RL6.5 Practice - "My Life with Chimpanzees"

How do paragraphs 1-4 develop readers understanding of the text?

• They introduce the setting

• They introduce the conflict

• They have no purpose

Tags

CCSS.RI.6.3

CCSS.RL.6.3

CCSS.RL.6.5

How does the information in paragraph one impact the text?

"July 16, 1960, was a day I shall remember all my life. It was when I first set foot on the shingle and sand beach of Chimpanzee Land--that is, Gombe National Park. I was twenty-six years old."

• Paragraph 1 adds detail to the passage.

• Paragraph 1 introduces the setting of the passage, which allows for paragraph 2 to discuss setting up camp.

• Paragraph1 provides information that the reader would need to know if they decided to join Goodall on her research trips.

• Paragraph 1 informs the reader about where the research takes place and how the chimpanzees are responding.

Tags

CCSS.RI.6.3

CCSS.RI.6.5

How does the information in paragraph 2 impact the development of the text?

"We chose a lovely spot under some shady trees near the small, fast-flowing Kakombe Stream. In Kigoma (before setting out), we had found a cook, Dominic. He put up his little tent some distance from ours and quite near the lake."

• Paragraph 3 helps persuade why Goodall picked the national park to do her research in.

• Paragraph 3 explains how they decided to hire a cook.

• Paragraph 3 completes the setting description, which allows the reader to understand the full picture before Goodall explores.

Tags

CCSS.RI.6.5

CCSS.RL.6.5

How does paragraph 4 impact the development of the text?

"When camp was ready I set off to explore. It was already late afternoon, so I could not go far. There had been a grass fire not long before, so all the vegetation of the more open ridges and peaks had burned away. This made it quite easy to move around, expect that the slopes above the valley were very steep in places, and I slipped several times on the loose, gravelly soil."

• Paragraph 4 is trying to persuade the reader of the danger that Goodall is facing in the national park.

• Paragraph 4 informs the reader about a grass fire, which is probably important for the reader to know.

• Paragraph 4 is where she begins exploring, which must happen before she explains her feelings while exploring in paragraph 5.

• Paragraph 4 does not add to the development of the text.

Tags

CCSS.RI.6.5

CCSS.RL.6.5

Why does Goodall use repetition in paragraph 8?

"Early the next morning I set out to search for chimpanzees. I had been told by the British game ranger in charge of Gombe not to travel about the mountains by myself—except near camp. Otherwise, I had to take one of the game scouts with me. So I set off with Adolf. That first day we saw two chimps feeding in a tall tree. As soon as they saw us they leapt down and vanished. The next day we saw no chimps at all. Nor the day after. Nor the day after that.”

• She really likes repeating words.

• She wants to show how easy it is to find the chimpanzees.

• She didn't repeat any words.

• To show how repetitive the search and results for the chimps is.

In paragraph 11, Goodall asks the ranger if she can explore on her own. What events lead to this request?

• She doesn't like Adolf or Rashidi, the men who would go with her to explore.

• She thinks she will be able to sneak away to find animals other than chimps if she doesn't have a guide.

• She thinks that she might have a better chance of viewing the chimps alone because so far, going as a pair, has not worked.

Tags

CCSS.RI.6.1

CCSS.RL.6.1

CCSS.RL.6.3

CCSS.W.6.9A

If paragraph 14 were removed, how would this impact the understanding and development of the text?

"Gradually I began to learn about the chimps’ home and how they lived. I discovered that, most of the time, the chimps wandered about in small groups of six or less, not in a big troop like the baboons. Often a little group was made up of a mother with her children, or two or three adult males by themselves. Sometimes many groups joined together, especially when there was delicious ripe fruit on one big tree. When the chimps got together like that, they were very excited, made a lot of noise, and were easy to find."

• Paragraph 14 describes the elements of the chimp community, without it, the reader would not be able to image or understand what Goodall is describing in the next paragraph (15).

• Paragraph 14 does not contain vital information, so removing it would not impact the development of the text.

• Paragraph 14 describes very important information about chimps and baboons that the reader must know to understand the rest of the passage.

Tags

CCSS.RI.6.3

CCSS.RI.6.5

If a paragraph about baboons were added after paragraph 17, before paragraph 18, how would this addition impact the development of the text?

• If a baboon paragraph were added, this would help add detail that the original passage is missing.

• If a baboon paragraph were added, the information would be off topic, therefore the text would not be able to develop in a way that only focuses on Goodall's chimp research.

• If a baboon paragraph were added, the information would be helpful to the reader and to the development of the text.

Tags

CCSS.RI.6.2

CCSS.RI.6.5

How does the contrast of the baboons and chimps in paragraph 17 improve the readers understanding and development of the text?

"During those months of gradual discovery, the chimps very slowly began to realize that I was not so frightening after all. Even so, it was almost a year before I could approach to within one hundred yards, and that is not really very close. The baboons got used to me much more quickly. Indeed, they became a nuisance around our camp by grabbing any food that we accidentally left lying on the table."

• The contrast of the baboons and chimps helps the reader understand what kinds of primates are in the national park.

• The contrast of the baboons and chimps helps the reader understand the next paragraph about other types of animals in the nation park.

• The contrast of the baboons and chimps helps the reader understand the difficultly Good is having getting close to the chimps as compared to other types of animals.

Tags

CCSS.RI.6.1

CCSS.RI.6.3

CCSS.RI.6.5

CCSS.W.6.9A

What is paragraph 18 all about?

"I began to learn more about the other creatures that shared the forests with the chimpanzees. There were four kinds of monkeys in addition to the baboons, and many smaller animals such as squirrels and mongooses. There was also a whole variety of nocturnal (nighttime) creatures: porcupines and civets (creatures looking rather like raccoons) and all manners of rats and mice. Only a very few animals in the forests at Gombe were potentially dangerous—mainly buffal\o and leopards. Bush pigs can be dangerous too, but only if you threaten them or their young. And, of course, there are poisonous snakes—seven different kinds."

• Baboons and what they eat.

• The chimpanzee communities.

• The other animals in the forest, including the potentially dangerous ones.

• Goodall's search for fresh water.

Tags

CCSS.RI.6.2

CCSS.RL.6.2