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Name: ___________________________________________________ Date: ______________

aCtivity: "Grammar Goes to Hollywood" · skill: Commonly Confused Words

The words affect and effect are often confused and misused. Figuring out which one to use is usually as easy as determining whether your sentence calls for a verb or a noun. If a verb is needed, most of the time the word you want is affect. It means to change or to influence. Examples: What you eat affects your health. Mikayla's superb campaign speech affected my decision about whom to vote for. If a noun is needed, the word is you want is usually effect. It means a result or a consequence. Examples: The effect of eating well is a healthy body. The allergy medicine had a negative effect on Dylan; it actually made him itchier.

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affect vs. effect

Both affect and effect have additional meanings, but these meanings are used much less often. This activity uses only the most common meanings. Directions: Circle the correct boldface word in each sentence below.

1. Patrick's chronic knee pain has affected/effected his ability to play in the upcoming soccer tournament. 2. Reading Helen Keller's autobiography had a profound affect/effect on Isabella: She decided to learn sign language and volunteer at a school for deaf children. 3. The drought will certainly affect/effect the crops this season. 4. How do you think the new school dress code will affect/effect the students? 5. The loud music coming from next door affected/effected Stuart's ability to concentrate on his homework. 6. Gum disease is a possible affect/effect of not flossing your teeth. 7. The bright-yellow walls in my room have a positive affect/effect on my mood.

Directions: Rewrite the sentences below, changing the word in bold to a form of either affect or effect.

8. "Brain freeze" is one of the results of eating ice cream too fast. _______________________________________________________________________________________________________ 9. Eating right before going to bed alters my sleep. _______________________________________________________________________________________________________ 10. The rain had almost no impact on traffic. _______________________________________________________________________________________________________

sCholastiC sCOPE activity · september 5, 2011

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THE LANGUAGE ARTS MAGAZINE

Name: ___________________________________________________ Date: ______________

nonfiCtion: "the guys Who got bin laden" · skill: reading Comprehension

1. Which pair of words BEST describes the characteristics of a Navy SEAL? A hardworking and arrogant B muscular and aggressive C intelligent and disciplined D small and tough

4. Why do less than 25 percent of those who apply to be Navy SEALs graduate?

A They don't have college degrees. B The training is extremely

difficult.

2. What is the main reason that the

U.S. wanted to catch bin Laden? A He had been hiding for 10 years. B He was forming another terrorist group. C He had secret technology. D He organized the 9/11 attacks. 3. What is the most likely reason the author chose to begin the article in the second-person ("you") voice? A to convince the reader to become a Navy SEAL B to explain why the bin Laden mission was so important C to show how being a Navy SEAL is a lot like playing a video game D to create drama by placing the reader in the middle of an intense Navy SEAL mission

C Learning so many languages is

difficult.

D They get homesick.

5. The article states, "The bin Laden mission also shone a spotlight on the Navy SEALs." What does this mean? A The mission focused attention on the Navy SEALs. B Bin Laden's compound used searchlights to warn of attacks. C Failure was not an option for the SEALs. D The SEALs stood under bright lights when President Obama congratulated them. 6. Which of the following quotes from the article is an opinion? A "In recent years, SEALs have

carried out hundreds of high-risk operations." B "No one onboard was hurt, though the helicopter was damaged beyond repair." C "SEAL training is the most grueling in the world." D "Grown men break down and weep." 7. Which of the following was NOT found inside bin Laden's compound? A plans for another terrorist attack B hostages C computers D names of other Al Qaeda members 8. Complete the following analogy: Navy SEALs : military as A notebook : paper B gymnast : flexible C leaf : tree D zookeeper : animals

Critical-Thinking Questions

9. List three ways in which the SEALs prepared for the bin Laden mission. __________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ 10. Why might bin Laden's death have brought "a profound sense of justice" to some people? _________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________

sCholastiC sCOPE activity · september 5, 2011

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Directions: Read the nonfiction article "The guys Who got bin laden" in this issue of Scope. Then answer the multiple-choice and critical-thinking questions below.

