SAMPLE Apologia Educational Ministries, Inc. · DVDs for Apologia Educational Ministries. She is also the author of Internship for High School Credit. “Writing about science is

Writers in Residence

by Debra Bell, PhDwith Joanna Breault

Volume 2

Journeyman

Apologia Educational Ministries, Inc.

COPYRIGHTED DEBRA BELL, 2017SAMPLE

WRITERS IN RESIDENCE, VOLUME 2

Published by Apologia Educational Ministries

1106 Meridian Plaza, Suite 220/340 Anderson, Indiana 46016

www.apologia.com

© 2017 Debra Bell, PhD

Manufactured in the USA First Printing: August 2017

ISBN: 978-1-940110-32-5

Cover Design: Doug Powell Book Design: Holly Grundon and Doug Powell

Printed by LSC Communications

Apologia is a trademark of Apologia Educational Ministries, Inc., and is registered in the U.S. Patent and Trademark Office.

ALL RIGHTS RESERVED. No part of this publication may be reproduced, stored in a retrieval system, or transmitted,

in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise— without prior written permission.

Permissions continued on next page.

Writers in Residence is a trademark of Debra Bell, PhD, and is registered in the U.S. Patent and Trademark Office. Used by permission of Debra Bell.

Readers in Residence is a trademark of Debra Bell, PhD, and is registered in the U.S. Patent and Trademark Office. Used by permission of Debra Bell.

Scripture quotations taken from the New American Standard Bible® (NASB),

Copyright © 1960, 1962, 1963, 1968, 1971, 1972, 1973, 1975, 1977, 1995 by The Lockman Foundation

Used by permission. www.Lockman.org.

Google Brand Features Used by permission of Google Inc.

Google Brand Features are registered trademarks of Google Inc.

Living with Bears Handbook, expanded 2nd edition by Linda Masterson, cover illustration and interior pages

Used by permission of Pixyjack Press.

The Ark, the Reed, and the Fire Cloud by Jenny L. Cote, cover illustration Used with permission granted by AMG Publishers.

The Fire, the Revelation and the Fall by Jenny L. Cote, cover illustration Used with permission granted by AMG Publishers.

“Be Glad Your Nose Is on Your Face” by Jack PrelutskyTEXT COPYRIGHT © 1984 BY JACK PRELUTSKY. Used by permission of HarperCollins Publishers.

ii


“Moon” by Amy SklanskyFrom OUT OF THIS WORLD: POEMS AND FACTS ABOUT SPACE by Amy Sklansky, text copyright © 2012 by Amy E. Sklansky. Used by permission of Alfred A. Knopf, an imprint of Random House Children’s Books, a

division of Penguin Random House LLC.All rights reserved.

“Seal” by William Jay SmithFrom LAUGHING TIME © 1990 by William Jay Smith.

Reprinted by permission of Farrar, Straus, Giroux Books for Young Readers. All Rights Reserved.

“This Tooth” by Lee Bennett HopkinsCopyright © 1974 by Lee Bennett Hopkins. First appeared in the GOOD RHYMES, GOOD TIMES, published

by HarperCollins. Reprinted by permission of Curtis Brown, Ltd.

“Swift Things Are Beautiful” by Elizabeth CoatsworthFrom AWAY GOES SALLY by Elizabeth Coatsworth, text copyright © 1934 by The Macmillan Company.

Used by permission of Bethlehem Books. All rights reserved.

“A fine sleet at dusk” and “The field’s evening fog—” by Robert Spiess Text copyright © Robert Spiess. Used by permission of the literary executor.

“Gym on a Rock” by Sonya SonesText copyright © 2015 Sonya Sones. Used by permission of the author.

“lost in the lights” by Raffael de Gruttolacopyright © 1999 by Raffael de Gruttola, first published in Boston Haiku Society News.

Permission to reprint in this edition granted by the author.

“Like Magic” by Joanne RyderCopyright © 1989 by Joanne Ryder, first published in Mockingbird Morning, Four Winds Press.

Permission to reprint in this edition granted by the author.

Excerpts from Charlotte’s Web by E. B. WhiteCopyright 1952 by E. B. White. Text copyright renewed 1980 by E. B. White.

Used by permission of HarperCollins Publishers.

Excerpt from ON THE EDGE OF THE DARK SEA OF DARKNESS: ADVENTURE. PERIL. LOST JEWELS. AND THE FEARSOME TOOTHY COWS OF SKREE. by Andrew Peterson

Copyright © 2008 by Andrew Peterson. Used by permission of WaterBrook Multnomah, an imprint of the Crown Publishing Group, a division of Penguin Random House LLC. All rights reserved.

Any third-party use of this material, outside of this publication, is prohibited. Interested parties must apply directly to Penguin Random House LLC for permission.

ON THE EDGE OF THE DARK SEA OF DARKNESS by Andrew Peterson, cover illustrationUsed by permission of WaterBrook Multnomah, an imprint of the Crown Publishing Group, a division of Penguin Random House LLC. All rights reserved. Any third-party use of this material, outside of this

publication, is prohibited. Interested parties must apply directly to Penguin Random House LLC for permission.

NORTH OR BE EATEN by Andrew Peterson, cover illustration Used by permission of WaterBrook Multnomah, an imprint of the Crown Publishing Group,

a division of Penguin Random House LLC. All rights reserved. Any third-party use of this material, outside of this publication, is prohibited. Interested parties must apply directly to

Penguin Random House LLC for permission.

Excerpts from THE HOBBIT by J. R. R. TolkienCopyright © 1937, 1951, 1966, 1978, 1995 by The J.R.R. Tolkien Copyright Trust. Reprinted

by permission of Houghton Mifflin Harcourt Publishing Company. All rights reserved.


