Wonders New Edition Student Book 4.2

NEW EDITION

GRADE 4 • VOLUME 2 STUDENT BOOK

Cover: Nathan Love, Erwin Madrid

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Wonders New Edition Student Book Grade 4 Volume 2 Adaptation Copyright © 2024 by McGraw-Hill Education (Singapore) Pte. Ltd. Published by arrangement with McGraw Hill LLC ALL RIGHTS RESERVED. NO PART OF THIS BOOK MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM OR BY ANY MEANS, ELECTRONIC OR MECHANICAL, INCLUDING PHOTOCOPYING, RECORDING OR BY INFORMATION STORAGE AND RETRIEVAL SYSTEMS, WITHOUT PERMISSION IN WRITING FROM MCGRAW HILL. Adapted from Reading Wonders Reading/Writing Companion Grade 4 Units 3 and 4 Original ISBN: 978-0-07-901829-8 Original MHID: 0-07-901829-7 Reading Wonders Reading/Writing Companion Grade 4 Units 5 and 6 Original ISBN: 978-0-07-901832-8 Original MHID: 0-07-901832-7 Send all inquiries to: McGraw-Hill Education 1 International Business Park #01-15A The Synergy, Singapore 609917 When ordering this title, please use ISBN: 978-981-3319-62-2 Printed in Korea 1 2 3 4 5 6 7 8 9 Artec 29 28 27 26 25 24

s r e d n o W o Welcome t Read exciting Literature, Science, and Social Studies texts!

L E ARN about the world around you!

T H INK , SPE AK , and W RI TE about genres!

CO L L AB ORAT E in discussion and inquiry!

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E X P RE SS yourself!

Key Concept: Our Government........................................................................................................... 2 Vocabulary SHARED READ ................................................................................................................... 4 SHARED READ A World Without Rules........................................................................... 8 Comprehension Strategy: Ask and Answer Questions.............................................................. 12 Genre Study: Narrative Nonfiction [Headings and Pronunciations]............................................... 13 Comprehension Skill: Cause and Effect........................................................................................ 14 Respond to Reading....................................................................................................................... 16 Vocabulary Strategy: Latin Roots................................................................................................ 18 Research and Inquiry: Skim and Scan......................................................................................... 19 Vocabulary PAIRED READ .................................................................................................................. 20 PAIRED READ The Birth of American Democracy............................................... 22 Make Connections......................................................................................................................... 28 Research and Inquiry: Present Your Work................................................................................. 29 Genre Writing.................................................................................................................................. 30

(t) R. G. Roth; (b) Tristan Elwell

GENRE STUDY 2 HISTORICAL FICTION

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Key Concept: Breakthroughs........................................................................................................... 38 Vocabulary SHARED READ ................................................................................................................ 40 SHARED READ A Telephone Mix-Up..............................................................................44 Comprehension Strategy: Make Predictions............................................................................ 48 Genre Study: Historical Fiction [Setting and Dialogue]................................................................. 49 Comprehension Skill: Point of View............................................................................................. 50 Respond to Reading...................................................................................................................... 52 Vocabulary Strategy: Synonyms.................................................................................................. 54 Research and Inquiry: Persuasive Language.............................................................................. 55 Vocabulary PAIRED READ .................................................................................................................. 56 PAIRED READ Star Parties....................................................................................................... 58 Make Connections......................................................................................................................... 64 Research and Inquiry: Present Your Work................................................................................. 65

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GENRE STUDY 1 NARRATIVE NONFICTION

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Key Concept: Wonders in the Sky................................................................................................... 66 Vocabulary SHARED READ ................................................................................................................ 68 SHARED READ Wonders of the Night Sky................................................................. 72 Comprehension Strategy: Ask and Answer Questions............................................................. 76 Genre Study: Expository Text [Diagrams, Boldface Words, and Pronunciations]......................... 77 Comprehension Skill: Cause and Effect....................................................................................... 78 Respond to Reading...................................................................................................................... 80 Vocabulary Strategy: Context Clues........................................................................................... 82 Research and Inquiry: Managing Multiple-Topic Essays........................................................... 83 Vocabulary PAIRED READ .................................................................................................................. 84 PAIRED READ How It Came To Be.................................................................................... 86 Make Connections......................................................................................................................... 92 Research and Inquiry: Present Your Work................................................................................. 93 Genre Writing.................................................................................................................................. 94

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Key Concept: Zoom In.................................................................................................................... 102 Vocabulary SHARED READ .............................................................................................................. 104 SHARED READ Your World Up Close............................................................................ 108 Comprehension Strategy: Summarize..................................................................................... 112 Genre Study: Expository Text [Photographs and Captions].......................................................... 113 Comprehension Skill: Sequence.................................................................................................. 114 Respond to Reading..................................................................................................................... 116 Vocabulary Strategy: Antonyms................................................................................................. 118 404_407_CR20_LA4_U5G2_PP_901823.indd Page 404 8/9/17 9:49 PM f-0250 /107/GO021 Research and Inquiry: Reading a Diagram................................................................................ 119 Vocabulary PAIRED READ ................................................................................................................ 120 PAIRED READ The Incredible Shrinking Potion..................................................... 122 Genre Realistic Fiction Make Connections........................................................................................................................128 Compare Texts Research and Inquiry: Present Your Work................................................................................129 Read how a girl discovers who she really is.

