EMC 6016 Correlated to State Standards • 16 units that cover expository, persuasive, and narrative nonfiction writing forms • 80+ reproducible activities and writing models • Teacher pages with guided instruction for skill-based lessons Grade 6 + Grade 6 + Persuasive Letter Compare Contrast Research Report Cause Effect
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Nonfiction Writing • Each book provides direct
instruction on the form-specific skills students need in order to master expository, persuasive, and narrative nonfiction writing.
• Exposure to writing forms such as persuasive essay, biography, and more helps prepare students for standardized testing.
• Easy-to-follow lesson plans present teachers with guided instruction and ideas for modeling each skill.
• Engaging writing models, activities, and reviews motivate students as they strengthen their writing.
Additional Teacher Resource Books
Why Educators Use
ISBN 978-1-60963-173-4
9 781609 6317340 23472 06016 7
EMC 6016
Correlated to StateStandards
• 16 units that cover expository, persuasive, and narrative nonfiction writing forms
• 80+ reproducible activities and writing models
• Teacher pages with guided instruction for skill-based lessons
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Nonfiction Writing provides 16 units of instruction and practice activities . Each unit focuses on a specific nonfiction writing form and includes guided lessons with accompanying student pages that target skills essential to that writing form . The units are grouped into three sections: expository, persuasive, and narrative writing .
Teacher Pages
Use the lesson plans to provide guided instruction and modeling of the targeted skills in each unit .
Introducing a News ArticleReadthisexampleofanewsarticle.
Writing Model
Volunteers Clean Up Owens ParkMore than 50 volunteers from several community groups in Caledonia
arrived Saturday morning to clean up Sarah Bell Owens Park after Wednesday’s strong thunderstorms. Some people hauled away fallen branches and picked up trash from overturned garbage cans. Others repaired playground equipment or replanted shrubs that were uprooted by the storm.
Girl Scout Troop 57, Boy Scout Troop 175, and the Lions Club all sent volunteers. Delta Garden Center donated plants and gardening tools. A team from King Metalworks supervised repairs to the playground equipment.
Damage to the park was caused by high winds from thunderstorms that pounded the area last week. A large limb from the park’s oldest and largest tree fell on the swing set and damaged the slide. The tree, a white oak known to residents as “Old Man,” is expected to survive.
The swing set posed the greatest challenge to volunteers. Roger King, president of King Metalworks, took charge of the reconstruction. “We were able to replace the bent frame and reattach the swings,” King said. “Now it’s as good as new.” King’s crew also repaired dents in the slide.
Girl Scout Alicia Hammond took a short break from picking up trash to test the slide. “It’s bumpy when you slide down it,” she said. “But it’s still fun.”
The work is expected to be finished in two weeks. A community potluck picnic is scheduled for Sunday, May 22, to celebrate the cleanup efforts. Residents of Caledonia are invited. For more information, check the community calendar at Caledonia City Hall.
Answering the 5Ws and HCompletethischartforaneventthattookplacerecentlyatyourschool.Writequestionsthatwouldbeimportantforanewsarticleaboutthatevent.Thenanswerthequestions.
Woman Gives Thanks, Free MealsYesterday was Thanksgiving. Clementina Columbus, owner of
Clementina’s Cafe on Wharf Street, continued her restaurant’s tradition. Serving free meals on Thanksgiving. She served nearly 80 free meals yesterday, which was really generous of her! The cafe had special holiday hours because it was a holiday. The mayer of Seaside, Oscar Filanti, was their with his elegantly dressed wife and cute children.
Columbus moved to Seaside from Portugal when she was a child. “My family openned the restaraunt and named it after me. “I took over ten years ago.”
Now every year, she gives away a meal to anyone who comes on this day. I’m thankful for the opportunities I’ve been given. I want to share my good fortune with the community.” Isn’t that what Thanksgiving is all about?
Yesterdays dinner featured cozido, a traditional Portuguese stew made from chicken, sausage, and vegtables. “It’s really yummy.” Said a kid in the restaurant who was there with his mother. It’s spicy, which I like.” Anyone expecting turkey and stuffing was probably disappointed.