For Conrad Finley

With love, Situ

Acknowledgments

Publisher

Davis Carman, MS

Director of language arts, bible, anD Press

Zan Tyler

series eDitor

Mary Jo Tate, MA

eDitorial team

Joanna Breault

Lisa Adams Baghdady, MAT

Whit Jones, PhD

Amy Jones, MEd

Design

Holly Grundon, BHG Graphic Design

Doug Powell, MA

iv


Acknowledgments iv

Quick Guide xii

Companion Program: Readers in Residence xv

Preface xvi

Welcome, Students, to Writers in Residence! xvii

Spotlight on Christian Writers xx

Six Traits Writing Model xxii

Introduction to the Writing Process xxiv

Suggested Daily Schedule xxvi

SPOTLIGHT ON CHRISTIAN WRITERS

Meet Sherri Seligson 1

UNIT 1: INTO THE WILD

Introduction 7

I Investigate 8

Student’s Rubric for “Into the Wild” 9

MODULE 1 11

Writer’s Questions 11

Sneak Peek 11

1 1 The Assignment: Into the Wild 11

1 2 An Age for Exploration 11

1 3 Expert Model 12

1 4 Get Your Gear 18

1 5 Choosing a Topic: Be Systematic 19

1 6 Info on the Internet: Is It Accurate? 21

1 7 Test 1: Who Said It? 21

1 8 Test 2: Do Reliable Sources Agree? 24

1 9 Internet Research 25

1 10 Types of Websites 26

1 11 Test Drive 30

1 12 Choosing a Topic: Focus Your Efforts 32

1 13 Investigate This 32

1 14 Where the Wild Things Are 35

1 15 The Sandbox 36

1 16 Word Sleuth 37

1 17 Revisit: Writer’s Questions 37

Checklist for Module 1 39

MODULE 2 42


Sneak Peek 42


2 2 Review Your Progress 42

2 3 Choosing a Topic: Short-List It 43

2 4 Library Research 44

2.5 Anatomy of a Nonfiction Science Book 45

2 6 Research the Resources 48

Contents

v



2.7 Is It Reliable? Is It Verifiable? 50

2 8 And the Winner Is 51

2 9 Read to Learn 54

2 10 Study Strategy 1: Get Organized—Get Smart! 55

2 11 Study Strategy 2: Write to Learn 55

2 12 Study Strategy 3: Don’t Take Notes—Make Notes 58

2 13 Study Strategy 4: Verify as You Go 60

2 14 Study Strategy 5: Learn New Words in Context 60

2 15 Study Strategy 6: Rest and Review 61

2 16 Study Strategy 7: Talk about It, Talk about It, Talk about It 61

2 17 Workout Record 62

2 18 Find an Expert 63

2 19 Take Your Field Trip 64

2 20 Word Sleuth 66



MODULE 3 71


Sneak Peek 71



3 3 What Is Plagiarism? 72

3 4 What Is Not Plagiarism? 73

3 5 When and Where to Cite 74

3 6 What Goes in the Bibliography? 77

3 7 Conventions: Titles 82

3 8 Create Your Bibliography 83

3 9 Direct Quotations: Who, Why, When, How 84

3 10 Paraphrase 88

3 11 Summarize 91

3 12 The Sandbox 93

3 13 Word Sleuth 93



MODULE 4 97


Sneak Peek 97



4 3 Interesting, Original, or Important 98

4 4 Interrogatives Ask Questions 100

4 5 “Into the Wild” Q&A First Draft 103

4 6 The Order Matters 104

4 7 Illustrate Your Science Report 105

4 8 Readers Needed 107

4 9 Student’s Rubric for “Into the Wild” 108

4 10 Finally, Final Draft 110

4 11 You Be the Judge 110

4 12 Word Sleuth 110



UNIT 1 REVIEW 114

vi


CON

TENTS

Table of Contents


Meet Jenny L Cote 117

UNIT 2: MAKING THE CASE

Introduction 121

I Think 121

Student’s Rubric for “Making the Case” 123

MODULE 5 125


Sneak Peek 125

5 1 The Assignment: Making the Case 125

5 2 What Do You Think? 125

5 3 Expert Model 126

5 4 An Offer You Can’t Refuse 129

5 5 Start from Scratch 130

5 6 Generate Your Questions 130

5 7 Gather Your Data 132

5 8 Analyze Your Results 134

5 9 Preliminary Ideas 135

5 10 Interview the Experienced 136

5 11 Search and Verify 138

5 12 You Decide 141




MODULE 6 145


Sneak Peek 145



6 3 Six Traits of Good Writing 146

6 4 An Essay Burger 147

6 5 Body Paragraphs: Ideas 149

6 6 Thesis: The Big Idea 153

6 7 Body Paragraphs: Organization Again 156

6 8 Conclusion: Seal the Deal and Close the Circle 160

6 9 Blueprint for Success 161

6 10 First Draft 164

6 11 Readers Needed 165

6 12 Second Draft: Ideas and Organization 166




MODULE 7 171


Sneak Peek 171

7 1 Sentence Craft 171

7 2 Language of the Trade 172

7 3 Quick Review 173

7 4 It’s What It Does That Matters 176

7 5 Sentence Building 177

7 6 Review: Subject Complements 178

vii



7 7 Verb Complements: Direct Objects 180

7 8 Verb Complements: Indirect Objects 185

7 9 You Can Do This! 186

7 10 Mastery Test 188




MODULE 8 193


Sneak Peek 193



8 3 Voice: A Writer’s Fingerprints 194

8 4 Voice: Give Me Some Attitude 195

8 5 Voice: Show Your Emotions 201

8 6 Voice: Add Humor 203

8 7 Third Draft: Revise for Voice 204

8 8 Inspect and Improve: Sentence Structure 204

8 9 Inspect and Improve: Nouns 209

8 10 Inspect and Improve: Verbs 212

8 11 Inspect and Improve: Modifiers 213

8 12 Inspect and Improve: Conventions 214

8 13 Student’s Rubric for “Making the Case” 214

8 14 With Fanfare and Panache 217






UNIT 2 REVIEW 222


Meet Phil Lollar 225

UNIT 3: POETRY JAM

Introduction 229

I Remember 229

Student’s Rubric for Acrostic Poem 231

Student’s Rubric for Lyric Poem 232

Student’s Rubric for Haiku 234

Student’s Rubric for Cinquain 235

MODULE 9 236


Sneak Peek 236

9 1 The Assignment: Poetry Jam 236

9 2 Why Write Poetry? 236

9 3 What Makes a Poem a Poem? 238

9 4 The Music of Poetry 242

9 5 The Form of Poetry 243

9 6 Acrostic Poems 246

9 7 The Sound of Music 251

9 8 Expert Model 259

9 9 Lyric Poetry 260

viii


Table of ContentsCO

NTEN

TS

9 10 A Melodious, Euphonious Poem 262

9 11 A Mysterious Art 265

9 12 Poets Show but Don’t Tell Too 266

9 13 Revise for Sound 267




MODULE 10 271


Sneak Peek 271



10 3 The Rhythm of Poetry 272

10 4 Creating Rhythm 278

10 5 Repetition—A Poet’s Friend 279

10 6 Revise for Sound and Rhythm 281

10 7 Haiku U 281

10 8 Cinquain Train 284




MODULE 11 290


Sneak Peek 290




11 4 Pronouns: Function Words 294

11 5 Antecedents 297

11 6 Personal Pronouns 299

11 7 Possessive Pronoun or Possessive Adjective? 302

11 8 Pronouns in Poetry 303

11 9 Point of View 305

11 10 The Sandbox 310




MODULE 12 314


Sneak Peek 314



12 3 The Inventiveness of Poetry 315

12 4 Denotations and Connotations of Words 317

12 5 Metaphor and Simile 321

12 6 Allusion Infusion 326


12 8 Punctuation Investigation 329

12 9 How to Read a Poem 331

12 10 Student’s Rubrics for “Poetry Jam” 332

12 11 Finally, Final Drafts 338

12 12 Poetry Jam 338





UNIT 3 REVIEW 344

ix




Meet Andrew Peterson 347

UNIT 4: A FANTASTICAL TALE OF EXTRAORDINARY EXPLOITS

Introduction 353

I Imagine 353

Student’s Rubric for “A Fantastical Tale of Extraordinary Exploits” 355

MODULE 13 357


Sneak Peek 357

13 1 The Assignment: A Fantastical Tale of Extraordinary Exploits 357

13 2 Why Imagine? 358

13 3 The Writing Process 359

13 4 Know Your Readers 362

13 5 Far and Away 365

13 6 The Setting Is in the Details 367

13 7 A Map to Guide You 371

13 8 Fantastical Creatures Who Walk and Talk 373

13 9 Concoct a Plot 376




MODULE 14 386


Sneak Peek 386



14 3 Who Tells the Story? 387

14 4 First-Person Point of View 389

14 5 Third-Person Point of View 392

14 6 Give Your Narrator an Attitude 398

14 7 Compare Two Opening Chapters 401

14 8 First Draft 404




MODULE 15 412


Sneak Peek 412



15 3 Why Pronouns Matter 418

15.4 Reflexive Pronouns 420

15.5 Indefinite Pronouns 423

15 6 Demonstrative Pronouns 428

15 7 Can’t We All Agree? 430


15 9 Inspect and Improve: Pronouns 436


x


Table of ContentsCO

NTEN

TS