Genre Writing................................................................................................................................ 130

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Key Concept: Making It Happen....................................................................................................138 Vocabulary SHARED READ .............................................................................................................. 140 SHARED READ Sadie’s Game.............................................................................................. 144 Comprehension Strategy: Visualize........................................................................................ 148 Genre Study: Realistic Fiction [Foreshadowing]........................................................................... 149 Comprehension Skill: Problem and Solution............................................................................. 150 Respond to Reading.....................................................................................................................152 Vocabulary Strategy: Similes and Metaphors.......................................................................... 154 Research and Inquiry: Make a Research Plan.......................................................................... 155 Vocabulary PAIRED READ ................................................................................................................ 156 PAIRED READ Miami by Way of Fujian....................................................................... 158 Make Connections....................................................................................................................... 164 Research and Inquiry: Present Your Work............................................................................... 165

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GENRE STUDY 2 REALISTIC FICTION

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Key Concept: Inventions................................................................................................................. 166 Vocabulary SHARED READ .............................................................................................................. 168 SHARED READ Stephanie Kwolek: Inventor............................................................172 Comprehension Strategy: Summarize.....................................................................................176 Genre Study: Biography [Timeline, Photographs, and Captions].................................................177 Comprehension Skill: Problem and Solution..............................................................................178 Respond to Reading.................................................................................................................... 180 Vocabulary Strategy: Greek Words...........................................................................................182 Research and Inquiry: Timelines................................................................................................183 Vocabulary PAIRED READ ................................................................................................................ 184 PAIRED READ Energy is Everywhere!............................................................................ 186 Make Connections........................................................................................................................192 Research and Inquiry: Present Your Work................................................................................ 193 Genre Writing................................................................................................................................ 194

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Key Concept: Old and New........................................................................................................... 238 Vocabulary SHARED READ ............................................................................................................. 240 SHARED READ A Surprise Reunion............................................................................... 244 Comprehension Strategy: Reread.......................................................................................... 248 Genre Study: Historical Fiction [Dialogue]................................................................................... 249 Comprehension Skill: Theme..................................................................................................... 250 Respond to Reading.................................................................................................................... 252 Vocabulary Strategy: Connotation and Denotation............................................................... 254 Research and Inquiry: Make a Research Plan.......................................................................... 255 Vocabulary PAIRED READ ................................................................................................................ 256 PAIRED READ Native Americans: Yesterday and Today.............................. 258 Make Connections...................................................................................................................... 264 Research and Inquiry: Present Your Work............................................................................... 265

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Key Concept: Resources.................................................................................................................202 Vocabulary SHARED READ ............................................................................................................. 204 SHARED READ The Great Energy Debate................................................................208 Comprehension Strategy: Ask and Answer Questions........................................................... 212 Genre Study: Narrative Nonfiction [Sidebars]..............................................................................2 1 3 Comprehension Skill: Main Idea and Key Details.................................................................... 214 Respond to Reading................................................................................................................... 2 1 6 Vocabulary Strategy: Latin and Greek Prefixes...................................................................... 2 1 8 Research and Inquiry: Key Word Search................................................................................ 2 1 9 Vocabulary PAIRED READ ................................................................................................................220 PAIRED READ Of Fire and Water.................................................................................... 222 Make Connections....................................................................................................................... 228 Research and Inquiry: Present Your Work............................................................................... 229 Genre Writing................................................................................................................................ 230

GENRE STUDY 2 HISTORICAL FICTION

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Key Concept: Money Matters........................................................................................................ 266 Vocabulary SHARED READ .............................................................................................................. 268 SHARED READ The History of Money.......................................................................... 272 Comprehension Strategy: Ask and Answer Questions........................................................... 276 Genre Study: Expository Text [Headings and Glossary]............................................................... 277 Comprehension Skill: Main Idea and Key Details..................................................................... 278 Respond to Reading....................................................................................................................280 Vocabulary Strategy: Proverbs and Adages............................................................................. 282 Research and Inquiry: Advertisements..................................................................................... 283 Vocabulary PAIRED READ ............................................................................................................... 284 PAIRED READ The Miller’s Good Luck........................................................................ 286 Make Connections.......................................................................................................................290 Research and Inquiry: Present Your Work............................................................................... 291 Genre Writing................................................................................................................................ 292

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Key Concept Our Government

Essential Question Why do we need government?

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Government

David Frazier/The Image Bank/Getty Images

COLLABORATE

The justice system is an example of government at work. Judges are appointed by elected officials or elected by the voters. Juries are made up of citizens who listen to the evidence presented by both sides. In the web below, write words that give other examples of the roles that government plays.

Unit 4 • Narrative Nonfiction

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VOCABULARY amendments

02

n. changes made to laws or legal documents

The law wasn’t working well, so amendments were made.

