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Reading Wonders Reading/Writing Companion Grade 6 Units 3 and 4
Original ISBN: 978-0-07-700891-8
Original MHID: 0-07-700891-X
Reading Wonders Reading/Writing Companion Grade 6 Units 5 and 6
Original ISBN: 978-0-07-700542-9
Original MHID: 0-07-700542-2
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Cover: Nathan Love, Erwin Madrid
STUDY 2
GENRE STUDY 3 EXPOSITORY TEXT
GENRE STUDY 2 HISTORICAL FICTION
GENRE STUDY 3 EXPOSITORY TEXT
GENRE STUDY 2 EXPOSITORY TEXT
GENRE STUDY 3 EXPOSITORY TEXT
Key Concept Overcoming Challenges
Essential Question
How do people meet personal challenges?
COLLABORATE
The paintings of Huang Guofu, a native of Chongqing, China, are assessed highly by art dealers and collectors from around the world. When Huang Guofu was just four years old, he lost his arms in an accident. At age 12, he began to paint using his right foot to hold the brush. He also paints with his mouth. Huang Guofu had to practice for a long time to perfect his craft. Because he worked hard to overcome such a challenge, he is quick to tell young people that there are no obstacles to prevent them from doing anything they want to do.
Look at the photograph. Turn to your partner and discuss qualities that help people overcome challenges they face. Write your ideas in the web.
Overcoming Challenges
VOCABULARY
assess v. make a careful judgment about someone or something
This test is to assess your understanding of grammar and vocabulary. How does your teacher assess your learning?
avid adj. active and enthusiastic
She is an avid photographer and has taken over ten thousand pictures. What are you an avid fan of?
compensate v. make up for; repay
I will compensate you for your broken pencil with this eraser. How might you compensate a neighbor for breaking their window?
contracted v. caught an illness; became infected with a disease
Thousands of people contracted the flu from not washing their hands properly. What was an illness you contracted from another person?
deteriorated v. became worse; lost quality
As he grew older, his health deteriorated . Why should you throw out food that has deteriorated ?
implement v. put into action
I will implement my new exercise routine starting tomorrow. What preparations do you have to make before you implement a plan?
monotonous adj. repetitive; the same over and over
This song is monotonous, and I don’t like it.
Try not to speak in a monotonous tone.
paralysis n. the inability to move one’s muscles due to illness or injury
She had to use a wheelchair because of paralysis of the legs. How would your life change if you had paralysis of part of your body?
VOCABULARY
peripheral adj. relating to the outer or less important area of something
We should focus on the main problem rather than the peripheral issues around it.
Looking straight ahead, how much peripheral vision do you have?
potential n. the ability to develop, achieve, or succeed
His music teacher believes he has the potential to become an accomplished pianist. Do you think everyone is born with the same potential ?
recovery n. the process of healing or regaining health and energy
Sleeping as much as you can will help your recovery from the illness.
How else can you speed up your recovery from sickness?
scholarship n. money given to a student to pay for an education
A scholarship can help a poor student complete their studies. How can you improve your chances of getting a scholarship ?
sprinting v. running very fast for a short distance
The athletes were sprinting toward the finish line with all their might. Why can't people keep sprinting for a very long time?
summit n. the highest point
Winning the Nobel Peace Prize was the summit of her career. What point in a career would you consider to be a person’s summit ?
triumph n. a great success or victory
Finally beating Dad at chess felt like a great triumph . What would be a triumph for you?
COLLABORATE
Your Turn Pick three words. Write three questions for your partner to answer.
SHARED READ
TAKE NOTES
Asking questions as you preview a text gives you a chance to think about what you already know about a topic and what you would like to learn. Before you read, look at the headings, photographs, and text features. Then write a question on the lines below.
She Had to
WALK RUN
Before She Could
As you read, take note of Interesting Words
Essential Question
How do people meet personal challenges?
Read about how a young woman overcame physical challenges to become an Olympic athlete.
Key Details
Wilma Rudolph at the 1960 Summer Olympics
In a crowded Olympic stadium, the gun sounded and Wilma Rudolph took off like a bolt of lightning. As this amazing athlete ran confidently around the track, she never lost her cool. Sprinting toward the finish line, Rudolph used her peripheral vision to ensure that her competitors would not catch up. The crowd roared with elation as “the fastest woman in the world” finished more than three yards ahead of the other athletes.
