Teddy`s Bear - Mondo Publishing

®
G ui d e d
Reading
Teddy’s Bear
Explanation
790L
Written by Juddi Morris
KEY IDEA With accessible primary-source materials for support, this appealing book
explains the surprising origin of the beloved stuffed animal children call the “teddy bear.”
LITERACY STANDARDS ADDRESSED IN THIS PLAN
RI.4.2
MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 L.4.4b Vocabulary Acquisition & Use Additional Instruction Use common, grade-appropriate Greek and Latin
affixes and roots as clues to the meaning of a word
(e.g., telegraph, photograph, autograph).
Determine the main idea of a text and explain
how it is supported by key details; summarize
the text.
RI.4.4
Craft & Structure Sessions 1, 2, 3 RF.4.3a Phonics & Word Recognition Additional Instruction Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context
and out of context.
Determine the meaning of general academic and
domain-specific words or phrases in a text relevant
to a grade 4 topic or subject area.
RI.4.6
MAIN FOCUS Craft & Structure Sessions 2, 3 Compare and contrast a firsthand and
secondhand account of the same event or
topic; describe the differences in focus and the
information provided.
RI.4.8
MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 ISBN 978-1-62889-225-3
Explain how an author uses reasons and
evidence to support particular points in a text.
RI.4.10 Range of Reading & Level of Text Complexity By the end of year, read and comprehend
informational texts, including history/social studies,
science, and technical texts, in the grades 4–5 text
complexity band proficiently, with scaffolding as
needed at the high end of the range.
SL.4.1d Comprehension & Collaboration Sessions 1, 2, 3 Review the key ideas expressed and explain
their own ideas and understanding in light of the
discussion.
L.4.4
RF.4.4c Fluency Session 2 Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
W.4.1
Text Types & Purposes Writing Task Write opinion pieces on topics or texts, supporting
a point of view with reasons and information.
W.4.8* Research to Build & Present Knowledge Sessions 1, 2, 3 Recall information from experiences or gather
information from provided sources to answer a
question.
*Standard adapted from another grade
W.4.10 Range of Writing Write routinely over extended time frames and
shorter time frames for a range of disciplinespecific tasks, purposes, and audiences.
Vocabulary Acquisition & Use Additional Instruction Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on
grade 4 reading and content, choosing flexibly
from a range of strategies.
Mondo Bookshop Grade 4 1
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Session 1 Text Selection: pp. 5–13
Learning Focus
RI.4.2
Students determine the
main idea of the text and
explain how it is supported
by key details, and they
summarize the selection.
Key Idea: Text Selection While on a hunting trip, President Theodore
Roosevelt refused to shoot an injured bear. A political cartoon depicting the
event soon became popular throughout the nation.
Previewing the Text 5 minutes
Read the title and author credit with students. Then have students read the
back cover and flip through the book.
ased on the title, front cover, and back cover, can someone tell us what this
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book might explain?
how the teddy bear was invented
Who had questions from looking at the front cover?
Who is Teddy? Why is a bear special to him?
et’s take a moment to scan the pages. Who has thoughts about the different
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features in this book?
I see maps, photos, drawings, and captions. I think these will be helpful
when we read. I think they’ll help answer our questions.
VOCABULARY
RI.4.4 Introduce the word
boundary to students
and discuss its meaning.
Read together the first few
paragraphs on page 6. Clarify
the word’s meaning based on
the reading.
READING the Text CLOSELY 10 minutes
Explain the learning focus for students. Ask them to read pages 5–9. Check to
see how they are doing with the application of the focus. Provide support if
needed. Then have them read through page 13.
s we read today, let’s figure out the main idea in each section of the text
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and identify key details that support the main idea. One good way to identify
the main idea in a section of text is to summarize the important points in that
section. Who would like to summarize the first few pages of this book?
President Theodore Roosevelt was very energetic and loved to be
outdoors. He worked to help Louisiana and Mississippi settle a boundary
dispute, and then he went hunting.
From this summary, who can identify one main idea on these pages?
Theodore Roosevelt was an active man.
That’s good thinking. Who can name some details that support this main idea?
The text says “Sitting still was not his style.” I think it made him restless.