1. The Third Annual Waffle Festival ran from August 28 to 31. More than 10,000 people attended. Josephine Cho, the event organizer, was pleased with the turnout.
2. On July 27, Bradenton, Florida, will host the Youth Triathlete Championship. A thousand kids will compete. Coach Darren Fortensky explained why triathlons are becoming popular with younger kids.
Josephine Cho
It was great to see so many people here at the
festival. I hope next year will be even better.
Kids already run, bike, and swim. In a
triathlon, they just do all of those activities in a day. Besides, these are sports
Three of the units in this book have unique pages that are necessary to provide the appropriate modeling and support for the writing form .
Response to Literature
ThefirstandlastlessonsoftheResponse to Literatureunitbeginwithareadingselectiontogivestudentspracticeanalyzingawritingpromptandrespondingtoit—justastheywouldonatestorhomeworkassignment.
Reviewing a Response to LiteratureRevisethisresponseto“BreakingIn.”Usewhatyouhavelearnedtomakeitstronger.Rewritetheresponsetoliteratureonaseparatesheetofpaper.
A Smooth ProcessThe story is about a horse that gets broken in. The horse
has to be broken in so he can carry people on his back. First, the horse’s master puts a bit on him, which the horse
hates. Then the master puts the sadel on the horse. The horse does not mind it to much. Then he rides the horse. The horse is proud to carry his master. Next, the master takes the horse to get horseshoes put on. Which do not hurt. Finally, the master puts a heavy collar and bridle on the horse. The horse does not like that at all. He wants to kick, but knows he should not. He is well-behaved.
This story is about a horse who is broken in so he can carry people on his back. To be broken in means that a horse can wear a bit, bridal, saddle, horseshoes, and colar. This is an important thing.
Summary of “Voting History”This interesting article is about voting in the United States.
Now people use computerized voting machines, including opticle scanners and direct-recording electronic devices, but that wasn’t always the case. Early on, people just gathered together to cast they’re votes by voice. They started using paper ballots to keep their votes a secret. First they wrote their choice’s on slips of paper. Then they used preprinted ballots. Advanses in technology brought mechanical-lever machines and punch cards. Although the method of voting has changed in U.S. history, the importance of voting has not changed. Why do people vote? To say what they want.
For many people in the United States, the most important right is the right to vote. By voting, people have a voice in the decisions that the government makes. All votes count the same, and the majority of votes decides each issue. But the method that U.S. citizens use for casting their votes has changed over the years.
Early in the nation’s history, voting was simple. People just gathered together to cast their votes by voice. The results were recorded in public, and everyone knew how everyone else voted. In the late 1800s, paper ballots were adopted because they were private. Voters wrote their choices on slips of paper, or ballots, which were then placed in a locked box. Eventually, preprinted ballots allowed voters to simply mark their choices. Both paper and preprinted ballots were counted by hand.
Advancements in technology brought new methods that would accommodate larger populations of voters. By 1930, most voters used mechanical-lever voting machines. With these machines, the voter stood inside a private booth and pulled down levers on the machine to indicate his or her choices. A counter in the machine kept track of the choices. The next form of voting was with punch cards. Voters punched holes in paper cards using a special tool to indicate each choice. Machines then counted the punched holes.
Computerized voting machines became popular in the 1990s and are still used today. One kind involves optically scanning cards that are printed with an empty rectangle, circle, or incomplete arrow next to each choice of candidate or issue. Voters mark their choices by filling in the shape or completing the arrow on the card. The cards are later fed into a computer to scan and total the votes. Another form of computerized voting is called direct-recording electronic (DRE) voting. It allows people to view their choices on a computer screen. Voters make their selection by touching the screen or pushing a button. A computer calculates the votes.
The process of voting has undergone many changes. But U.S. citizens have always voted so that they can have a voice in their country’s government. No matter what method they used to vote, the important thing is that they voted.
Name: _____________________________________________Response to Literature
Introducing a Response to Literature Readthisexampleofaresponsetoliterature.