What amendments would you like to see made to the school rules?

commitment

n. a promise

I made a commitment to help clean up our neighborhood on weekends.

What commitment could you make to help the environment?

compromise

n. an agreement in which both sides have to give up something

I made a compromise with my brother so we can both use the computer.

When have you had to make a compromise with someone?

ensure

v. guarantee; make sure

The school rules ensure that students have a good place for learning.

How could you ensure that you get good grades?

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Unit 4 • Narrative Nonfiction

SHARED READ eventually

adv. in the end; after some time

There are many things to do, but eventually we’ll finish them all.

What is something you can’t do now but will do eventually?

governments

n. groups of people who run a country

Different countries have different kinds of governments.

What types of governments do you know?

in charge of

phrase responsible for

John is in charge of handing out papers in class this week.

What are you in charge of in class?

legislation

n. laws made by a government

The government passed new legislation on work hours.

What new legislation would you like to be made?

Unit 4 • Narrative Nonfiction

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VOCABULARY maintain

v. keep in good working order

You should maintain your car in good condition to avoid breakdowns.

How can you maintain a houseplant?

privilege

n. an extra right people are allowed

Going outside for recess is a privilege that students don’t always have.

What privilege would you most like to have?

risk

n. a chance that something bad will happen

Wear a helmet when riding a bike to reduce the risk of getting hurt.

Have you ever taken a risk? What did you do?

rules

n. things that tell you what is or not allowed in a particular situation

My parents set rules to stop me from using the phone too much.

What are the rules of your classroom?

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Unit 4 • Narrative Nonfiction

SHARED READ sensible

adj. practical; with good sense

She made a sensible decision by saving money for her future.

What is something sensible that you should do but don’t?

version

n. one form of something

Everyone has a different version of what happened.

What is something that has new versions coming out from time to time?

without

prep. not having

We had no mustard, so we ate our hot dogs without any.

What is something you can’t eat or do without?

COLLABORATE

Your Turn Pick three words. Write three questions for your partner to answer.

Unit 4 • Narrative Nonfiction

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SHARED READ TAKE NOTES Establish a purpose for reading.

When you are reading for information, identify how the author organizes the information.

Preview the text and write your purpose for reading.

03

As you read, make note of: Interesting Words

Key Details

Essential Question

Why do we need government?

Read how government and laws help to protect us every day.

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Unit 4 • Narrative Nonfiction

A Strange Morning Let’s start at home. Your alarm clock goes off. Why hurry?

Without rules you don’t have to go to school. Eventually you wander downstairs and find your little brother eating cookies in the kitchen. Since there are no rules, you can have cookies for breakfast! But you wonder if you should have something sensible like a bowl of cereal. You reach a compromise (KOM•pru•mize) and crumble the cookies over your cereal. In this new world, you will not have to brush your teeth anymore. No one will report you.

Of course, the next time you see the dentist, you may have a cavity.

A Community in Confusion Now, you step outside. You decide to go to the playground because there’s no law saying you have to go to school. No crossing guard stands at the corner to help you across the street. Without traffic laws, cars zip by at an alarming speed honking at each other, and there is not a police officer in sight. There is no safe alternate way to cross the street. Besides, once you see the playground, you may decide it is not worth the risk of getting hit by a car. Broken swings dangle from rusty chains. Trash cans overflow with plastic bottles, snack wrappers, and paper bags. A huge tree branch lies across the sliding board. As a result of all state and federal services being gone, nobody is in charge of taking care of the playground.

NARRATIVE NONFICTION FIND TEXT EVIDENCE Read Paragraphs 1-3

Cause and Effect Underline the sentence in paragraph 1 that tells what the effect would be if we had no rules.

Draw a box around the words in paragraph 3 that tell what causes cars to zip by at an alarming speed.

Ask and Answer Questions What happens to a playground with no state and federal services?

Reread

Author's Craft How does the author's use of cause-and-effect text structure help you understand what would happen without rules?

R. G. Roth

You may sometimes wonder if rules were made to keep you from having fun and to tell you what to do. But what if we had no rules at all? Nobody would tell you what to do ever again! Sounds great, right? Well, let’s see what it’s like to inhabit a world without rules. You just might change your mind!

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SHARED READ FIND TEXT EVIDENCE Read Paragraphs 1-2

Cause and Effect Circle the words that tell you why you would not find a place to play soccer.

What is the effect of not having an army?

Now think about trying to do all the other things you love. Want to go to the beach? The lifeguards will not be there to keep you safe.

Want to play soccer in the park? Your state and local governments are not around to maintain the parks, so you’ll never find a place to play. Feel like eating lunch outside? As a result of pollution, the air quality is so bad that you will probably have to wear a gas mask every day.

Have you ever thought about our country being invaded by another country? Remember, the government runs the army.

Without the government, there is no army to protect us if another country decided to take over our country.