"the guys Who got bin laden" quiz

Name: ___________________________________________________ Date: ______________

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nonfiCtion: "the guys Who got bin laden" · skill: Critical thinking

Critical-thinking questions

"The Guys Who Got bin Laden"

1. What is the main idea of the opening section of the article?

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2. Why was the mission so important?

3. What characteristics--physical, mental, and emotional--are required to be a SEAL? Which do you think are most important? Which are related to courage?

4. What makes Payton Wall courageous?

5. Which lines in the poem most directly relate to the effort required of the SEALs during training?

sCholastiC sCOPE activity · september 5, 2011

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Name: ___________________________________________________ Date: ______________

nonfiCtion: "the guys Who got bin laden" · skill: vocabulary acquisition, page 1 of 2

"The Guys Who Got bin Laden"

1. compound (KOM-pownd) noun; a fenced or walled-in area containing a group of buildings

example: High concrete walls seal off the prison compound from the rest of the town.

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vocabulary:

2. elite (ih-LEET) adjective; the best or most distinguished of a group

example: Melora's soccer coach recommended her for a special camp for elite players.

3. grueling (GROO-uh-ling) adjective; exhausting; requiring extreme effort

example: Most people think being in an action movie would be great fun, but they don't know about the grueling schedule of getting up at 4:00 in the morning for months at a time.

4. inevitable (in-EV-uh-tuh-buhl) adjective; impossible to avoid or sure to happen

example: It's inevitable that some of the students who auditioned will be disappointed when we announce the cast of the school play.

5. lethal (LEE-thuhl) adjective; deadly

example: Smoking is a lethal habit.

6. manhunt (MAN-huhnt) noun; an organized search for a person, usually a criminal

example: The police launched a manhunt to find the kidnapper.

7. meticulous (muh-TIK-yuh-luhs) adjective; extremely or overly careful in thinking about or dealing

with small details; precise example: Elijah's grandma is meticulous in following the recipe for her chocolate chip cookies. She buys a special brand of chips, measures every ingredient carefully, and uses a thermometer to make sure her oven is exactly 350 degrees.

8. muffle (MUHF-uhl) verb; to deaden sound, especially by wrapping

example: Enrique covered his basement walls with thick foam to muffle the sound of his drums.

9. surveillance (ser-VEY-luhns) noun; a close watch kept over a place or person

example: The bank robbery was recorded by surveillance video cameras.

10. tailor-made (TAY-ler MAYD) adjective; perfect for a particular person, situation, or purpose

example: My parents went on a tour of Nashville that was tailor-made for country-music lovers.

sCholastiC sCOPE activity · september 5, 2011

Name: ______________________________________________________________________ Date: ____________________ nonfiCtion: "the guys Who got bin laden" · skill: vocabulary acquisition, page 2 of 2

vocabulary practice

"The Guys Who Got bin Laden"

Directions: Circle the word or phrase that best answers each question.

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1. For the science fair, Niko and Carla conducted an experiment on the boiling points of different solids, like butter, chocolate, and cheese. For their project to be a success, they had to be extremely accurate about measuring temperature and time. What did Niko and Carla's experiment require them to be? tailor-made elite meticulous

2. Brianna's gymnastics coach is teaching her how to do a backflip on the balance beam. He keeps reminding her that when trying a new skill, she's bound to make errors. He says that she shouldn't worry if she falls off; she should just keep practicing. What does Brianna's coach believe about mistakes? They are lethal. They are inevitable. They are grueling.