MODULE 16 440


Sneak Peek 440



16 3 Be Your Own Reader 441

16 4 Recruit Some Expert Readers 442

16 5 Second Draft 444

16 6 A Close Reading: The Hobbit, Chapter 1 445

16 7 The Hook 449

16 8 Show but Don’t Tell 452

16 9 Vivify Your Voices 456

16 10 Student’s Rubric for “A Fantastical Tale of Extraordinary Exploits” 462






UNIT 4 REVIEW 471

FINAL REVIEW 475

Writer’s Toolbox Strategies 478

Glossary 481

Works Cited 489

Appendix 493

Journeyman Log 494

Reviewer’s Rubrics 496

Grammatical Unit Abbreviation Key 507

My State Animals chart 1 13 508

Comparison Chart of Possible Destinations 5 11 509

Argument Essay Paragraph Planning chart 6 5 510

Working Outline for Argument Essay 6 9 511

“Jabberwocky” by Lewis Carroll 9 8 513

Lyrical Memories chart 9 10 514

Setting chart 13 6 515

Map 13 7 516

Character Planning chart 13 8 517

Plot Stages for My Fantastical Tale 13 9 518

My Narrator’s Voice chart 14 6 520

Two Opening Chapters chart 14 7 521

Image Credits 522

Index 523

About the Author 538

Writers-in-Residence com 539

xi


Available: Volume 1, Apprentice

Volume 2, Journeyman

T he Writers in Residence (WIR) series is a

writing-focused language arts program for

4th grade and up. While completing high-

interest writing assignments, students learn

about sentence structure, the parts of speech, and the

conventions of the English language

for punctuation, capitalization,

and usage. This meaningful

context shows students how

skill and understanding in the

language arts enable them to

create clear, engaging stories

and essays readers want to read.

The writing tasks and language

arts topics taught in volume 2

are listed on the next page. A

systematic review of these

topics is incorporated

throughout the Writers in

Residence series.

Quick Guide

Answer Key and Teaching Notes

This valuable resource for

parents, teachers, and writing

coaches is available separately.

It includes the following:

• answers or sample

answers for student

activities

• teaching notes about

each unit

• the philosophy and

methods of WIR

• an explanation of

repeated elements and

their purposes

• copies of the

suggested daily

schedule, module

checklists, and

unit rubrics

Debra Bell

VOLUME 1 APPRENTICE

ALL-IN-ONEStudent Text and Workbook

VOLUME 2 JOURNEYMAN

Debra Bell


xii


Forthcoming: Volume 3, Craftsman

Volume 4, Master Craftsman

Writers in Residence, volume 2, Journeyman:

VOLUME 2 JOURNEYMAN

Debra Bell


Debra Bell

VOLUME 3 CRAFTSMAN


VOLUME 4 MASTER CRAFTSMAN

Debra Bell


Unit 1: I Investigate

Writing Assignment: “Into the Wild” (science report)

Language Arts: MLA formatting, citing sources, avoiding

plagiarism, interrogatives, titles

Unit 2: I Think

Writing Assignment: “Making the Case” (argument essay)

Language Arts: subjects, predicates, modifiers, connectors,

subject complements, verb complements, direct objects, indirect objects

Unit 3: I Remember

Writing Assignment: “Poetry Jam” (poetry)

Language Arts: personal pronouns, possessive pronouns, possessive adjectives,

antecedents, point of view, punctuation

Unit 4: I Imagine

Writing Assignment: “A Fantastical Tale of Extraordinary Exploits” (fantastical tale)

Language Arts: reflexive pronouns, indefinite pronouns, demonstrative pronouns,

agreement, punctuation

xiii


Is my student ready for Writers in Residence, volume 2, Journeyman?

Students who start with this volume of the Writers in Residence series should

understand the basic parts of speech and how they function in a sentence. They

should also be capable of writing a very basic, multiparagraph essay. If they are

not, please consider starting with Writers in Residence, volume 1, Apprentice.

In volume 2, review icons direct students back to instructional content in Writers in

Residence, volume 1, that is not presented again here.

Unit 1: I Remember Writing Assignment: “When I Was Young”

(sentences)

Language Arts: action verbs, nouns,

conjunctions, subjects, predicates

Unit 2: I ImagineWriting Assignment: “Very Truly Yours”

(creative writing)

Language Arts: adjectives, proper nouns,

personal letter, capitalization, commas, simple

sentence, linking verbs, complements

Unit 3: I Investigate Writing Assignment: “My Family Hall of Fame”

(research writing)

Language Arts: paragraphs, modifiers,

descriptive adjectives, determiners, sensory

words

Unit 4: I Think Writing Assignment: “My Favorite Author”

(opinion essay)

Language Arts: paragraphs, adverbs, transitions

Unit 5: I Remember Writing Assignment: “The History of Me”

(autobiography)

Language Arts: first person, phrases,

prepositions, prepositional phrases, object of the

preposition

Unit 6: I Imagine Writing Assignment: “Zap! Pow! Kazam!”

(short story)

Language Arts: quotation marks, punctuating

and formatting dialogue, commas, interjections,

question marks, exclamation points

Quick Guide from Writers in Residence, volume 1, Apprentice:

xiv


Visit Readers-in-Residence.com

T he Readers in Residence (RIR) series is

a reading comprehension, literature,

and vocabulary program. It may be

used alone or in conjunction with

the Writers in Residence series. In Readers in

Residence, while studying some of the finest

books in children’s literature, students learn

how to do the following:

G understand the author’s craft, choices,

and intentions

G recognize the literary elements authors

use to create fiction and nonfiction

G make inferences from the details in the

text as well as their own prior knowledge

and experience

G decode the meaning of unfamiliar words

from context clues

G build a rich and varied vocabulary

G identify and understand figures

of speech such as personification,

metaphor, and hyperbole

G notice how expert writers employ the conventions of the English language

(punctuation, capitalization, grammar, and usage) to achieve clarity

Companion Program: Readers in Residence

xv


Preface

For more than thirty years, I have taught students how to give voice to their

experiences and ideas through the written word. I have loved doing so—it has

been my life’s work. There is nothing more charming than tracing our children’s

progress toward adulthood through the stories they invent and the opinions

they passionately defend in their writing. The writing portfolios my own four

children produced during our homeschooling years are among my most treasured

possessions. I am grateful for all the time we carved out of our schedule to write

about things we cared about.

This is what I hope the Writers in Residence

(WIR) series becomes for you—a treasured record

of your own child’s maturation as a writer and

thinker. This amazing journey toward adulthood

is worth capturing and treasuring forever.

Writers in Residence aims to create a record of

your children’s intellectual growth by giving them

command of the English language. This program

shows students how to capture their experiences

and ideas in writing with vigor and verve. My goal

is to give each young writer confidence, purpose,

and a sense of calling. Now more than ever, we

must be able to express ourselves compellingly in writing if we hope to be heard or

to make a difference in our culture.