Back to Reality

Thankfully, that version of our world isn’t real. We live in a democracy (di•MOK•ruh•see) where we have the privilege (PRIV•uh•lij) of voting for the people whom we want to run the country. Our elected government passes legislation (lej•is•LAY•shuhn), or laws, meant to help and protect us. If the country outgrows an old law, then the government can pass amendments to the law. Community workers such as crossing guards, police officers, and lifeguards all work to keep you safe, while government agencies such as the Environmental Protection Agency have made a commitment to inspect the air and water for pollution. And don’t forget the armed forces, which were created to protect our nation.

Latin Roots The Latin root commun means “together." Underline the word that contains the root. Write the word.

Reread

Author's Craft How does the author use headings to organize information?

Our government and laws were designed to keep you safe and ensure that you are treated as fairly as everyone else. Without them, the world would be a different place.

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Unit 4 • Narrative Nonfiction

NARRATIVE NONFICTION FIND TEXT EVIDENCE Read Paragraphs 3-4

Headings/Pronunciations Why is "Back to Reality" a good heading for this section?

Draw a box around the words that have pronunciations. Which of these words has the fewest syllables?

Evaluate Information

Make Connections Talk about how government helps us maintain order and helps preserve our freedom.

ESSENTIAL QUESTION

What are some ways that the government protects you every day?

Use the information in the text to tell why government agencies are important.

Summarize Use your notes and the headings to orally summarize, or retell, the important events in "A World Without Rules."

R. G. Roth

TEXT TO SELF

Unit 4 • Narrative Nonfiction

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COMPREHENSION STRATEGY

Reread

Ask and Answer Questions

SHARED READ Quick Tip

As you read, you may come across new facts and ideas. Stop and ask yourself questions to help you understand and remember the information.

Then read the text closely to find the answers.

FIND TEXT EVIDENCE When you first read the “Back to Reality” section in “A World Without Rules,” you might have asked yourself what role the Environmental Protection Agency has in keeping people safe.

As you read a paragraph, underline any ideas on the topic that are not clear to you. Then ask yourself a question about the information you don't understand. Read on to find the answer.

Page 10

Community workers such as crossing guards, police officers, and lifeguards all work to keep you safe, while government agencies such as the Environmental Protection Agency have made a commitment to inspect the air and water for pollution.

COLLABORATE

Your Turn Read “Back to Reality” and ask a question about government.

Find the answer and write it here.

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As I read on, I found the answer to my question. The Environmental Protection Agency’s role is to inspect our air and water and make sure that they are clean.

Unit 4 • Narrative Nonfiction

GENRE STUDY NARRATIVE NONFICTION

Headings and Pronunciations “A World Without Rules” is narrative nonfiction.

Narrative nonfiction tells a factual story in an interesting way may express the author’s opinion about the subject presents facts and includes text features

FIND TEXT EVIDENCE “A World Without Rules” is narrative nonfiction. The author describes a situation and includes text features. The author also expresses an opinion and supports it with facts and examples.

Page 9

Readers to Writers Writers use word pronunciations to help the reader sound out unfamiliar words. A pronunciation will show how many syllables a word has and how the syllable should be stressed. How can you use pronunciations in your own nonfiction writing?

Headings Headings tell you what the section is mostly about.

Pronunciations Pronunciations show how to sound out unfamiliar words.

COLLABORATE

Your Turn How does the author use headings to keep the reader interested?

R. G. Roth

• • •

SHARED READ

Reread

Unit 4 • Narrative Nonfiction

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COMPREHENSION SKILL

Cause and Effect

Quick Tip

Authors use text structure to organize the information in a nonfiction text. Cause and effect is one kind of text structure. A cause is why something happens. An effect is what happens. Signal words such as because, so, since, and as a result can help you identify cause-and-effect relationships.

FIND TEXT EVIDENCE When I reread the section “A Strange Morning” on page 9, I will look for causes and effects. I will also look for signal words.

Cause

Without rules

You don’t have to go to school.

Without rules

You can have cookies for breakfast.

You don’t have to brush your teeth.

You may get a cavity.

Your Turn Reread the section “A Community in Confusion” on pages 9–10. Identify the causes and effects. List them in the graphic organizer on page 15.

R. G. Roth

COLLABORATE

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Effect

Unit 4 • Narrative Nonfiction

A cause-and-effect text structure explains why or how something happens.

Look for an action that causes, or makes something happen.

Identify the effect, or what happens as a result of an action.

Reread

Cause

SHARED READ

Effect

Unit 4 • Narrative Nonfiction

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RESPOND TO READING Discuss

COLLABORATE

Work with a partner. Use the discussion starters to answer the questions about “A World Without Rules.” Write the page numbers.

Questions 1 How does our government keep our playgrounds safe?

2 How does the government keep our beaches and parks safe?

3 How does the government make sure our air and water is clean?

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Unit 4 • Narrative Nonfiction

Discussion Starters Government services keep . . .

Text Evidence Page(s):

I know this because . . .

Beaches are safe because . . .

Page(s):

Parks are safe because . . .

The government . . .

I noticed that . . .

Page(s):

Reread

Discuss

COLLABORATE

Discuss the prompt below. Think about how the author presents the information. Use your notes, vocabulary words, and graphic organizer.