Writing Model
Arachne’s ArroganceIn the story “The Weaver,” pride and disrespect lead to the downfall
of Arachne, a skilled weaver. Arachne boasts that she is a better weaver than the Roman goddess Minerva, who takes the statement as a challenge. Arachne and Minerva then compete to see who can create the better tapestry. Although Minerva acknowledges that Arachne’s skill is equal to her own, she cannot forgive Arachne for being disrespectful. She becomes so angry that she turns Arachne into a spider.
Initially, Minerva is curious about Arachne. She just wants to see the weaver’s beautiful tapestries up close. But when Arachne brags to someone that she is a better weaver than Minerva, Minerva overhears and becomes angry. It is arrogant of Arachne to claim to be better than a goddess, especially the goddess who originally taught humans how to weave.
Arachne is disrespectful not just toward Minerva but toward other gods. During the contest, she purposely weaves a scene that shows the gods looking foolish. This is more than Minerva can tolerate. So she transforms Arachne into a spider.
Arachne’s downfall is her own fault. She is doomed to spend the rest of her life as a spider because of her pride and disrespect toward the gods. If she had acted humbler in front of Minerva, she might still be weaving tapestries.
Introducing a Response to Literature ReadthisstorybasedonaRomanmyth.
Reading Selection
The Weaver
Perched high on a mountain, Minerva, the Roman goddess of wisdom, looked down at the mortal world below. She watched a young woman sitting at a loom, gracefully weaving the delicate threads. The young woman was named Arachne (uh-RAK-nee), and she was known far and wide for the beautiful tapestries that she wove.
Minerva, who had taught mortals how to weave, wanted a closer look at Arachne’s work. So she disguised herself as an old woman and joined the crowd that surrounded Arachne as she worked. An onlooker touched Arachne’s beautiful tapestry and commented, “Surely your work is second only to Minerva’s.”
Startled, Arachne stopped weaving and frowned. “Second? No, if we were to compete, I would be the winner.”
Minerva grew angry at Arachne’s boasting and revealed herself to the weaver. “Take heed, Arachne. You have challenged me in front of these witnesses. Let the weaving contest begin.”
No more words were spoken as the proud young woman and the goddess each took a place at an empty loom. They worked in silence, weaving with great speed, their skilled hands moving swiftly in the excitement of the competition.
Finally, the weavers finished their work. The tapestries were extraordinary. Minerva had woven a beautiful scene that showed gods and goddesses doing kind and helpful things for humans. Arachne had also woven a beautiful scene, but it showed the gods doing foolish things.
Minerva studied the tapestries. She realized that Arachne’s work was indeed as fine as her own. But she could not forgive Arachne’s disrespectful behavior.
Without hesitation, Minerva threw a stick at Arachne. Immediately, Arachne was transformed into a tiny creature with eight thin legs that clung to a single, fragile thread. From that point on, Arachne, like all spiders, could only spin a web. Never again would she weave beautiful pictures.
Prompt: Explain how Arachne’s character led to her downfall. Use details from the story to support your answer.
Name: _____________________________________________ Name: _____________________________________________Response to Literature
Reviewing a Response to Literature Readtheprompt.Thenreadandmarkupthestory,adaptedfromBlack BeautybyAnnaSewellandtoldfromthepointofviewofahorse.
Reading Selection
Breaking In
Not everyone knows what “breaking in” is. Therefore, I will describe it. It means to teach a horse to wear a saddle and bridle and to carry on his back a man, woman, or child—to go just the way the person wishes, and to go quietly. So, you see, this “breaking in” is a great thing.
I had, of course, long been used to a halter. But now I was going to have a bit and bridle. My master gave me some oats, as usual. And, after a good deal of coaxing, he got the bit into my mouth and the bridle fixed. But it was a nasty thing! If you have never had a bit in your mouth, you cannot think how bad it feels. It is a great piece of cold hard steel as thick as a man’s finger pushed into one’s mouth and between one’s teeth. It is very bad! At least I thought so. But I knew my mother always wore one when she went out. So, what with the nice oats, and what with my master’s pats, kind words, and gentle ways, I got used to wearing my bit and bridle.