3. Detectives Michelman and Elligood quietly climbed onto the roof of a house so they could see over the wall next-door. They saw men with briefcases coming and going from a cluster of buildings. The detectives got out their binoculars and cameras. For two days, they watched and waited, hoping to gather evidence against the mobsters. What kind of assignment were the detectives on? surveillance manhunt compound

4. Kasper had the giggles. He had them bad. It was one of those times when once he started cracking up, he just couldn't stop. All he could do was sit in the back of his classroom with his hands over his mouth to muffle the sound of his laughter. What was Kasper trying to do to his laughter? make it quieter make it louder

disguise it as something else

sCholastiC sCOPE activity · september 5, 2011

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THE LANGUAGE ARTS MAGAZINE

Name: ___________________________________________________ Date: ______________

nonfiCtion: "the guys Who got bin laden" · skill: reading Comprehension, page 1 of 2

read, think, explain

identifying nonfiction elements

A. BEFORE READING

1. Read the title, or headline, of the article. Write it here: _________________________________________________ Now look at the photographs and read the captions. What can you predict the story will be about? Circle one of the choices below and explain. A person If so, who? ______________________________________________________________________________ An event If so, what? ______________________________________________________________________________ Something else If so, what? ________________________________________________________________________ 2. Look at the photograph on pages 4-5. What does it show? What can you infer from the title and the photo? _________________________________________________________________________________________________ _________________________________________________________________________________________________ 3. Circle the word below that most closely describes the genre of the article. essay nonfiction autobiography historical fiction

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exploring the facts and ideas in a nonfiction article will help you understand it better. Use this worksheet to help you understand "The guys Who got bin laden" in the september 5, 2011, issue of Scope.

B. DURING READING

Read the subtitle, or heading, of each section. Then complete the following. 4. The first section is the introduction. It is mainly about (summarize): ____________________________________ _________________________________________________________________________________________________ . 5. The second section is called ______________________________. It is mainly about (summarize): _______________ _________________________________________________________________________________________________ . 6. The third section is called ______________________________. It is mainly about (summarize): _________________ _________________________________________________________________________________________________ . 7. The fourth section is called ______________________________. It is mainly about (summarize): ________________ _________________________________________________________________________________________________ . 8. The fifth section is called ______________________________. It is mainly about (summarize): __________________ _________________________________________________________________________________________________ .

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sCholastiC sCOPE activity · september 5, 2011

nonfiCtion: "the guys Who got bin laden" · skill: reading Comprehension, page 2 of 2

9. The sixth section is called ______________________________. It is mainly about (summarize): _______________ _______________________________________________________________________________________________.

C. AFTER READING

10. Write down three facts from the article that you didn't know before you read it. __________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________ 11. What is the main idea of the article? ________________________________________________________________ ________________________________________________________________________________________________ 12. What is the main purpose of the article (circle one)? to persuade the reader to inform the reader to explain the terrorist to join the SEALs about the SEALs attacks of 9/11 13. What is the connection between the Navy SEAL article and the True Teen Story on page 10? ___________________ __________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________

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D. TExT FEATURE: MAp READING

14. Look at the map and the diagram on page 6. Under each box below, write either T for true or F for false. The oval inset map helps you see where pakistan is in relation to the U.S. From Abbottabad to Islamabad is less than 100 miles. pakistan is larger than the United States. The diagram of bin Laden's compound shows underground tunnels.

Abbottabad is the capital of pakistan.

Afghanistan is west of China.

E. MAKING CONNECTIONS

15. Here's how this article relates to (fill in at least two): Something else I read: ____________________________________________________________________________ ________________________________________________________________________________________________ Something else I know about: _____________________________________________________________________ ________________________________________________________________________________________________ Something in my own life: ________________________________________________________________________ ________________________________________________________________________________________________

sCholastiC sCOPE activity · september 5, 2011

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Name: ___________________________________________________ Date: ______________