One picture shows that he played football with his family. He liked to roam
the woods and go hunting. He had different horses, so I think he rode
horses a lot.
Corrective Feedback
Have students closely reread
the title and first few pages to
find the main idea. Encourage
them to reread together
page by page, and then stop
to summarize each page
and explain how key details
support the main idea.
If you are satisfied that students can apply the focus, set the reading
assignment for this session. If you are not, prompt students to return to
pages 5–9 to summarize the text and determine the main idea and supporting
details.
ur work as readers today is to determine the main ideas in the text and
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explain how they are supported by key details. One way we can begin to
identify these ideas is to summarize the text. A good summary includes the
main important points or ideas of the text.
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DISCUSSING the Text 10 minutes
Invite students to think about pages 9–10 and identify the main idea of this
section of text. Encourage them to cite evidence and key details from the text
as they explain their ideas.
SL.4.1d Discussion
Collaborative
s we talk, remember to review the key ideas your friends have shared and
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then to contribute to the conversation by explaining your own ideas clearly.
Let’s review our purpose for reading today.
to identify the main idea and key details that support it
et’s begin by stating a main idea from this part of the book. Who has
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thoughts on this?
Teddy Roosevelt went on a bear hunt, but it didn’t go the way he planned.
Who would like to share details that support this idea?
He searched everywhere for a bear but couldn’t find one. Then his hunting
guides found a bear and caught it so the president could shoot it.
Those are helpful details. What other main ideas did you learn from this part?
Teddy Roosevelt believed in being fair. He wouldn’t shoot a helpless bear.
He always tried to set a good example for his children.
ou did a good job finding the main ideas and supporting details. Who would
Y
like to summarize this portion of the book?
Discussion Tip
Discussions can stimulate
students’ prior knowledge
to provide a context for their
reading and help them make
meaningful connections with
the text. Discuss questions
such as the following: “What
are some ways that people
relax after spending time on
serious things?” “How do a
person’s hobbies or activities
offer clues to the kind of
person he or she is?”
Roosevelt went on a bear hunt, but he refused to shoot an injured bear.
Focus on the word dispute on page 6.
et’s look at the word dispute in the fourth paragraph on page 6. If we’re not
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sure, how can we find out what this means?
RI.4.4 VOCABULARY
Word Meanings
use context clues; read the sentences around it to see if the author gives us
the definition; look it up in a dictionary.
What strategy do you think would be best on this page?
We can use the context clues around the word. The text explains that Mississippi
and Louisiana were arguing over land. I think it’s an argument or disagreement.
Confirm students’ good use of the focus and encourage them to keep it in
mind whenever they read explanatory texts.
ou’re using the focus of summarizing the main ideas in this book and
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explaining how they are supported by key details. Keep this strategy in mind
as you read the rest of this book and as you read other nonfiction books.
ELL SUPPORT
L.4.4 Vocabulary Support
vocabulary words, phrases,
and/or idioms such as
roughhouse, comb the
woods, and steam engine in
trousers in context using the
ELL vocabulary strategies in
Getting Started.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this session’s learning focus. Observe each student’s articulation and
use of text evidence to evaluate individuals’ effective use of the learning focus.
TEACHER’S
CHOICE COMPREHENSION: MAIN IDEA AND DETAILS
E-RESOURCE
Formative Assessment Have students use the blackline master on
page 10 to determine the main idea and key details that support it in Teddy’s
Bear. Review’ answers as you evaluate students’ mastery of this learning focus.
RI.4.2 COMPREHENSION
Main Idea and Details
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students use the
blackline master on page 11 as they read to collect details from the text to
answer the question: What kind of leader was Teddy Roosevelt? Use evidence
from the text to support your answer. Review students’ collected evidence as
you evaluate their mastery of the learning focus.
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W.4.8*, RI.4.2 writing
Gather Information
Mondo Bookshop Grade 4 3
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Session 2 Text Selection: pp. 5–13
LEARNING FOCUSES
RI.4.2, RI.4.6, RI.4.8
Students return to the text
to read closely in order to
determine the main idea
and key supporting details
and to summarize the
selection.
At the same time, they
compare firsthand and
secondhand accounts of
the same topic and explain
how the author uses reasons
and evidence to support
particular points in the text.
