragraph 6? What does he want the reader to know?

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Reading for the TEKS

In Paragraphs 8 and 11, the author of the passage provides details about his own life. Why does he provide this information? What point is the author trying to make?

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Comprehension Instruction for Informational Text – Level H

Many people believe William Shakespeare was a talented and famous playwright. This viewpoint conflicts with the point of view expressed by the author of this passage. List three statements made by the author of the passage that address or respond to this conflicting viewpoint.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Unit 3: Paired Passages Unit 3 includes two passages that provide information about the issue of a woman’s right to vote. In this unit, you will learn about the points of view expressed by two individuals during the early 1900s. Later, in Unit 2, you will read two more points of view about this topic. In both units, you will learn reading and writing skills that include identifying arguments and claims and assessing evidence and reasoning. Until 1920, women did not have the right to vote in the United States. It was not until the 19th Amendment to the U.S. Constitution was passed that a woman’s right to vote was firmly established. Before the passage of the 19th Amendment, there was much debate over this issue. People who were part of the movement to grant women the right to vote were said to be supporters of women’s suffrage. The following two passages express the views of individuals who supported a woman’s right to vote.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Directions: Read the following two passages. Then, complete the Modeled and Guided Instruction activities that follow.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B COPY OK 1TO K ISPaired O B O O S Passage I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Statement of Mrs. Elsie C. Phillips on the Issue of a Woman’s Right to Vote

[Excerpt from transcript of hearings before a Joint Committee of the Committee on the Judiciary and the Committee on Woman Suffrage; March 13, 1912] 1

Now, the right to vote is based, first and foremost and primarily, on the democratic theory of government, the theory of government to which this country was committed in the great phrase that “The just powers of government are derived from the consent of the governed.” What does that mean? Does it not mean that there is no class so wise,

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Comprehension Instruction for Informational Text Reading for the TEKS – Level H

so benevolent that it is fitted to govern for any other class, no matter how wise or benevolent that ruling class may be? Does it not mean that, in order to have a democratic government, we must be sure that every adult in the community has an opportunity to express his opinion as to how he wishes to be governed, and to have that opinion counted? A vote is, in the last analysis, an expression of a need—either a personal need known to you as an individual, as it can be known to no one else, or an expression of a need of those in whom you are interested—sister-women or children, for instance. The moment that one gets that concept of the ballot, the moment one grants that it rests on that democratic theory—upon which is based the whole claim for any adult suffrage, men or women—that moment a large part, practically all, of the antisuffrage argument is done away with. For instance, take the theory that women are “represented” by men. The theory of republican government rests, does it not, on the theory of delegated authority? Now, it is perfectly obvious to any reasonable being that one can not delegate what he never had. Until women have the vote, they can not delegate the vote. Again, even if that were not a R. logical and practical impossibility, there remains the other MASTE E N I L K Y. fact that man can not know the needs of woman NY WA A BLAC A T O N I N D IS CE as women know them; and if, as Iis true RODU TED. IT P H E G R R E B PY democratically, a ballot is OK TO K IS CO O B O O S I B TH LE an expression SAMP N FOR E V I G THIS of OT a need and N IS N O I S S I PERM opinion as to how that need shall be met, surely the men, having a different life experience from the women, can not adequately express woman’s need or know how it should be met.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

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Reading for the TEKS

I will give an instance, right from the progressive state of Wisconsin, of which we are all justly proud. The men there are noted throughout the country for having put through the legislature the most progressive social legislation that this country has yet seen. No one doubts for a moment that the men in that progressive state desire to see justice for women just as much as for men. But there are certain frightful gaps in that legislation that show that it is impossible for men, with the best intentions in the world, to understand and legislate for the needs of women. To take an instance, there is no reformatory for women in the state of Wisconsin. If a woman commits a crime or a misdemeanor in the state of Wisconsin, it is either jail or prison; there is no halfway substitute. More fundamental, and very much more important than that, is the fact that in this progressive state, where undoubtedly the men wish to protect the women, there still remains the fact that women have not equal guardianship of their children. In the state that is regarded as the foremost in progressive legislation women have no right in their children; not only have they no right in the husbandâ&#x20AC;&#x2122;s lifetime, but he may, in his will, will those children to anyone whom he selects, STER. even if the child is born after his death. INE MA

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Y. LACKL B NY WA A A T O N I N D IS proof of Now we can have, it seems to me, noEDbetter UCE fact that it is RODthe T . IT P H E G R I R E PY theirOneeds impossible for the womenISto have K TO B and views expressed by K CO O B O O S I B TH the men than such PLEfacts as these N FOR concerning a truly progressive body E IS SAM V I H G T OT of men, such as theISWisconsin legislators are. N N O I S S I PERM

Again, there is the fact that the ballot is fundamentally a means of protecting the weak. From one point of view we might say that that little slip of paper represents all that the human race has achieved in the democratic struggle, in the struggle of the democratic mass to secure for itself some control over its own living, in the struggle of the dispossessed of this earth to wrest from the possessors thereof the means of controlling their own standards of life and of work. Now, if this is true, as it seems to be, for the pages of history show how in the workshop of time, on the anvil of life, shaped and reshaped by the hammer and blow of social experience, there has been forged at last this so potent weapon, ask yourself for what it has been forged? Is it to strengthen the hands of the strong?

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Comprehension Instruction for Informational Text – Level H

Oh, no; it is to put into the hands of the weak a weapon of selfprotection. And who are the weak? Those, of course, who are economically handicapped, first and foremost the working classes in their struggle for better conditions of life and labor. And who among the workers are the weak? Wherever the men have suffered, the women have suffered more. That point will be brought out to you again and again in the plea of the wage-earning women. 6

But I would also like to point out to you how this affects the homekeeping woman, the wife and mother, of the working class, aside from the wage-earning women who have been pushed by economic necessity into the struggle of life. Consider the woman who is at home and must make both ends meet on a small income. Who better than she knows whether or not the cost of living advances more rapidly than the wage does? Is not that merely a true statement, in the most practical form, of the problem of the tariff? And who better than she knows what the needs of the workers are in the factories? Take the tenement-house woman, the wife and mother who is struggling to R. evil. bring up a family under conditions which constantly make for MASTE E N I L Who, better than the mother who has tried to Abring WAY. BLACKup sixN or NYseven A T O I N D IS CE children in one room in a dark tenement knows RODU the needs of a TED. IT house, P H E G R I R E Y B Pthan proper building? Who, better the mother OK TO who sees her boy and K IS CO O B O O S I B TH LE streets and her girl playingSAin Pthe N FOR in the gutter, knows the needs of E IS M V I H G T OT than a mother, knows what it means to a playgrounds? Who,ISbetter N N O I S S I child’s life—which you men demand that she as a wife and a mother PERM shall care especially for—who, better than she, knows the cruel pressure that comes to that child from too early labor in what the United States census report calls “gainful occupations”?

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

“But,” you may say, “these women are ignorant; how can we afford to allow that ignorant vote to come into the national councils?” Well, you know, after all, ignorance is a relative term, is it not? Certainly this body is too intelligent to think that education in the schools and colleges makes necessarily for intelligence in living. Certainly you recognize that there is a practical wisdom that comes out of the pressure of life, and an educational force in life itself which very often is more efficient than that which comes through textbooks or college.

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Paired Passage 2

Objections to Woman Suffrage Answered [Excerpts from a woman suffrage leaflet; March 1896] By Henry B. Blackwell

Suffrage is not a right of anybody. 1

To say so is to deny the principles of the Declaration of Independence and the Bill of Rights. “Governments derive their powers from consent of the governed”—women are governed. “Taxation without representation is tyranny”—women are taxed. “Political power inheres in the people”—women are people. To deny these principles is to justify despotism. “The men who refuse the ballot to women can show no title to their own.”

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Comprehension Instruction for Informational Text Reading for the TEKS – Level H

Nobody asks for Woman Suffrage. 2

Over 21,000 citizens of Massachusetts have petitioned for it within six months. More than 50,000 others have petitioned for it in previous years. Not a dollar has ever been spent in circulating these petitions. Repeated efforts have been made and money spent to circulate petitions against Woman Suffrage, and they have had few signers …

Most women do not want to vote. 3

Except in years of presidential election, a majority of men in Massachusetts do not vote. This is shown by statistics. The right to vote for governor, State legislature, municipal, town and county officers, often calls out less than half the male vote, in spite of public opinion, party machinery, torchlight processions, newspaper articles, expenditure of money, and personal efforts of candidates. From 10,000 to 20,000 women in Massachusetts register every year to vote merely for school committee. Yet that is only a small and disjoined part of the system of Municipal Suffrage. It does not includeTEaRvote on . S A M NE of the management of schools, or a share in the nomination Y. LACKLI B NY WA A A T O N I N candidates. Small as it is, the right is restricted in the case of women D IS CE RODU TED. IT to exercise. P H E G R I R E by limitations which make it troublesome A woman must TO B COPY K S I O K O O apply every year to HIS B parallel conditions not 500 PLEbeBOregistered. R TUnder O M F A S N E S I GIVschool committee. That over 20,000 men wouldTHhave voted NOTfor S I N O SSI so in a single year, under such restrictions, is a Idone women have PERM proof of eminent and unselfish public spirit …

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Women are represented already. 4

Men cannot represent women, because they are unlike women. Women as a class have tastes, interests and occupations which they alone can adequately represent. Men specially represent material interests; women will specially represent the interests of the home …

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Reading for the TEKS

It is contrary to experience. 5

Not so. In England women have voted for twenty-seven years in municipal elections. Hon. Jacob Bright has written to the Massachusetts Legislature that in England Woman Suffrage has proved “good for women, good for Parliament, and good for the country.” It has worked so well there that it has been extended to the women of Scotland. Within three years it has been granted to the women of New Zealand and South Australia. Women now vote for all National, State and local officers in the States of Wyoming, Colorado and Utah, also on property qualifications in New Brunswick, Nova Scotia, Prince Edward’s Island, Ontario, and Manitoba. Are American women alone unfit to be trusted with political responsibilities?

E L P M A N There is no precedent inS this country. O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

In Wyoming, women have voted for twenty-seven years on all questions, on the same terms as men. Every governor has announced in his annual message that Woman Suffrage is a success. Successive STER. MAof E N I governors, the judges of the Supreme Court, the members Congress, L . LACK B Y WAY N A A T O N I N the presiding elder of the M. E. Church, the newspapers of both D CE IT IS RODU TED.works P H E G R I R E parties, all agree that Woman Suffrage well and gives B COPY OK TO K IS Wyoming, O B O O S I B satisfaction in three States: Colorado, and Utah … PLE R TH

O AM IVEN F G THIS S T O N IS N SIOrespect S I M It would diminish for women. R PE

Voting is power. Power always commands respect. To be weak is to be miserable. How many men are tolerated in society only because they are rich and powerful! Woman armed with the ballot will be stronger and more respected than ever before …

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Maude Malone speaks at a suffrage meeting.

Comprehension Instruction for Informational Text – Level H

Women have not physical strength to enforce laws; therefore they should not help make them. 8

One-half of our male voters have not physical strength to enforce laws, yet they help make them. Most lawyers, judges, physicians, ministers, merchants, editors, authors, legislators and congressmen, and all men over forty-five years old, are exempt from military service on the ground of physical incapacity. … Voting is the authoritative expression of an opinion. It requires intelligence, conscience, and patriotism, not muscle. All the physical force of society is subject to call to enforce law, but cannot create law. Moral force, such as women possess, is as necessary as physical force to national well-being …

E L P M SAwhen women vote N It will make domestic discord contrary to O I T A C their husbands. U D E ! Y L L Y A L L R A R . 9 9 . 8 88

In cases where husbands and wives vote together it will be an additional source of sympathy and bond of union. In casesSwhere R. MA TE E N I L K now do in Y. they vote differently they will agree to differ, as they NY WA A BLAC A T O N I N D S wife theDUless Ihis religious matters. A man will not respect CE because RO TED. IT P H E G R I R E she has an opinion of her Sown O Bexpress it. COPYand is free K Tto

KI OO THIS B LE BOO P R O M F A EN THIS S the Nvote—women OT GIV It will only double will vote as their husbands do. S I SION S I M R PE

Then the family will cast two votes instead of one. But the quality of the voters changes the quality of politics. A political party of men and women will not be the same as a party of men alone. Women on an average are more peaceable, refined, temperate, chaste, economical, humane, and law-abiding than men. These qualities will influence the character of the Government. The united votes of men and women will give the fullest, fairest, and most accurate expression of public opinion. The most civilized class of men now spend their leisure in the society of educated women. They go with women to lectures, church meetings, concerts and parties. They do not go to the primary meetings because the women are excluded. Let the women go, and the men will go too. Instead of neither we shall have both as voters.