Against All Odds
Though Wilma Rudolph inspired many during that 1960 Summer Olympics in Rome, Italy, her childhood had been riddled with hardships. Rudolph was one of 22 children born to an impoverished Tennessee family. While she was a toddler, her health deteriorated because of life-threatening illnesses.
When she was four years old, Rudolph contracted polio, a severe disease that causes paralysis. As a result, Rudolph lost the use of her left leg. Having polio could have been devastating for Rudolph. Instead, she faced this physical challenge with a positive attitude and never lost sight of her goal.
Rudolph’s mother taught her very early to believe she could achieve any goal, and the first was to walk without leg braces. Once a week, she drove Rudolph 90 miles round-trip to Nashville for physical therapy. Her mother also instructed Rudolph’s siblings on how to massage their sister’s legs. Done several times a day, this monotonous routine continued for several years.
An Inspiring Comeback
Rudolph’s doctors had little hope that she would ever be able to walk again. When she was nine years old, they decided to assess her progress. After the doctors removed the braces, they were amazed to see that Rudolph could walk on her own. They were stunned by what this young girl could do despite having contracted a crippling disease for which there was no cure.
FIND TEXT EVIDENCE
Read
Paragraph 1
Idioms
Underline clues that help you understand the meaning of “she never lost her cool.” What does this tell you about Rudolph?
Paragraphs 2–5
Author’s Point of View
What is the author’s attitude toward Rudolph?
Circle evidence that supports this point of view.
Author's Craft
Why might the author have included the information about Rudolph’s mother and her siblings?
Reread
SHARED READ
FIND TEXT EVIDENCE
Read
Paragraphs 1–2
Author’s Point of View
Circle evidence that reveals the author’s point of view about Rudolph’s comeback from polio.
What is the author’s point of view?
From then on, Rudolph never looked back. To compensate for the years she had been in braces, Rudolph became extremely active. As proof of her determination, she ran every day. She decided never to give up, no matter what happened.
Rudolph’s brothers set up a basketball hoop in the backyard, and she and her siblings played all day. Rudolph became an basketball player at school, too. A track coach named Ed Temple from Tennessee State University spotted Rudolph at a basketball tournament and was extremely impressed by her athletic ability and potential. He invited her to attend a sports camp. Once again, Rudolph’s life changed dramatically, this time for the better.
Rudolph displays her gold medals (above) at the 1960 games
Paragraphs 3–4
Reread
Underline text explaining struggles Rudolph faced in 1958 and 1959.
Reread
Author's Craft
How does the author organize details about Rudolph’s challenges?
An Olympic Champion
The minute Rudolph ran on a track, she loved it. When she was just sixteen years old, she qualified for the 1956 Summer Olympic Games in Melbourne, Australia. And Rudolph came home wearing the bronze medal she had won in the relay race.
After high school, Rudolph was awarded a full scholarship to major in education at Tennessee State University. But once again, Rudolph had to overcome challenges. In 1958, having put her shoulder to the wheel both in class and during track-and-field events, she became too ill to run. After she had a tonsillectomy, however, she felt better and started to run again. Unfortunately, Rudolph pulled a muscle at a track meet in 1959, and Coach Temple had to implement a plan for her recovery. Rudolph recovered just in time to qualify for the 1960 Summer Olympics in Rome.
Wilma Rudolph’s Olympics Statistics
In her individual sprints, Rudolph outshone her competition and won two gold medals with ease. During the relay event, however, the team comprised of four athletes from Tennessee State found themselves in hot water. After a poor baton pass, Rudolph had to pick up her pace and run like the wind to complete the last leg of the race. She successfully overtook Germany’s last runner to win the race. Rudolph became the first American woman in track and field to win three gold medals. Of her feeling of accomplishment, she said she knew it was something “nobody could ever take away from me, ever.”
Giving Back
The summit of Rudolph’s career might have been her achievements as an Olympic athlete. Instead, she went on to accomplish much more. After graduating from college, she taught school and coached track. Soon Rudolph was traveling the country, giving speeches to school audiences.
To inspire others to do their best in spite of all challenges, she would note that “the triumph can’t be had without the struggle.” Rudolph achieved her dreams and, ever after, helped others to reach theirs.