COMPREHENSION SHARE
A firsthand account is given
by someone who actually
experienced an event. A
secondhand account is
given by someone who did
research and read firsthand
accounts about the event.
When you look at firsthand
and secondhand accounts of
the same thing, it’s interesting
to compare and contrast the
differences in the focus and the
information that was given.
Returning to the Text 5 minutes
Ask students to reflect on the text read previously. Guide them to recall how
they applied the learning focus to their reading.
Let’s review our discussion from the last session.
We talked about determining the main idea of a section of text and how to
identify the key details that support that idea.
Who can share us some strategies we can use to find the main ideas?
reading the first and last sentences in each paragraph; reading titles and
headings; skimming the text; finding key words; matching the text to the
pictures
et’s continue to read carefully and think about the main idea and key details
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as we revisit this text.
Reading the Text CLOSELY 10 minutes
Explain the learning focuses. Invite students to reread pages 5–13. Check in
to see how well they have understood the focuses. If you are satisfied that
students can apply them, set the reading assignment for this session. If not,
provide corrective feedback as suggested on page 2 of this lesson plan.
e’re going to continue to summarize the text and explain the main ideas
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and details in this book. Today, as we reread, we are also going to compare
and contrast different accounts of events described in this book and think
about how the author uses reasons and evidence to support points she
makes in the text. Who would like to summarize the first half of this book?
Theodore Roosevelt was an active and energetic president. Once
Roosevelt went on a bear hunt, but he wouldn’t shoot an injured bear. A
cartoonist drew a political cartoon about this, and America loved it.
et’s go back to page 10. Who can determine the main idea here from
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reading the text closely?
President Roosevelt wouldn’t shoot the bear that the guides found for him
because he didn’t think it was right or fair.
hat is the main thing that happens on this page. What reasons and evidence
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does the author use to support this point?
The bear had already been hurt. The bear was “helpless.” Good
sportsmanship was important to Teddy Roosevelt. He always tried to set a
good example for his children.
Explain that informational texts can be written from different points of view. A
firsthand account of an event is based on the author’s personal experience. A
secondhand account is based on facts and research, but is written by a person
who was not present at the event.
et’s have another close read of page 8. Who can tell us what is being
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described here?
President Roosevelt’s bear hunting trip in Mississippi
How many accounts are included in this text?
There are two. There’s one from a newspaper that sounds like maybe the
writer was actually there, so maybe it’s a firsthand account. Then there’s a
secondhand account, which is by the author of this book, Juddi Morris.
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Let’s compare them. How are these accounts similar?
They both tell us that President Roosevelt went on a bear hunt in
Mississippi.
Can someone share thoughts about how they are different?
The newspaper article gives us a lot more detailed information about the
start of the trip. It talks about what the President was wearing, who he was
hunting with, and where in Mississippi they were hunting. I think maybe
someone who was there wrote the article.
hat would be called a firsthand account. We can’t be sure from this excerpt
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whether the writer was actually there or not. The author of this book is giving
us a secondhand account. She was not there when it happened. Remember, it
happened in 1902! How was comparing them helpful?
Reading The New York Times article proved that the author of this book did
research and included accurate, factual information about this trip.
Formative Assessment: Fluency Listen to each student read a portion of
the text. Observe students’ fluency. If students need additional practice with
fluency, provide the necessary support at the end of the session. Ask students
to note words or phrases they find challenging for discussion after the reading.
DISCUSSING the Text 10 minutes
Support a discussion in which students identify and evaluate firsthand and
secondhand accounts of an event, noting reasons and evidence that the author
uses to support her points. Encourage students to get their information from
both the text and the pictures.
s we talk today, keep thinking about the key ideas your classmates have
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shared and try to add to them as you explain your own thoughts. Let’s
discuss pages 12 and 13. Will someone begin by summarizing the main idea
on these pages?
A cartoonist drew a political cartoon of Teddy Roosevelt refusing to shoot
the bear, and the public approved of what Roosevelt did.
ho can name some details and evidence the author uses to support this
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idea?
SL.4.1d Discussion
Collaborative
Comprehension Share
Use self-stick notes or
bookmarks to make notes
about important points an
author makes. Use your notes
to help connect the reasons
and evidence with important
points in the text.