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Modeled Instruction Identify Arguments and Claims A writer or speaker often presents an argument and makes specific claims when writing or speaking. When a person presents an argument, he or she is trying to get other people to agree with a certain opinion or point of view. The argument is based on claims, or statements, that support the argument being made. Look again at the transcript of the speech given by Mrs. Elsie C. Phillips on the issue of a woman’s right to vote. Reread the statements below from the passage and look for claims that support an argument. Now, the right to vote is based, first and foremost and primarily, on the democratic theory of government, the theory of government to which this country was committed in the great phrase that “The just powers of government are derived from the consent of the governed.”

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

For instance, take the theory that women are “represented” by men. The theory of republican government rests, does it not, on the theory of delegated . can authority? Now, it is perfectly obvious to any reasonable being Athat Rone M STE E N I L K not delegate what he never had. Until women have the can AY. NY Wnot A BLACvote, they A T O N I N D IS delegate the vote. ODUCE ED. IT

T PR YRIGH BE RE P O O T C K S O OK I a logicalTHand Again, even if that were impossibility, there IS BOpractical LE BOnot P R O M F A S N E S I IV can not know the needs of woman as remains theTHother fact that man NOT G S I N O women knowMthem; ISSI and if, as is true democratically, a ballot is an PER

expression of a need and opinion as to how that need shall be met, surely the men, having a different life experience from the women, can not adequately express woman’s need or know how it should be met. No one doubts for a moment that the men in that progressive state desire to see justice for women just as much as for men. But there are certain frightful gaps in that legislation that show that it is impossible for men, with the best intentions in the world, to understand and legislate for the needs of women. Now we can have, it seems to me, no better proof of the fact that it is impossible for the women to have their needs and views expressed by the men than such facts as these concerning a truly progressive body of men, such as the Wisconsin legislators are.

148 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text Reading for the TEKS – Level H

Think It Through Identify the claims that Mrs. Elsie C. Phillips makes in her speech. Look for claims that tell you about her position on the issue of a woman’s right to vote. What argument is she trying to make? The graphic organizer below includes some of the claims Mrs. Phillips makes in the statements you just read. Complete the graphic organizer by identifying the argument that you think Mrs. Phillips is trying to make.

Claims

E L P M SA N O I Argument T A C U D E Write your answer here. ! Y L L Y L L Until women have the R vote,A they can not A R . 9 delegate the vote. 9 . 8 8 8 Man can not know the needs of woman as

The right to vote is based, first and foremost and primarily, on the democratic theory … “The just powers of government are derived from the consent of the governed.”

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO women know them. K IS CO O B O O S I B TH MPLE N FOR E V I HIS SA G T OT Surely the men, having a Odifferent N IS N life I S S I RMwomen, can not experience fromPEthe

adequately express woman’s need or know how it should be met. There are certain frightful gaps in that legislation that show that it is impossible for men, with the best intentions in the world, to understand and legislate for the needs of women. It is impossible for the women to have their needs and views expressed by the men.

149 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS

How did you complete the graphic organizer? You could have stated that Mrs. Elsie C. Phillips believes that the views of women cannot be represented by men. She believes that women should have the right to vote.

Assess Evidence and Reasoning In order to make an effective argument, a person must present sufficient evidence and sound reasoning to support the claims he or she makes. As you consider the argument that a person makes, look for information that is relevant to the issue being discussed. Information that is relevant is related to the topic and important to think about. Sometimes a person may introduce information that is irrelevant. This information does not relate to the topic in a way that provides useful evidence or sound reasoning.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Look again at the claims made by Mrs. Elsie C. Phillips throughout the passage. Does Mrs. Phillips present a sufficient amount of evidence and sound reasoning to support her claims? STER.

MA KLINE Y. C A L B NY WA A A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Comprehension Instruction for Informational Text – Level H

Think It Through The graphic organizer below shows how you might analyze some of the claims made by Mrs. Phillips. Analysis has been provided for the first five claims. Fill in the box to provide your analysis for the last claim.

Claim

The right to vote is based, first and foremost and primarily, on the democratic theory …“The just powers of government are derived from the consent of the governed.”

Analysis

This statement is based on sound reasoning—it is important that a government derives its power from the people it represents. This is relevant to the argument being made because a government represents both men and women.

Claim Analysis

E L P M A S N O I T Until women have the vote, they can not delegate the vote. A C U D E ! Y In Paragraph 1,LMrs. Phillips explains that a republican government is based on the L Y A L L R concept of “delegated authority.” Her claim that women cannot delegate without A R . 9 9 being able to vote supports the argument that women should be permitted to vote. . 8 8 8

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E TO B COPY OasK women K ISneeds O B O O Man cannotPLknow the of woman know them. S I B E R TH O M F A S N E S IV THI NOT Gto the argument that women should have the right to vote. S I This claim is relevant N O ISSI ERMfact PThe that women may have a different point of view from the men is sound

reasoning for granting women the right to vote. Claim

Surely the men, having a different life experience from the women, cannot adequately express woman’s need or know how it should be met.

Analysis

This statement provides further explanation of the claim that “man cannot know the needs of woman as women know them.” Since men and women have different life experiences, it is not possible for a man to adequately express the needs of a woman.

151 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS

Claim

There are certain frightful gaps in that legislation that show that it is impossible for men, with the best intentions in the world, to understand and legislate for the needs of women.

Analysis

In Paragraph 2, Mrs. Phillips gives specific examples that illustrate how the legislature in the state of Wisconsin failed to meet the needs of women. The specific examples given provide evidence that supports her claim.

Claim

It is impossible for the women to have their needs and views expressed by the men.

Analysis

Write your analysis here.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY S COthe OK TO K Ifor O What analysis did you provide last claim? B O O S I B TH AMPLE N FOR E V I G THIS S S NOT ION Ithe You could have M written following: S S I PER Throughout her speech, Mrs. Phillips explains that men and women have different needs. She also gives examples to show that men in government have failed to address the needs of women in some instances. This supports her claim that it is impossible for women to have their needs and views expressed by men.

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Comprehension Instruction for Informational Text – Level H

Going a Step Further Based on your analysis of the claims made by Mrs. Elsie C. Phillips, you should be able to write a brief assessment of the evidence and reasoning presented. The paragraphs below show how you might assess what you have read.

In her speech, Mrs. Elsie C. Phillips is trying to make the point that women should have a right to vote. She claims that the right to vote is important in the United States because our government is based on the idea that the powers of government

E L P M SA express theTneeds cannot adequately ofNwomen. Mrs. Phillips O I A C U states that “manEcannot know the needs of woman as women D ! LY and “it is impossible Y ALthem” L for the women to have their L Rknow A R . by the men.” She supports her claims 9 9 . needs and views expressed 8 8 8 by giving examples of times when men who governed the state are derived from the people. She goes on to explain that men

Explain Your Analysis

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH LE failed MPWisconsin Aof N FOR to address the needs of women. According to E V I G THIS S NOT N IS Phillips, O I S Mrs. even men with the best intentions cannot legislate S I PERM

for the needs of women. Therefore, she argues that women must be granted the right to vote. Mrs. Phillips’ argument is based on sound reasoning and claims Make an Assessment

that are supported by evidence. Her statements are relevant to the issue of a woman’s right to vote. Mrs. Elsie C. Phillips makes an eﬀective argument in support of a woman’s right to vote.

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Guided Instruction Identify Arguments and Claims In the previous Modeled Instruction activities, you identified the argument and claims made by Mrs. Elsie C. Phillips in support of a woman’s right to vote. Now you will look at the argument and claims made on the same topic by a man named Henry B. Blackwell. Look again at what Henry B. Blackwell wrote in a leaflet titled “Objections to Woman Suffrage Answered.” Reread the statements below that appeared in the leaflet. Look for claims that support an argument. Over 21,000 citizens of Massachusetts have petitioned for it within six months. More than 50,000 others have petitioned for it in previous years. Not a dollar has ever been spent in circulating these petitions. Repeated efforts have been made and money spent to circulate petitions against Woman Suffrage, and they have had few signers.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Men cannot represent women, because they are unlike women. Women as a class have tastes, interests and occupations which they alone can Eadequately R. MASTspecially E N I represent. Men specially represent material interests; women will L K Y. NY WA A BLAC A T O N I N represent the interests of the home. D UCE IT IS

D . GHTED REPRO I R E Y B P O T In England women have K IS COfor twenty-seven BOOK years in municipal elections. Ovoted O S I B H E T L OR MP Hon. Jacob TBright IVENtoF the Massachusetts Legislature that in HIS SA has written G T O N IS N has proved “good for women, good for Parliament, England Woman SIOSuffrage S I M R E the country.” It has worked so well there that it has been and good Pfor extended to the women of Scotland. In Wyoming, women have voted for twenty-seven years on all questions, on the same terms as men. Every governor has announced in his annual message that Woman Suffrage is a success. Successive governors, the judges of the Supreme Court, the members of Congress, the presiding elder of the M. E. Church, the newspapers of both parties, all agree that Woman Suffrage works well and gives satisfaction in three States: Wyoming, Colorado, and Utah. A political party of men and women will not be the same as a party of men alone. Women on an average are more peaceable, refined, temperate, chaste, economical, humane, and law-abiding than men. These qualities will influence the character of the Government. The united votes of men and women will give the fullest, fairest, and most accurate expression of public opinion.

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Comprehension Instruction for Informational Text Reading for the TEKS – Level H

On Your Own Complete the graphic organizer below. In the box on the left side of the page, list five important claims made by Henry B. Blackwell in the statements you just read. In the box on the right side of the page, write the argument that you think is supported by these claims.

Claims

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Argument

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Reading for the TEKS

Assess Evidence and Reasoning Consider the argument and claims presented by Henry B. Blackwell in the leaflet he wrote. Determine whether he gives sound reasoning and strong evidence to support his claims.

On Your Own Look again at the graphic organizer you made to identify the argument and claims made by Henry B. Blackwell. Analyze each of the claims that you identified. Write each claim in one of the boxes below and provide an analysis. Explain how Mr. Blackwell supports each claim. Does he provide sound reasoning and strong evidence? Is the information that is presented relevant to the argument being made?

Detail

Analysis

E L P M SA N O I T A C U D Write a claim that is made here. E ! Y L L Y A L L R A R . 9 9 . 8 88here. Write your analysis

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Detail

Write a claim that is made here.

Analysis

Write your analysis here.

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Comprehension Instruction for Informational Text – Level H

Detail

Write a claim that is made here.

Analysis

Write your analysis here.

Detail

Analysis

Detail

Analysis

E L P M SA N O I T A C U D E ! Y Write yourA analysis here. L L Y L L R A R . 9 9 . 8 88 Write a claim that is made here.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I ERM a claim that is made here. PWrite

Write your analysis here.

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Reading for the TEKS Comprehension Instruction for Informational Text – Level H

Based on your analysis of the claims made by Henry B. Blackwell, write a brief assessment of his statements on the issue of a woman’s right to vote. Explain the claims Mr. Blackwell makes. Using evidence from his leaflet, tell whether Mr. Blackwell provides sufficient evidence and sound reasoning to support his claims.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Unit 3 includes two more passages about the issue of a woman’s right to vote. The points of view expressed in these passages are different from the points of view you read earlier. In this section, you will learn reading and writing skills that include identifying arguments and claims and assessing evidence and reasoning. In contrast to those who supported a woman’s right to vote, some people did not think this right should be extended to women. Many of these people were men. But some of them were also women. People who did not believe women should have the right to vote were supporters of the anti-suffrage movement. The following two passages express the views of individuals who did not think it was necessary to grant women the right to vote.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 Paired Passage 1 . 8 88

Directions: Read the following two passages. Then, complete the Modeled and Guided Instruction activities that follow.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S IS NOT [Excerpt from Articles on Woman Suffrage”; 1909] N “Selected O I S S I PERM By Emily P. Bissell

Talk to Women on the Suffrage Question

Why, in the first place, is the vote a mistake for women as individuals? I will begin discussing that by another question. “How many of you have leisure to spare now, without the vote?” The claims upon a woman’s time, in this twentieth century, are greater than ever before. Woman, in her progress, has taken up many important things to deal with, and has already overloaded herself beyond her strength. If she is a working-woman, her day is full—fuller than that of a working man, since she has to attend, in many cases, to home duties or to sewing and mending for herself when her day’s toil is over. If she is wife and mother, she has her hands full with the house and the children. If she is a woman of affairs and charities, she has to keep a secretary or call

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Reading for the TEKS

in a stenographer to get through her letters and accounts. Most of the self-supporting women of my acquaintance do not want the ballot. They have no time to think about it. Most of the wives and mothers I know do not want to vote. They are too busy with other burdens. Most of the women of affairs I know do not want to vote. They are doing public work without it better than they could with it, and consider it a burden, not a benefit. The ballot is a duty, a responsibility; and most intelligent, active women to-day believe that it is man’s duty and responsibility, and that they are not called to take it up in addition to their own share. The suffragists want the ballot individually. They have a perfect right to want it. They ask no leisure. And if it were only an individual question, then I should say heartily “Let them have it, as individuals, and let us refuse to take it, as individuals, and then the whole matter can be individually settled.” But that is impossible … The suffragists cannot get the vote R. without forcing it on all the rest MASTE E N I L K Y. of womankind in America; for NY WA A BLAC A T O N I N D IS CE America means unrestricted RODU TED. IT P H E G R I R E B COPY manhood suffrage, and an OK TO K ISequal O B O O S I B E TH AMPLmean suffrage lawHIwould N FOR E V I G T SS S NOT suffrage... unrestricted womanhood SION I

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

IS PERM

The individual aspect is only one … For no good woman lives to herself. She has always been part of a family as wife or sister or daughter from the time of Eve … The American home is the foundation of American strength and progress. And in the American home woman has her own place and her own duty to the family.