Next came the saddle, but that was not half so bad. My master put it on my back very gently. He then tightened the straps under my body, patting me and talking to me all the time. Then I had a few oats and he led me about. This he did every day till I began to look for the oats and the saddle. One morning, my master got on my back and rode me round the meadow. It certainly did feel strange, but I must say I felt rather proud to carry my master. And because he continued to ride me a little every day, I soon became accustomed to it.
The next unpleasant business was putting on the iron shoes. That, too, was very hard at first. My master went with me to the smith’s forge, to see that I was not hurt or frightened. The blacksmith took a piece of iron the shape of my foot and drove some nails through the shoe quite into my hoof. It did not pain me. My feet felt very stiff and heavy, but in time I got used to it.
And now my master went on to break me to harness. There were more new things to wear. First, a stiff heavy collar sat on my neck, and then a bridle. I never felt more like kicking, but of course I could not kick such a good master. So in time I got used to everything, and could do my work as well as my mother did.
Prompt: Why did breaking in the horse go so smoothly? Use details from the passage to support your answer.
Name: _____________________________________________ Research ReportIntroducing a Research ReportThisisanexampleofabibliography.
Bibliography Model
“2009 Field Report.” FrogObserver. 18 Aug. 2012. <http://www.frogobserver.org/fieldreports/2009.htm>.Alvarez, Lino. “A World Without Frogs?” Saturday Observer. 21 Aug. 2012. <http://www.saturdayobserver.com/world-without-frogs.htm>.“Amphibian.” Whole Globe Encyclopedia. Vol. 1. New York: WordPub, 2007.
152–56.
Ellietta, Maynard. A World of Frogs. Boston: Pickens Press, 2005.Minke, Felicia. “Going, Going, Gone.” Scientific Times. 16 March 2008: 17–21.Prager, Brian. Frogs and Toads. New York: Wayside Publications, 2010. Tucker, Brittany. “Jewels of the Rain Forest.” Tropical Conservation. 1 Dec. 2009. <http://www.tropicalconservation.com/jewelsrainforest.htm>.
“The Brave Little Mule” tells how a mule gave two pioneers the courage to continue their journey through Death Valley in 1849. The two men, William L. Manly and John H. Rogers, set out to get food and water for their group of pioneers stranded in the desert. On the trip back to the group, Manly and Rogers had to abandon their horses, but they continued on with the supplies and their pack mule. When they came to a ten-foot-high rock wall, they almost lost hope. But their mule gave them courage. The men used rocks to build a ramp. The mule climbed slowly and carefully up the ramp and made it safely to the top. The two men overcame an obstacle and were able to save their friends.
Introducing a SummaryReadthisretellingofanincidentdescribedinWilliamLewisManly’sautobiography,Death Valley in ’49.
Reading Selection
The Brave Little Mule
Gold seekers William L. Manly and John H. Rogers were traveling with a small group of pioneers in 1849 when the group lost its way in Death Valley, a vast desert region in California. The land was so dry that barely a blade of grass could grow. Water was scarce, and most of it was too salty to drink. Manly and Rogers volunteered to travel ahead and return with more food and water for the desperate group.
After two weeks, the men stumbled upon a settlement, where they bought supplies, a pack mule, and two horses. Then they began the trip back to the rest of the group, making their way through a narrow, rocky canyon. But the journey was exhausting, and the horses were starving. To keep the horses from dying, the men removed their saddles, patted the horses, and set them free to find their way back to the settlement.
The mule wandered on ahead of the men with the supplies until she reached a canyon wall rising ten feet above the path. There she stood, looking straight up at the steep rock face. As the men approached, their hearts sank. They saw no way to get the mule up the canyon wall. They prepared to leave the mule and supplies and return to the group of pioneers with heavy hearts and empty knapsacks. But the mule turned to look back at them. Her expression was so intelligent, so calm, so confident, that it gave the men courage.
Gathering all the loose rocks they could find, Manly and Rogers built a ramp along the canyon wall. They sweated and groaned, piling rock upon rock, gasping in fright as some of the stones clattered down the slope below them. Gradually, the ramp led to a narrow rock shelf, barely four inches wide, that created a path to the top of the rock face.