Well, the author explains that the cartoon showed Roosevelt holding up
his hand to stop the bear from being tied up. The cartoonist wrote the
caption, “Drawing the Line in Mississippi.” Some people thought this was
about the boundary argument.
Now let’s focus on page 13. What does the author include here?
the political cartoon; a letter from President Roosevelt to Mr. Berryman
What types of accounts do you think each of these show?
The cartoon is like a secondhand account of the hunt. The cartoonist wasn’t
there. I think the letter is a firsthand account of the President’s reaction to
the cartoon. He wrote the letter himself, but it’s about the cartoon, not the
bear hunt.
Firsthand” refers to someone’s own personal experiences. What can we learn
“
from these two different accounts?
The cartoon lets me see what the cartoonist thought was the meaning of
what the President did. The letter tells us how the President felt, in his own
words. We can see that he was very happy with the bear cartoon.
ELL SUPPORT
RI.4.2 Ask questions
at students’ language
proficiency levels and provide
the following sentence frames
for student responses:
B: The main idea is ___.
I know because ___.
I/A: First the author says ___.
Then the author says ___.
The author also says ___.
Mondo Bookshop Grade 4 5
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RI.4.4
VOCABULARY
Word Meanings
Focus on the word apparent on page 10.
et’s have a close read of page 10. The word apparent is in the third
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paragraph. Who can identify words in this paragraph that can help you figure
out what apparent means?
The words say it was “apparent” that the bear had been hurt, so I think it
means obvious. I think it means clear or easy to see because the text also
says that the president lowered his gun, and we can guess he did this as
soon as he saw the bear.
ou did a great job using context clues to figure out that apparent means
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“easy to see or understand.”
Confirm students’ good use of the focuses and encourage them to keep the
focuses in mind whenever they read explanatory texts.
ou did a wonderful job identifying the main idea and key supporting details
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in this text. You also were able to identify the firsthand and secondhand
accounts of events and explain how they were different, and also how
they added to the content of this book. How did thinking about what your
classmates said during our discussion help you better understand this
information?
Listening carefully to my friends’ ideas helped me understand parts of the
book that I missed when I read it on my own. They talked about things I
didn’t think of myself.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note the session’s learning focuses. Observe each student’s articulation and
use of text evidence to evaluate individuals’ effective use of the learning focuses.
TEACHER’S
CHOICE FlUENCY FOLLOW-UP
RF.4.4c
FLUENCY
Self-Correction
Fluency Practice Guide students to use words and phrases in context to
confirm or self-correct their understanding of words as they read aloud. Ask
students to point out brief passages that gave them trouble. Have students
read the passages aloud. Make corrections as necessary. Have students share
orally the clues that showed the meanings and pronunciations of any problem
words.
TEACHER’S
W.4.8*, RI.4.2
writing
Gather Information
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students use the
blackline master on page 11 for collecting evidence as they read. Students will
continue to collect details from the text to answer the question: What kind
of leader was Teddy Roosevelt? Use evidence from the text to support your
answer. Review students’ collected evidence as you evaluate their mastery of
the learning focus.
TEACHER’S
CHOICE CLOSE READING OPTIONS
E-RESOURCE
Summative Assessment Print the online blackline master for
independent close reading. Ask students to read a portion of the Session 3
text selection independently, as indicated on the blackline master. Then have
them respond to the prompts (summarize author’s message, identify critical
vocabulary, respond to constructed response questions) before returning for
Session 3’s small-group discussion. Alternatively, you can use the completed
blackline master for summative assessment.
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Session 3 Text Selection: pp. 14–30
Key Idea: Text Selection The second half of this book explains how the Michtoms
created the first teddy bear and how it became a popular American toy.
Returning to the Text 5 minutes
Explain that students will continue to summarize the text, determine reasons
and evidence supporting main ideas and points in the text, and explain the key
details presented in both firsthand and secondhand accounts of events.
In our last session, we used information in the text, along with firsthand
and secondhand accounts of events, to describe the main ideas and key
supporting details in this text. What do you think about how the author
included firsthand and secondhand accounts in this book?
I think the firsthand and secondhand accounts proved she did research
and that the facts she included were all correct and accurate. I think these
accounts really supported the points she made in the book.
