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DURING READING
Guiding Comprehension
3 Author's Purpose • Critical
Question the Author Why do
you think the author wrote
about her father?
To tell her father's story because
she loved and respected him.
4 Author's Point of View
• Inferential
The author writes that people
told her father that the car
parts he collected were junk
and that no one would buy
them. Then she tells us that
people did in fact buy that
"junk." What is the author's
point of view of this junk?
From the author's point of view,
that "junk" was not junk—it
earned money for her family and
showed that her father had good
ideas.
5 Draw Conclusions • Inferential
Why do you think that times
were difficult for the author's
family, even though they had
lost no money in the stock
market crash?
Their business depended on
people having money to spend
on cars and car repairs, and when
people lost their money, they
could no longer afford cars and
car repairs.
6 Summarize • Literal
What do we know about the author's father so far?
He owned a gas station, he
repaired Model Ts, and he liked
to collect rocks.
Target Skill STRATEGY SELF-CHECK
Use Prior
Knowledge
Have students review what they have
read so far. Remind them that a
biography tells the story of a real
person written by someone other
than that person. Ask them to use
prior knowledge to explain how
Rocks in His Head is a biography.
Have students use what they know
about biography and what they have
read in the selection to make two
or three generalizations about
the genre.
SELF-CHECK
Students can ask themselves these
questions to assess their ability to
use the skill and strategy.
  • Do I know what a biography is?
  • What are some of the
    characteristics of biography?
  • Does my analysis of the
    selection reflect what
    I know about biography?
  • Are there examples from the
    selection that support my
    generalizations about the genre?
Monitor Progress
then…
revisit the skill lesson on
pp. 60–61.
Reteach as
necessary.
If… children have difficulty making generalizations,
Target Skill Generalize
Strategy Response Log
Monitor Comprehension Look back at
what you wrote in your Strategy
Response Log on p. 64. Were your
assumptions about biography correct?
Do they apply to this selection? Revise
your assumptions if necessary.
If you want to teach this selection
in two sessions, stop here.
Rocks in His Head

"Rocks in His Head"
by Carol Otis Hurst

Student Edition
Unit 4, pp. 64–74

A biography is the story of a real person's life, written by another person. Why might the author have decided to write a biography of this person?

Mr. Hurst, my father, was a collector. He didn't collect stamps or buttons. He collected rocks—all kinds of rocks. His interest in rocks began when he was a boy. By the time he was an adult, he had rocks of many colors and sizes. He knew the name of every rock and where each came from.
He used to tell people he had rocks in his head. Of course, this made them laugh. When people say that you have rocks in your head, they usually mean that you are not very smart. Mr. Hurst meant that he liked rocks a lot and knew a lot about them.
Rocks were just Mr. Hurst's hobby. For work he ran a gas station. He filled up gas tanks and repaired cars, using spare parts he kept in the station. He kept his rock collection at the station too. Every now and then, a customer would ask Mr. Hurst about the collection.
Business was good until the Great Depression. That was a time when many people lost their jobs. They did not have money to buy gas or fix cars. Mr. Hurst had to close his gas station.
He carefully packed his rocks and moved them to his home, where he put them in his attic. He went up there to look at them every day. Like others, Mr. Hurst had trouble finding work. There were very few jobs and very many people looking for work.
Sometimes he would spend the whole day at the science museum. He really liked the rock room. He met Mrs. Johnson, the head of the museum, there. When they talked, she found out that Mr. Hurst knew more about rocks than anyone else around. She asked the museum's board to hire him.
The board said that Mr. Hurst could not be hired as a rock scientist, or mineralogist, because he had not gone to college. And so Mrs. Johnson hired him as a night janitor. His chores included sweeping, cleaning, and dusting the rocks.
Then one day, Mrs. Johnson came into the museum and saw Mr. Hurst relabeling a rock. He told her it had been labeled incorrectly. Mrs. Johnson went to the board once again. This time she got them to agree to hire Mr. Hurst as the head of rock science.
She said that he was the best person for the job because he had rocks in his head.

From Rocks in His Head by Carol Otis Hurst. Text copyright © 2001 by Carol Otis Hurst. Used by permission of HarperCollins Publishers.

Copyright © Pearson Education.

 
   
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PRACTICE LESSON VOCABULARY
Have students provide oral responses to each question.
  1. 1. What is a spare tire? (An extra tire)
  2. 2. What are examples of chores? (Possible responses: washing dishes, walking the dog, cleaning your room)
  3. 3. What are customers? (People who buy things in stores)
BUILD CONCEPT VOCABULARY
Review previous concept words with students. Ask if students have met any words today in their reading or elsewhere that they would like to add to the Concept Web.
Develop Vocabulary