dorothea Lange: photographer with a heart · 2 Dorothea Lange: PhotograPher with a heart Session 1...

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GUIDED READING BIOGRAPHY 790L MONDO BOOKSHOP GRADE 4 1 ISBN 978-1-62889-203-1 LITERACY STANDARDS ADDRESSED IN THIS PLAN KEY IDEA This biography focuses on the life and work of Depression-era photojournalist Dorothea Lange. Some of her photographs have become lasting images of American life during the Great Depression. Written by Sara McIntosh Wooten Dorothea Lange: Photographer with a Heart RI.4.1* MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Ask and answer questions to demonstrate understanding of a text, referring to the text as the basis for the answers, both explicit and implicit. *standard adapted from another grade RI.4.4 Craft & Structure Sessions 1, 2, 3 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 Identify author’s point of view about the topic and determine if there is a bias. Distinguish their own point of view and determine if the author’s arguments are fair or unfair. *standard adapted from another grade RI.4.8 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 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 the 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.4.3 Comprehension & Collaboration Sessions 1, 2, 3 Identify the reasons and evidence a speaker provides to support particular points. L.4.4a Vocabulary Acquisition & Use Additional Instruction Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L.4.4b Vocabulary Acquisition & Use Sessions 1, 2, 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). RF.4.3a 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. RF.4.4a Fluency Session 2 Read grade-level text with purpose and understanding. W.4.2 Text Types & Purposes Writing Task Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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 discipline- specific tasks, purposes, and audiences.

Transcript of dorothea Lange: photographer with a heart · 2 Dorothea Lange: PhotograPher with a heart Session 1...

Page 1: dorothea Lange: photographer with a heart · 2 Dorothea Lange: PhotograPher with a heart Session 1 Text selection: pp. 5–16 Key idea: Text Selection In chapters 1–2, the author

GuidedReadinG

Biography 790L

Mondo Bookshop GRade 4 1

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89-2

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LiTEraCy STaNDarDS aDDrESSED iN ThiS pLaN

KEy iDEa This biography focuses on the life and work of depression-era photojournalist dorothea Lange. some of her photographs have become lasting images of american life during the Great depression.

Written by sara Mcintosh Wooten

dorothea Lange: photographer with a heart

ri.4.1* MaiN FoCUS Key ideas & Details Sessions 1, 2, 3 Ask and answer questions to demonstrate understanding of a text, referring to the text as the basis for the answers, both explicit and implicit. *standard adapted from another grade

ri.4.4 Craft & Structure sessions 1, 2, 3 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 Identify author’s point of view about the topic and determine if there is a bias. Distinguish their own point of view and determine if the author’s arguments are fair or unfair. *standard adapted from another grade

ri.4.8 MaiN FoCUS integration of Knowledge & ideas Sessions 2, 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 the 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.4.3 Comprehension & Collaboration sessions 1, 2, 3 identify the reasons and evidence a speaker provides to support particular points.

L.4.4a Vocabulary acquisition & Use additional instruction use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

L.4.4b Vocabulary acquisition & Use sessions 1, 2, 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).

rF.4.3a 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.

rF.4.4a Fluency session 2 Read grade-level text with purpose and understanding.

W.4.2 Text Types & purposes Writing Task Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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 discipline-specific tasks, purposes, and audiences.

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2 Dorothea Lange: PhotograPher with a heart

Session 1 Text selection: pp. 5–16

Key idea: Text Selection In chapters 1–2, the author states her point of view that Lange is one of the greatest photographers of the twentieth century. Then, she provides details and evidence from Lange’s early years to show how Lange achieved this status.

PrEvIEwIng ThE TExT 5 minutesread the title and author credit with students. Invite students to study the photograph and read the back-cover blurb.

Read the back cover quietly to yourselves. I think it’ll be interesting to find out what Lange means when she says that photography alters or changes life by holding it still. How do you think a photograph might hold life still?

A photograph makes one moment in time permanent.

What did you learn about Lange’s use of photography?

She took pictures of people who were suffering, which helped other people learn about the suffering and maybe do something about it.

rEADIng ThE TExT 10 minutesExplain the learning focus for students. Ask them to read pages 5 through 10. Check to see how they are doing with the application of the focus. Provide support if needed. Then have them read through page 16.