poetry: "if" · skill: reading Comprehension, page 1 of 2

If

By Rudyard Kipling If you can dream--and not make dreams your master; If you can think--and not make thoughts your aim, If you can meet with Triumph and disaster and treat those two impostors just the same; If you can bear to hear the truth you've spoken Twisted by knaves to make a trap for fools, or watch the things you gave your life to, broken, and stoop and build 'em up with worn-out tools; If you can make one heap of all your winnings and risk it on one turn of pitch-and-toss, and lose, and start again at your beginnings, and never breathe a word about your loss; If you can force your heart and nerve and sinew To serve your turn long after they are gone, and so hold on when there is nothing in you except the Will which says to them: "hold on!" If you can talk with crowds and keep your virtue, or walk with Kings--nor lose the common touch, If neither foes nor loving friends can hurt you, If all men count with you, but none too much; If you can fill the unforgiving minute With sixty seconds' worth of distance run, yours is the earth and everything that's in it, and--which is more--you'll be a man, my son.

3

5

7

9

11

13

15

17

19

21

23

GLOSSARY

impostors (im-POS-ters) noun; people who pretend to be someone else, in order to deceive; fakes knaves (nayvs) plural noun; untrustworthy or dishonest people; rascals pitch-and-toss: an old-fashioned coin game where players line up and take turns tossing coins toward a wall. The winner is the person whose coin lands closest to the wall, and that person gets to keep everyone else's coins. sinew (SIN-yoo) noun; a tendon--a strong band of tissue that connects a muscle with a bone; sinew can also mean strength. virtue (VUR-choo) noun; moral excellence, or behavior that agrees with what is morally right; goodness foes (fohs) noun; enemies

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Directions: Below is an excerpt of Rudyard Kipling's poem "If," which appears on page 9 in this issue of Scope. at the bottom of the page, we have provided definitions of the words that appear in bold. Use the poem to help you answer the multiple-choice and critical-thinking questions on the next page.

Understanding "if"

Name: ___________________________________________________________________________ Date: __________________ poetry: "if" · skill: reading Comprehension, page 2 of 2

1. Who is the speaker in this poem, and to whom is he or she speaking? 4. In which lines does the speaker describe taking great risks and starting over without complaining if you fail?

2. The speaker lists challenging actions, introducing each one with the phrase "If you can . . . ." Which lines state what will happen if the listener completes these actions?

C lines 15-16: "And so hold on when there is nothing in

you/Except the Will which says to them: `Hold on!' "

D lines 17-18: "If you can talk with crowds and keep

your virtue,/Or walk with Kings--nor lose the common touch," 5. Consider lines 17-20: "If you can talk with crowds and keep your virtue,/Or walk with Kings--nor lose the common touch,/If neither foes nor loving friends can hurt you,/If all men count with you, but none too much;". The advice in these lines is:

A lines 3-4: "If you can meet with Triumph and Disaster/

And treat those two impostors just the same;"

B lines 11-12: "And lose, and start again at your

beginnings,/And never breathe a word about your loss;"

C lines 15-16: "And so hold on when there is nothing in

you/Except the Will which says to them: `Hold on!' "

D lines 23-24: "Yours is the Earth and everything that's in

it,/And--which is more--you'll be a Man, my son." 3. What does Kipling personify in lines 3-4, when he writes, "If you can meet with Triumph and Disaster/And treat those two impostors just the same"?

A consider other people's points of view, but stay true

to yourself.

B completely ignore what other people say. C judge yourself by what others say about you. D try hard to get along with others, even if it means

doing something you think is wrong.

A triumph B triumph and disaster

C two impostors D dreams

Critical-Thinking Questions

6. Imagine that you've just found out you won a writing contest. You're pretty excited--you worked really hard on your entry--and you tell your best friend about it. Another kid overhears you and spreads rumors that you were bragging about how smart you are. That's totally untrue, but soon some kids are calling you names and saying you think you're better than everyone else. Upset, you tell your dad you wish you'd never entered the contest in the first place. Your dad tells you that you didn't do anything wrong, and that you can't let what others say take away from your pride in winning the contest. Find two lines in the poem that relate to this situation and underline them. (Note: There is more than one correct answer.) Explain why you chose those two lines. _________________________________________________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ 7. During training, Navy SEALs must push themselves to their physical limits, continuing to work hard even when they are completely exhausted. Find the section of the poem that describes forcing yourself to continue despite physical exhaustion. Draw a circle around that section. 8. The speaker says you should "talk with crowds and keep your virtue," meaning you should not let the people you hang out with affect your morals or how you act. Do you think it requires courage to follow this advice? Explain. __________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________