Why is "A World Without Rules" a good title for this selection?

SHARED READ

Quick Tip Use these sentence starters to discuss the text and organize your ideas.

• “A World Without Rules” is a good title because . . .

• The author tells why . . .

• The author helps me understand . . .

Grammar Connections As you write your response, use transitions— words or phrases that link ideas together. Transitions form a bridge to take readers from one idea to the next. Here are some examples of transitions: for example, also, finally, generally, consequently, in the first place, in other words Remember, transitions that start a sentence are followed by a comma.

Unit 4 • Narrative Nonfiction

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VOCABULARY STRATEGY

Reread

SHARED READ

Latin Roots Knowing Latin roots can help you figure out the meanings of unfamiliar words. Look for these Latin roots as you reread “A World Without Rules.”

dent = tooth

port = carry

spect = look

commun = together

FIND TEXT EVIDENCE In the third paragraph on page 9, I see the word alternate. The Latin root alter means "other."

This will help me figure out what alternate means.

There is no safe alternate way to cross the street.

Your Turn Use Latin roots and context clues to figure out the meanings of these words.

COLLABORATE

dentist, page 9 report, page 9

R. G. Roth

inspect, page 10

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Unit 4 • Narrative Nonfiction

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Skim and Scan Skimming and scanning will help you when you do research.

Skim means "to read quickly" to get the main idea of a text.

To skim, read the title, headings, and the first sentence in each paragraph. Next, look for any italicized or boldfaced words. Then, look at any illustrations, photographs, tables, diagrams, and other visuals.

Scan means "to search quickly" for specific information.

To scan, you need to know the specific information you are looking for.

First, look quickly down the page in search of key words or phrases.

Then, look at how the text is divided or organized.

Scan for the name of the governor in the meeting notice. Write it here.

COLLABORATE

Concerned citizens are meeting this week to vote on air-quality limits in our state.

Do your part for clean air in the community. Join your fellow citizens at 8 p.m. on Thursday at Town Hall. Mayor John Ashford and Governor Jane Hamilton are expected to speak before the final vote.

Make a Slideshow With a partner make a multimodal slideshow about the branches of your state government. A slideshow is called multimodal because you can present information in different ways. For example, you can add audio clips, diagrams, and photographs to your slideshow. Discuss how skimming and scanning can help you in your research. Use the questions below to help with your research.

• • •

Who is the head of the Executive branch?

How many members are in the Legislative branch?

What courts are included in the Judicial branch?

Use your research to make a diagram of your state government branches for one of your slides. Include labels or captions to describe the functions of each branch.

Unit 4 • Narrative Nonfiction

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VOCABULARY approved

04

v. agreed to

My teacher approved my idea for the project, so I can start on it now.

What must you have approved before you can do it?

draft

n. a piece of writing that is not in its final form yet

I have finished the first draft of my story!

Why would you write a draft of a story?

held out

phr. v. waited to decide on or agree to something

He held out for better offers before deciding which club to join.

Have you ever held out for something better? Did you get what you want?

independence

n. the right to rule oneself

The country was under British rule before it declared independence in 1947.

Why would a country want to declare independence from another?

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Unit 4 • Narrative Nonfiction

PAIRED READ proposed

v. suggested; shared as an idea

The students proposed having a school garden.

What is something you recently proposed to your family? Was your idea accepted?

treaty

n. an agreement between two countries

The two countries have a treaty that allows them to both fish in the same area.

What else might countries make a treaty to do?

veto

v. reject; throw out

The teacher decided to veto the students' request for an extra recess.

What plan for your class would you veto?

COLLABORATE

Your Turn Pick three words. Write three questions for your partner to answer.

Unit 4 • Narrative Nonfiction

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PAIRED READ TAKE NOTES Asking questions helps you figure out your purpose for reading. It also gives you a chance to think about what you know about the topic. Before you read, write a question here.

Essential Question Why do we need government?

Read about the Founding Fathers’ plan for our government.

As you read, make note of: Interesting Words

Key Details

05

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Unit 4 • Narrative Nonfiction

Our Founding Fathers

Five men, including John Adams, Thomas Jefferson, and Benjamin Franklin, wrote the Declaration of Independence.

Jefferson wrote the first draft. His famous words sum up a basic American belief—“all men are created equal.”

The men who signed the Declaration are called the Founding Fathers of our country. Signing the Declaration put the founders’ lives in danger. They knew that their signatures made them traitors to Great Britain. They also knew that, if the colonies won the war, their names would go down in history.

Led by General George Washington, the colonists fought passionately for their freedom. After a long, bloody war, the British surrendered in 1781, and a peace treaty was signed in 1783. Our new nation was still a work in progress, however.

Americans disagreed about how much power a federal, or central, government should have. Given that they had just won freedom from a powerful British king, Americans did not want their government to have too much power.

EXPOSTIORY TEXT FIND TEXT EVIDENCE Read Paragraph 1

Circle the day Americans celebrate the birth of the United States.