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This suffragette poster had the following caption: Friendly Farmer: “Can’t I give ye a lift, girls?” Suffragette: “You can, sir, by voting for the cause!”

Comprehension Instruction for Informational Text – Level H

It is an axiom in physics that two things cannot be in the same place at the same time. Woman, as an individual, apart from all home ties, can easily enough get into a man’s place. There are thousands of women in New York to-day—business women, professional women, working girls, who are almost like men in their daily activity. But nearly all these women marry and leave the man’s place for the woman’s, after a few years of business life. It is this fact which makes their wages lower than men’s, and keeps them from being a highly skilled class. They go back into the home, and take up a woman’s duties in the family. If they are wise women, they give up their work; they do not try to be in a man’s place and a woman’s too. But when they do make this foolish resolve to keep on working the home suffers. There are no children; or the children go untrained; housekeeping is given up for boarding; there is no family atmosphere. The woman’s place is vacant—and in a family, that is the most important place of all. The woman, who might be a woman, is half a man instead.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. The family demands from a woman her very best. Her highest MASTE E N I L K interests, and her unceasing care, must be in home WAY. NYhome A BLAClife, if Iher A T O N N D E IS is to be what it ought to be. Here is where DUCwoman ROfor TED. IT theE vote P H E G R I R B PYThe vote comes in as a disturbing factor. OKisTOpart of man’s work. K IS CO O B O O S I B Ballot-box, cartridge PLE box, jury R TH sentry box, all go together in N FObox, E IS SAM V I H G T OT his part of life. Woman N IS N cannot step in and take the responsibilities O I S S I M voting without assuming his place very largely. The and duties PERof vote is a symbol of government, and leads at once into the atmosphere of politics; to make herself an intelligent voter (and no other kind is wanted) a woman must study up the subject on which she is to vote and cast her ballot with a personal knowledge of current politics in every detail. She must take it all from her husband, which means that he is thus given two votes instead of one, not equal suffrage, but a double suffrage for the man.

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Reading for the TEKS Comprehension Instruction for Informational Text – Level H

Home is meant to be a restful place, not agitated by the turmoil of outside struggles. It is man’s place to support and defend the family, and so to administer the state that the family shall flourish in peace. He is the outside worker. Woman is the one whose place it is to bear and rear the children who shall later be the citizens of the state. As I have shown, she can, if she wishes, go into man’s place in the world for awhile. But man can never go into hers. (That proves she is superior, by the way.) He cannot create the home. He is too distracted by outside interest, too tired with his own duties, to create an atmosphere of home. The woman who makes the mistake of trying to do his work and hers too, cannot create a home atmosphere, either. She cannot be in two places at once. I have known even one outside charity become so absorbing in its demands on a woman’s time and thought that her children felt the difference, and knew and dreaded the day of the monthly meeting, and the incessant call of the telephone. There are certain times in a wife and mother’s life, such as children’s illnesses, the need for care for an over-worked husband, the crisis of some temptation or wrong tendency in a child’s life, and so R. on, when all outside interests must abdicate before the family MASTE ones, E N I L K WAY. and be shut out for awhile. The vote, whichNOmeans NY does A BLACpublicINlife, A T D CE T IS not fit into the ideal of family life. The who RODisU busy training a TED. Iwoman P H E G R I R E O B home. She cannot be COPY rightOOinK Tthe family is doing her public K ISservice B O O S I B R TH same time, doing the work of the FOthe AMPLE expected toHbe Nat E V I G T IS Sin twoNOplaces T state as the man N IS SIOdoes.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

IS PERM

Suffrage parade

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Paired Passage 2

Some Facts About Suffrage and Anti-Suffrage [Excerpt from “Selected Articles on Woman Suffrage”; 1910] By Mrs. Gilbert E. Jones 1

Woman suffragists proclaim that women need the ballot for their own protection,—and that men make laws for women which are unjust and oppressive, and that women must have the law-making power in their own hands in order to secure fair play. American women do not need a law-making power, for on the whole, the laws are even far more favorable to women (in many states) than they would have been if women, with their smaller understanding of vital conditions, had made the laws for themselves.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Have we come to the point when women must defend themselves against men or women? One man is generally stronger than one R. MASTE E N I L CK woman! And do women propose to fight laws into toY WAY. N A BLAexistence A T O N I N D S force. The Erule of the Ion C protect them? The voting power is based T U I D . O D REPR thousand voters IGHTEof force. BESixty PYRrule majority is at the bottom Iof the O O T C K S K BOO E BOO THISnot Lthousand yield to a hundred voters, because they believe them P R O M F A N E IS S V I H G T OT to be wiser than themselves, but because they know them to be N IS N O I S S I stronger.PWhen ERM they do not believe them to be stronger, they do not yield, they resist, and we have a rebellion. Women who ask for the ballot do not know the real meaning and significance of universal manhood suffrage, or they would never use the term “equal suffrage.”

Constitutional government is not a haphazard, unformed, shapeless institution, as many women seem to think. It has distinct form, established restrictions, and a very valid reason for not asking women to have a voice in government.

A republic vests the power of the government in the will of the people. But if that power rests in a portion of the people that cannot sustain their will,—if the voting power is in the hands of an

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Reading for the TEKS

aristocracy or a favored class, that cannot uphold or retain that power unto themselves—then we are entertaining a false state of affairs, which is contrary to the fundamental principles of our constitutional government. 5

All voting at the polls must ultimately feel the pulse of a national and vital force back of it, and women cannot be that force. Men not only can, but must be that, if they accept the privileges of the franchise. Their allegiance to the state is a guarantee for its safety, its stability, and its maintenance in time of war and of peace.

The reason why men vote in this country is because they can be made liable for the continuance of law and order, and can be called upon for state duty and service. Uncle Sam permits a full-grown man of the age of twenty-one years to be a voter, with only a few qualifications such as age, place of residence, etc. Women are within the age and residence qualifications, and they offer morality, intelligence and tax-paying qualifications besides. Government, however, does not impose these qualifications on men, and men ER. MASTonly. E N do not vote because they are moral, intelligent, or Ataxpayers I L K Y. A BL C of IN ANY WA T O N Government asks the man to accept theIT responsibility D UCE . IS RODforms TEDexistence. P H E G R I maintaining it, of preservingOits very Man the R E TO B C PY K S I O K O B O ONLY basis on which PLE BOany government R THIS can rest. In a democracy this O M F A S N E S IV is, and must THIbe, the keynote NOT G of the whole structure. The man is the S I N O I government is built, whatever its form. The rock on which ISSthe PERM woman never was and never will be. Giving the man the vote is nothing more than a recognition of this fact. Giving women the vote would be to deny it.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Citizenship is a granted right, not a natural one, derived and regulated by each country or state according to its ideas of government. The argument of the suffragist that a voter and a citizen should be one and the same is incorrect. Citizens can be and have been disfranchised, but can still remain citizens and have all of a citizen’s privileges.

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Comprehension Instruction for Informational Text – Level H

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Chief Justice Waite of the United States Supreme Court decided. R ASTEthe Mand that citizenship carried with it no voting power or right, E N I L AY. BLACK in disposing ANY W same decision has been handed down byISmany OT A courts N I N D UCE TED. IT of EColumbia PROD has all the HDistrict E of other test cases. A citizen of Ythe G R I R P K TO Bsince that is a state IS COhe Ovote, Kbut O B privileges of citizenship, cannot O O S I B TH LE SAMP of Columbia N FOR is not a state. E right and the V I G THISDistrict T

O N IS N O I S S I PERMmerely, does not entitle a man to vote. Government Citizenship

grants that privilege and enrolls on its lists of voters those who must be made liable for the state’s safety and stability. Government does not let a man vote just to express his viewpoints by dropping a bit of paper in the ballot box. It demands the service and allegiance of a voter to the point of giving his life, as 500,000 men did during the civil war. 10

Men and women could not enjoy our present civilization if government had not that backing. In time of peace citizens must have a guarantee for life and property; it is just this force of the male voter that can be called upon when needed. This is a part of our strong constitutional, democratic government.

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Reading for the TEKS Comprehension Instruction for Informational Text – Level H

Men and women are both citizens and enjoy exactly the same privileges of governmental administration, such as gas, light, police, schools, sound money, protection of life and property, sewers, paved streets, transportation, hospitals, courts, judges, law and order, and what not?

In no other country, and at no other time has the world seen such material progress, such social and moral advancement, as in our own land during the last 130 years; and investigation shows that woman’s progress has been no less marked than that of population, wealth and industry.

We find in the general advancement of women, in the improvement of her economic position, in her social and civic influence, and in her opportunity for culture, a thing without parallel in the history R. MASTE E N of the world. And we antiI L K Y. NY WA A BLAC A T O N I N suffragists can say with pride D IS CE RODU TED. IT P H E G R I that all this has been R E B PY OK TO K IS CO O B O O S accomplished without granting I B TH PLE N FOR E IS SAM V I women theTHballot. G NOT

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

S SION I S I M R PE Women should organize and

form associations, as men have done if they intend to command a standard wage. Supply and demand will do the rest. Miss Summer in her book Equal Suffrage clearly shows that women and children are no better paid in the four states where women vote than in the states where they do not vote.

Suffragists Dolly Kimbrough and Mildred Taylor at the suffrage van, a mobile speaker’s platform and shop promoting women’s suffrage.

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Modeled Instruction Identify Arguments and Claims The article titled “Talk to Women on the Suffrage Question” was written by Emily P. Bissell. In the article, she expresses her opinion regarding the issue of a woman’s right to vote. She presents an argument and makes claims to support the argument. Look again at the article written by Emily P. Bissell. Think about what argument she is trying to make. Reread the statements below from the passage and look for claims that support an argument. Woman, in her progress, has taken up many important things to deal with, and has already overloaded herself beyond her strength. If she is workingwoman, her day is full—fuller than that of a workingman, since she has to attend, in many cases, to home duties or to sewing and mending for herself when her day’s toil is over. If she is wife and mother, she has her hands full with the house and the children. If she is a woman of affairs and charities, she has to keep a secretary or call in a stenographer to get through her letters R. and accounts. Most of the self-supporting women of my acquaintance MASTE do. not E N I L ACK of theANwives want the ballot. They have no time to think about Ait.BLMost Y WAYand T O N I N D CE mothers I know do not want to vote. TED. IT IS RODU

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

P YRIGH BE RE P O O T C K S I OO best. Her highest interests, and The family demands IS Bvery BOOKa woman THher LEfrom P R O M F A S must beGIVinENhome life, if her home is to be what it ought THIScare, her unceasing IS NOT N the O I S to be. HereEis where vote for woman comes in as a disturbing factor. The S I P RM

vote is part of man’s work. Ballot box, cartridge box, jury box, sentry box, all go together in his part of life. Woman cannot step in and take the responsibilities and duties of voting without assuming his place very largely.

The vote is a symbol of government, and leads at once into the atmosphere of politics; to make herself an intelligent voter (and no other kind is wanted) a woman must study up the subject on which she is to vote and cast her ballot with a personal knowledge of current politics in every detail. She must take it all from her husband, which means that he is thus given two votes instead of one, not equal suffrage, but a double suffrage for the man.

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Reading for the TEKS

There are certain times in a wife and mother’s life, such as children’s illnesses, the need for care for an over-worked husband, the crisis of some temptation or wrong tendency in a child’s life, and so on, when all outside interest must abdicate before the family ones, and be shut out for awhile. The vote, which means public life, does not fit into the ideal of family life. The woman who is busy training a family is doing her public service right in the home. She cannot be expected to be in two places at the same time, doing the work of the states as the man does.