I hope you can sense my passion and vision for this project. I do not view

writing or the language arts as confined to a school setting. I believe language is an

amazing grace from God and a gift to steward and revel in. Skill and confidence

in crafting words will open doors for your children and help lead them into their

futures. I am honored to play a small part in making that happen.

Soli Deo Gloria,

The stories, essays, and reports your

children create as they grow

will become the archives of their

childhood.

xvi


Hey there! I’m glad you’re here. I’m Dr. Debra Bell, a fellow writer, just like you. I’ll be right by your side as you complete your journeyman training in volume 2 of Writers in Residence.

Writers in Residence is a series that will help you craft words into phrases, sentences, and paragraphs that capture four things too valuable to leave unrecorded during this year of your life:

G your ideas

G your memories

G your investigations

G your stories

These are all part of what makes you you right now in this time and place—and that’s worth saving. By the time you complete this

Welcome, Students, to Writers in Residence!

xvii



volume, you will have collected a full year of your best writing in a portfolio you can share with others and treasure as a keepsake for years to come. In the process, you will learn to think like a writer: You will always be on the hunt for new words, fresh ideas, or a unique way to organize your thoughts. When you look back through your writing portfolios from the Writers in Residence series, you will see how you’ve grown and matured. You will also see evidence of God’s gifts and grace in your life.

As you tackle another volume in this series, think of yourself as a writer-in-training who is learning to use the tools of the trade. In volume 1 of Writers in Residence, you completed your apprenticeship. Now you are ready to move on to the next challenge: your journeyman training. In this volume you will complete a science report, write an argument, compose four poems, and create a fantastical tale to delight a young listener. Along the way you will learn more about the six traits of good writing and the writing process. You will also meet four Christian writers who are using God’s marvelous gifts of creativity and language in very different ways—but all to bring Him glory.

Before you begin, though, let me remind you of why the Writers in Residence series exists in the first place.

Why Write?In my opening letter in Writers in Residence, volume 1, I wrote

about two very important reasons for learning to write well. Here they are again:

G God has given us the marvelous gift of language, and His

Word calls us to develop the gifts that He gives us to their

fullest potential for His purposes.

G Our ability to create—stories, poems, reports, and even

essays—is one way we are made in the likeness of God.

When you look back through your writing

portfolios from the Writers in Residence

series, you will see how you’ve grown

and matured. You will also see evidence of

God’s gifts and grace in your life.

xviii


I have a new reason to add to the list:

G Writing is a powerful learning tool that helps our minds to develop.

God’s marvelous gift of language has many amazing benefits. One of these is that using language to organize our thoughts into coherent sentences is like a physical workout for our brains. Writing makes our brains grow, it helps them work faster, and it gives us a deeper understanding of the subjects we write about. Research shows that writers are better learners than students who do not write, especially when they engage in assignments that help them think about what they have experienced and what they have read. (Those are the kinds of assignments you will find in this series.)

So are you ready for an energetic workout? I hope so! There are new challenges up ahead—but I guarantee you will be proud of and amazed by what you accomplish before this year is over. And I’ll be right beside you, cheering you on.

You can do this!

WelcomeW

ELCOM

E

P.S. I love to hear from young writers. Let me know what assignments you like best, or make suggestions for the next volume—anything you want to share is welcome. Write to me at [email protected].

xix


Sherri Seligson

Sherri Seligson is a science writer who has traveled all over the world to create books and DVDs for Apologia Educational Ministries. She is also the author of Internship for High School Credit.

“Writing about science is fascinating and fun because it gets us to explore. From the moment we are born, we are touching and tasting things. We love to explore; we are natural scientists.”

Jenny L. Cote

Award-winning author Jenny L. Cote has a passion for God, history, and young people. She blends these passions together in her two fantasy fiction series, The Amazing Tales of Max and Liz and Epic Order of the Seven.

“Research is an adventure; it’s a treasure hunt. Go out there and hunt it down! You cannot write about what you don’t know about.”

Here are the Christian writers you will meet throughout Writers in Residence, volume 2. Take a minute to read about each one. Notice how different they are, yet they are all using their gifts for God’s purposes in their lives.

Spot light on Christian Writers

xx


Phil Lollar

Phil Lollar is the cocreator of the award-winning Adventures in Odyssey series, and he wrote more than 250 episodes. He has also developed the series Jungle Jam and Friends! and Little Dogs on the Prairie, and he recently released an exciting new audio drama, Iliad House.

“Devote a lot of time to just writing, and don’t worry if it’s any good. Just write and learn how language works. Read good writers and try to emulate how they say things.”

Andrew Peterson

Andrew Peterson is the award-winning author of the Wingfeather Saga, a four-book fantasy series for children. He also founded an online community called the Rabbit Room where songwriters, authors, and artists can connect around faith and creativity.

“If you want to write fantasy, you have to spend time fleshing out the world—and we take our cue from Scripture. Before God could tell a story about His great love by redeeming a fallen world, He had to build the world. He spoke everything into being, and then the story began.”

Christian Writers SPOTLIG

HT

xxi


IdeasThe clear, focused,

interesting, and well-developed

message I have for my readers.

OrganizationThe pattern I use

to arrange my ideas so that readers can

follow my logic.

Sentence Structure

The way I build my sentences with phrases and clauses so that they make sense and sound

pleasing to my readers.

Six TraitsThe six traits are cogs in a well-oiled machine that work together to produce a finished product that will keep your readers reading!

xxii


VoiceThe way I insert

my personality into my writing so that my readers recognize that

I am the author.

Word Choice

The specific and wide variety of nouns, verbs, and modifiers I use to

show my readers precisely what

I mean.

ConventionsThe standards of

punctuation, capitalization, spelling, and usage I

carefully follow so that my readers are not

distracted or confused.

Six Traits Writ ing Model

xxiii


Introduction to the

Writing Process

2. Draft • Get your ideas on paper.

• Organize the parts.

• Experiment with different strategies.

Start

1. Plan • Think, research, and discuss.

• Study the rubric.

3. Review • Inspect and improve.

• Get feedback from readers.

4. Revise • Use feedback

to rewrite.

Writers ponder, write, retract, discuss, meditate, pray, rewrite, rethink, revise, stew, walk away, return, throw away, start again, eat chocolate, rewrite . . . and onward.

xxiv


6. Revise • Use feedback to rewrite.

• Think some more.

7. Edit • Check your grammar.

• Check your spelling.

• Check punctuation and capitalization.

9. Evaluate • Decide what the strengths

and weaknesses are.

• L earn for next time.

8. Polish & Publish • Study the rubric.

• Revise for the grand finale.

• Publish and share with readers.

5. Review • I nspect and improve some more.

• Get more feedback.

Finish

xxv



Week Day 1 Day 2 Day 3 Day 4

1 Introduction

Welcome to Writers in Residence!