Without a moment’s pause, the brave little mule began to climb. With a sure eye, she carefully placed each foot on the ground. There was no turning back now. She would either stay on the narrow shelf or tumble down fifty feet. She picked her way along, carefully and steadily, until she was a few feet away from the top. Then, eyeing the distance like an athlete, she made one last leap and was safe and sound on solid rock. Manly and Rogers danced for joy. With the little mule’s courage and confidence as their inspiration, they were able to continue their journey. One of their darkest moments had passed, and they would be able to save their friends.
A summary is a short piece of writing that tells the main idea and the most important details about a longer piece of writing, such as a story, article, or book.
1 . Have students recall something they did over the weekend . Say: If you had to quickly tell someone what you did, you would probably tell the most important or most exciting parts. You would also include a few good details to help listeners better understand those things. Explain that a written summary tells the most important information of a longer piece of writing, such as the main idea and supporting details .
2 . Have students read “The Brave Little Mule” on p . 11 . Then have a volunteer read aloud the summary on p . 12 . Ask: What is the purpose of this summary? (to summarize a story about a mule that helped rescue a group of pioneers) Have students write the purpose on the lines provided .
3 . Invite students to offer opinions about what makes this a good summary . Prompt students by asking: Is there one sentence that tells the title and main idea of the selection? Does the order of details in the summary follow the order of details in the selection? Does the writer use her own words to summarize? Then explain that students will use the reading selection and the writing model as they practice the skills needed to write a good summary .
Lesson 2 Writing a Topic Sentence
1 . Review the purpose of a summary . Then say: A good summary begins with a topic sentence that states the title and main idea of what is being summarized. The topic sentence should use clear and precise language and should not contain personal opinions.
2 . Have students identify the topic sentence for the writing model on p . 12 . (“The Brave Little Mule” tells how a mule gave two pioneers the courage to continue their journey through Death Valley in 1849.) Then ask: What is the title of the selection? (“The Brave Little Mule”) What is the main idea of the selection? (that a mule gave two pioneers the courage to continue their journey) Is the sentence clear and precise? (yes) Does the writer give her opinion of the selection? (no)
Introducing a SummaryReadthisretellingofanincidentdescribedinWilliamLewisManly’sautobiography,Death Valley in ’49.
Reading Selection
The Brave Little Mule
Gold seekers William L. Manly and John H. Rogers were traveling with a small group of pioneers in 1849 when the group lost its way in Death Valley, a vast desert region in California. The land was so dry that barely a blade of grass could grow. Water was scarce, and most of it was too salty to drink. Manly and Rogers volunteered to travel ahead and return with more food and water for the desperate group.
After two weeks, the men stumbled upon a settlement, where they bought supplies, a pack mule, and two horses. Then they began the trip back to the rest of the group, making their way through a narrow, rocky canyon. But the journey was exhausting, and the horses were starving. To keep the horses from dying, the men removed their saddles, patted the horses, and set them free to find their way back to the settlement.
The mule wandered on ahead of the men with the supplies until she reached a canyon wall rising ten feet above the path. There she stood, looking straight up at the steep rock face. As the men approached, their hearts sank. They saw no way to get the mule up the canyon wall. They prepared to leave the mule and supplies and return to the group of pioneers with heavy hearts and empty knapsacks. But the mule turned to look back at them. Her expression was so intelligent, so calm, so confident, that it gave the men courage.
Gathering all the loose rocks they could find, Manly and Rogers built a ramp along the canyon wall. They sweated and groaned, piling rock upon rock, gasping in fright as some of the stones clattered down the slope below them. Gradually, the ramp led to a narrow rock shelf, barely four inches wide, that created a path to the top of the rock face.
Without a moment’s pause, the brave little mule began to climb. With a sure eye, she carefully placed each foot on the ground. There was no turning back now. She would either stay on the narrow shelf or tumble down fifty feet. She picked her way along, carefully and steadily, until she was a few feet away from the top. Then, eyeing the distance like an athlete, she made one last leap and was safe and sound on solid rock. Manly and Rogers danced for joy. With the little mule’s courage and confidence as their inspiration, they were able to continue their journey. One of their darkest moments had passed, and they would be able to save their friends.