In a biography, the author does not include every detail about a person’s life. They choose what they think are the most important details to relate to readers. Many of the biographical details are stated explicitly or directly. However, the author may have other ideas about the importance of these details that are implicit or suggested. As readers, we may ask and answer questions about both types of ideas to help us understand the text. As we read today, pay close attention to the stated details and to the suggested importance of these details. Who can ask a question about Dorothea’s seventh grade year as the author describes it on page 9?

Why does Dorothea feel like an outsider?

Who can tell us the answer based on explicit text details?

She attends a school with close to 3,000 immigrant students who don’t speak English. She is not able to communicate with the kids at school so she feels like an outsider.

Why is it important that Dorothea knows what it feels like to be an outsider? Who can tell us the answer based on the author’s implicit or suggested ideas?

The back cover says that Dorothea later chooses to photograph examples of human struggle. Maybe her struggles make her interested in the struggles of others.

If you are satisfied that students can apply the focus, set the reading assignment for the session. If you are not, prompt students to return to pages 5 through 10 to read and think through the stated details and their implied importance. Students may not read the entire selection during this session.

Our work as readers today is to think about what the author tells us and why the author chooses to relate these particular details by asking and answering questions. I wonder what other struggles in Dorothea’s early life contribute to her interests as an adult.

LEarNiNg FoCUS ri.4.1*

Students read closely to ask and answer questions to demonstrate understanding of a text, referring to text evidence as the basis for the answers, both implicit and explicit.

VoCaBULary

ri.4.4 Introduce students to domain-specific vocabulary words: portrait, studio, proofs, and darkroom. Have students draw an image to help them define each word.

CoMprEhENSioN SharE

When you reach the end of a paragraph, review the explicit details of Dorothea’s life. Then, think about why the author chooses to include these particular details.

Corrective FeedbackHave students closely reread the title and first paragraphs to identify explicit and implicit details. Encourage them to silently reread, stopping at key points to think and talk together about their understandings.

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DISCuSSIng ThE TExT 10 minuteshave students identify important lessons from Dorothea’s early life that may have contributed to her vocation. Tell them to support these lessons with explicit and implicit reasons and evidence from the text.

When you make a point during discussion, be sure to support it with reasons and evidence. In addition to feeling like an outsider, what other important lessons or skills does Dorothea learn during her early life?

She learns to become invisible in a crowd. She walks the dangerous streets of New York City alone at night. She is scared, but she learns to hide her fear behind a blank face.

Why might this skill be important for a photographer?

A news photographer might have to work in dangerous situations. To get good pictures, the photographer wouldn’t want the subjects to be aware of the camera.

Focus on the word photographs on page 9.

Many English words are built from affixes and roots that come from Greek and Latin. By knowing the meanings of common affixes and roots, you can often determine the meanings of unknown words. For example, photo (Greek) means “light,” and graph (Greek) means “write.” What is a photograph?

a picture made by using a camera that writes an image on a light-sensitive surface

Confirm students’ good use of the focus and encourage them to keep it in mind whenever they read biographies.

You did a great job thinking about the relationship between explicit and implicit details. Remember to identify this relationship in other biographies you read.

E-RESOURCEE-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’SCHOICE COMPrEhEnSIOn: ASK AnD AnSwEr QuESTIOnS E-RESOURCEE-RESOURCE Formative assessment have students use the blackline master on page 10 to ask and answer questions about key details in the text. review students’ responses as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE COnSTruCTED rESPOnSE: COLLECT TExT EvIDEnCEE-RESOURCEE-RESOURCE Formative/Summative assessment have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the question: What steps does Dorothea Lange take to become a great photographer? Use text evidence to support your answer. review students’ collected evidence as you evaluate their mastery of the learning focus.

SL.4.3 DiSCUSSioN group

ri.4.4, L.4.4b VoCaBULary greek affixes & roots

ri.4.1* CoMprEhENSioN ask and answer Questions

W.4.8*, ri.4.1* WriTiNg gather information

DiSCUSSioN Tip

Support students in identifying the reasons and evidence a speaker provides by posting these sentence frames: What point does _____ make about _____? What reason is given for _____?

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Session 2 Text selection: pp. 5–16

rETurnIng TO ThE TExT 5 minutesAsk students to reflect on the text read previously. guide them to recall how they applied the learning focus to their reading.

Let’s quickly review our discussion from the last session.

The author tells explicit details about important events, lessons, and skills from Dorothea’s early life, such as the effects of polio, the loss of her father, feeling like an outsider in school, moving to New York to live with her outspoken grandmother, and learning to control her fear and becoming invisible. The author implies that these biographical details serve as the basis for the focus of Dorothea’s career as a photographer.