Think It Through Identify the claims that Emily P. Bissell makes in her article. Look for claims that tell you about her position on the issue of a woman’s right to vote. What argument is she trying to make?

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

168 © RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text – Level H

The graphic organizer below includes some of the claims Emily P. Bissell makes in the statements you just read. Complete the graphic organizer by identifying the argument that you think Miss Bissell is trying to make.

Claims Most of the wives and mothers I know do not want to vote.

Argument Write your answer here.

The vote is part of man’s work. A woman’s husband is given two votes instead of one … double suffrage for the man.

E L P M SAnot fit N The vote, which means public life, does O I T A C into the ideal of family life. U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

How did you complete the graphic organizer? You could have stated that Emily P. Bissell believes that women should not be given the right to vote.

Assess Evidence and Reasoning Look again at the claims made by Emily P. Bissell throughout the passage. Does Miss Bissell present a sufficient amount of evidence and sound reasoning to support her claims?

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Reading for the TEKS

Think It Through The graphic organizer below shows how you might analyze some of the claims made by Miss Bissell. Analysis has been provided for the first three claims. Fill in the box to provide your analysis for the last claim.

Claim

Most of the wives and mothers I know do not want to vote.

Analysis

Miss Bissell makes this claim based on her personal experience. While her statement may be relevant to the issue, it is based only on what a few other women think. It is important to consider what most other women think.

Claim Analysis

E L P M Awork. The vote is part ofS man’s N O I T A C The claim is only supported byD opinions. Miss Bissell believes that a woman’s focus U E !and a man should be responsible must be in “home life” for the “ballot box.” Y L L Y A L L R A R . 9 9 . 8 8 A woman’s husband is given 8 two votes instead of one … double suffrage for the man.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B OPY womenOwould Miss Bissell believesOKthat IS Cmost OK TOvote the same as their husbands. The B O S I B E R THa woman would vote, not if a woman should be MPLstatement focus ofAthis isNonFOhow E V I G THIS S T IS NOTherefore, allowed to this statement is irrelevant. Nvote. O I S S I M R PE

Claim

The vote, which means public life, does not fit into the ideal of family life.

Analysis

Write your analysis here.

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Comprehension Instruction for Informational Text â&#x20AC;&#x201C; Level H

What analysis did you provide for the last claim? You could have written the following: Although Miss Bissell provides evidence of the important responsibilities a woman has to her family, she does not provide sound reasoning to support the idea that voting would interfere with these responsibilities.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Reading for the TEKS Comprehension Instruction for Informational Text – Level H

Going a Step Further Based on your analysis of the claims made by Emily P. Bissell, you should be able to write a brief assessment of the evidence and reasoning presented. The paragraphs below show how you might assess what you have read.

In her article, Miss Bissell is trying to make the point that women should not be given the right to vote. She claims that most women she knows do not want to vote and that voting would interfere with the important responsibilities that women

E L P M SA with responsibilities been “overloaded” and that voting is “man’s N O I T A C U work.” In makingEher argument against a woman’s right to vote, D ! LY gives many examples L ofYthe responsibilities that L RMissALBissell A R . she makes a strong case that 9 9 . women already have. Although 8 8 8 women already have a lot of important responsibilities, she does have to their families. Miss Bissell believes that women have

Explain Your Analysis

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH MPLEprovideVmuch Anot N FORevidence to suggest that voting would E I G THIS S OT N IS N with these responsibilities. Also, she fails to provide O I S interfere S I PERM

sound reasoning to support the claim that voting is “man’s work.” Miss Bissell’s argument is based mostly on her own opinions and provides little evidence to support her claims. Her argument Make an Assessment

would have been more eﬀective if she included statements made by others who support her point of view. Also, she should have tried to support her opinions with evidence. This would have strengthened her argument.

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Guided Instruction Identify Arguments and Claims In the Modeled Instruction activities you just completed, you identified the argument and claims made by Emily P. Bissell on the issue of woman’s right to vote. Now you will look at the argument and claims made by Mrs. Gilbert E. Jones in the article titled “Some Facts About Suffrage and Anti-Suffrage.” Look again at what Mrs. Gilbert E. Jones wrote. Reread the statements below from the passage and look for claims that support an argument. Woman suffragists proclaim that women need the ballot for their own protection, and that men make laws for women which are unjust and oppressive, and that women must have the law-making power in their own hands in order to secure fair play. American women do not need a lawmaking power, for on the whole, the laws are even far more favorable to women (in many states) than they would have been if women, with their smaller understanding of vital conditions, had made the laws for themselves.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Have we come to the point when women must defend themselves against R. MASTE E N I L K Y. men or women? One man is generally stronger than Bone And NY WAdo A LAC woman! A T O N I N D CE women propose to fight laws into existence toISprotect them? RODU The voting TED. IT P H E G R I R E B PYof the majority power is based on force. TheISrule OK TO is at the bottom the rule of K CO O B O O S I B force. Sixty thousand to TaH hundred thousand voters, not because PLEvoters yield N FOR E S SAM I V I H G T OT than themselves, but because they know them they believe them to Ibe wiser N SN O I S S I to be stronger. PERM Man forms the ONLY basis on which any government can rest. In a democracy this is, and must be, the keynote of the whole structure. The man is the rock on which the government is built, whatever its form. The woman never was and never will be. Giving the man the vote is nothing more than a recognition of this fact. Giving women the vote would be to deny it. Citizenship merely, does not entitle a man to vote. Government grants that privilege and enrolls on its lists of voters those who must be made liable for the state’s safety and stability. Government does not let a man vote just to express his viewpoints by dropping a bit of paper in the ballot box. It demands the service and allegiance of a voter to the point of giving his life, as 500,000 men did during the civil war.

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Reading for the TEKS

We find in the general advancement of women, in the improvement of her economic position, in her social and civic influence, and in her opportunity for culture, a thing without parallel in the history of the world. And we antisuffragists can say with pride that all this has been accomplished without granting women the ballot.

On Your Own Complete the graphic organizer below. In the box on the left side of the page, list five important claims made by Mrs. Gilbert E. Jones in the statements you just read. In the box on the right side of the page, write the argument that you think is supported by these claims.

E L P M SA N Claims O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Argument TER.

S NE MA I L K Y. C A NY WA A BL A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Comprehension Instruction for Informational Text â&#x20AC;&#x201C; Level H

Assess Evidence and Reasoning Consider the argument and claims presented by Mrs. Gilbert E. Jones in the article she wrote. Determine whether she gives sound reasoning and strong evidence to support her claims.

On Your Own Look again at the graphic organizer you made to identify the argument and claims made by Mrs. Jones. Analyze each of the claims that you identified. Write each claim in one of the boxes below and provide an analysis. Explain how Mrs. Jones supports each claim. Does she provide sound reasoning and strong evidence? Is the information that is presented relevant to the argument being made?

Detail

Analysis

E L P M SA N O I T A C U D Write a claim that is made here. E ! Y L L Y A L L R A R . 9 9 . 8 88here. Write your analysis

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Detail

Write a claim that is made here.

Analysis

Write your analysis here.

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Reading for the TEKS

Detail

Write a claim that is made here.

Analysis

Write your analysis here.

Detail

Analysis

Detail

Analysis

E L P M SA N O I T A C U D E ! Y Write yourA analysis here. L L Y L L R A R . 9 9 . 8 88 Write a claim that is made here.

Write your analysis here.

176 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text – Level H

Based on your analysis of the claims made by Mrs. Gilbert E. Jones, write a brief assessment of her statements on the issue of a woman’s right to vote. Explain the claims Mrs. Jones makes. Tell whether Mrs. Jones provides sufficient evidence and sound reasoning to support her claims.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

This section includes Modeled Instruction, Guided Instruction, and Independent Practice activities that are based on all four passages you have read in Unit 3. In this section, you will learn reading and writing skills that include identifying arguments and claims, assessing evidence and reasoning, comparing and contrasting different mediums of communication, and identifying and analyzing conflicting information.

Using Multiple Sources For the following Modeled and Guided Instruction activities, you will need to refer to all four passages on the issue of woman suffrage.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Modeled Instruction Identify Conflicting Information When you read from multiple sources about a topic, you will often discover different points of view and may find conflicting information. People who write about the same topic may present conflicting information because they have different experiences and rely on different sources of information to shape their opinions and beliefs. When referring to two or more texts, it is important to identify conflicting information and try to determine why people writing about the same topic disagree on matters of fact or interpretation. Reread the following excerpts from each of the four passages. Look for conflicting information.

E L P M Statement of Mrs. ElsieS C. Phillips Right to Vote A on the Issue of Ia OWoman’s N T A C U D E ! Y L Y L L RAL A R . 9 9 . 8 88 [Mrs. Elsie C. Phillips]

I will give an instance, right from the progressive state of Wisconsin, of which we are all justly proud. The men there are notedTER. MAS NElegislature I L . throughout the country for having put through the K Ythe C A NY WA A BL A T O N I N D most progressive social legislation that E yet seen. ISthis country Chas RODU TED. IT P H E G R I R E No one doubts for a moment Y that theK men B in that progressive state IS COP O TO K O B O O S I B desire to see justice THjust as much as for men. But there LE for women SAMP N FOR E S I V I H G T are certain frightful OTgaps in that legislation that show that it is N IS N O I S S I impossible PERM for men, with the best intentions in the world, to understand and legislate for the needs of women. To take an instance, there is no reformatory for women in the state of Wisconsin. If a woman commits a crime or a misdemeanor in the state of Wisconsin, it is either jail or prison; there is no halfway substitute. More fundamental, and very much more important than that, is the fact that in this progressive state, where undoubtedly the men wish to protect the women, there still remains the fact that women have not equal guardianship of their children. In the state that is regarded as the foremost in progressive legislation women have no right in their children; not only have they no right in the husband’s lifetime, but he may, in his will, will those children to anyone whom he selects, even if the child is born after his death.

Reading for the TEKS

Objections to Woman Suffrage Answered [Henry B. Blackwell] 4

Talk to Women on the Suffrage Question

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88 [Emily P. Bissell]

… Most of the self-supporting women of my acquaintance do not want the ballot. They have no time to think about it. Most of the wives and mothers I know do not want to vote. They are too busy with other burdens. Most of the women of affairs I know do not R. want to vote. They are doing public work without it better MASTE than. E N I L WAY LACKa benefit. they could with it, and consider it a burden, NYThe A Bnot A T O N I N D IS CE ballot is a duty, a responsibility;HTand ED. ITmost intelligent, RODU active women P E G R I R E OB COPY duty and today believe that it is and that they OK Tresponsibility, K ISman’s O B O O S I B H E T L P are not called OR addition to their own share … N Fin S SAMto take it Eup

IV THI NOT G S I N O ISSI PERM

Comprehension Instruction for Informational Text â&#x20AC;&#x201C; Level H

Some Facts About Suffrage and Anti-Suffrage [Mrs. Gilbert E. Jones] 1

Woman suffragists proclaim that women need the ballot for their own protection, and that men make laws for women which are unjust and oppressive, and that women must have the law-making power in their own hands in order to secure fair play. American women do not need a law-making power, for on the whole, the laws are even far more favorable to women (in many states) than they would have been if women, with their smaller understanding of vital conditions, had made the laws for themselves.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Reading for the TEKS

Think It Through All of the statements that you just read address the issue of a womanâ&#x20AC;&#x2122;s desire or need to vote. These statements include some conflicting information and viewpoints. The graphic organizer below identifies important claims made by each person. You can see how the claims made by Mrs. Phillips and Mr. Blackwell conflict with the claims made by Miss Bissell and Mrs. Jones.

Mrs. Phillips

Mr. Blackwell

E L Men cannot represent women, P M A S because they are unlike women. N O I T A C U D E ! Y L Y L L RAL A R . 9 9 . 8 88

Women want and need There are certain frightful gaps in to vote. legislation that show that it is impossible for men, with the best intentions in the world, to understand and legislate for the needs of women.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E Emily P. Bissell OOK IS COPY IS BOOK TO B Mrs. Gilbert E. Jones PLE B OR TH do not M A S N FWomen E S I V I H G T OT Most of the women of affairs I know American women do not need want or need to vote. N IS N O I S S I do not want toPvote. a law-making power, for on the ERM

whole, the laws are even far more favorable to women than they would have been if women, with their smaller understanding of vital conditions, had made the laws for themselves.

182 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text â&#x20AC;&#x201C; Level H

Analyze Conflicting Information When you identify conflicting information, you must look closely to try to understand the perspective, or point of view, of each person. You must analyze the details provided and determine if statements that are made are supported by evidence or sound reasoning. Try to understand each point of view and determine which statements are most helpful and reliable. Think about the conflicting information that was identified in the last activity. Look for evidence and sound reasoning to support the statements made by each person.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

183 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS

Analyze the statements made by each person. In each of the following passage excerpts, the claims that were identified in the last activity have been circled. Details that provide sound reasoning or evidence to support each claim have been underlined. Determine which information you think is most helpful and reliable.