Gold seekers William L. Manly and John H. Rogers were traveling with a small group of pioneers in 1849 when the group lost its way in Death Valley, a vast desert region in California. The land was so dry that barely a blade of grass could grow. Water was scarce, and most of it was too salty to drink. Manly and Rogers volunteered to travel ahead and return with more food and water for the desperate group.
After two weeks, the men stumbled upon a settlement, where they bought supplies, a pack mule, and two horses. Then they began the trip back to the rest of the group, making their way through a narrow, rocky canyon. But the journey was exhausting, and the horses were starving. To keep the horses from dying, the men removed their saddles, patted the horses, and set them free to find their way back to the settlement.
The mule wandered on ahead of the men with the supplies until she reached a canyon wall rising ten feet above the path. There she stood, looking straight up at the steep rock face. As the men approached, their hearts sank. They saw no way to get the mule up the canyon wall. They prepared to leave the mule and supplies and return to the group of pioneers with heavy hearts and empty knapsacks. But the mule turned to look back at them. Her expression was so intelligent, so calm, so confident, that it gave the men courage.
Gathering all the loose rocks they could find, Manly and Rogers built a ramp along the canyon wall. They sweated and groaned, piling rock upon rock, gasping in fright as some of the stones clattered down the slope below them. Gradually, the ramp led to a narrow rock shelf, barely four inches wide, that created a path to the top of the rock face.
Without a moment’s pause, the brave little mule began to climb. With a sure eye, she carefully placed each foot on the ground. There was no turning back now. She would either stay on the narrow shelf or tumble down fifty feet. She picked her way along, carefully and steadily, until she was a few feet away from the top. Then, eyeing the distance like an athlete, she made one last leap and was safe and sound on solid rock. Manly and Rogers danced for joy. With the little mule’s courage and confidence as their inspiration, they were able to continue their journey. One of their darkest moments had passed, and they would be able to save their friends.
“The Brave Little Mule” tells how a mule gave two pioneers the courage to continue their journey through Death Valley in 1849. The two men, William L. Manly and John H. Rogers, set out to get food and water for their group of pioneers stranded in the desert. On the trip back to the group, Manly and Rogers had to abandon their horses, but they continued on with the supplies and their pack mule. When they came to a ten-foot-high rock wall, they almost lost hope. But their mule gave them courage. The men used rocks to build a ramp. The mule climbed slowly and carefully up the ramp and made it safely to the top. The two men overcame an obstacle and were able to save their friends.
Writer’s Purpose: to summarize a story about a mule thathelped rescue a group of pioneers
Page13/StudentBookPage4 3 . Write this sentence on the board: This story is about a mule that gave two pioneers the courage to continue their journey. Ask: What is missing from this topic sentence? (the title of the selection being summarized) Cross out This story and write “The Brave Little Mule.” Read the sentence aloud and explain: This topic sentence is better because it names the selection.
4 . Direct students to p . 13 and have them complete Activity A in pairs . Review the answers as a class .
5 . Have students complete Activity B independently . Point out that there may be more than one way to revise the sentences . Invite volunteers to share their revisions .
➤ Extend the Lesson: Assignshortarticlesorpassagesfromsocialstudiestextbooks.Havestudentspracticewritingatopicsentenceforasummaryofthepassage.
Lesson 3 Marking Up an Article
1 . Say: Marking up a text is a good way to find and recall information you can use in a summary of that text. Read aloud the directions for Activity A on p . 14 . Then work with students to mark up “The Brave Little Mule .” Have students draw a box around the title, double-underline the topic sentence in the introduction (Manly and Rogers volunteered ...), and underline the main idea in each paragraph (But the journey was exhausting ...; Her expression was ...; Gathering all the ...; With the little mule’s courage ...).
2 . Direct students to p . 14 and have them mark up “Built to the Extreme” independently or in pairs . Invite volunteers to share what they marked up and explain their thinking .
3 . Have students complete Activity B independently .
➤ Extend the Lesson: Havestudentsannotateapassagefromatextbookorastandardizedtest.