Spotlight on Christian Writers

Infographics

Study and discuss the infographics

(pages xxii–xxv)

Intro to Unit 1

Read and discuss “Meet Sherri Seligson ”

Read “Introduction: Into the Wild ”

Note “Plan Ahead ”

Study the rubric

Module 1

Writer’s Questions

Sneak Peek

1 1 – 1 4

2 Module 1

1 5 – 1 8

Module 1

1 9 – 1 11

Module 1

1 12 – 1 13

Module 1

1 14 – 1 15

3 Module 1

1 15 – Checklist 1

Module 2


Sneak Peek

2 1 – 2 4

Module 2

2 5 – 2 7

Library Visit

Module 2

2 8 – 2 9

4 Module 2

2 10 – 2 11

Module 2

2 12 – 2 14

Module 2

2 15 – 2 17, 2 20

Module 2

Study

5 Module 2

Study

Module 2

Study

Module 2

2 18 – 2 19

Module 2

2 19

Field Trip

6 Module 2

Finish 2 20 – Checklist 2

Module 3


Sneak Peek

3 1 – 3 4

Module 3

3 5 – 3 6

Module 3

3 7 – 3 8

7 Module 3

3 9

Module 3

3 10

Module3

3 11

Module 3


Suggested Daily Schedule

Note: Some assignments are allotted more than one day for completion. Also, many students may wish to

invest more time in writing assignments that especially interest them. Please allow students to spend as much

time on an assignment as they like. Writing a lot is more important than sticking to the suggested schedule.

Activities that require planning ahead are highlighted in yellow.

xxvi


Writers in Residence DAILY SCH

EDULE



8 Module 4


Sneak Peek

4 1 – 4 3

Module 4

4 4 – 4 5

Module 4

4 5 – 4 7

Module 4

4 8

9 Module 4

4 9 – 4 10

Module 4

4 10

Module 4

Do 4 11 over the next week


Unit 1 Review

10 Intro to Unit 2

Read and discuss “Meet Jenny L Cote ”

Read “Introduction: Making the Case ”

Study the rubric

Module 5


Sneak Peek

5 1 – 5 4

Module 5

5 5 – 5 6

Module 5

Finish 4 11

5 7

11 Module 5

5 8 – 5 9

Module 5

5 10

Interviews

Module 5

5 11

Module 5


12 Module 6


Sneak Peek

6 1 – 6 4

Module 6

6 5

Module 6

6 6 – 6 7

Module 6

6 8 – 6 9

13 Module 6

6 10

Module 6

6 10

Module 6

6 11

Module 6

6 12

14 Module 6


Module 7


Sneak Peek

7 1 – 7 3

Module 7

7 4 – 7 5

Module 7

7 6 – 7 7

xxvii





15 Module 7

7 8 – 7 9

Module 7

7 10

Module 7


Module 8


Sneak Peek

8 1 – 8 3

16 Module 8

8 4

Module 8

8 5 – 8 7

Module 8

8 7 – 8 8

Module 8

8 9 – 8 10

17 Module 8

8 11 – 8 12

Module 8

8 13 – 8 15

Module 8



Unit 2 Review

18 Intro to Unit 3

Read and discuss “Meet Phil Lollar ”

Read “Introduction: Poetry Jam ”

Study the rubrics

Module 9


Sneak Peek

9 1 – 9 3

Module 9

9 4 – 9 6

Module 9

Finish 8 16

9 6 – 9 7

Begin memorizing “The Eagle ”

19 Module 9

9 8 – 9 9

Recite “The Eagle” this week

Module 9

9 10

Module 9

9 11 – 9 12

Module 9

9 12 – 9 13

20 Module 9


Module 10


Sneak Peek

10 1 – 10 3

Module 10

10 4 – 10 5

Module 10

10 6 – 10 7

21 Module 10

10 8

Module 10


Module 11


Sneak Peek

11 1 – 11 3

Module 11

11 4 – 11 5

xxviii


Writers in Residence DAILY SCH

EDULE



22 Module 11

11 6 – 11 7

Module 11

11 8 – 11 9

Module 11

11 10

Module 11


23 Module 12


Sneak Peek

12 1 – 12 3

Schedule your poetry jam

Module 12

12 4 – 12 5

Module 12

12 5 – 12 7

Module 12

12 8 – 12 10

24 Module 12

12 11

Module 12

12 12

Module 12



Unit 3 Review

25 Intro to Unit 4

Read and discuss “Meet Andrew Peterson ”

Read “Introduction: A Fantastical Tale of Extraordinary Exploits ”

Note “Plan Ahead ”

Study the rubric

Module 13


Sneak Peek

13 1 – 13 3

Module 13

13 4 – 13 5

Module 13

Finish 12 13

13 6 – 13 7

26 Module 13

13 7 – 13 8

Module 13

13 9

Module 13


Module 14


Sneak Peek

14 1 – 14 4

27 Module 14

14 4 – 14 5

Module 14

14 6 – 14 7

Module 14

14 8

Module 14

14 8

xxix





28 Module 14

14 8

Module 14


Module 15


Sneak Peek

15 1 – 15 2

Module 15

15 3 – 15 4

29 Module 15

15 5 – 15 6

Module 15

15 7

Module 15

15 8

Module 15


30 Module 16


Sneak Peek

16 1 – 16 3

Module 16

16 4

Module 16

16 5

Module 16

16 6

31 Module 16

16 7 – 16 8

Module 16

16 8 – 16 9

Module 16

16 10 – 16 11


Module 16


32 Unit 4 Review Final Review Final Review Final Review

xxx


SPOTLIGHT

on Christian Writers

Meet Sherri Seligson

Sherri Seligson has loved science for a long time. She majored in biology with an emphasis on marine science

at Rollins College and then worked as a marine biologist at Walt Disney World. While there, she developed curriculum and tour information, and she published magazine articles and papers on shark behavior. She is now a science writer and speaker for Apologia Educational Ministries, the author of Exploring Creation with Marine Biology, and an instructor in multiple DVD courses. She has also written a book called Internship for High School Credit. She lives in Orlando, Florida, with her husband, Dave, and an energetic Jack Russell terrier named Chia.

1


Writers in Residence: Unit 1

Q: What kinds of books did you like to read as a child?

A: I loved books that sucked me in so that I could read in a noisy room and not hear what was around me. I loved historical fiction, and that got me into biographies. I loved science fiction—that has always been a love. Science fiction and science play this interesting dance. Science fiction writers look at the new science and write from there. Scientists look at science fiction writers as dreamers and sometimes will ask, “Can we really do that?” And so science fiction drives science forward. Some science fiction goes against actual laws of science and is impossible, but it still drives us forward. A scientist might be sparked by something enough to wonder how we could move in that direction. There is almost a collaboration between the minds of science fiction writers and scientists, and I love that.

Q: As a science writer, how do you start learning about your chosen topic?

A: If it is something outside of my expertise, I like to go to original research. I will see what the newest research is about the topic. I will read what is being taught at the community college level and college level. I take that as my benchmark of where we are going with this information. If the material is difficult, I think about how to teach or explain it at a lower level.

Q: What is your favorite science writing project and why?

A: I think the instructional DVD courses have been most enjoyable. It’s a different type of writing with a creative component. When I’m writing the script, I’m writing as if I am teaching someone. It requires brainstorming and creativity.

I love talking to students through a textbook too.

That’s really fun for me—to speak to them and know

they are going to be reading it and thinking, “Oh, I finally get that!”