Statement of Mrs. Elsie C. Phillips on the Issue of a Woman’s Right to Vote [Mrs. Elsie C. Phillips] 2

I will give an instance, right from the progressive state of Wisconsin, of which we are all justly proud. The men there are noted throughout the country for having put through the legislature the most progressive social legislation that this country has yet seen. No one doubts for a moment that the men in that progressive state desire to see justice for women just as much as for men. But there are certain frightful gaps in that legislation that show that it is impossible for men, with the best intentions in the world, to R. understand and legislate for the needs of women. To take MASTEan . E N I L CK state ofNY WAY instance, there is no reformatory for womenA in BLAthe A T O N IS or a misdemeanor CED IN in the T Wisconsin. If a woman commits aEDcrime U I D . O EPR GHT PYRIjail O BE Rthere is no halfway state of Wisconsin, it isISeither or Oprison; O T C K IS BOvery much more important than BOOK THand LEfundamental, substitute. More P R O M F A IVEN HIS S that, is Tthe factN Ithat NOTinG this progressive state, where undoubtedly the S ISSIO men wish PERM to protect the women, there still remains the fact that women have not equal guardianship of their children. In the state that is regarded as the foremost in progressive legislation women have no right in their children; not only have they no right in the husband’s lifetime, but he may, in his will, will those children to anyone whom he selects, even if the child is born after his death.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Comprehension Instruction for Informational Text – Level H

Objections to Woman Suffrage Answered [Henry B. Blackwell] 4

Talk to Women on the Suffrage Question

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88 [Emily P. Bissell]

IV THI NOT G S I N O ISSI PERM

Reading for the TEKS

Some Facts About Suffrage and Anti-Suffrage [Mrs. Gilbert E. Jones] 1

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

186 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text – Level H

Going a Step Further Based on your analysis of the conflicting information that has been presented, you can explain which information is most helpful and reliable. Be sure to explain why you think certain information is more helpful and reliable than other information. The paragraph below is one example of an acceptable explanation.

Both Mrs. Elsie C. Phillips and Henry B. Blackwell present information that supports the belief that women want to vote and should be permitted to vote. In contrast, Emily P. Bissell and Mrs. Gilbert E. Jones present information that supports the belief

E L P M A S N O provided, I believe the information presented byA Mrs. Phillips and Mr. Blackwell is I T C U D E more helpful and reliable. Mrs. Phillips gives examples to show how the interests of ! Y L L Y L L RAbeen represented9well A women have not always by men, and Mr. Blackwell makes a R . 88.9when he states that women “have tastes, valid point based on sound8reasoning that women do not want or need to vote. Based on an analysis of the information

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E interests and occupations which theyPYalone can represent.” The TO B OKadequately K IS CO O B O O S I B TH PLE SAMMiss N FORMrs. Jones only include opinions and do not E V statements made Bissell and I G THIS by OT N IS N O I S S I ERM provide any Psupporting evidence or sound reasoning.

Guided Instruction Identify Conflicting Information Reread the following excerpts from each of the four passages. Look for conflicting information.

Statement of Mrs. Elsie C. Phillips on the Issue of a Womanâ&#x20AC;&#x2122;s Right to Vote [Mrs. Elsie C. Phillips] 4

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88 to Woman Suffrage Answered Objections

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B [Henry PY B. Blackwell] OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT One-half ourIOmale N IS N voters have not physical strength to enforce laws, S S I PERMhelp make them. Most lawyers, judges, physicians, yet they ministers, merchants, editors, authors, legislators and congressmen, and all men over forty-five years old, are exempt from military service on the ground of physical incapacity. Voting is the authoritative expression of an opinion. It requires intelligence, conscience, and patriotism, not muscle. All the physical force of society is subject to call to enforce law, but cannot create law. Moral force, such as women possess, is as necessary as physical force to national well-being.

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Comprehension Instruction for Informational Text Reading for the TEKS – Level H

Talk to Women on the Suffrage Question [Emily P. Bissell] 5

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Some Facts About Suffrage and Anti-Suffrage [Mrs. Gilbert E. Jones]

All voting at the polls must ultimately feel the pulse of a national and vital force back of it, and women cannot be that force. Men not only can, but must be that, if they accept the privileges of the ER.safety, franchise. Their allegiance to the state is a guaranteeE for MASTits N I L K of peace. WAY. BLACand its stability, and its maintenance in time Oof T Awar IN ANY

N DUCED . IT IS O D E R T P H E R IG TO BE COPYR K S I O K O B O PLE BO R THIS O M F A S N E S IV THI NOT G S I N O ISSI PERM

Reading for the TEKS

On Your Own Complete the graphic organizer below to identify conflicting information. Two of the individuals made statements that support the idea that strength and force are requirements of voting. The other two individuals believe that voting gives a person power. The conflicting points of view are identified in the graphic organizer. Complete the graphic organizer by identifying statements made by each person. Write the person’s name and what he or she stated. The first box has been completed for you.

E L P Statement: (Write what the person said here.) M SA N O I T A It is man’s place to support and defend the C U D Strength and force are E family, and so to administer the stateY! L L requirementsRtoAvote.LLY that the family shall flourish RAin peace. . 9 9 . 8 88 Name: Emily P. Bissell

Name:

Statement: (Write what the person said here.)

Name:

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Name:

Statement: (Write what the person said here.)

Voting does not require strength, but it provides power.

Comprehension Instruction for Informational Text – Level H

Analyze Conflicting Information Think about the conflicting information that was identified in the last activity. Look for evidence and sound reasoning to support the statements made by each person.

On Your Own In each of the following passage excerpts, circle the statements that were identified in the graphic organizer you just completed. Underline any examples of sound reasoning or evidence that you think help support the statements made. Decide what information is most helpful and reliable.

E L P M A on the Issue of Ia OWoman’s Statement of Mrs. ElsieS C. Phillips Right to Vote N T A C U D E ! Y L Y L L RAL A R . 9 9 . 8 88 [Mrs. Elsie C. Phillips]

Again, there is the fact that the ballot is fundamentally a means of . TERthat protecting the weak. From one point of view we might that MASsay E N I L . K Y C A A L little slip of paper represents all that the human has NY W OT A B race IN Aachieved N D S E I C T U D .I in the democratic struggle, in Gthe ofEthe HTEDstruggle R PRO democratic mass I R E Y B P O T CO to secure for itself some over BOOKits own living, in the struggle OK IS control O S I B H E T L OR of the dispossessed of this AMP IVEN Fearth to wrest from the possessors G THIS S T O SN thereof the means SION I of controlling their own standards of life and S I M R PE of work.

Reading for the TEKS

Objections to Woman Suffrage Answered [Henry B. Blackwell] 8

One-half of our male voters have not physical strength to enforce laws, yet they help make them. Most lawyers, judges, physicians, ministers, merchants, editors, authors, legislators and congressmen, and all men over forty-five years old, are exempt from military service on the ground of physical incapacity. Voting is the authoritative expression of an opinion. It requires intelligence, conscience, and patriotism, not muscle. All the physical force of society is subject to call to enforce law, but cannot create law. Moral force, such as women possess, is as necessary as physical force to national well-being.

E L P M SA N O I T A C U D E ! on the Suffrage Question TalkLtoLWomen Y Y A L L R A R . 9 9 . 8 88 [Emily P. Bissell]

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N Home is meant to be a restful place, Inot agitated by the turmoil of D DUCE . T IS O D E R T P H E R IG outside struggles. It is man’s support TO BE and defend the family, COPYRplace to K S I O K O O and so to administer HIS Bthe family shall flourish in peace. PLE BO the Nstate R Tthat O M F A S E S IV THIoutside worker. He is the NOT G Woman is the one whose place it is to bear S I N O and rear the ISSIchildren who shall later be the citizens of the state … PERM

Some Facts About Suffrage and Anti-Suffrage [Mrs. Gilbert E. Jones] 5

Comprehension Instruction for Informational Text – Level H

Based on your analysis of each statement, explain which information is most helpful and reliable. Be sure to explain why you think certain information is more helpful and reliable than other information. Write your explanation on the lines below.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Reading for the TEKS

Using Different Mediums Compare and Contrast Different Mediums of Communication When researching historical events (such as the woman suffrage movement), there are usually many different sources of information you can refer to. The different sources of information may also be available in different mediums. The medium used to communicate information refers to the format in which the information is presented. There are certain advantages and disadvantages associated with different mediums of communication. Read the following information to learn more about some of the most common mediums used to store and present information.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Much of the information that people study and use has been recorded as text. Important events and historical information are often found in a print format. The R. information is available for you to read at your convenience.INBooks MASTEand newspapers E L K WAY.documents A BLAC of print are examples of the print medium. One of the advantages isNYthat A T O N I N D IS CE RODU before being printed. A that appear in print are usually carefully reviewed and edited TED. IT P H E G R I R E TO B COPY OaK bibliography reliable document will contain and so you know the K ISfootnotes O B O O S I B TH LE P R O M F A S information. original sourceTof EN As with all mediums, it is important to consider HISthe OT GIV N S I the reliability of the of the information in print. ON SSIsource

I PERM

Digital Text Digital text, like print, is information that is presented in a format that you can read. The difference is that digital text refers to information that can be read on computers or other similar electronic devices. The information you read when you search on the Internet is an example of digital text. One advantage of digital text is that you can search for and locate information very quickly. Computers and the Internet make it possible to enter in keywords to find information about a specific topic. One disadvantage, however, is that digital text is sometimes not as reliable as print. There is a lot of information available on the Internet that has not been carefully researched or source referenced. Almost anyone can post information on the Internet, even if it is not accurate.

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Comprehension Instruction for Informational Text – Level H

Audio Some information is available as live audio or as an audio recording. This makes it possible to learn by listening. Live audio allows you to listen as something is actually happening. An audio recording is audio that has been saved or stored so it can be listened to repeatedly. The advantage of listening to audio is that it provides more than just words to give you information. For example, you can learn something from the sound of a person’s voice. A person’s voice might project certain emotions, such as confidence or fear. A disadvantage of audio is that recordings are sometimes edited. This means some of the original audio has been omitted, or left out. When audio recordings are edited, it can result in some information being taken out of context. This can result in information being misinterpreted.

Video

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Live or recorded images are examples of video. Most video also includes audio so that you can hear what is happening as you watch it. Images and sounds can provide a lot of useful information about an event that would be difficult to R. acquire by just reading about it. The images and sounds can provide clear MASTE a very E N I L . K Y C A A W L picture of the setting. You can also gather information way people look OT A Bfrom the IN ANY N D S E I C T U D if that person is . I can tell and act. For example, a person’s body language you GHTED REPRO I R E Y B P O T CO recording, nervous, happy, or sad. LikeOan K ISaudio BOOK videos can also be edited, so it is O S I B H E T L P are seeing R Oeverything important to know if that happened or only part of AMyou IVEN F G THIS S T O what happened. Watching S N the complete video coverage of an event will help SION I S I M R E you to avoidPtaking information out of context.

Multimedia Some information is presented using multimedia. This means several different forms of media are combined. Computers often make use of multimedia. Video, audio, and text can all be used together to present information. This has the advantage of allowing a person to see, hear, and read about a topic at the same time. A disadvantage is that information presented using multimedia may not come from a reliable source. When using multimedia, it is important to know who developed the content and where they got their information. You want to make sure the information comes from a reliable source.

Reading for the TEKS Comprehension Instruction for Informational Text – Level H

Listed below are some ideas about how you can use different mediums to learn more about the woman suffrage movement. • Visit the library and look for books about woman suffrage and anti-suffrage. • Search on the Library of Congress website for information about woman suffrage and anti-suffrage. • Look in an encyclopedia for information about the woman suffrage movement. • Watch documentaries about the woman suffrage movement.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

• Try to locate old newspaper articles about the woman suffrage movement. • Use the keywords “woman suffrage” and “anti-suffrage” to search on the Internet for reliable and trustworthy sources of information.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Independent Practice 1

Refer to all four passages to complete Part A and Part B below. a) Two of the passages were written by individuals who support a woman’s right to vote. Write their names in the charts below and list three statements made by each person that support the argument for a woman’s right to vote.

Name: Statements that support the argument for a woman’s right to vote:

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E Name: B PY OK TO K IS CO O B O O S I B LE R TH SAMP the argument N FOfor E Statements that a woman’s right to vote: V I G THISsupport OT N S I ISSION PERM

Reading for the TEKS

b) Two of the passages were written by individuals who are against a woman’s right to vote. Write their names in the charts below and list three statements made by each person that support the argument against a woman’s right to vote.