Lesson 4 Paraphrasing
1 . Say: When you summarize, you have to paraphrase the original text, or put the ideas in your own words.
2 . Read aloud the fourth paragraph of the selection on p . 11 . (Gathering all the ...) Then challenge students to find where the writer paraphrased that information in the summary on p . 12 . (The men used rocks to build a ramp. The mule climbed ...) Point out that the writer maintained the most important ideas from that paragraph when paraphrasing .
People have always been fascinated by extreme structures. The Great Pyramid of Giza in Egypt is one example. For nearly 4,000 years, it was the world’s tallest structure, and people still debate how it was built. Today, new technologies enable the construction of even more extreme structures, such as skyscrapers and underwater tunnels.
When Burj Khalifa (BOOR-zha hah-LEE-fah) was completed in 2010, it became the tallest building in the world. This 2,700-foot-tall structure in the desert city of Dubai set many records. However, builders had to adapt its construction to the hot, dry, windy climate. For example, parts of Burj Khalifa are made from concrete, which would crack if it dried too quickly during construction. So the builders poured the concrete at night, when the air was cooler. Sometimes they added ice to the concrete mixture, too.
Tunnel construction also presents challenges. The Channel Tunnel was completed in 1994, after six years of construction and many obstacles. The idea of building an underwater tunnel between England and France was first suggested in 1802. However, the cost and difficulty of the tunnel kept the project from becoming a reality for more than 180 years. One major challenge that the engineers faced was to find a long stretch of solid rock in the seafloor, which was needed to make the tunnel stable. Builders used giant tunneling machines to dig through the seabed for 24 miles.
Thanks to new technology, people are likely to build many more extreme structures in the future. Strong, lightweight materials such as steel and plastic make such construction easier. Extreme structures solve engineering challenges and inspire us with their sheer size and beauty.
Page15/StudentBookPage6 3 . Say: When you write a summary, keep the main ideas in the same order as in the original text. Challenge students to compare the reading selection and writing model on pp . 11 and 12 in detail, finding passages in the summary that paraphrase information from the original text . Point out that the writer maintained the most important ideas from the account and that the paraphrased information is about the same length as the information from the account .
4 . Direct students to the activity on p . 15 and help them paraphrase the ideas from the first paragraph . Remind students that the paraphrase tells the main ideas from the original paragraph . Then have students paraphrase the other three paragraphs independently or in pairs . Invite them to share their paraphrases .
➤ Extend the Lesson: Havestudentsparaphraseoneormoreparagraphsfromthearticle“BuilttotheExtreme”onp.14.
Lesson 5 Reviewing a Summary
1 . Review the qualities of a good summary: a clear topic sentence and correctly paraphrased information, presented in the same order as the original text .
2 . Have students read and mark up “Voting History” on p . 16 independently . Remind them to follow the steps listed on p . 14 . Invite volunteers to share what they marked up . (Topic sentence: But the method that U.S. citizens use .... Main-idea sentences: Early in the nation’s history ..., Advancements in technology ..., Computerized voting machines ..., No matter what method they used ...)
3 . Ask a volunteer to read aloud the summary on p . 17 . As a class, discuss how the summary can be improved . For example, point out that the first sentence includes the writer’s opinion, the second sentence is out of order, and the third sentence was mostly copied from the reading selection without being paraphrased . Also, have students find and correct any grammar, punctuation, and spelling errors in the draft .
4 . Have students revise the summary independently and write it on a separate sheet of paper . Remind them that there may be different ways to improve the summary . Also remind them to proofread their revisions and check for errors . Invite volunteers to share their revisions with the class .
1. Kabuki is a form of Japanese theater. Performers wear elaborate makeup and costumes as they sing and dance. Kabuki dates back to the early 17th century, but it is still popular today.
Kabuki, a popular form of Japanese theater thatoriginated in the early 1600s, is performed by actors wearing fancy makeup and costumes.
2. Pilot fish and sharks have a symbiotic relationship. Pilot fish are generally found in warm waters, accompanying the oceanic whitetip shark. The pilot fish feeds on leftover food and on parasites from the shark’s body. The shark provides protection for the pilot fish, which otherwise would be in danger from predators.