Make Connections
Talk about how Wilma met personal challenges to become a successful athlete. ESSENTIAL QUESTION
Describe a time when someone you know had a personal challenge and overcame it. TEXT TO SELF
FIND TEXT EVIDENCE
Read
Paragraph 1
Photographs and Tables
Circle the row in the table showing details about the 100 meter event. What new information do you learn?
How does the photograph on page 10 support the information in the text and table?
Paragraphs 2–3
Reread
Underline details that tell what Rudolph accomplished after her Olympic career.
Summarize
Use your notes and the photographs and table to write a summary of Wilma Rudolph’s life and career. Cover the time period before, during, and after the 1960 Olympics.
COMPREHENSION STRATEGY SHARED READ Reread
Reread
When you read a biography, you need to understand what the author thinks is important about each of the events in the subject’s life. As you read “She Had to Walk Before She Could Run,” you can pause to reread difficult sections to make sure you understand the author’s points.
FIND TEXT EVIDENCE
You may need to reread the section "Against All Odds" on page 9 to make sure you understand the significance of what happened to Rudolph when she was a young child.
Page 9
Though Wilma Rudolph inspired many during that 1960 Summer Olympics in Rome, Italy, her childhood had been riddled with hardships. Rudolph was one of 22 children born to an impoverished Tennessee family. While she was a toddler, her health deteriorated because of lifethreatening illnesses.
When she was four years old, Rudolph contracted polio, a severe disease that causes paralysis. As a result, Rudolph lost the use of her left leg.
Your Turn How does the author show Rudolph’s determination to overcome challenges at the 1960 Olympics? Reread paragraph 1 on page 11 to answer. As you read, remember to use the strategy Reread.
Quick Tip
The first sentence of a paragraph in nonfiction often introduces the topic of the paragraph. This is called a topic sentence. As you read, pay attention to how the details in the rest of the paragraph relate to the topic sentence.
I read that Rudolph had poor health as a toddler and contracted polio at age four. That tells me that Rudolph’s greatest challenges arose when she was still very young.
GENRE STUDY BIOGRAPHY
Photographs and Tables
“She Had to Walk Before She Could Run” is a biography. A biography often focuses on a certain time period or important aspect of the subject’s life. It may include photographs as well as tables and other text features that add to your understanding of details in the text.
FIND TEXT EVIDENCE
This biography of Wilma Rudolph focuses on the ways she dealt with the difficult challenges she faced. The information in the table gives me specific details about her accomplishments.
Tables
Quick Tip
When you look at a table, first read the title. Then review the heading of each column and row. Finally, look at the information across a row to compare the pieces of information.
Tables show detailed information in an organized way.
Photographs
Photographs often show the subject at the time described. Your Turn Tell why the author chose to separate the information in the table from the main text.
COLLABORATE
COMPREHENSION SKILL
Author’s Point of View
The author of a biography usually expresses a personal point of view about the subject. Identifying this point of view can help you determine whether the author’s assertions are backed by evidence or are unsupported.
FIND TEXT EVIDENCE
As I reread “She Had to Walk Before She Could Run,” I can look for details that reveal the author’s attitude toward Wilma Rudolph. Then I can decide when statements about Rudolph are supported.
Quick Tip
When you've completed your chart, look for text evidence that supports the author's assertions, or ideas. For example, both the table and the first paragraph on page 11 give specific examples supporting the assertion that Rudolph was an “amazing athlete” at the Olympics.
Details
The author refers to Rudolph as an “amazing athlete” at the Olympics.
Rudolph faced the challenges of her illness with a “positive attitude.”
Author’s Point of View
COLLABORATE
Your Turn Reread “She Had to Walk Before She Could Run.” Identify more pieces of text evidence that convey the author’s attitude toward Rudolph and add them to the graphic organizer on page 15. Then identify the author's point of view and explain how it is or is not supported by evidence.
Details
The author refers to Rudolph as an “amazing athlete” at the Olympics.
Rudolph faced the challenges of her illness with a “positive attitude.”
Author’s Point of View
RESPOND TO READING
Discuss Work with a partner. Use the discussion starters to answer the questions about “She Had to Walk Before She Could Run.” Write the page numbers.