sCholastiC sCOPE activity · september 5, 2011

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A A husband is speaking to his wife. B A father is speaking to his son. C A poet is speaking to nature. D A son is speaking to his father.

A lines 5-6: "If you can bear to hear the truth you've

spoken/Twisted by knaves to make a trap for fools,"

B lines 9-12: "If you can make one heap of all your

winnings/And risk it on one turn of pitch-and-toss,/ And lose, and start again at your beginnings,/And never breathe a word about your loss;"

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Name: ___________________________________________________ Date: ______________

nonfiCtion: "the Guys Who Got bin Laden" · skill: reading Comprehension

different kinds of Courage

1. The bin Laden mission was an extremely high-stakes operation for the Navy SEALs. Give two examples of the physical challenges and risks involved in that mission: _______________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ 2. Why were the Navy SEALs under so much pressure to complete the bin Laden mission successfully? _______________________________________________________________________________________________ _______________________________________________________________________________________________ 3. Training to become a Navy SEAL is grueling in many ways. From the section "Test of Courage," give two examples of how the training is dangerous or painful. ________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ 4. What mental or psychological obstacles must future SEALs face during training? Give two examples from the section "Test of Courage." _________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ 5. After experiencing a terrible loss, finding the strength to go on can be an overwhelming struggle. In your opinion, how did Payton Wall display courage in dealing with the death of her father? (Circle all that apply.) She felt sorry for herself. She quit playing sports. She wrote to the President. She dropped out of school. She did well in school. She shared her story with Justin Bieber. She blamed Osama bin Laden. She honored her father by playing sports he played.

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Courage is the ability to do something that you know is difficult or dangerous. Facing a tough situation often requires more than just physical ability. a person needs mental and emotional strength as well. Use this worksheet to help you understand different types of courage in "The guys Who got bin laden" in the september 5, 2011, issue of Scope.

sCholastiC sCOPE activity · september 5, 2011

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debate: "is facebook making you mean?" · skill: persuasive essay, page 1 of 5

THE LANGUAGE ARTS MAGAZINE

Name: ___________________________________________________ Date: ______________

Write a persuasive essay

Step 1: DEcIDE what you thINk

do you think Facebook makes kids meaner? Consider what you read in the article, as well as your own experiences. Check the box next to the point of view you will support in your essay. Or write your own opinion in the space provided. yes! What's with all the online bashing? no! Facebook makes it easy to be sweet!

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Directions: Read "Is Facebook making you mean?" on pages 16-18 of the september 5, 2011, issue of Scope. Fill in the chart on page 18. Then follow the steps below to write an essay explaining your opinion of the hazards or benefits of online communication.

_ __________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 2:FIND your support

Which of the items that you wrote in the "yes" and "no" columns on page 18 support your opinion? What are other points that support your opinion? list three to five support items here:

_ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 3:ackNowlEDgE thE othEr sIDE

If you believe that Facebook is making kids meaner, summarize the positive things about Facebook. If you believe most kids find Facebook to be a generally positive experience, summarize the ways Facebook can be used to cause harm.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________ _

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________

sCholastiC sCOPE activity · september 5, 2011

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debate: "is Facebook making you mean?" · skill: persuasive essay, page 2 of 5

Step 4: craFt your thEsIs

The thesis is where you tell readers what the essay is going to be about. The thesis should be a clear, strong statement of the opinion you stated in step 1. The rest of your essay should support your thesis. Your thesis:____________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Step 5: wrItE your hook