Reading the Text CLOSELY 10 minutes
State the learning focuses. Invite students to read pages 14–15. Check to see
how they are doing with the application of the focuses. Then have students
read pages 18–27, paying specific attention to the author’s point of view.
s we read today, we’re going to continue to summarize the text. As we
A
do so, pay attention to evidence the author uses to support the points she
makes in the text. Who would like to summarize pages 14–15?
After seeing the bear cartoon, the Michtoms decided to create a toy bear
that looked like the one in the cartoon.
What evidence does the author use to support this point?
She carefully explains the materials Rose Michtom used to make the bear.
She wrote about how she used mohair plush fabric and excelsior stuffing.
LEARNING FOCUSES
RI.4.2, RI.4.6, RI.4.8
Students return to the text
to read closely in order to
determine the main idea
and key supporting details
and to summarize the
selection.
At the same time, they
compare firsthand and
secondhand accounts of
the same topic and explain
how the author uses reasons
and evidence to support
particular points in the text.
Vocabulary
RI.4.4 This text provides
examples of hyphenated
words that serve as
adjectives. Some examples
include high-pitched (page 9),
triangular-shaped (page 15),
and far-sighted (page 20).
Explain that a hyphen may be
used to link two adjectives
that work together as a single
idea.
How does the photograph of the bear enhance the text?
I think the picture is sort of like a firsthand account, because it shows
exactly what the first teddy bear looked like. It also lets me compare
it to the author’s description of what the bear looked like. The author’s
description is more like a secondhand account of everything that
happened back then.
Discussing the Text 10 minutes
Generate a discussion that links three learning focuses. Remind students to use
evidence from the text as they explain the main idea and cite key details the
author uses to support each point. Encourage them to continue to describe
differences in firsthand and secondhand accounts as they read this book.
et’s continue to discuss the second half of this story. Who would like to
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summarize what happened?
The Michtoms made a new bear. When they put it on display in their shop,
it became very popular. They wrote to the President to ask if they could
name it after him, and he said yes.
SL.4.1d Discussion
Collaborative
TEACHER TIP
To reinforce and monitor
students’ comprehension, ask
students to write a summary of
a paragraph or a section.
Mondo Bookshop Grade 4 7
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How does the author support these ideas?
She explains why the Michtoms felt like they needed to ask Roosevelt’s
permission. She tells us how they contacted the President by mailing him
the teddy bear in a candy box.
Who would like to share more about the accounts of this event?
On page 18, the author uses a firsthand account of the president’s reaction
by quoting his letter back to the Michtoms. But she also explains in her
own words that the president was “delighted” and kept the bear. I think
that the firsthand quote tells us more than if the author had just said “he
agreed” or “he said yes.”
Support students as they continue to share their thoughts and ideas.
uring a discussion, remember to think carefully about the key ideas your
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classmates give before adding your own. Who has more to add?
The teddy bear is still very popular today. I also think it’s popular—I have
two of them! When I look at them now, I’ll think about the Michtoms and
how they turned their candy store into a toy company. I’ll think about
Teddy Roosevelt. He sounds pretty interesting!
TEACHER’S
W.4.8*, RI.4.2
writing
Respond to Question
TEACHER’S
CHOICE
CHOICE CONSTRUCTED RESPONSE: Write to Source
E-RESOURCE
Formative/Summative Assessment Have students continue to
use the blackline master on page 11 as they finish reading. Then ask them to
write a response on a separate piece of paper that answers the question: What
kind of leader was Teddy Roosevelt? Use evidence from the text to support
your answer. Have students use the text evidence they collected to support
their writing.
Writing Task: Opinion
W.4.1
writing
Opinion
E-RESOURCE
Summative Assessment Review with students the elements of
an opinion. Talk about the importance of clearly stating their opinion in the
opening, supporting it with details and facts, and restating their opinion in the
conclusion. Invite students to decide whether they believe President Theodore
Roosevelt was a good leader. Students will work independently to write their
opinions.
ou’ve been reading about Teddy Roosevelt and some of his time as
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president of the United States. What kind of leader do you think he was?
Work with a partner to review the text evidence you have collected, and use
your evidence to support your idea. Then write your opinion independently.