Pilot fish and sharks help each other. Sharks protect the pilot fish from predators. In return, the pilot fish eat parasites off the sharks’ bodies.
3. The Code of Hammurabi is a collection of laws developed around 1790 b.c. during the reign of Hammurabi, king of Babylon. The code established punishments based on social class. It is best known for the “eye-for-an-eye” law.
The Code of Hammurabi is an ancient set of lawsfrom Babylon that listed punishments for crimes based on people’s social class.
4. Overexposure to ultraviolet (UV) radiation from the sun causes sunburn. The symptoms of such overexposure most often are skin redness and pain. However, too much UV radiation can also cause cancerous skin tumors.
Sunburn is caused by too much ultraviolet radiation from the sun. This radiation can also cause skin cancer.
Summary of “Voting History”This interesting article is about voting in the United States.
Now people use computerized voting machines, including opticle scanners and direct-recording electronic devices, but that wasn’t always the case. Early on, people just gathered together to cast they’re votes by voice. They started using ballots to keep their votes a secret. First they wrote their choice’s on slips of paper. Then they used preprinted ballots. Advanses in technology brought mechanical-lever machines and punch cards. Although the method of voting has changed in U.S. history, the importance of voting has not changed. Why do people vote? To say what they want.
For many people in the United States, the most important right is the right to vote. By voting, people have a voice in the decisions that the government makes. All votes count the same, and the majority of votes decides each issue. But the method that U.S. citizens use for casting their votes has changed over the years.
Early in the nation’s history, voting was simple. People just gathered together to cast their votes by voice. The results were recorded in public, and everyone knew how everyone else voted. In the late 1800s, paper ballots were adopted because they were private. Voters wrote their choices on slips of paper, which were then placed in a locked box. Eventually, preprinted ballots allowed voters to simply mark their choices. Both paper and preprinted ballots were counted by hand.
Advancements in technology brought new methods that would accommodate larger populations of voters. By 1930, most voters used mechanical-lever voting machines. With these machines, the voter stood inside a private booth and pulled down levers on the machine to indicate his or her choices. A counter in the machine kept track of the choices. The next form of voting involved punch cards. Voters punched holes in paper cards using a special tool to indicate each choice. Machines then counted the punched holes.
Computerized voting machines became popular in the 1990s and are still used today. One kind involves optically scanning cards that are printed with an empty rectangle, circle, or incomplete arrow next to each choice of candidate or issue. Voters mark their choices by filling in the shape or completing the arrow on the card. The cards are later fed into a computer to scan and total the votes. Another form of computerized voting is called direct-recording electronic (DRE) voting. It allows people to view their choices on a computer screen. Voters make their selections by touching the screen or pushing a button. A computer calculates the votes.
The process of voting has undergone many changes. But U.S. citizens have always voted so that they can have a voice in their country’s government. No matter what method they used to vote, the important thing is that they voted.
The article “Voting History” explains different methods of voting in U.S. history. Early on, people gathered publicly and voted out loud. They started using ballots to keep their votes a secret. First they wrote their choices on slips of paper. Then they used preprinted ballots. Advances in technology brought mechanical-lever machines and punch cards. Computerized voting machines came next, with optical scanners and direct-recording electronic devices. Although the method of voting has changed throughout U.S. history, the importance of voting has not changed. People vote so that they can havea voice in government.
Introducing a SummaryRead this example of a summary .
Writing Model
Summary of “The Brave Little Mule”
“The Brave Little Mule” tells how a mule gave two pioneers the courage to continue their journey through Death Valley in 1849. The two men, William L. Manly and John H. Rogers, set out to get food and water for their group of pioneers stranded in the desert. On the trip back to the group, Manly and Rogers had to abandon their horses, but they continued on with the supplies and their pack mule. When they came to a ten-foot-high rock wall, they almost lost hope. But their mule gave them courage. The men used rocks to build a ramp. The mule climbed slowly and carefully up the ramp and made it safely to the top. The two men overcame an obstacle and were able to save their friends.