Name: Statements that support the argument against a woman’s right to vote:

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N Name: D IS CE RODU TED. IT P H E G R I R E B PY OK TO right to vote: Statements that support the argument a woman’s K IS CO against O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Comprehension Instruction for Informational Text – Level H

In Paragraph 2 of the passage titled “Statement of Mrs. Elsie C. Phillips on the Issue of a Woman’s Right to Vote,” the following claim is made: No one doubts for a moment that the men in that progressive state desire to see justice for women just as much as for men. But there are certain frightful gaps in that legislation that show that it is impossible for men, with the best intentions in the world, to understand and legislate for the needs of women. What evidence does Mrs. Phillips present to support her claim? Use evidence from the passage in your answer.

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R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Reading for the TEKS

Reread Paragraph 7 from “Statement of Mrs. Elsie C. Phillips on the Issue of a Woman’s Right to Vote.” Answer the question that follows.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

What argument does Mrs. Phillips make in this section of the passage? How does she support her argument?

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Comprehension Instruction for Informational Text – Level H

In Paragraph 4 of the passage titled “Talk to Women on the Suffrage Question,” Miss Bissell makes the following claim: The vote is part of man’s work. Ballot-box, cartridge box, jury box, sentry box, all go together in his part of life. Woman cannot step in and take the responsibilities and duties of voting without assuming his place very largely. Does Miss Bissell present sound reasoning or evidence to support her claim? Explain your answer.

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R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Reading for the TEKS

Miss Bissell states, “Most of the women of affairs I know do not want to vote.” Look for information that conflicts with this claim in the statements made by Henry B. Blackwell in Paragraph 3 from “Objections to Woman Suffrage Answered.”

Except in years of presidential election, a majority of men in Massachusetts do not vote. This is shown by statistics. The right to vote for governor, State legislature, municipal, town and county officers, often calls out less than half the male vote, in spite of public opinion, party machinery, torchlight processions, newspaper articles, expenditure of money, and personal efforts of candidates. From 10,000 to 20,000 women in Massachusetts register every year to vote merely for school committee. Yet that is only a small and disjoined part of the system of Municipal Suffrage. It does not include a vote on the management of schools, or a share in the nomination of candidates. Small as it is, the right is restricted in the case of women by limitations which make it troublesome to exercise. A woman must apply every year to be registered. Under STER. MAschool parallel conditions not 500 men would have voted for E N I L K Y. NY WA A BLAC so in IaN single A T committee. That over 20,000 women Ihave done O N D S CE D. IT of eminent RODU and unselfish TEproof P H E year, under such restrictions, is a G R I R E B PY OK TO K IS CO O B public spirit. O O S I B E TH

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

OR AMPL IVEN F G THIS S T O SN SION I S I M R PE

Comprehension Instruction for Informational Text – Level H

What evidence presented by Mr. Blackwell conflicts with the claim made by Miss Bissell? Write one statement from Paragraph 3 that suggests Miss Bissell’s statement may not be reliable.

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Reading for the TEKS

In Paragraph 8 of the passage titled “Objections to Woman Suffrage Answered,” Henry B. Blackwell makes the following claim: Moral force, such as women possess, is as necessary as physical force to national well-being. Identify three statements made by Mrs. Jones in “Some Facts About Suffrage and Anti-Suffrage” that suggest she disagrees with Mr. Blackwell’s claim. Write these statements below.

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Comprehension Instruction for Informational Text – Level H

In the passages you read, you learned what four different people believed about a woman’s right to vote. The names of these people are listed below. Mrs. Elsie C. Phillips Henry B. Blackwell Emily P. Bissell Mrs. Gilbert E. Jones Listed below are some statements that relate to the debate over a woman’s right to vote. Identify one person who you think would agree with each statement and one person you think would disagree with each statement. Write what each person said that supports your answers.

E L P M Women willS only Avote the same as theirIOhusbands. N T A C U D Agree Disagree E ! Y L LLYwould disagree with this statement? Which person would agree person RAwithLthis statement? 9.Which A R 9 . 8 8 8

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY TO this OKdid What did this person say that suggests What person say that suggests K IS CO O B O O S I B TH LE P R O M F A EN they disagree? THIS S they disagree? OT GIV N S I ISSION PERM

Reading for the TEKS

Women must be allowed to vote in order to have their needs addressed. Agree

Disagree

Which person would agree with this statement?

Which person would disagree with this statement?

What did this person say that suggests they disagree?

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

206 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text – Level H

The government of the United States was built on principles and beliefs that support a woman’s right to vote. Agree

Disagree

Which person would agree with this statement?

Which person would disagree with this statement?

What did this person say that suggests they disagree?

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Unit 4 Paired Passage 1:

A Rough and Rugged Road Richmond, Virginia, 1877 1

Sweat trickled down young Maggie Lena Mitchell’s face as she toted the heavy basket of laundry throughout the steamy morning. She could hear laughter from children playing tag, and she wished she could play, too. But Maggie didn’t feel sorry for herself. She shifted the basket to the top of her head and stepped around a man sleeping on the sidewalk. At least she had a house to sleep in and usually something to eat.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Everywhere Maggie looked were African American people who were worse off than she. When the Civil War ended in 1865, newly freed R. slaves streamed into the city looking for work. MASTE E N I L K Y. But jobs were scarce, and many people livedOand NY WA A BLAC A T N I N D CE IT IS died in the city’s streets. That night ED.prayer RODUMaggie Lena Mitchell Walker Tat P H E G R I R E PY TO B meeting, Maggie wouldOpray less OKfortunate. K IS COfor the O B O S I B H Her bare feetISpicked FOR T lest her chores AMPLE up their N pace, E V I G TH S make her late for IS NOT IONchurch.

ISS PERM

Learning a Sense of Pride 3

The first time Maggie had entered the First African Baptist Church, she’d been filled with reverence and awe. “Prayer became as bread to hunger and water to thirst. Sunday School and prayer meeting set my foot upon solid rock,” Maggie said as an adult. Maggie’s church taught her pride in her race, despite the fact that most white people in the South treated African Americans as inferior.

Her church’s three-thousand-member congregation included a large number of African American professionals—politicians, business owners, doctors, and skilled craftsmen—many of whom had been free before the Civil War. They were a confident, successful, and proud group.

Comprehension Instruction for Informational Text Reading for the TEKS – Level H

Maggie’s school also taught her racial pride. Although African American children did not attend the better-equipped schools with white children, Maggie was fortunate to have an exceptional teacher. Miss Lizzie Knowles was one of thousands of Northern professional educators who came south after the Civil War to give newly freed African Americans the schooling that slavery had denied them. “Miss Lizzie” taught her students that they could make history just like the famous people they studied. Intelligent and hardworking, Maggie graduated from normal school, a two-year program after high school.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Learning to Help Others 7

After graduation, Maggie put her energies into a fraternal organization, the Independent Order of Saint Luke (I.O.S.L.), which she had joined when she was fourteen. Members of the I.O.S.L. helped one another in times of sickness and were present at each R. MASTE E member’s burial. The organization also worked to lift African N I L Y. BLACK NYtoWA A to A T O N I Americans out of poverty by teaching members work hard, N D . IT IS ODUCE Rtogether TEDand P H E G R I save pennies, to improve themselves, to stick against R E TO B COPY K S I O K O B O prejudice. At this time, Americans in the South did not PLE BO African R THIS O M F A S N E S have the same GIV THI rights as OTwhites.

SN SION I S I M R PE

Finding Her Life’s Work 8

In 1899, Maggie was the first woman to be elected Right Worthy Grand Secretary of the I.O.S.L. The organization was on the verge of bankruptcy, so Maggie held rally after rally and was such an inspirational speaker that thousands of people would often attend. Sometimes a thousand people would join at one time. “It’s in me to build this Order and teach my people the power of unity,” Maggie said. Because of her work, over the years the treasury increased from $31.61 to $3,480,540.19, largely because of initiation fees and monthly dues. Membership rose from 1,080 to 100,000.

Reading for the TEKS

Maggie also helped the African American community to establish a sanitarium for tuberculosis patients and a home for delinquent girls. She was the major force behind the founding of a community center, an educational loan fund, and many other humanitarian projects. Maggie’s most famous achievement was becoming our nation’s first woman founder and president of a chartered bank when she opened the St. Luke Penny Savings Bank in 1903.

Never Letting Up 10

Although Maggie accomplished so much and met with great success, her life wasn’t easy. “I started from a most lowly place in life, from an alley rather than a street; I started with my arms filled with laundered clothes rather than armfuls of trinkets and toys, with feet that have been well acquainted with the rough and rugged road of life. I have worked all day and away into the night. And whatever has come to me in these days has come because I worked from a child; worked before I married, worked after I . married, and I am working harder now than ever in my life.” ASTER

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

M KLINE Y. C A L B NY WA A partially Iparalyzed A T O N Maggie never let up, not even when sheT became N D I IS DUCE ROand TED.in P H E G R I in 1928. She had an elevator installed her home had her car R E TO B COPY K S I O K O B O remodeled to accommodate her wheelchair. Maggie continued to PLE BO R THIS O M F A S N E S HI death in work untilTher GIV She received many honors for her NOT1934. S I N O efforts. ButRacclaim was not what motivated Maggie Lena Mitchell ISSI PE M

Walker. “I have never taken one step with a design to raise myself up or to gain applause. What I have done has been done with an eye single to the glory of God and to promote the good of our race.”

Comprehension Instruction for Informational Text – Level H

Maggie Walker’s Bank 12

At the St. Luke Penny Savings Bank, African Americans were able to obtain loans. By 1920, the bank had helped 645 African American families to buy their own homes. African Americans could also find work in all the bank’s positions. A program of special interest to Maggie was helping children to learn the value of money. She distributed small cardboard boxes to area children and encouraged them to save pennies. When they’d saved a dollar, they were permitted to open a savings account.

Although many banks failed during the banking crisis of the 1930s, Maggie’s bank flourished. She engineered a merger with two banks and served as the chairperson of its board until her death. The bank still prospers today as Consolidated Bank and Trust Company, the oldest African American-owned bank in the United States.

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R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Around 1917, Maggie (right), her son Russell (center), and Emmett Burke, the bank’s cashier, stand in one of the bank’s teller windows.

Paired Passage 2

From Mushrooms to Peter Rabbit 1

The eight-year-old girl leaned over her sketch pad, drawing a caterpillar as it munched on a leaf. Beatrix had spent her summer studying these tiny creatures. She knew what they ate, where they lived, and what kind of butterfly or moth each would become.

Helen Beatrix Potter grew up to become the well-known author of the Peter Rabbit books. But before she created storybook animals, she was an accomplished nature artist. In fact, she almost became a scientist instead of a storyteller.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D CE Beatrix was born in London, England,D. IT IS RODU TE P H E G R I R E B on July 28, 1866. Like most daughters PY OK TO Helen Beatrix Potter K IS CO O B O O S I B TH of wealthy families time, PLEduring this N FOR E S SAM I V I H G T Beatrix was taught Iat home by a governess. OT N SN O I S S I Her education PERM did not include science. Most of what Beatrix

learned about nature she taught herself or discovered on trips to the natural-history museum. 4

Beatrix’s family spent summers in Scotland and in northern England, where Beatrix explored the woods. She collected and sketched insects, spiders, shells, fossils, and flowers. Her room became home to many pets—lizards, snakes, frogs, birds, hedgehogs, rabbits, mice, and bats—and she drew them, too.

At eighteen, Beatrix wrote in her journal, “I cannot rest, I must draw, however poor the result. . . .” By her early twenties, Beatrix became interested in fungi, such as mushrooms and toadstools. She searched the woods for them and learned their scientific names. Using a microscope to see details, she carefully drew them.

Comprehension Instruction for Informational Text Reading for the TEKS – Level H

Nothing stopped her fungus hunting—not even spider attacks. She wrote in her journal, “Stopped at the wood at the corner and got some white scented funguses and was again bitten, as usual. Undressed during afternoon, suspect spiders, but have never found anything except an average of seventy bites, but sometimes beyond counting.” 6

One day Beatrix’s uncle, Sir Henry Roscoe, a respected chemist, saw her drawings of fungi. Impressed by her keen observation and artistic skills, Sir Henry arranged permission for Beatrix to visit the library of the Royal Botanic Gardens in London and to talk with its scientists. Beatrix used this opportunity to learn more about nature. She soon made some exciting discoveries. Her study of lichens on tree trunks and rocks proved to her that lichens were made of fungi and algae living together.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

Thirty years earlier, scientists in Switzerland and Germany had proposed this same idea, but British scientists still believed that the lichen was a separate plant. Beatrix showed her lichen drawings to TER. S A M NE not AY. the scientists at the Royal Botanic Gardens, but she could W LACKLI B A T O IN ANYand N convince them that the lichen was a combination of a fungus D S E I C T U D .I GHTED REPRO I an alga. R E Y B P O O

T C BOOK OK IS O S I B H E T L MP FOR Today, her Ttheory one by scientists. Beatrix’s other IVENaccepted HIS SA is the G T O N S I discovery involved N the tiny spores from which fungi grow. She MISSIO R E P found a way to sprout spores of certain fungi in the laboratory,

something no one else had done. When Beatrix shared her findings with the scientists at the Royal Botanic Gardens, the director dismissed her as an amateur. Since Beatrix had not been formally trained in science, the director did not think she could have discovered anything new. But Beatrix’s uncle believed that her discovery was important. Sir Henry encouraged her to write a scientific paper that explained how she had grown the mushroom spores. Once the paper was published, he said, other scientists would learn about her work.