The very beginning of your essay is called the hook because it "hooks" your readers' attention. The hook should relate to the topic of your essay, but it can take many forms. It can be an anecdote (a very short story), a fact, a quote, or a rhetorical question (a question to which you don't expect an answer). here are three ideas for hooks that could work for this topic. Choose one of the ideas below or use your own idea, and write a hook on the lines provided (1-3 sentences). 1. aneCdoTe: describe a time when someone was mean to you on Facebook. how did it make you feel? 2. sURpRIsIng FaCT: Find a fact that will raise your readers' eyebrows. several surprising facts are included in the article. you can also do some research and find a surprising fact that is not included in the article. 3. RheToRICal qUesTIon: ask a question about whether Facebook is an acceptable substitute for face-to-face interaction. Your hook:_________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 6: summarIzE thE IssuE

let readers know a little about the issue you will be writing about. This is not your point of view; it's just a very brief summary of the issue--in this case, the fact that interactions on Facebook are quite different from other types of interactions. Your summary of the issue:______________________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 7: start wrItINg

now that you have the key ingredients for your essay, you are ready to start writing. on the next page, you'll find guidelines for how to organize your ingredients as well as hints about what else you'll need to add.

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debate: "is Facebook making you mean?" · skill: persuasive essay, page 3 of 5

Directions: Follow the guidelines below to write a strong essay on whether or not Facebook is making kids mean. you will use what you wrote on the first two pages of this activity.

INtroDuctIoN

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open with your hook from step 5. Write a transition sentence that relates your hook to the question of whether Facebook makes it easy for kids to be hurtful. (see Scope's handout "great Transitions" for some ways to link your ideas.) Write your summary of the issue from step 6. Finish with your thesis from step 4.

BoDy paragraph(s)

here's where you write your supporting points from step 2. For each one, write 1-3 sentences that provide additional details. you can put all of your supporting points and detail sentences together in one paragraph, or you can break them into three paragraphs. It depends on how much you want to write about each point. order your supporting points from weakest to strongest. Readers tend to remember best the details that are presented last.

ackNowlEDgE thE othEr sIDE

now it's time to recognize the other side of the argument. Use what you wrote in step 3. Then explain why you think the opposing point of view is wrong.

coNclusIoN

Use 2-3 sentences to remind your readers of your main points. Finish with a strong final sentence. looking for an idea? Try referring to your hook, finding a quote, or inspiring your readers.

rEaD aND rEvIsE

Use Scope's "opinion-essay Checklist" to evaluate and edit what you have written. make any necessary changes and write a second draft.

sCholastiC sCOPE activity · september 5, 2011 CONTINUED ON NExT pAGE >

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Name: ___________________________________________________ Date: ______________

debate: "is Facebook making you mean?" · skill: persuasive essay, page 2 of 5

great transitions

If you are adding information or showing similarity between ideas:

· additionally · in addition · as well as · besides · also · another · so too · likewise · furthermore · first of all/secondly/thirdly · to begin with · finally

Uses: Copy maChIne, opaqUe pRojeCToR, oR TRanspaRenCy masTeR FoR oveRhead pRojeCToR. sCholasTIC InC. gRanTs sUBsCRIBeRs oF sCholasTIC sCope peRmIssIon To RepRodUCe ThIs page FoR Use In TheIR ClassRooms. CopyRIghT © 2011 By sCholasTIC InC. all RIghTs ReseRved.

Transitions are like bridges between your ideas--they help your readers move from one idea to the next. here are some transition words and phrases you may wish to use in your essay. Keep in mind that they can be used at the beginning of a sentence or within a sentence.