MA

RIN

E BIO

LOG

Y2nd ED

ITIO

N

SeligsonEX

PLOR

ING

CR

EATIO

N W

ITH

A CREATION-BASED

ADVANCED SCIENCE COURSE

God said, “Let the water teem with living creatures”

- Genesis 1:20 (niv)

Apologia’s advanced science courses allow the high school student

to study independently while mastering in-depth knowledge through

hands-on application of contemporary scientific concepts. With detailed

illustrations and photos, clear explanations, and enhanced readability,

Exploring Creation with Marine Biology, 2nd edition

prepares students for college-level studies as well as life beyond the

classroom.

Every Apologia high school science course is designed to be vibrant,

engaging, and academically rigorous while helping the student to

develop critical thinking skills and a lifelong passion for exploring

God’s creation.

Praise from Professionals

“Thank you, Apologia, for publishing the second edition of

Marine Biology. Having home educated four high school learners

and walking alongside homeschooling families through annual

evaluations and consultations, I look for educational materials which

are learner-friendly and engaging, while also being comprehensive

in content. Marine Biology is one such resource and like other

Apologia courses prepares students for post-secondary endeavors.”

- Home Education Evaluator and Consultant

“ The improvement in the illustrations and images is more than

cosmetic–their clarity directly helps the student comprehend some

of the more difficult concepts. There are quite a few new diagrams

and images, all of which support and advance the concepts being

discussed.” - Homeschool Class/Tutorial Instructor ”

2



For the DVDs, I write scripts, and I also write instructions for people putting the piece together. The aspects of filming like color and lighting are new to me, but they are fascinating. I like having to think on my feet. It’s fun having to take a new concept and come at it in a different direction, in a fresh way that will make it visually memorable. It’s a very dynamic process, and I love that. But I love talking to students through a textbook too. That’s really fun for me—to speak to them and know they are going to be reading it and thinking, “Oh, I finally get that!”

Q: Why is it important for you to go on location as you make the DVDs?

A: Being on site makes science come alive, makes it real. It gives you a sense of scale. It is much more concrete for students to see something than just to hear me talking about it. We were at the

beach yesterday shooting segments on shore birds for a section on migration. I wanted to be at a beach where students could actually see the birds moving up and down. There are some things that are nebulous and hard to grasp. If we can show students what’s happening, it makes things more tangible and interactive. It’s just an easier way to remember and grasp the concepts.

Q: What are some of the places you have traveled to do science writing?

A: We have been to the Yucatan Peninsula, to Iceland, to Africa, to the east and west coasts of the U.S., and to Alaska. We went to the top of Mount Evans in Colorado. We got some shots in the Caribbean and in Hawaii, and we went to Switzerland and got some great shots in the Alps of glaciers and of Christian Doppler’s birthplace in

3

Sherri Seligson



Salzburg, Austria. This has really changed my family’s lifestyle—now I think of where I will be that I can film! Science filming has taken us a lot of places, and sometimes we film while we have been there for other reasons.

Q: What was your most memorable experience while traveling for science writing?

A: Being in the Serengeti for the wildebeest migration. It was the middle of the migration, and as far as our eyes could see were herds and herds of wildebeest. The sounds, the smells, the

vastness were just more than any image can give you. Some shots don’t have the best lighting or audio because we aren’t in a studio. But rather than me showing a clip that we can purchase, if I am standing there and students can see the wildebeests next to me, it makes it more real. It engages them and gives them ownership. They can grasp the awe in my eyes and my face, and this helps them catch the point and remember the point.

4



Q: What are you interested in learning more about in the natural world?

A: What’s fascinating to me—and this is something I am surprised at myself—is the microscopic. As science is developing more and more methods of learning and observing, we are learning more about what we couldn’t see before. Things like what’s happening with bacteria, DNA replication—that realm is an unreached realm that we are just now exploring. Just like the super-deep parts of the ocean (which also fascinate me), it’s a new frontier we haven’t explored. There is so much we don’t know. I’m interested in the microscopic within body systems and how that helps us learn how to be healthier. I have been reading about DNA replication in the cell for fun. We used to think the cell was like a water balloon, and now we know it’s a complete city.

Q: What do you think are the most important qualities of science writing?

A: First of all, it needs to be factual. You have to make sure that, as best as you can, you have actual facts. Wikipedia doesn’t cut it! Getting your facts right is really important. Then, clarity. You have to be clear in your explanation, understanding that the person you are writing to might not have the same background as you do. You are writing as best you can so that as many people as possible can understand what you are saying. You can’t use a clichéd phrase that you may get but they don’t. Using analogies is helpful, especially when you are explaining a complex concept.

Writing about science is fascinating and fun because

it gets us to explore.

5

Sherri Seligson



6

Q: How do you improve your writing through the revision process?

A: Revising is very helpful! I write a paper, move away from it, come back and read it again, and I will find lots of context errors or a better way to say this or that. Then I go away and come back again and think about how to make it more readable. The bigger picture is that readers understand what I am trying to say. If it’s not readable, it’s not good, and the students won’t get anything out of it. I have to be careful about run-on sentences, transitions, and choppy sentences. Those things trip up readers, and the idea becomes stagnant in their minds. I have to make it flow into their brains easily. The best way to do that is clear writing, and I have to edit to make my writing sound smoother and more engaging. The editing process is grueling. You have to be a humble person and have thick skin! It’s also a long process, but it’s worth it.

Q: What else do you want students to know about science writing?

A: My hope is that students wouldn’t see science writing as dull and boring. Writing about science is fascinating and fun because it gets us to explore. From the moment we are born, we are touching and tasting things. We love to explore; we are natural scientists. You might think, “Science is hard and scary, and I don’t know it all and there’s math

in it,” but then you watch a bird hatch out of an egg, and you can write about that. Ask questions about why it took so long and why it would be negative for you to help the bird out, and do research on that. If you write on something that’s interesting to you, that interest will come out in your words.

Into the Wild

6


7

UNIT 1

Introduction

Into the Wild

Get ready for a wild beginning to this volume of writing adventures—you are about to undertake a writing expedition. Did you know that writers often immerse themselves in nature

for inspiration and fresh writing ideas?

For this assignment, you will take on the role of a science writer. You will identify a species of wildlife in your state, research your animal, take a field trip, and then prepare a report about your findings. Along the way you will learn how to collect reliable information from the Internet and the library. You will also learn how to paraphrase, summarize, and document your research properly. Then you will compile a bibliography to report where your information can be found. As you work through the assignments in this volume, don’t forget that the goal of the Writers in Residence series is always progress, not perfection. So enjoy the journey! You will continue to practice these skills in later volumes of Writers in Residence.

Highlighted words are defined in the glossary in the back of this book as well as in the margins of the main text.

species (n.) – A scientific grouping for animals or plants that have some similarities and can reproduce with each other.

Use the checklist at the end of each module to keep track of your progress.


Plan Ahead: To complete this assignment, you will visit the library (2.4) and take a field trip to a nature center, wildlife preserve, or zoo (2.18). Ask a parent, teacher, or writing coach to help you arrange these visits in advance.

rubric (n.) – A special checklist for evaluating or grading writing or other projects.

I InvestigateAn investigation is a systematic inquiry into a topic. A systematic

inquiry follows a careful plan (or system) so that the research is complete. In this unit you will learn how to do just that! Step by step you will gather your research, organize it, and then compile it into a report that is easy for your readers to follow.