How did Wilma learn to walk without braces?
What did Wilma do after she could walk again?
When Wilma lost the use of her left leg . . .
Wilma’s mother encouraged her . . .
I read that Wilma’s siblings . . .
Page(s):
What challenges did Wilma face before and during the 1960 Olympics?
After Wilma could walk without braces . . .
When a track coach noticed . . .
When Wilma was just sixteen . . .
Because she worked so hard in 1958, Wilma . . .
At a track meet in 1959 . . .
During the 1960 Olympic relay race . . .
Page(s):
Page(s):
COLLABORATE
Discuss Discuss the prompt below. Think about how the author presents and describes the information. Use your notes and graphic organizer.
How does the author of “She Had to Walk Before She Could Run” help readers understand Wilma Rudolph’s determination to be a great athlete?
SHARED READ Reread
Quick Tip
Use these sentence starters to discuss the text and to organize ideas.
• The author conveys the idea that . . .
• The author includes evidence to support . . .
• The author concludes by . . .
Grammar Connections
Check your writing for comma splices. A comma splice is when two independent clauses are combined into one sentence with only a comma. For example, Rudolph became very active, she ran every day can be corrected as Rudolph became very active and ran every day. It can also be corrected as Rudolph became very active. She ran every day.
VOCABULARY STRATEGY SHARED READ
Reread
The expression it’s raining cats and dogs is an idiom. An idiom is an expression whose meaning goes beyond the meaning of the individual words. Look for context clues to help you understand and verify the meanings of idioms you come across.
FIND TEXT EVIDENCE
The phrase put her shoulder to the wheel confuses me. Why would Rudolph place her shoulder against a wheel? But the sentence also says that Rudolph became too ill to run. I think the expression is an idiom that means “worked extremely hard.”
In 1958, having put her shoulder to the wheel both in class and during track-andfield events, she became too ill to run.
Your Turn Use context clues to determine the meanings of these idioms in “She Had to Walk Before She Could Run.”
Rudolph never looked back, page 10
found themselves in hot water, page 11
COLLABORATE
Paraphrase Sources
When you paraphrase a source, you restate the information using your own words. An effective paraphrase conveys the meaning of the source without using the author’s exact words. Claiming an author’s words as your own is plagiarism. To avoid plagiarism, follow the tips below.
• Check to make sure your paraphrase is worded differently from the original text.
• Put quotation marks around any text taken directly from a source.
• Keep track of your sources so that you can properly cite them.
Why is it important to cite sources?
Record a Podcast With a partner or a group, record a podcast about a person who has helped others overcome a challenge. Consider these questions when choosing and researching a subject:
• What inspired your subject to help others?
• Whom did your subject help?
• What did he or she do to help?
Discuss credible sources you might paraphrase and cite, as well as what music or other sound effects you may include. You will share your completed podcast with your classmates.
text from a source:
Helen Keller lost her senses of sight and hearing after suffering from an illness during infancy.
paraphrased text:
As an infant, an illness left Helen Keller blind and deaf.
The sentence above shows how one student paraphrased a source’s quotation to avoid plagiarism. Give an example of another way you could avoid plagiarizing the original.
VOCABULARY
cut down phr. v. reduce; have less of
I want to cut down on the number of snacks I eat each day. What could you cut down on to save money?
digest v. change food that is eaten into substances the body can use
It will take a while to digest that huge meal. Which takes longer to digest : meat or vegetables?
fitness n. the state of being physically healthy and strong
She exercises every day to improve her fitness. What would you do to improve your fitness ?
keep in mind v. phr. remember or think about something
Please keep in mind that I can't run as fast as you, so please slow down a little. What should you keep in mind when crossing the street?
lack n. a state of being without something
A lack of sleep can make you unable to concentrate. What effects can a lack of energy have on you?
pointers n. useful tips and ideas to help a person succeed
My coach gave me a few pointers that really helped me control the ball better. What pointers can you give a friend about studying?
recommendations n. suggestions; ideas meant to help
Doctors make recommendations about what people should eat. What recommendations would you give to someone who is visiting your area?
COLLABORATE
Your Turn Pick three words. Write three questions for your partner to answer.
PAIRED READ
FIND TEXT EVIDENCE
Read
Paragraph 1
Circle how much effort it would take for most people to get into better shape.