Reading for the TEKS Comprehension Instruction for Informational Text – Level H

On April 1, 1897, Beatrix’s paper on spores was presented at a meeting of the Linnean Society of London, a group of distinguished scientists. They would decide whether or not her research was worthy of publication. Because she was a woman, Beatrix was not allowed to attend the meeting. The group recommended that she do more research before her paper could be published. The disappointed Beatrix continued her work, producing nearly three hundred watercolors of fungi and spores. She wrote about her passion for fungi in her journal: “I do not often consider the stars. . . . It is more than enough that there should be forty thousand named and classified funguses.”

When Beatrix was in her mid-thirties, her life suddenly changed. For Christmas presents in 1901, Beatrix printed copies of a children’s story she had written years earlier for a young friend. The story, The Tale of Peter Rabbit, was such a success with family and friends that Beatrix eventually persuaded a book publisher to print and sell it. Soon Beatrix was so busy writing and illustrating R. storybooks that she had no time for her scientific studies. AHer M STE E N I L K Y. paper on mushroom spores was never published. NY WA A BLAC

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

A ED IN IS NOT C T U I D . O D TE recognize PR Although the Linnean Society RIGHnot Ydid BE RE Beatrix’s P O O T C K S OO OOK I theyRhonored accomplishments Pin THIS B her scientific work in LE B1897, O M F A 1997. She had GIVENperson in England to grow certain THIS Sbeen the OT first N S I mushroomRspores ISSION and to realize that some algae and fungi can live PE M together as lichens.

Beatrix Potter died in 1943 at age 77. Shortly before her death, she wrote, “When I was young I already had the itch to write, without having any material to write about.” Years of studying nature eventually gave Beatrix something to write about. Today, after more than a century, her storybooks are still read and loved by young and old alike.

Short Response 1

Both Maggie Mitchell and Beatrix Potter were born around the same time in the second half of the 1800s. Why then was the education they received so different? Use examples from both texts in your response.

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215 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS

Beatrix Potter wrote in her journal, “I cannot rest, I must draw, however poor the result…” Maggie Mitchell said, “Prayer came as bread to hunger and water to thirst.” How do these quotes provided by the two authors help the reader understand the character of the two women? Use examples from both texts in your response.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Comprehension Instruction for Informational Text – Level H

Both women left a legacy. Which woman, Maggie Mitchell or Beatrix Potter, had the greatest impact on the lives of others? How do you know? Support your claim using specific evidence from each text.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Reading for the TEKS Comprehension Instruction for Informational Text – Level H

Which part of each text most strongly supports the idea that not everything you learn, you learn in school? Cite textual evidence from both articles to support your response.

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Extended Response 5

Maggie Mitchell and Beatrix Potter were both very accomplished women. After considering both articles, compare and contrast their early lives. Use examples from each text in your analysis.

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R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

219 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS

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R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Comprehension Instruction for Informational Text â&#x20AC;&#x201C; Level H

Both women, Maggie Mitchell and Beatrix Potter, confronted a particular form of prejudice. What prejudice did each woman encounter? Did they overcome the bias they faced? What successes were they each able to achieve despite the odds against them? Use evidence from both articles to support your analysis.

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R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

221 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS Comprehension Instruction for Informational Text – Level H

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Painting with Glass 1

Eyes fixed on the sandy ground, a young boy walked along the beach near his family’s summer home in Montauk, New York. Suddenly the sun glinted off something in the sand. Digging with his fingers, the boy unearthed the treasure—a small, brightly colored stone. He held it up, watching as the light made the color glow like a precious gem.

This boy, Louis Comfort Tiffany, would grow up to become one of the most innovative artists of the late nineteenth and early twentieth centuries. Although he could paint with oil paints and watercolors, Louis’s favorite medium, the one that made his name famous all over the world, was glass. Louis Comfort Tiffany painted with glass.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

As a child, Louis was something of a rebel. He refused to follow in the footsteps of his father, the founder of Tiffany and Company, a well-known jewelry R. establishment in New York City. Louis’s only interest was MASTE E N I L K Y. art. He wanted to produce art more beautiful than NY WA A BLAC A T O N I N D IS CE ED. IT by studying anyone had ever seen before. Louis RODU oil Tbegan P H E G R I R E PY TO B painting, and even had some work in the OK exhibited K IS CO of his O B O O S I B E TH L P R O M F A 1876 Centennial Fair. N But Louis wasn’t happy THIS S World’s T GIVE O N S I with the colorsSIhe N created with paint. He longed for the MIS O R E Louis Comfort P deep, rich colors he saw in ancient stained-glass windows. Tiffany Most glass is clear, but for thousands of years people have also used “stained” or colored glass to create pictures.

Louis realized, though, that most artists of his time achieved clarity and color by using paint on the glass instead of coloring the glass itself. In an article he wrote for Harper’s Bazaar magazine in December 1917, Louis said, “Glass covered with brushwork produces an effect both dull and artificial. . . . I could not make an inspiring window with paint.”

Reading for the TEKS

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM Autumn Landscape

Instead Louis spent years studying the windows of ancient cathedrals and bits of old Roman vases and glass. He experimented with chemicals and metals, mixing them to produce glass with particularly rich shades of color. With these discoveries, Louis began creating pictures in glass so life-like they looked like paintings.

As his windows gained increasing international acclaim and the demands for them grew, he began to employ the finest craftsmen in America to work under his direction. “Autumn Landscape” (above),

Comprehension Instruction for Informational Text – Level H

finished in 1924, shows sunlight gleaming on a mountain stream. The water seems to rush across the surface of the glass, tumble into a foaming waterfall, and bubble into a pool. The leaves on the birch tree seem to quiver, and its white bark is streaked with fine brown lines and swirls. 7

If you move close to the window, you will see that all the lines and bubbles in the painting are inside the glass instead of painted on it. The lines of tree bark are streaks of chemicals added to the glass when it was made. The orange leaves are small, round pieces of colored glass embedded in a larger piece of glass.

Tiffany craftsmen created the look of brambles by using small pieces of confetti-like glass underneath a translucent glass covering. Tiffany glass paintings have different thicknesses in different places to create the illusion of depth. To create the rippled texture of bubbling water, the glass had to be “wrinkled” through a special process when it was created. Even the lead lines that join the different pieces of glass serve a purpose: they define the distant R. MASTE E N mountains and the edges of trees and stream. I L AY. ACK

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W L OT A B IN ANY N D S E I C T U .I OD Tiffany Studios created glass paintings and GHTED for wealthy REPRclients I R E Y B P O O T C K S churches, as well as everyday that K I articles OO were artistic yet THIS B LE BOO P R O M F A S made Ggoblets, inexpensive. lampshades, and vases with a EN THISThey OT IV N S I lustrous material NLouis invented called “Favrile glass,” which MISSIO R E P became one of his trademarks. Louis once described the changing

colors of Favrile glass—a combination of white and clear colored glass, sometimes sprayed with a metallic salt to create an iridescent shine—as being “like the wings of certain American butterflies, the necks of pigeons and peacocks, the wing covers of various beetles.” The word “Favrile” came from an old English word meaning “handmade,” signifying Louis Comfort Tiffany’s commitment to creating art with the special touch of its creator. 10

Some of Louis Tiffany’s works are in museums, but many others are found in churches and private homes. Louis Comfort Tiffany not only created glass paintings more beautiful than any before him— he changed forever the way artists work with glass.

Short Response 1

Based on the information in the article, how did Louis Comfort Tiffany’s independent spirit affect the late nineteenth and early twentieth centuries in the world of art? Cite textual evidence from the article to support your response.

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Comprehension Instruction for Informational Text Reading for the TEKS – Level H

According to the author, why did Tiffany revert back to the past to create new works of art? Use evidence from the article to support your analysis.

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Reading for the TEKS

Having greater aspirations for his art, what did Tiffany do abroad to ensure that his artwork would be different? Use examples from the text in your response.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

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228 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text – Level H

How does the author’s description of “Favrile glass” help the reader understand why this type of glass was used? Cite textual evidence from the article to support your response.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

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Extended Response 5

Louis Tiffany is remembered as an accomplished and innovative artist. How does the author help the reader understand how Tiffany was able to achieve such lifelike works of art? What techniques did he develop? How was he able to produce so many pieces? What is Louis Tiffany’s legacy? Use examples from the text in your response.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Comprehension Instruction for Informational Text Reading for the TEKS – Level H

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Reading for the TEKS

Based on what the author has presented in “Painting with Glass,” how would Louis Tiffany most likely respond to the mass-produced Tiffany replicas on the market today? Use specific details from the text in your analysis.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

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Comprehension Instruction for Informational Text – Level H

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The Creator of Oz 1

One hundred years ago, a group of children listened to an unusual tale with characters made of straw, tin, and fur. L. Frank Baum would often entertain his sons and their friends with his creations. This one, about a girl from Kansas who travels to a wonderful enchanted land, was their favorite. In the middle of the tale, a child asked, “Mr. Baum, where did the Scarecrow and the Tin Woodman live?” Baum looked around the room until he noticed a filing cabinet with the letters A-N on the top drawer R. and O-Z on the bottom. MASTE E N I L K Y. Putting the last two NY WA A BLAC A T O N I N D letters together, he T IS DUCE ROBaum TED. ILyman P H E Frank G R I R E B smiled. “Well,” Baum said,IS COPY OK TO K O B O O S I B E Woodman, THthe Cowardly Lion, and the “the Scarecrow, Sthe PLTin N FOR E IS AM V I H G T T the marvelous land of Oz.” Great Wizard all lived IS NOin

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

ISSION PERM

Lyman Frank Baum was born to a wealthy family in Chittenango, New York, in 1856. He spent most of his childhood living at a beautiful country estate called Rose Lawn. A serious heart condition made it necessary for him to be tutored at home, and one of his favorite pastimes was reading and creating stories.

At a young age, Frank, as he preferred to be called, showed a talent for writing, and when he was fifteen, his father bought him a printing press. Frank and his brother, Harry, printed a popular newspaper entitled the Rose Lawn Home Journal.

Comprehension Instruction for Informational Text Reading for the TEKS – Level H

By the time Frank turned eighteen, he knew that he wanted to become an actor. With money from his father, Frank formed a Shakespearean acting troupe, and in 1880 became the manager of a string of opera houses owned by his father. In 1881, his first play, The Maid of Arran, in which he played the lead, became an instant success.

At a party in 1881, Frank met a young woman named Maud Gage. The following year the two were married, and in time had four sons. Frank, a devoted father, spent hours spinning tall tales for his children. During this time, Frank’s businesses experienced many setbacks and his poor health continued to plague him.

In 1888, Frank decided to try his luck on the western prairie. He moved his family to the boomtown of Aberdeen, South Dakota. Once settled in Aberdeen, Frank wasted little time in setting up his new business, a variety store called Baum’s Bazaar. The store became a favorite stop for the children of the community. Some would buy candy or soda, but most of them came to hear theER. T E MAS exciting stories Frank would tell. AY. ACKLIN

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

W L OT A B IN ANY N D S E I C T U D D. I 1890, Frank When a terrible drought hit the area GHTEin REPRO was forced to I R E Y B P O close the store, and the K IS CO family OOK T to Chicago, Illinois. By Bmoved OBaum O S I B H E T L P OR 1897, Frank S SAMbegunTwriting IVEN F for children. His first book was G THIhad O N Mother Goose in ON IS then came Father Goose: His Book, which SIProse, S I M R PE best-selling children’s book of 1899. About this time became the Frank began creating stories for his children and their friends about Dorothy’s adventures in the magical land of Oz.

Later he explained how he suddenly became inspired by this special tale. “I was sitting in the hall, telling the kids a story, and suddenly this one moved right in and took possession. I shooed the children away, and grabbed a piece of paper that was lying there on the rack, and began to write. It really seemed to write itself. Then I couldn’t find any regular paper, so I took anything at all, even a bunch of old envelopes.”