Paragraph 2

Underline what five men, including John Adams, Thomas Jefferson, and Benjamin Franklin, wrote.

Paragraph 4

Why didn’t Americans want their government to have too much power?

The Constitutional Convention

By 1787, the states were like separate countries. Each state printed its own money and made its own trade laws. The national government was weak and in debt from the war. In May 1787 each state sent delegates, people who represent others, to Philadelphia to attend a meeting called the Constitutional Convention. The delegates were to create a new plan for our government. George Washington was chosen as the president of the convention.

COLLABORATE

Talk with a partner about governments. If you were to start a government together, what would it be like?

Unit 4 • Narrative Nonfiction

(l) Ian Dagnall/Alamy Stock Photo; (r) Garry Gay/Riser/Getty Images

Every Fourth of July, Americans celebrate the birthday of the United States. Fireworks and parades remind us that the thirteen colonies declared independence from Great Britain on July 4, 1776. That birthday took place in Philadelphia, Pennsylvania.

There, the Second Continental Congress approved the Declaration of Independence. This document formed a new nation, the United States of America. The Declaration is almost like our country’s original birthday card.

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PAIRED READ FIND TEXT EVIDENCE Read Paragraph 1

Circle what James Madison and the other delegates compromised on.

One young delegate, James Madison, proposed ideas. After many debates, he compromised with the other delegates on the United States Constitution as the plan for our government. Thus, today James Madison is known as the “Father of the Constitution.” Delegates from large and small states argued most about the power to pass legislation, or laws. States with large populations wanted more votes in a legislature. Small states did not think this was fair. By September of 1787, the states agreed on a system of checks and balances known as the three branches of government. In this system, no branch has too much power.

Paragraph 1

What were the large and small states arguing about?

(bkgd) Garry Gay/Riser/Getty Images; (c) WDC Photos/Alamy Stock Photo

Paragraph 1

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Why did the United States pass a three-branch system of government?

THREE BRANCHES OF GOVERNMENT The Legislative Branch creates laws.

The Executive Branch carries out laws.

The Judicial Branch settles disputes about laws.

Includes: Congress – House of Representatives – Senate

Includes: President Vice President Cabinet Members

Includes: Supreme Court Lower Federal Courts

The Three Branches COLLABORATE

Talk with a partner about power.

What might happen if one person had too much power?

Unit 4 • Narrative Nonfiction

The Legislative Branch, or Congress, is made up of the Senate and House of Representatives. Congress passes laws. Small states liked the Senate because each state, large or small, got two senators. In the House, a state’s population determines the number of representatives.

All the People

Our Constitution begins with the words We the People. Back in 1791, however, the Constitution gave certain rights, such as voting, only to some people. That has changed over time. Today, our Constitution grants all citizens over the age of 18 the right to vote. Politicians continually revisit this founding document to ensure that all people are treated equally in our democracy.

EXPOSTIORY TEXT FIND TEXT EVIDENCE Read Paragraph 1

Circle something the president commands. What branch does the president head?

Paragraph 2

Underline what the district, state, and federal courts determine.

Paragraph 5

Draw a box around the words that begin the Constitution of the United States. Did it give everyone the same rights at that time?

Make Connections Why did delegates from the states meet to write a Constitution in 1787? ESSENTIAL QUESTION Why is it important to be an active participant in our democracy? Use details from the selections to explain. TEXT TO TEXT

COLLABORATE

Talk with your partner about political service. What do you think it would be like to be a politician?

Unit 4 • Narrative Nonfiction

Vincent Ricardel/The Image Bank/Getty Images

The president heads the Executive Branch. The president can sign, veto, and enforce laws. The president also commands the nation’s military.

The Judicial Branch is the third branch. The highest court is called the Supreme Court. District, state, and federal courts determine whether a law follows the Constitution.

The Constitution was officially approved in September 1787, but it did not become the law of the nation right away. Why? It had to be ratified, or approved, by nine of the thirteen states.

Some states held out. They felt the Constitution did not give enough power to the people. They wanted to add amendments, or changes, that guaranteed important personal rights such as freedom of speech or religion. James Madison jumped in again. He wrote the Bill of Rights, the first ten amendments to the Constitution. These were added to the Constitution in 1791. Finally, our nation had a plan of government that was approved!

25

Reread

PAIRED READ Why is “The Birth of American Democracy” a good title for this selection?

COLLABORATE

Talk About It Reread paragraphs 1 to 4 on page 23. Talk about why the Fourth of July is such an important holiday.

Cite Text Evidence What words and phrases show how our government was created? Write text evidence in the chart. Explain the author's purpose for presenting these details.

Text Evidence

Author’s Purpose

Write “The Birth of American Democracy” is a good title because

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Unit 4 • Narrative Nonfiction

Quick Tip Look for specific details or ideas in the text that tell you what happened on July 4, 1776. The details or ideas are important to the meaning of the author's purpose.

Homophones and Homographs Homophones are two words that sound the same but are spelled differently and have different meanings.

•

Examples: Pull the thread through the needle. He threw the ball.