Paragraph 2
What are the three main things you should do to be fit?
Essential Question
How do people meet personal challenges?
Read about how you can meet the challenge of getting–and staying–fit.
What Is Fitness?
Do you consider yourself fit? Being fit doesn’t mean you need to spend every day running mile after mile. You don’t need to be on any special diet, either. But nearly everyone can get into better shape with very little effort.
Paragraph 3
Draw a box around the examples of junk food.
Talk with a partner about fitness. Why is fitness important?
There are three main things you should do to be fit. First, it’s important to be physically active. Second, eat a healthful diet. And third, maintain a healthy weight for your age and body type. It doesn’t matter what your friends weigh!
As any athlete will tell you, there are degrees of fitness. You can probably walk a mile without getting winded, but could you run a mile? Can you climb several flights of stairs without stopping to catch your breath? Do you think you might eat too much junk food, such as chips, candy, or sugary sodas? Professional athletes must pay attention to diet and exercise to perform at their best, but nearly everybody can increase their regular physical activity and eat a balanced diet.
The Benefits of Exercise
Before you begin any type of exercise program, remember to check with your doctor first. Your routine may include both strength training and aerobic training. Strength training helps you build muscles and of course makes you stronger. Try push-ups, sit-ups, and other exercises that make you use your own body for resistance. That means moving your own weight to build muscle. Ask a physical education teacher for pointers.
Aerobic exercise gets your heart and lungs working harder; you breathe deeply and move oxygen around your body. Your brain needs oxygen to stay alert! Your cells need oxygen too, so they can grow more cells and turn food into energy. Walking, swimming, jumping rope, and dancing are some great ways to build muscle and get your heart pumping.
Before you begin either strength or aerobic training it’s best to start your workout with gentle stretching. Stretching keeps you flexible and helps you avoid injuring yourself. Did you ever watch cats stretch? They know how good it feels! Stretching after you exercise is also a good idea.
What Not to Do
Are you ready to implement an exercise program and get fit? As you work to increase your overall fitness, keep in mind there are also some things you should avoid. People your age are not supposed to have big bulging muscles and should not lift heavy weights. Heavy weights can put stress on your growing joints and tendons, the tissues that connect your muscles to your bones. This can lead to permanent damage. Another thing to keep in mind is that you should start exercising gradually.
EXPOSITORY TEXT
FIND TEXT EVIDENCE
Read
Paragraph 1
Circle the two types of training that your routine may include.
Paragraph 3
How does stretching help you?
Paragraph 4
Why shouldn’t young people lift weights to gain big, bulging muscles?
COLLABORATE
Talk with a partner about exercise. What kind of exercise do you find most enjoyable?
Jason O’ Malley
PAIRED READ
FIND TEXT EVIDENCE
Read
Paragraph 1
Underline what a nutritionist would base a diet on.
Eating a Balanced Diet
Experts help professional athletes eat for peak performance, but kids must rely on families and their own judgment. One good plan is to follow the recommendations of nutritionists and choose a diet based on the major food groups.
Paragraph 3
Why should you try to eat mostly whole grains?
Instead of too much pizza or too many burgers, fruits and vegetables should play a big role in your diet. These foods are important both for growing young people and adults. Several fruits and vegetables, such as bananas and avocados, are rich in potassium, a mineral that can lower your blood pressure. High blood pressure means that your heart is working overtime. Potassium also helps build muscle.
Grains such as cereals, bread, rice, and pasta form another food group you should eat daily. You should try to eat mostly whole grains, which still have their outer layers. These are the healthiest parts of the grain.
Paragraph 5
Circle what dairy products, such as milk, yogurt, and cheese, provide to your body.
COLLABORATE
Talk with a partner about diet. Do you try to eat healthy food and cut down on unhealthy food? What healthy foods do you enjoy?
Grains that are refined, or milled, have their two outer layers scraped away. These outer layers contain the most nutrients. When grains are milled, they lose important nutrients such as B vitamins and iron. The B vitamins help your nerves function, and iron carries oxygen to your cells, so you have more energy. A lack of iron can leave you feeling both tired and weak. Eating whole grains can also cut down on your risk of heart disease.