Several of you found good details in the text to support this review.

rEADIng ThE TExT 10 minutesExplain the learning focuses. Invite students to reread page 5. 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 the session. If not, provide corrective feedback as suggested on page 2 of this lesson plan.

We read to identify the explicit details the author provides and to understand the implied importance of these details. Today, as we reread, we are going think about how the author’s words convey her point of view toward the subject and how she supports this point of view with reasons and evidence. Let’s read page 5. Read this text closely to ask and answer questions that will help you determine the author’s point of view or attitude toward Dorothea.

The author states her point of view explicitly. She says that Dorothea is “one of the greatest photographers of the twentieth century.”

What reasons can you find that the author gives to support this point of view?

Dorothea studies with well-known photographers and artists.

What evidence can you find that the author gives to support this reason?

She studies with Arnold Genthe, Imogen Cunningham, and Roi Partridge.

Explain that as readers identify the author’s point of view, noting how she supports it with reasons and evidence, they should consider whether they agree or disagree with the author’s point of view and why.

At this point in the biography, do you think the author’s point of view regarding Dorothea’s greatness fair? Why or why not?

No, we need more reasons and evidence before we might agree with the author’s point of view.

Let’s keep reading to page 16.

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 reading.

LEarNiNg FoCUSES ri.4.1*, ri.4.6*, ri.4.8

Students return to the text and ask and answer questions to demonstrate understanding of a text, referring to text evidence as the basis for the answers, both implicit and explicit. They read closely to identify author’s point of view about the topic and determine if there is a bias. Students distinguish their own point of view and determine if the author’s arguments are fair or unfair. They also explain how an author uses reasons and evidence to support particular points in a text.

ELL SUpporT

L.4.4 Vocabulary Support phrases such as crash, depression, and proofs in context using the ELL vocabulary strategies in Getting Started.

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DISCuSSIng ThE TExT 10 minutesSupport a discussion in which students identify and evaluate other explicit and implicit reasons and evidence that support the author’s point of view.

Remember that an author must support her point of view with reasons and evidence. What other reasons can you find that the author gives to support her point of view regarding Dorothea’s greatness?

Dorothea also studies photography in school and works at a number of jobs.

Okay, what evidence supports this reason?

She takes a photography course at Columbia University, and she works at a large studio and a department store. She also works on her own by photographing her family and developing the pictures at home.

Why might studying photography in different ways and with different people lead to greatness?

This variety might lead Dorothea to mix and match different styles and techniques.

Focus on the word photographers on page 5.

Let’s have a close read of the first full paragraph on page 5. We already discussed the word photograph. Notice here that the suffix -er has been added. This suffix means “person connected with.” The suffix -s has also been added; this suffix forms the plural. who can tell what are photographers?

people connected with making pictures by using cameras that put images on light-sensitive surfaces

help students understand the benefits of explaining how an author uses reasons and evidence to support a point of view.

We’ve talked a lot about the author’s point of view regarding Dorothea. We have also paid close attention to how the author blends explicit and implicit ideas. How does identifying the author’s point of view and identifying her reasons and evidence help us as readers?

When we read in this way, we can decide whether or not we agree with the author’s point of view and why.

We can use this same skill when listening to a speaker share a point of view with reasons and evidence.

E-RESOURCEE-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.

SL.4.3 DiSCUSSioN group

ri.4.4, L.4.4b VoCaBULary affixes

CoMprEhENSioN SharE

As you read, look for reasons and evidence that support the author’s point of view. These reasons may be implied rather than stated explicitly.

DiSCUSSioN Tip

Ask students to use Main Idea and Details graphic organizers to summarize the author’s point of view and supporting reasons and evidence.

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TEACHER’SCHOICE FLuEnCY FOLLOw-uPFluency practice Choose a text excerpt containing a number of text or visual features. read aloud the text, modeling for students the order in which the main text and features should be read. Then have students take turns rereading the text in the order you set up, with each student taking a different section of text or text feature.