The Writers in Residence series uses rubrics to help you evaluate and score the final drafts of each writing assignment. On the next two pages is a preview of 4.9 Student’S RubRic foR “into the Wild,” which you will use to evaluate the science report you will write during this unit. Take a look at it now for an overview of what you will learn in this unit. In the appendix you will find 4.9 RevieWeR’S RubRic, which a parent, teacher, or writing coach and other readers you want to include can use to give you feedback after you complete the assignment.

* Items listed on this rubric with an asterisk were covered in Writers in Residence, volume 1, and will not be taught in this unit.

systematic (adj.) – Following an orderly plan.

8



9

Into the Wild (I Investigate)

Rubric Point System:

5 points – This is the best I’ve ever done.

4 points – This is a strength in this piece.

3 points – I improved here in this assignment.

2 points – I remembered to pay attention to this.

1 point – I need to improve in this area.

Continued on next page »

Student’s Rubric for “Into the Wild”

Traits of Good WritingPoints Earned

Ideas• I chose my topic through a systematic process.

• I collected the information in my report from reliable and verifiable sources.

• My sentences contain facts and interesting details from my research.

• I properly documented the words and ideas of others in my report.

• I paraphrased and summarized my research in my own words.

• I included some of my own ideas and experiences that show what I learned.

• I included illustrations that provide additional information for my readers.

Organization• I presented my research in a question-and-answer

format.

• I organized my report by related topics.

• I introduced each topic with an engaging question that requires several sentences to answer fully.

• I organized the questions and answers in a logical way.

• The information in each answer is related to the corresponding question.

Sentence Structure• All my sentences are complete thoughts.*

INTR

OD

UCTIO

N



Rubric Point System:

5 points – This is the best I’ve ever done.

4 points – This is a strength in this piece.

3 points – I improved here in this assignment.

2 points – I remembered to pay attention to this.

1 point – I need to improve in this area.

Into the Wild(I Investigate)

10

Student’s Rubric for “Into the Wild”

Traits of Good WritingPoints Earned

Word Choice• All my nouns are as specific as they can be.*

• I used vigorous verbs to describe the action.*

• I chose adjectives and adverbs that add descriptive details.*

• I used interrogative adverbs and interrogative pronouns to create questions about my animal.

Conventions• I properly documented my sources in the body of

my report.

• I properly documented my sources in the bibliography.

• I properly alphabetized my list of sources in the bibliography.

• I followed the rules for capitalization carefully, especially in my titles.

• I punctuated my direct quotations correctly.

• I punctuated the end of each sentence correctly, including my questions.*

• I checked to make sure all my words are spelled correctly.

Total

Unit 1: 120 points possible

Are you ready to get your journeyman training underway? Then roll up your sleeves and let the writing begin.

journeyman (n.) – A person who has completed an apprenticeship in a skill or craft and is continuing his or her training under an expert in the trade.


UNIT 1

MODULE 1

Into the Wild(I Investigate)

1.1 The Assignment: Into the Wild G Gather research about a species of wildlife that lives in your state. (Modules 1 & 2)

G Take a field trip to find out more about your topic. (Module 2)

G Summarize, paraphrase, and cite your research properly. (Module 3)

G Include a bibliography and some illustrations. (Modules 3 & 4)

G Organize your final report in a question-and-answer format. (Module 4)

1.2 An Age for ExplorationLook outside your window—God has created a vast universe

for you to explore. Glimpse inside the books on your family’s bookshelves—a world of knowledge awaits your investigation. Pack

Writer’s Questions How do I begin to choose a good

topic for a science report?

How can I find the information I need on the Internet safely?

How can I make sure the information I find on the Internet is accurate?

In this module you will learn:

• Writers get ideas from their research.

• Writers use the Internet to collect information that is reliable and verifiable.

• Writers carefully consider all their choices before choosing their topic.

Sneak Peek

11

MO

DULE 1


your gear because in this first unit we’re venturing into the world of experience and ideas. It’s time to learn something new and then share your discoveries with your readers in a science report. I will be your guide every step of the way, so let’s get this wild adventure started.

In this unit you will learn how writers get ideas from their research. The verb research means to investigate carefully for the purpose of gaining new knowledge. When writers research the topics they want to write about, they are careful in three ways:

1. They make sure that the information they collect is accurate.

2. They make sure that the information they collect is complete.

3. They report where they find their information.

1.3 Expert ModelStudy the expert model of the assignment beginning on the

next page. It shows you all the things you should include in your final science report. (Additional portions of the expert model will be provided later in this unit.) For this assignment, you will present your research in a question-and-answer format—sometimes called a Q&A. Writers use this informal organization scheme to make it easy for readers to quickly find the information that interests them most. In later volumes of Writers in Residence, you will learn how to write a more formal research paper.

Writers get ideas from their research.

WRITER’S TOOLBOX

Bibliography “Black Bears.” Penn State Extension, extension.psu.edu/natural-resources/wildlife/wildlife-nuisance-and-damage/bear/wildlife-damage-control-3-black-bears.

Feeney, Kathy. Black Bears. Northwood Press, 2000. Gambon, Nancy. Personal interview. 23 Sept. 2016.“Living with Pennsylvania Black Bears.” Pennsylvania Game Commission, http://www.pgc.pa.gov/Wildlife/WildlifeSpecies/BlackBear/Pages/LivingwithBlackBears.aspx.Masterson, Linda. Living with Bears Handbook. Expanded 2nd ed., Pixyjack Press, 2016. “Oldest Bear Ever Handled in State Put Down Recently.” Outdoor News, 14 Nov. 2011, www.outdoornews.com/2011/11/14/oldest-bear-ever-handled-in-state-put-down-recently.“Pennsylvania Bear Kill Climbs to 2,224, Including Two of More Than 700 Pounds.” PennLive, 24 Nov. 2015, www.pennlive.com/pa-sportsman/2015/11/pennsylvania_bear_kill_climbs.html.

“Population Growth of Black Bears.” Pennsylvania Game Commission, www.pgc.pa.gov/Wildlife/WildlifeSpecies/BlackBear/Pages/BlackBearPopulationGrowth.aspx.

Joseph 5

17


MO

DULE 1

How can I tell if bears are nearby?

Bears leave plenty of calling cards

you can look for when walking in

the woods. They leave big tracks

with fi ve toe prints in the mud and

snow. They also leave deep scratches

in the bark of the trees along

their favorite trails. And bear scat

(droppings) is big like a cow patty.

If you look closely, you can tell what

the bear has eaten lately.

How are bears fearfully and

wonderfully made by God to

survive in the wild?

Black bears have short, powerful

legs, so they can run surprisingly fast

(more than 30 miles per hour!). Bears also have an acute sense

of smell. Because of their long noses and wide nostrils, they

can smell food up to 20 miles away. Scientists believe bears

have the keenest sense of smell in the animal kingdom. Bears’

large ears also help them to hear better than we do. God has

also made black bears very curious, so they roam widely in

search of food and new territories to explore.

Bear Claw Markings (North

American Bear Center).

Bear Print (North American

Bear Center).

Joseph 4

16

Writers in Residence: U

nit 1

appearing in the more inhabited parts of south-central Pennsylvania. Still, you probably have never seen a black bear in the wild because they are shy and elusive creatures. Black bears primarily live in forests where their food source is plentiful. Bears make their dens in the cavities of trees, holes in the ground, caves, and even nests made of leaves and branches.