You need dairy products such as milk, yogurt, and cheese for calcium to build strong teeth and bones. Most of the foods you eat in this group should have no fat or low fat. That means cutting back on foods such as ice cream.
Proteins form the building blocks for your blood, muscles, skin, and bones. Protein sources include meats, fish, chicken, eggs, and nuts. These nutrients build blood cells and give you energy. Dried beans and peas are an
important source of protein if you don’t eat meat.
Most junk foods and sweetened drinks add fat, salt, sugar, or calories without giving you important nutrients. If you eat the right amounts of the major food groups, you’ll be at a healthier weight naturally.
Your Need for Water
Is all this talk of exercise making you thirsty?
That’s a good thing. In addition to a balanced diet, your body needs water to work properly. You use water to digest your food, to carry nutrients through your blood, to remove waste products, and to cool you through sweating.
Getting Started
It’s easy to implement a fitness routine. Step away from the remote. Click off the computer. Get off the couch and get moving. Find an exercise buddy. And think about what to eat before you eat it.
How can you assess whether you’re on the road to fitness? You’ll have more energy and feel better.
Get moving. Sitting for long periods of time is one of the most unhealthy things you can do.
Eat a balanced diet.
FIND TEXT EVIDENCE
Read
Drink plenty of water and low fat or skim milk.
Pay attention to your body. Stop eating when you feel full and rest when you are tired.
Make Connections
What simple steps can kids your age take to meet the challenge of staying fit? ESSENTIAL QUESTION
Why is it important for athletes to follow the rules of good nutrition?
TEXT TO TEXT
Paragraph 2
What do most junk foods contain a lot of? What don’t they give you?
Paragraph 3
Underline the ways your body uses water.
Paragraph 5
What will tell you that you’re on the road to fitness?
COLLABORATE
Talk with a partner about making a change. What is one change that you can make toward a healthier life?
PAIRED READ
How does the author help you understand how he or she feels about fitness?
Talk About It Reread page 25. Talk with a partner about how the author feels about fitness.
Cite Text Evidence What words and phrases help you understand how the author feels about fitness? Write text evidence in the chart.
Write The author helps me understand how he or she feels about fitness by
Author’s Point of View
Clue Clue Clue
Author’s Purpose
In an informational text, an author’s purpose, or reason, for writing is often determined in part by the audience. For example, an author might think about the audience’s prior knowledge of a topic. This helps the author decide what kinds of facts and examples to include in a text.
FIND TEXT EVIDENCE
In paragraph 2 of “Get Fit for Fun!” on page 22, the author claims there are three main components of physical fitness. The author’s purpose is to inform a reader who may have limited knowledge on this topic. Here the author speaks directly to the reader and uses facts to back up the claim.
Readers to Writers
Authors craft their texts to suit their purpose for writing. When you write an informative text, be sure to include facts, statistics, and examples that help your reader better understand the topic. Remember that even in informative writing, you should use language that will keep the audience engaged and interested.
There are three main things you should do to be fit. First, it’s important to be physically active. Second, eat a healthful diet. And third, maintain a healthy weight for your age and body type. It doesn’t matter what your friends weigh!
Your Turn Reread paragraph 3 of “Get Fit for Fun!” on page 22.
• Why does the author discuss athletes?
• Explain how this discussion helps the author inform readers about their own fitness.
MAKE CONNECTIONS
Text Connections
How do the writer of the poem below and the authors of the selections you have read use words to help you understand the theme or message of their writing?
Talk About It The word invictus is a Latin word meaning "unconquered" or "invincible." Read the poem. Talk with a partner about why "Invictus" is a good title for the poem.
Cite Text Evidence Underline words and phrases in the poem that help you visualize how the speaker deals with the challenges he or she faces. Circle how the speaker feels about the challenges and about himself or herself.
Write The poet and the authors use words to help me understand
Invictus
A common theme in all three selections is that you can choose how to deal with challenges.
Out of the night that covers me, Black as the pit from pole to pole, I thank whatever gods may be For my unconquerable soul. In the fell clutch of circumstance I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed.
Beyond this place of wrath and tears
Looms but the Horror of the shade, And yet the menace of the years Finds and shall find me unafraid.
It matters not how strait the gate, How charged with punishments the scroll, I am the master of my fate, I am the captain of my soul.