TEACHER’SCHOICE COnSTruCTED rESPOnSE: COLLECT TExT EvIDEnCEE-RESOURCEE-RESOURCE Formative/Summative assessment have students continue to use the blackline master on page 11 as they read. Students will collect details from the text to answer the question: What steps does Dorothea Lange take to become a great photographer? Use text evidence to support your answer. review students’ collected evidence as you evaluate their mastery of the learning focus.

rF.4.4aFLUENCy

purpose & Understanding

W.4.8*, ri.4.1*WriTiNg

gather information

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SL.4.3 DiSCUSSioN group

Key idea: Text Selection In chapters 3–4, Lange transitions from a portrait photographer to a photojournalist. The author continues to support her point of view regarding Lange’s greatness with reasons, implicit and explicit details, and other evidence.

rETurnIng TO ThE TExT 5 minutesExplain that the author supports her point of view regarding Lange’s greatness in two ways. First, she focuses on Lange’s training as a photographer. Then, she links Lange’s childhood experiences with the development of a career focus.

As the author defends her point of view regarding Lange’s greatness, we note explicit details and their implied importance. Also, we recognize supporting reasons and evidence. Who can share how these strategies help us?

We can tell whether the author’s arguments are fair or unfair. We are able to distinguish our own points of view.

rEADIng ThE TExT 10 minutesState the learning focuses. Invite students to read pages 17–24. Check to see how they are doing with application of the focuses. Then have students read pages 25–33, paying special attention to how the author continues to support her point of view.

Today we will pay attention to how the author uses explicit and implicit reasons and evidence to support her point of view. In chapter three, we learn something about Dorothea’s process as a portrait photographer. Who can ask a question about her process?

Why does Dorothea interview her clients?

Who can use explicit and implicit ideas to answer?

Dorothea interviews her clients to get to know them. This way, she is able to capture their true spirits and personalities in the photographs. The author implies that this technique is one reason that Dorothea is a great photographer.

Let’s read to find out more about Dorothea’s greatness.

DISCuSSIng ThE TExT 10 minutesgenerate a discussion that allows students to distinguish their points of view from the author’s point of view by providing reasons and evidence to support their points.

Let’s compare the author’s point of view regarding Dorothea with your point of view. Thus far, do you think the author presented a fair evaluation of Dorothea?

Yes, she says that Dorothea is a great photographer. Then, she supports this point of view with reasons, such as her education and training. She also presents evidence in the form of quotations and photographs.

Do you agree with the author that Dorothea is a great photographer?

I’m not sure yet. Her photographs are so different from the photographs we see today. I need to keep reading and thinking about the author’s argument.

Session 3 Text selection: pp. 17–33

LEarNiNg FoCUSES ri.4.1*, ri.4.6*, ri.4.8

Students read closely to ask and answer questions to demonstrate understanding of a text, referring to text evidence as the basis for the answers, both implicit and explicit. They identify the author’s point of view about the topic and determine if there is a bias. Students distinguish their own point of view and determine if the author’s arguments are fair or unfair. They explain how an author uses reasons and evidence to support particular points using text evidence.

CoMprEhENSioN SharE

A first-hand account is given by someone who actually experiences an event. Lange’s quotations are first-hand accounts and convey her point of view. A secondhand account is given by someone who conducts research. The text is a secondhand account that conveys the author’s point of view.

VoCaBULary

ri.4.4 Introduce students to domain-specific vocabulary words: stock market, crash, depression, strike, and demonstrator. Have students write contextual sentences for each word.

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8 Dorothea Lange: PhotograPher with a heart

Support students as they continue to study the relationship between point of view and explicit and implicit reasons and evidence.

You’ll finish the rest of the book on your own. You may want to use two-column charts to record questions and answers or to list reasons and evidence that support the author’s point of view. Why do you think it might be important to analyze the author’s argument?

By analyzing the author’s argument, I am able to distinguish my own point of view.

Encourage students to share understandings with partners.

Support your points with reasons and evidence.

On page 32, it says that Dorothea’s photographs tell stories. Another reason that supports the author’s point of view.

TEACHER’SCHOICE COnSTruCTED rESPOnSE: wrITE TO SOurCEE-RESOURCEE-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 sheet of paper that answers the question: What steps does Dorothea Lange take to become a great photographer? Use text evidence to support your answer. have students use the text evidence they collected to support their writing.

TEACHER’SCHOICE CLOSE rEADIng OPTIOnSE-RESOURCEE-RESOURCE Summative assessment Print the online blackline master for independent close reading. Ask students to read the selection indicated on the page independently and respond to the prompts (summarize author’s message, identify critical vocabulary, respond to constructed response questions) before returning for a small-group discussion. Alternatively, you can use the completed blackline master for summative assessment.