Use facts and details to support your position. Remember to begin with a
strong opening and end with a restatement of your opinion.
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TEACHER’S
CHOICE
Additional Instruction
word study
Suffixes Learning the meaning of certain Greek and Latin suffixes is an
important part of word study. Draw students’ attention to the word
resemblance on page 16. Discuss that the suffix -ance changes the word from
an adjective or a verb into a noun.
L.4.4b VOCABULARY
Suffixes
et’s locate the word resemblance in the first paragraph on page 16. . .
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Resemblance contains the suffix -ance, which means “the state or act of.”
Who can figure out the root word and tell us what the root word means?
I think the root word is resemble. It means “to look like.”
et’s think about what happens when we add the suffix to this word and it
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becomes resemblance. Does the part of speech change?
Yes—it was a verb, but now it’s a noun.
he suffix -ance can change a verb or an adjective into a noun. We can think
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of how this happens in words like assistance and disappearance, too.
VOCabulary
Clarify Meaning Develop vocabulary and language fluency by providing
opportunities to analyze and use common expressions that appear in the text.
uthors often use common expressions or phrases to make their writing
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interesting. We can build our understanding of language by thinking about
some phrases that are used in this book. Let’s look at the phrase trafficstopper on page 16. What is the author describing in this sentence?
the window display of the new toy bear
Let’s analyze this expression to clarify its meaning. Who would like to try?
L.4.4 VOCABULARY
Clarify Meaning
Vocabulary tip
Have students use the
context where words and
phrases appear in a text
to decide on the correct
meaning.
I know that traffic sometimes stops when people want to look or stare
at something interesting. So maybe a traffic-stopper is something so
interesting people couldn’t pass by without stopping and looking.
hat was a great way to figure out the meaning of this phrase. You can use this
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approach to analyze other expressions you come across in your reading, too.
word recognition
Letter-Sound Correspondence, Syllabication, and Morphology Help students use
letter-sound correspondence, syllabication, and morphology to read unfamiliar
multisyllabic words in context. Review the word disrespectful on page 18.
RF.4.3a Phonics & Word
recognition
Letter-Sound Correspondence,
Syllabication, & Morphology
his may be an unfamiliar word, but we can use familiar strategies to read
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and understand it. First, do you recognize the prefix?
dis-, which means “against” or “in reverse”
Can anyone tell me the suffix?
It’s -ful, which means “full of”.
et’s focus on the root word and then on the definition of the root word with
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its prefix and suffix.
The root word is respect, which is like feeling good about a person or believing
that a person is right about things. So if you are disrespectful, you feel the
opposite way. You don’t feel good about a person, or maybe you act like you
don’t like a person.
Mondo Bookshop Grade 4 9
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Name
Date
Comprehension: Main Idea and Details
Think about the main idea in the book Teddy’s Bear.
What are the key details that support this idea? Use
this organizer to identify the main idea and its key
­supporting details and then write a summary of the text.
Main Idea
Key Detail
Key Detail
Key Detail
© Mondo Publishing
Summary
Score:
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Name
Date
Collecting Text Evidence
What kind of leader was Teddy Roosevelt? Use
evidence from the text to support your answer.
Use this chart to collect evidence about Teddy Roosevelt’s leadership skills. Be
sure to include page references as you take notes. You may need more than one
copy of this chart.
Event
Roosevelt’s Actions
© Mondo Publishing
Page Number
Score:
Mondo Bookshop Grade 4 11
GR_G4_B10_TeddysBear_LP.indd 11
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Name
Date
Writing Task: Planning Your Opinion
Plan an opinion piece to share your thoughts on Theodore Roosevelt’s
leadership skills. Introduce your piece by stating your opinion on whether
or not he was a good leader. Then give reasons why you feel this way.
Support your opinion with evidence from the text demonstrating his leadership
skills. End by restating your opinion in a different way.
Introduction (state your opinion):
Reasons why Teddy Roosevelt was or was not a good
leader:
© Mondo Publishing
Conclusion (restate your opinion):
NOTE: Write your opinion piece on a separate sheet of paper or a computer.
Re-read your work when you are done and make any necessary revisions.
Score:
12 Teddy’s Bear
GR_G4_B10_TeddysBear_LP.indd 12
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