— William Ernest Henley
Quick Tip
COLLABORATE
Present Your Work
With your partner or group, discuss how you will present your podcast about a person who has helped others overcome a challenge. Use the Presenting Checklist as you practice your presentation. Discuss the sentence starters below and write your answers.
One interesting fact I learned while researching the life of my subject is
Tech Tip
You can present your podcast live to the class. If you are able to record your podcast for your presentation, review the audio to make sure it is clear and easy to understand. You may be able to edit out any interruptions or long pauses.
This has inspired me to learn more about
Presenting Checklist
Assign speaking roles and rehearse your presentation.
Speak slowly, clearly, and with an appropriate volume.
Remember that podcasting is usually an audio medium. Think about how you can adjust your voice or tone to add interest and keep listeners engaged. Listen to and respond politely to questions and comments from the audience.
Expert Model
Features of a Biography
A biography is an account of a real person’s life that is written by someone other than the subject. A biography
• informs about key events in the subject’s life, especially challenges and achievements
• communicates information about the subject in a logical order
• includes facts and relevant details to support the author’s ideas about the subject’s significance
Analyze an Expert Model Studying “She Had to Walk Before She Could Run” will help you learn how to write a biography. Reread pages 9-11. Then answer the questions below.
How do you know that the text is a biography?
How does the author organize the information in the passage?
On page 9, the author gives a description of the "monotonous" routine that Rudolph had to maintain for years in order to regain the use of her legs. The word monotonous makes us imagine a long and boring routine, repeated day after day. It helps to show the dedication of Rudolph's family in helping her with her recovery.
Shared Read (pages 8-11)
Word Wise
Plan: Choose Your Topic
Brainstorm With a partner or a small group, brainstorm a list of people who overcame challenges to achieve something important. Think about individuals from the past or present who have inspired you by their actions. What challenges did they overcome? What achievements did they make?
Writing Prompt Choose one historical figure from your mapping. Write a biography about his or her life.
I will write a biography about .
Purpose and Audience Think about your purpose for writing. Are you writing to inform, persuade, or entertain your readers?
My purpose for writing is .
Next, think about who will read or hear your biography.
My audience will be .
Then, think about the language you will use to write the biography.
I will use language when I write the biography.
Plan In your writer’s notebook, make a Details and Conclusion Chart to plan your biography. Ask yourself what you want readers to learn from your biography. What are the most significant events in your subject’s life? What challenges did he or she face? Why is your subject inspirational? Fill in the “Detail” boxes with your answers.
Quick Tip
When choosing your subject, think about historical figures, athletes, artists, and community or family members with interesting and inspiring lives. Choose someone you want to learn more about.
Plan: Focus on a Person
Research Research your subject using reliable sources such as books, articles, interviews, and websites. Use these questions to guide your research:
• What are the significant events and accomplishments in your subject’s life?
• Why are these events and accomplishments important?
• How did your subject overcome the challenges he or she faced?
List two important events or accomplishments from your subject’s life that you want to focus on in your biography.
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Cite Your Sources To avoid plagiarism, write down each source’s author, title, and publication information. Use this information to prepare a bibliography. Here is a sample entry for a book about whales: Ahab, Robert. Atlantic Whales. Boston: Melville Press, 2015.
Take Notes In your writer’s notebook, take notes from your research on your subject. Then revise your Details and Conclusion Chart to organize the information for your biography. Add a conclusion that summarizes why your subject’s accomplishments are significant.
Draft
Supporting Details Biographers support their writing with facts, examples, quotations, and other relevant details. In the excerpt below from “She Had to Walk Before She Could Run,” the author notes that Rudolph met with hardship as a child. This point is supported with facts and details about specific challenges Rudolph faced.
Though Wilma Rudolph inspired many during that 1960 Summer Olympics in Rome, Italy, her childhood had been riddled with hardships. Rudolph was one of 22 children born to an impoverished Tennessee family. While she was a toddler, her health deteriorated because of life-threatening illnesses.
Now use the excerpt above as a model to write a paragraph for your biography. State an important point about your subject. Then provide details from your research to support that point.
Write a Draft Use your Details and Conclusion Chart to help you write your draft in your writer’s notebook. Begin by introducing your subject. Be sure your conclusion reminds readers why your subject is inspirational.