Homographs are words that are spelled the same but have different meanings and origins. Use context clues to figure out the meanings of homographs.

•

Examples: The wind blows. Wind the string around your finger.

Readers to Writers When you write, make sure to use the correct spelling of any words that are homophones. For example, these homophones are frequently confused: their, there, they're. Write a sentence for each homophone.

Explain why you used that homophone.

FIND TEXT EVIDENCE On page 23 in paragraph 3, the author uses the homophone their and the homograph lives. The context of each sentence can help readers understand the word’s meaning and how to pronounce it.

Signing the Declaration put the founders’ lives in danger. They knew that their signatures made them traitors to Great Britain.

Your Turn Reread the first paragraph on page 23.

COLLABORATE

•

Find a word that can be a homograph and write its two meanings.

•

What word also has a homophone? Write the word and its homophone.

Unit 4 • Narrative Nonfiction

27

e Integrat

MAKE CONNECTIONS

Text Connections

Quick Tip

What did you learn about government from the selections you have read? How does government protect people's rights?

COLLABORATE

Talk About It Tarriers are people who waste time. In the song below, the tarriers are the railroad workers who can’t work quickly enough to meet the foreman’s demands. Read the lyrics. Talk with a partner about how government can help to protect Jim Goff.

Cite Text Evidence Circle words and phrases in the lyrics that show how the songwriter feels about Jerry McCann. Underline what Jerry McCann says as evidence of his character.

Write The songwriter and the authors show how

Now, our new foreman was Jerry McCann,

government is important because

Last week a premature blast went off,

Datacraft Co Ltd/Getty Images

from Drill, Ye Tarriers

You can bet that he was sure a blame mean man,

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The lyrics in the song tell a story. You can use the events in the song to help you compare the song to the selections you have read about the need for government.

Unit 4 • Narrative Nonfiction

And a mile in the air went big Jim Goff, Now, next time payday come around, Jim Goff a dollar short was found, When asked what for, came this reply, “You were docked for the time you were up in the sky!”

SOCIA

RESEARCH AND INQUIRY

Present Your Work

Tech Tip

Discuss how you will present your multimodal slideshow to the class.

COLLABORATE You may want to post it on a digital bulletin board. Use the checklist as you rehearse your presentation, and listen carefully to your classmates' questions.

Our State t en Governm

Legislature

General Assem

bly

Judicial

Courts

Executive

Governor

Discuss the sentence starters below and write your answers.

An interesting fact that I learned about our state government is

I would like to know more about

TU L S DI

ES

e Integrat

A slideshow allows you to organize your text and visuals. Too much information on other slides, however, encourages people to read, not listen to you. So just put a sentence or two on each slide, like an outline, then present most of the information orally.

Presenting Checklist Rehearse your presentation in front of a friend. Ask for feedback.

Speak slowly, clearly, and with expression.

Point to visuals related to your topic as you present information.

Listen carefully to questions from the audience.

Use formal language to clarify and answer questions.

Unit 4 • Narrative Nonfiction

29

GENRE WRITING

Expert Model Features of a Narrative Nonfiction Essay A narrative nonfiction essay is written in the form of a story. It informs readers about a real subject by presenting information in an interesting way. A narrative nonfiction essay •

tells about real people and events

•

may include the writer’s feelings and opinions

•

presents facts and includes text features

Analyze an Expert Model Studying “A World Without Rules” will help you learn how to write a narrative nonfiction essay. Reread pages 9-11.

Then answer the questions below.

How does the author use storytelling to make a point about rules?

Blend Images/Image Source

Skim the headings of the story. How does this give you a sense of the structure of the story?

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Unit 4 • Narrative Nonfiction

Shared Read (pages 8-11)

Word Wise In the first paragraph on page 9, the sentence “Sounds great, right?” is an example of the use of informal language and rhetorical questioning.

The author’s use of informal language and rhetorical questioning contributes to the engaging voice in the writing.

COLLABORATE

SOCIA

ES

NARRATIVE NONFICTION

TU L S DI

Plan: Choose Your Topic

Quick Tip

Brainstorm With a partner or a small group, brainstorm as many important laws as possible. Consider how these laws keep everyone safe.

To help you plan for a certain audience, ask yourself:

• What do they already know about my topic?

• What more do they need to know?

Writing Prompt Choose one of the laws on your list. Write a narrative nonfiction essay about it. Describe what might happen without the law and explain why the law is important.

• What opinions do they have?

• Would they be more interested if I use formal or informal language?

I will write about Purpose and Audience An author’s purpose is his or her main reason for writing. Underline your purpose for writing a narrative nonfiction essay. to inform or teach

to persuade or convince

to entertain

Cause

Effect

Think about the audience for your essay. Who will read it?

My audience will be I will use ___________________ language when I write my essay.

Plan In your writer’s notebook, make a Cause-and-Effect Chart to plan your essay about your chosen law.

Unit 4 • Narrative Nonfiction

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GENRE WRITING

Plan: Cause-and-Effect Text Structure What Happened? Why Did It Happen? Things don’t just happen; people or things make them happen. The person or thing is the cause, and what happens is the effect. As you research and plan your narrative nonfiction essay about your chosen law, answer these questions: •

What effect does the law have on your daily life?