What do black bears eat? Pennsylvania black bears will eat almost anything that has calories (and some things that don’t!), especially in the fall when they are packing on the pounds before their long winter naps. Even though they are omnivorous, they prefer to eat mast (berries, nuts, fruit, and roots from trees). They also love protein-rich bees, beetles, and grubs. And the legends are true—they will roam miles and climb trees for a honeycomb. Bears have the keenest sense of smell in all of the animal kingdom—this is why they range far and wide. This remarkable gift of smell is putting bears in danger though. When people leave their garbage and litter outside, bears eventually fi nd it. Human carelessness

Black bear biologist Mark Ternent with an eight-week-old black bear cub (Mark Ternent).

Joseph 2

14


EXPERT MO

DEL

Anne Joseph

Mrs. Joseph

“Into the Wild”

17 October 2017

Pennsylvanians’ Quiet and Wild

Neighbor: Ursus Americanus

How common is the black bear in North America and

Pennsylvania?

Black bears are the most common species of bears in the

world, and they live only in North America. Experts estimate

that more than 800,000 black bears roam the continent. The

majority are in Alaska and Canada. In 2015, scientists estimated

that the population in Pennsylvania was 20,000 and increasing

(“Population”). Scientists cannot count every bear, so they

estimate the population from the number of bears hunters kill

during bear season.

Where do black bears live in Pennsylvania?

Black bears are most abundant in the mountainous regions

of north central Pennsylvania. But they have been found in fi fty

of Pennsylvania’s sixty-seven counties. They are increasingly

Joseph 1

13


MO

DULE 1


research (v.) – To investigate carefully for the purpose of gaining new knowledge.

12



EXPERT MO

DELAnne Joseph

Mrs. Joseph

“Into the Wild”

17 October 2017

Pennsylvanians’ Quiet and Wild

Neighbor: Ursus Americanus

How common is the black bear in North America and

Pennsylvania?

Black bears are the most common species of bears in the

world, and they live only in North America. Experts estimate

that more than 800,000 black bears roam the continent. The

majority are in Alaska and Canada. In 2015, scientists estimated

that the population in Pennsylvania was 20,000 and increasing

(“Population”). Scientists cannot count every bear, so they

estimate the population from the number of bears hunters kill

during bear season.

Where do black bears live in Pennsylvania?

Black bears are most abundant in the mountainous regions

of north central Pennsylvania. But they have been found in fifty

of Pennsylvania’s sixty-seven counties. They are increasingly

Joseph 1

Center and properly capitalize the title.

author

teacher

assignment

date completed

Present your research in a question-and-answer format.

Organize your questions by topics that are related.

Include your last name and the page number here.

13

Into the Wild (I Investigate)M

OD

ULE 1



appearing in the more inhabited parts

of south-central Pennsylvania. Still,

you probably have never seen a black

bear in the wild because they are shy

and elusive creatures. Black bears

primarily live in forests where their

food source is plentiful. Bears make

their dens in the cavities of trees,

holes in the ground, caves, and even

nests made of leaves and branches.

What do black bears eat?

Pennsylvania black bears will eat

almost anything that has calories (and

some things that don’t!), especially in

the fall when they are packing on the pounds before their long

winter naps. Even though they are omnivorous, they prefer to eat

mast (berries, nuts, fruit, and roots from trees). They also love

protein-rich bees, beetles, and grubs. And the legends are true—

they will roam miles and climb trees for a honeycomb. Bears have

the keenest sense of smell in all of the animal kingdom—this

is why they range far and wide. This remarkable gift of smell is

putting bears in danger though. When people leave their garbage

and litter outside, bears eventually find it. Human carelessness

Black bear biologist Mark Ternent with an eight-week-old black bear cub (Mark Ternent).

Include some images. Joseph 2

14



saves bears a lot of work tracking down food, so they will

return over and over again once they find a reliable site. Before

long, they are bringing their friends, and then people report the

bears as endangering humans! It is against the law to feed bears

or leave food available for the wildlife in Pennsylvania. People

who live in bear country (which includes most of Pennsylvania)

need to act responsibly. The Pennsylvania Game Commission’s

website warns that “all too often, fed bears become dead bears”

(“Living”).

What color are black bears?

This may seem like a trick question, but it is not. Black bears

can be black, brown, reddish, and even blonde. In some parts of

Canada, black bears can be blue or white. Most bears east of the

Mississippi River are black. Most bears in Pennsylvania are black

with a tan snout.

How big are black bears?

Black bears are smaller than grizzly or polar bears—the other

bear species found in North America. Still, adult black bears can

weigh between 200 and 600 pounds and be 6 feet long. Most

adult bears average 500 pounds. In 2015, hunters bagged two

male bears weighing over 700 pounds each (“Pennsylvania”).

Joseph 3

Cite sources in the text when necessary.

15


OD

ULE 1



How can I tell if bears are nearby?

Bears leave plenty of calling cards

you can look for when walking in

the woods. They leave big tracks

with five toe prints in the mud and

snow. They also leave deep scratches

in the bark of the trees along

their favorite trails. And bear scat

(droppings) is big like a cow patty.

If you look closely, you can tell what

the bear has eaten lately.

How are bears fearfully and

wonderfully made by God to

survive in the wild?

Black bears have short, powerful

legs, so they can run surprisingly fast

(more than 30 miles per hour!). Bears also have an acute sense

of smell. Because of their long noses and wide nostrils, they

can smell food up to 20 miles away. Scientists believe bears

have the keenest sense of smell in the animal kingdom. Bears’

large ears also help them to hear better than we do. God has

also made black bears very curious, so they roam widely in

search of food and new territories to explore.

Bear Claw Markings (North American Bear Center).

Bear Print (North American Bear Center).

Credit source of images.

Joseph 4

16



Bibliography

“Black Bears.” Penn State Extension, extension.psu.edu/natural-

resources/wildlife/wildlife-nuisance-and-damage/bear/wildlife-

damage-control-3-black-bears.

Feeney, Kathy. Black Bears. Northwood Press, 2000.

Gambon, Nancy. Personal interview. 23 Sept. 2016.

“Living with Pennsylvania Black Bears.” Pennsylvania Game

Commission, http://www.pgc.pa.gov/Wildlife/WildlifeSpecies/

BlackBear/Pages/LivingwithBlackBears.aspx.

Masterson, Linda. Living with Bears Handbook. Expanded 2nd ed.,

Pixyjack Press, 2016.

“Oldest Bear Ever Handled in State Put Down Recently.” Outdoor

News, 14 Nov. 2011, www.outdoornews.com/2011/11/14/

oldest-bear-ever-handled-in-state-put-down-recently.

“Pennsylvania Bear Kill Climbs to 2,224, Including Two of More

Than 700 Pounds.” PennLive, 24 Nov. 2015, www.pennlive.

com/pa-sportsman/2015/11/pennsylvania_bear_kill_climbs.

html.

“Population Growth of Black Bears.” Pennsylvania Game

Commission, www.pgc.pa.gov/Wildlife/WildlifeSpecies/

BlackBear/Pages/BlackBearPopulationGrowth.aspx.

Include a bibliography of your sources at the end. Joseph 5

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Documents

SAMPLE Apologia Educational Ministries, Inc. · DVDs for Apologia Educational Ministries. She is also the author of Internship for High School Credit. “Writing about science is