GENRE WRITING
Revise
Logical Order It’s important to present the events in your subject’s life in a logical order to help readers understand the relationship between events and when they happened. You don't need to write your biography in chronological, or time, order, but the order of your sentences in each paragraph must make logical sense. Transition words and phrases can help clarify the order in which events happened and the relationships between events or ideas. Read the paragraph below. Then revise it to present the information in a logical order.
The Wright brothers successfully tested their flying machine. It was a cold and windy day in December of 1903. They had many unsuccessful attempts at flight in the years leading up to this day. They continued to improve their design until they succeeded.
Some common transitions to signal the chronological order of events are as soon as, eventually, then, meanwhile, during, and afterward
Transitions that indicate relationships between ideas include because, as a result, therefore, and consequently.
Revision As you revise your draft, make sure your events are described in a logical order. Add transitions as needed to clarify the order in which events happened and the relationships between events and ideas.
Quick Tip
Peer Conferences
Review a Draft Listen actively as a partner reads his or her work aloud. Take notes about what you liked and what was difficult to follow. Begin by telling what you liked about the draft. Ask questions that will help your partner think more carefully about his or her writing. Make suggestions that you think will make the writing more focused and coherent. Use these sentence starters:
I enjoyed this part of your draft because . . .
The order of events would be more logical if . . .
This part is unclear to me. Can you explain why . . .?
You could consider adding detail about . . .
Partner Feedback After your partner gives you feedback on your draft, write one of the suggestions that you will use in your revision. Refer to the rubric on page 37 as you give feedback.
Based on my partner's feedback, I will
After you finish giving each other feedback, reflect on the peer conference. What was helpful? What might you do differently next time?
Revision As you revise your draft use the Revising Checklist to help you figure out what ideas you may need to add, delete, combine, or rearrange. Remember to use the rubric on page 37 to help you with your revision.
Revising Checklist
Does my biography make it clear why my subject is inspirational?
Are my facts and details relevant and from reliable sources?
Have I organized the information in a logical order that is easy to understand?
Have I used transitions to show a logical sequence of events? Do I have enough details to support my conclusion about my subject?
GENRE WRITING
Edit and Proofread
When you edit and proofread your writing, you look for and correct mistakes in spelling, punctuation, capitalization, and grammar. Reading through a revised draft multiple times can help you make sure you’re catching any errors. Use the checklist below to edit your biography.
Editing Checklist
Are names, places, dates, and other proper nouns capitalized?
Do all sentences express a complete thought?
Are possessive pronouns used correctly?
Are all quotations punctuated correctly, including quotation marks?
Are all words spelled correctly?
List two mistakes you found as you proofread your biography.
Grammar Connections
Check that you use the correct form of possessive pronouns in your biography. Unlike possessive nouns, possessive pronouns such as his, ours, theirs, and its don’t use an apostrophe.
Publish, Present, and Evaluate
Publishing When you publish your writing, you create a clean, neat final copy that is free of mistakes. Adding visuals can make your writing more interesting. Consider including illustrations or photographs to make your biography more interesting.
Presentation When you are ready to present your work, rehearse your presentation. Use the Presenting Checklist to help you.
Evaluate After you publish your writing, use the rubric below to evaluate your writing.
What did you do successfully?
What needs more work?
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• focuses on a subject’s life, how he or she overcame a challenge, and why he or she is inspirational
• clearly supports the important ideas and events with facts and details from research
• orders all events logically and includes transitions to clarify order
Stand or sit up straight. Make eye contact with your audience.
Speak clearly, slowly, and at an appropriate volume.
Speak expressively and use an appropriate tone.
Listen actively and respond politely to comments and questions.
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• focuses on a subject’s life, but lacks information on how any challenges were overcome or why the subject is inspirational
• mostly supports the important ideas with facts and details from research
• orders most events logically and includes transitions to clarify order
• focuses on a subject’s life, but does not include how the subject overcame a challenge or why he or she is inspirational
• provides some support of important ideas and events, but not entirely from research
• order of events is somewhat logical, but few transitions are used
• is unfocused and does not include a specific subject’s challenges or explain why the subject is inspirational
• does not provide support for ideas and events from research
• does not present events in a logical order, and does not use transitions