•

What would happen if the law didn’t exist?

•

What other laws might help you?

List two causes and effects you could use in your narrative.

1

2

Neustockimages/iStock/Getty Images

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Take Notes As you take notes on your topic, paraphrase information by putting it in your own words. When you have finished taking notes, use your Cause-and-Effect Chart to organize the information you will use in your essay. Include only the most important details to keep your chart entries brief.

Unit 4 • Narrative Nonfiction

NARRATIVE NONFICTION

Draft Specific Details Authors of narrative nonfiction essays use facts, examples, and statistics to give readers evidence about the topic. In the example below, the author explains how cars would not drive safely without laws.

No crossing guard stands at the corner to help you across the street.

Without traffic laws, cars zip by at an alarming speed honking at each other, and there is not a police officer in sight. There is no safe alternate way to cross the street.

Use the above paragraph as a model to write about one way laws help protect us. In the first sentence, identify which law you will talk about.

Quick Tip How do you know if a detail is relevant? It has to relate to the subject. Read these sentences: Without a law to say no, people take whatever they want. Some people take computers. Soon, the stores have nothing to sell. All the stores must close.

Which detail is not relevant? The second sentence is not relevant because it gives an unimportant detail.

Write a Draft Use your Cause-and-Effect Chart to help you write your draft in your writer’s notebook. Don’t forget that you are telling a real-life story, so think about how you can use informal language to make it more interesting.

Unit 4 • Narrative Nonfiction

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GENRE WRITING

Revise Transitions Effective writers make sure that they use transitions to link their ideas together. Some transition words are however, but, afterward, and because. Read the paragraph below. Then, revise it so the causeand-effect ideas are logically linked together.

There are no rules. People take whatever they want.

The stores have nothing left. The stores close.

Rich Legg/E+/Getty Images

34

Revision Revise your draft, and check that you present relevant facts and use appropriate transitions. Make sure that you have told the facts in a narrative form, which might include some opinions about your topic.

Unit 4 • Narrative Nonfiction

Grammar Connections A simple sentence, or independent clause, shows a complete thought. A compound sentence has two independent clauses that are usually connected with a coordinating conjunction.

Select coordinating conjunctions that help build the cause-and-effect structure.

NARRATIVE NONFICTION

Peer Conferences Review a Draft Listen carefully as a partner reads his or her work aloud.

COLLABORATE Take notes about what you liked and what was difficult to follow. Begin by telling what you liked about your partner’s draft. Ask questions that will help your partner think more carefully about his or her writing. Make suggestions that you think might make the writing more focused and coherent. Use these sentence starters: I like the way you used different kinds of sentences because . . .

Some transition words you might want to use are . . .

I don’t understand this part. Can you explain how . . .?

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.

Revising Checklist Does my writing fit my purpose and audience?

Did I use a consistent tone and voice as the narrator?

Did I use transition words to combine ideas?

Did I improve sentence structure by combining some simple sentences into compound sentences?

Did I rearrange some sentences to make them clearer?

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 with your revision.

Unit 4 • Narrative Nonfiction

35

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 sentences.

Editing Checklist Do all sentences begin with a capital letter and end with a punctuation mark?

Do all sentences have subjects and predicates?

Are any headings capitalized?

Are there sentences where the same subject is combined with different verbs?

Are commas used correctly?

Are all words spelled correctly?

List two mistakes you found as you proofread your essay.

1

2

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Unit 4 • Narrative Nonfiction

Grammar Connections When you edit and proofread, check that you have placed commas correctly. If you have compound sentences, make sure a comma separates the two complete ideas. For example: There is no crossing guard, so it is dangerous to cross the road.

NARRATIVE NONFICTION

Publish, Present, and Evaluate

Presenting Checklist

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, photographs, or maps to help make your essay 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.

Stand or sit up straight.

Look at the audience.

Speak clearly and loud enough for everyone to hear you.

Use a friendly but formal tone.

Answer questions from the audience carefully.

What did you do successfully?

What needs more work?

4

3

• gives an informative essay, interesting facts, and specific details of the topic

• gives a decent explanation of the topic with some specific detail

• main idea of the topic somewhat unclear and details are lacking

• main idea is confusing and details are poor and vague

• mostly explains cause and effect for each topic discussed

• many explanations of cause and effect for each topic are unclear

• most explanations of cause and effect for each topic are unclear

• sentences have some variety in sentence beginnings, transition words, and simple and compound sentences

• sentences have little variety in sentence beginnings, transition words, and simple and compound sentences

• sentences have no variety in sentence beginnings, transition words, and simple and compound sentences

• some errors, but not enough to affect meaning

• frequent errors that might confuse the reader

• many errors make it difficult to follow

• clearly explains cause and effect for each topic discussed • sentences are fluent with sentence beginnings, transition words, and simple and compound sentences • few if any errors in grammar or spelling

2

1

Unit 4 • Narrative Nonfiction

37

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