Reading for the TEKS Comprehension Instruction for Informational Text – Level H

When he had finished writing the manuscript that would become The Wonderful Wizard of Oz, Frank attached the stub of the pencil he had used to an extra sheet of paper on which he wrote: “With this pencil I wrote the manuscript of The Emerald City.” The creator of Oz didn’t have to wait long to see the success of his American fairy tale.

The Wonderful Wizard of Oz was published in 1900 and became the bestselling children’s book of the year. Bookstores demanded more copies, and Frank received thousands of letters from children begging him to write more about Oz. Encouraged by the success of the book, Frank went on to write more than a dozen other books about Oz.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

After Frank’s death in 1919 other authors continued the series, completing an additional twenty-six books. Baum’s life seemed to fit the theme that he’d made so famous in his first Oz story: people hold within themselves the things that they are searching for. L. Frank Baum had struggled through his adult years searching Efor the T R. S A M E Nfriends, right career, when all along, just like Dorothy andAher heAY. W L CKLI B Y N A A T N held within himself his greatest gift: theIT gift IS NOof storytelling. UCED I

D . GHTED REPRO I R E Y B P O T CO BOOK OK IS O S I B H E T L OR AMP IVEN F G THIS S T O SN SION I S I M R PE

Short Response 1

L. Frank Baum was not healthy as a child. How did this influence his future success? Use examples from the text in your response.

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237 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS

How does the author help the reader understand that L. Frank Baum was both resourceful and inventive? Use examples from the article in your analysis.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

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238 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text – Level H

How does the author demonstrate Baum’s appeal to children over the course of the text? Use examples from the text in your response.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

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Reading for the TEKS Comprehension Instruction for Informational Text – Level H

When referring to a story of his, Baum said, “…this one moved right in and took possession.” What did Baum mean by this phrase? Use specific details from the text in your analysis.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

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Extended Response 5

The article states that people hold within themselves the things they are searching for. What does this statement mean? How does it apply to the life of L. Frank Baum? Use specific details from the text in your analysis.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

241 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Reading for the TEKS

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Comprehension Instruction for Informational Text – Level H

According to the author, L. Frank Baum came from a wealthy family. What impact did this have on his life? How do you know? What types of support did his family provide? Cite textual evidence from the article to support your response.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

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Reading for the TEKS Comprehension Instruction for Informational Text – Level H

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Marian’s Revolution 1

By 1939, Marian Anderson had performed for presidents and kings. She had been praised for having “a voice . . . one hears once in a hundred years.” Despite her success, when Marian wanted to sing at Constitution Hall that year, she was banned from doing so. The owner of the hall, an organization called the Daughters of the American Revolution (DAR), felt that Marian couldn’t be allowed to sing there because she was African American.

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R. MASTE E N I L K Y. NY WA A BLAC A T O N I That wasn’t the first time N D S UCE D. IT I PROD E R Marian had been turned awayPYRIGHTE E B OK TO K IS CO O B O O because she was African S I B TH MPLE N FOR E V I HIS SA she was American. TWhen 18 G OT N IS N to music O I S years old, she applied S I PERM

school. The clerk at the desk rudely sent her home because Marian Anderson of her race. Marian was shocked by the clerk’s words. “I could not conceive of a person,” Marian said, “surrounded as she was with the joy that is music without having some sense of its beauty and understanding rub off on her.”

Because of segregation—the practice of keeping African Americans and whites separate—the early 1900s were a difficult time for a young black woman to begin a professional singing career. But Marian was determined to sing. “It was something that just had to be done,” she remembered. “I don’t think I had much to say in choosing it. I think music chose me.”

Reading for the TEKS

In 1925, Marian won a voice contest in New York, and sang with the New York Philharmonic. Still, her chances to perform in the United States were limited. To build her career, Marian traveled to Europe in 1928, where she became very successful.

By 1939, Marian was a world-class singer. She returned to the United States to continue her career. But back at home, she faced racism in many ways. Segregation was still common on trains and in hotels and restaurants. No amount of vocal talent could spare Marian from that. Even concert halls were segregated, although usually that was limited to the audience.

Because African American performers often appeared on stage in segregated halls, Marian had no reason to think she would be turned away from Constitution Hall. She believed that musical skill would be the only factor that the DAR would consider. At first, the DAR told Marian that the date she requested was not available. Then they told her that all of her alternate dates were booked.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

ASTE Eventually, the DAR upheld their policy that only white NE Mperformers I L K Y. C A BL the DAR’s NY WA Aof could appear in Constitution Hall. When news policy A T O N I N D CE . IT ISLady Eleanor RODU Roosevelt got out, many people were outraged. TEDFirst P H E G R I R E B PY OK TO “I am in complete resigned from the DAR. In K ISaCOletter,Hshe Owrote: B O O S I B T LE SAMP the attitude disagreement N FORtaken in refusing Constitution Hall E V I G THISwith NOT had an opportunity to lead in an to a great artist. . N. .ISYou O I S S I PERMway, and it seems to me your organization has failed.” enlightened

Marian believed strongly in the civil-rights movement. She knew firsthand the pain that racism caused. She understood that the way the controversy with the DAR was resolved would be a milestone for civil rights. Despite public outcry, the DAR would not back down and let Marian sing.

With Mrs. Roosevelt’s support, the Secretary of the Interior arranged a special concert for Marian, to be held at the Lincoln Memorial. Seventy-five thousand people attended. In many ways, Marian’s concert was considered to be America’s first civil-rights rally. That night, she took a stand against discrimination and for equality. The first words she sang were: “My country, ’tis of thee,

Comprehension Instruction for Informational Text – Level H

sweet land of liberty, of thee I sing.” Marian realized that equality in the United States would be achieved when every person was willing to stand up for what is right. 10

As a public figure, she felt a responsibility to set an example. After the 1939 incident, she did her part by turning down concerts for segregated audiences. “The minute a person whose word means a great deal dares to take the open-hearted and courageous way,” she said, “many others follow.”

As Marian’s career progressed, America changed. She performed in many prestigious locations, including Constitution Hall, where she sang after the DAR changed its policies. By 1954, segregation was declared unconstitutional. The Civil Rights Act was signed into law in 1964, the year Marian retired from performing. By then, many of the barriers she’d had to fight through were disappearing. Marian’s farewell tour began in front of an admiring crowd at Constitution Hall.

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Short Response 1

Marian Anderson performed in Europe from 1928 to 1939. When she returned to the U.S., did she expect to encounter the same level of racism she had experienced when she left? Why or why not? Cite textual evidence from the article to support your response.

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248 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text Reading for the TEKS – Level H

What role did Eleanor Roosevelt play in the civil-rights movement? Cite textual evidence from the article to support your response.

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Reading for the TEKS

How does the author use supporting details to describe how the DAR responded to Marian Anderson in 1939? Use examples from the article in your analysis.

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250 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text – Level H

How does the author help the reader understand the connection between Marian Anderson and Martin Luther King, Jr.? Use examples from the article in your analysis.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

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Extended Response 5

The second paragraph contains Marian Anderson’s quote concerning a comment made by a music school employee. What does the quote mean? How does the use of the quote enhance the reader’s understanding of the times? What would happen if that comment were made today? Use specific details from the text in your analysis.

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R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Comprehension Instruction for Informational Text Reading for the TEKS – Level H

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

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Reading for the TEKS

Why did the author decide to organize the text by referring to Constitution Hall in the first and last paragraphs of the article? What was the significance of that venue? Use specific details from the text in your analysis.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

254 ÂŠ RALLY! Education. No part of this document may be reproduced without written permission of the publisher.

Comprehension Instruction for Informational Text – Level H

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

How to Throw a Perfect Pass By Marty Kaminsky 1

Indianapolis Colts quarterback Peyton Manning knows a thing or two about throwing a football.

Manning is the only quarterback in the history of the National Football League to throw for more than four thousand yards in six consecutive seasons. He was selected to the Pro Bowl five times and has earned two NFL Most Valuable Player awards.

Here, Manning explains the art of throwing a perfect pass.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 Gripping the Ball 9 . 8 88

“The first thing to know is that a perfect pass is one that is caught by your receiver, no matter how wobbly or funny-looking the pass may be. But there are certain key tips that players can use to throw better passes.

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE “Always hold the football so that it feels RODU TED. IT P H E G R I R E B comfortable in your hand.ISDon’t PY squeeze OK TO K CO O B O O S I B E ball with TH pads it too tightly. Grip the PLthe N FOR E S SAM I V I H G T of your fingers. OT N IS N O I S S I PERM “Different quarterbacks hold the ball differently, but I place my pinky finger in the slot after the fifth lace and my ring finger in the second slot. My fingers are spread out, with my index finger in front of the laces and my thumb under the ball. “Keep a light grip so that the ball will spin off your fingers when you throw it.

Comprehension Instruction for Informational Text Reading for the TEKS – Level H

How to Stand 8

“As you prepare to throw the ball, make sure that your feet, shoulders, and hips are parallel to the sidelines. Spread your feet shoulder-width apart, and keep your weight on the balls of your feet, not on your heels. As you scan the field for open receivers, your chin should be just above your front shoulder.

Hands and Knees 9

“When you search the field for a target, you should be holding the ball at mid-chest height. Hold the ball with both hands so that a defender cannot strip it from you. Both elbows and the ball should point downward, and your knees should be slightly bent.

E L P M A S N O I T Throwing the Ball A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

“As you start the throwing motion, your weight will shift to the back foot. Separate your hands, moving your non-throwing arm STER. of forward while moving the hand with the ball back toLIthe MAheight E N Y. CK NY WA A BLAthe your ear. We like to say that your front armN‘wipes windshield’ A T O N I D IS CE ED. IT RODU by moving across the front of your RIGHTbody. E REP

B PY OK TO K IS CO O B O O S I B LE R TH the back shoulder, pull your “As your throwing comes MPhand N FOtoward E V I HIS SA G T NOT throwing arm forward toward your target. hips, shoulders, and N IS then O I S S I M over the top in a smooth, natural motion. Your Release the PERball throwing arm will come across your body as the ball is released.

“With any luck at all, the ball will settle into the hands of your receiver, and then you can consider it a perfect pass.”

Short Response 1

Read this sentence from paragraph 10: “We like to say that your front arm ‘wipes the windshield’ by moving across the front of your body.” What is this phrase used to describe and why is it important?

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

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Comprehension Instruction for Informational Text Reading for the TEKS – Level H

Explain why the author says, “Peyton Manning knows a thing or two about throwing a football.” Use details from the passage to support your answer.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

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Reading for the TEKS Comprehension Instruction for Informational Text – Level H

To throw a perfect pass, is how you grip the ball important? What does the graphic demonstrate? Use information from the passage to support your answer.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Extended Response 4

If you were teaching someone how to throw a football, which details would you include? Use information from the passage to support your answer.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

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Reading for the TEKS

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Comprehension Instruction for Informational Text – Level H

Based on the passage, do you think Peyton Manning’s technique would work? Why or why not? Use details from the passage to support your answer.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Reading for the TEKS

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R . 9 9 . 8 88

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E B PY OK TO K IS CO O B O O S I B TH AMPLE N FOR E V I G THIS S OT N IS N O I S S I PERM

Comprehension Instruction for Informational Text

level H

Reading for the TEKS: Strategies for Informational Text Measured on the STAAR integrates the Texas Essential Knowledge and Skills (TEKS) with strategies to develop deeper reading comprehension skills using informational social studies and science texts. The book is divided into four units. Each unit focuses on specific Readiness and Supporting TEKS using modeled, guided, and independent instruction. Lengthy complex reading passages are followed by open-ended questions.

E L P M SA N O I T A C U D E ! Y L L Y A L L R A R • Unit 2: Analyze Analogies and Allusions, Analyze . Paragraph 9 9 . 8 Structure, Identify Importance 8 of a Sentence, Determine 8 Figurative and Technical Meanings, Determine Connotative • Unit 1: Identify Information Stated Explicitly, Make Inferences and Support with Evidence, Make Connections, Analyze Key Details, Determine Central Idea and Supporting Ideas, Summarize Passage

R. MASTE E N I L K Y. NY WA A BLAC A T O N I N D IS CE RODU TED. IT P H E G R I R E TO B COPY OKView, K ISAuthor’s O B O Meanings, Determine Point of Explain O S I B PLE R TH O M F A S N E S GIV How Author Responds to THI Purpose, Author’s NOTAnalyze S I N O SI ERMIS Viewpoints PConﬂicting

• Unit 3: Identify Arguments and Claims, Assess Evidence and Reasoning, Compare and Contrast Diﬀerent Mediums of Communication, Identify and Analyze Conﬂicting Information • Unit 4: On Your Own – A review of all TEKS

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