W.4.2WriTiNg

Explanatory

W.4.8*, ri.4.1*WriTiNg

respond to Question

TEACHER’SCHOICE writing Task: Explanatory

E-RESOURCEE-RESOURCE Summative assessment review with students the elements of an explanatory text. Invite students to explain Dorothea’s process for taking pictures. Then have them draft their pieces using the blackline master on page 12. Students will work independently to write their explanatory texts. Consider having them illustrate their texts with one of Dorothea’s photographs.

You’ve been thinking about the reasons for Dorothea’s greatness as a photographer. You have collected evidence as you’ve been reading to help you explain Dorothea’s process for taking pictures. Now explain why Dorothea’s process was so successful. Begin by introducing the topic clearly. Then, develop the topic by explaining Dorothea’s process. Support each point with evidence (facts, details, quotations, or examples). Link related ideas using transition words and phrases. Provide a concluding statement.

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wOrD STuDY affixes reflect with students on the affix in the word semi-cripple on page 6.

An affix is a word part added to the beginning or end of a root or base word. Affixes may change the meaning or part of speech of the root or base word. Some affixes, called prefixes, are added to the beginning of a word. The prefix semi- means “half.” Who has thoughts about what Dorothea mean when she calls herself a semi-cripple?

She means that polio leaves her a half-cripple because the muscles in her right leg stop growing, but her left leg is not affected.

vOCAbuLArYContext Clues Offer opportunities for vocabulary growth by focusing on using context to define compound words.

This text includes many compound words. Let’s work on a strategy to understand compound words by thinking about the word ferryboat on page 7. who can share what makes a compound word?

A compound word is formed from two separate words: ferry and boat.

How do these parts work together to make sense?

Ferry means “carry back and forth.” The boat is the vehicle that does the carrying.

Who can share how this meaning make sense in the context of the paragraph?

Dorothea rides a boat that carries her back and forth between home and Manhattan.

wOrD rECOgnITIOnLetter-Sound Correspondence, Syllabication, and Morphology help students use letter-sound correspondence, syllabication, and morphology to read accurately unfamiliar multisyllable words in context. Direct students’ attention to the word photojournalism on page 43.

This may be an unfamiliar word, but we can use familiar strategies to read it. First, do you recognize the prefix?

photo- meaning “light”

Yes, in this case, photo, which is two syllables, is an abbreviation or shortened form of photographic. Do you recognize a suffix?

Yes, -ism.

This suffix means “state or quality of.” Now, do you see a familiar base word?

Yes, journal.

What is journalism?

the state or quality of reporting news

Now, what do you think photographic- or photo- journalism is?

the state of quality of reporting news through photographs.

TEACHER’SCHOICE Additional Instruction

L.4.4b VoCaBULary greek & Latin affixes & roots

L.4.4a VoCaBULary Context

rF.4.3a WorD rECogNiTioN Letter-Sound Correspondence, Syllabication, & Morphology

TEaChEr Tip

Students need to learn to use glossaries in nonfiction books. The definitions will help them understand domain-specific vocabulary.

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Comprehension: Ask and Answer QuestionsThere are many details in the first two chapters of Dorothea Lange that are explicit and many that are implicit. use this organizer to ask yourself questions about the information in the text. Write answers to your questions and circle whether each answer was explicitly told to you in the text or was implied.

Question 1:

answer:

explicit implicit

Question 2:

answer:

explicit implicit

Question 3:

answer:

explicit implicit

Score:

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Collecting Text Evidencewhat steps does Dorothea Lange take to become a great photographer?

Think about the author’s point of view regarding the greatness of dorothea Lange. use text evidence from the book to help you explain. Mark helpful passages with sticky notes. Write down summaries and exact words and phrases that show dorothea’s steps for becoming a great photographer.

how does dorothea Lange become a great photographer?

page

Where does she study?

page

With whom does she study?

page

how does she practice?

page

What techniques or rules does she develop?

page

Score:

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writing Task: Your First DraftThe author outlines very specific steps that dorothea Lange takes to become a great photographer. explain dorothea’s process.

rEMEMbEr: a well-written informative/explanatory text includes:

Beginning: clear introduction of the topic—consider a discussion of the phrase “a visual life”

Middle: points regarding Lange’s process supported by evidence

ending: importance of the study—how do your ideas help readers understand the power of visual images?

Score:

GR_G4_B4_DorotheaLange_LP_R_JO.indd 12 12/17/14 1:50 PM