If you are showing that one idea is different from another:

· however · yet · but · even though · despite · although · in contrast · still · in spite of · on the one hand/on the other hand · some people say/other people say · regardless

If you are showing that something is an example of what you just stated:

· for example · for instance · this can be seen · to illustrate · specifically · namely

If you want to show cause and effect:

· as a result · it follows that · consequently · therefore · so · eventually

If you want to add emphasis:

· in fact · of course · truly · even · indeed

sCholastiC sCOPE activity · september 5, 2011

CONTINUED ON NExT pAGE >

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Name: ___________________________________________________ Date: ______________

debate: "is Facebook making you mean?" · skill: persuasive essay, page 3 of 5

persuasive-essay Checklist

Introduction

3 Does the first sentence grab readers' attention? 3 Does the first paragraph provide a general overview of the essay's topic? 3 Does the first paragraph include a thesis statement that strongly and clearly states the writer's

point of view? does the thesis clue readers in as to what the essay is going to be about?

Body paragraphs

3 do they contain a total of at least three points that support the thesis? 3 do they provide details to further explain each of the three supporting points? 3 are the supporting details presented in order from weakest to strongest? 3 do you acknowledge an opposing point of view and then explain why you think it isn't strong

enough to challenge your point of view?

Conclusion

3 does the last paragraph remind readers of the main points of the essay, without going

into too much detail and repeating everything readers just read?

3 Is the conclusion free of new information (such as another supporting point)? 3 Does the last sentence leave readers with a strong final impression?

General

3 does one idea flow smoothly into the next? 3 do the sentence structures and lengths vary? 3 does every sentence relate to the thesis? 3 does everything make sense? 3 Is the essay convincing? 3 are the grammar, punctuation, and spelling correct?

sCholastiC sCOPE activity · september 5, 2011

Uses: Copy maChIne, opaqUe pRojeCToR, oR TRanspaRenCy masTeR FoR oveRhead pRojeCToR. sCholasTIC InC. gRanTs sUBsCRIBeRs oF sCholasTIC sCope peRmIssIon To RepRodUCe ThIs page FoR Use In TheIR ClassRooms. CopyRIghT ©2011 By sCholasTIC InC. all RIghTs ReseRved.

Directions: Use this guide to check your own essay, or exchange papers with a classmate and use the list to check each other's essays. In the margins of the essay you are checking, make notes about anything that needs to be revised.

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THE LANGUAGE ARTS MAGAZINE

Name: ___________________________________________________ Date: ______________

play: The Tell-Tale Heart · skill: reading Comprehension

1. What does the sound of the old man's beating heart symbolize? A the police officers' suspicion of the villain B the villain's guilt C the old man's sadness D the old man's nervousness 2. The villain says about the old man's sickly eye, "Whenever it looked at me, my blood ran cold." The phrase my blood ran cold is A a simile comparing his blood with cold water. B imagery that represents murder. C an idiom that means filled me with terror. D hyperbole that refers to the temperature of his blood. 3. Why does the villain kill the old man? A He is convinced the old man is trying to kill him. B He wants to get rid of the old man's evil eye. C He wants the old man's money. D He thinks he'll never be caught.

4. Why do the words the eye appear in all capital letters throughout Scene 2? A to show how much the old man's eye disturbs the villain B to show how terrified the old man is of the villain C to demonstrate the old man's innocence D to demonstrate how keen the villain's senses are 5. In Scene 4, why don't the police officers react to the sound of the beating heart coming from the floorboards? A They are pretending they don't hear it so the villain will confess his crime. B They don't know that the sound is the old man's heart beating. C They are not very observant. D They don't hear it. The sound is in the villain's mind.

6. Which of the following is the main focus of the story? A the relationship between the old man and the villain B the details of the murder C the villain's mental state D the police officers' behavior 7. What does tell-tale mean?

A unstoppable B confessing without resistance C punishing publicly D an outward sign

8. Which of the following best describes the purpose of the sidebar "Go Back in Time" on page 15? A to explain why Poe's writing is still so popular today B to describe what it was like to go to school in a one-room schoolhouse C to help the reader understand why the villain killed the old man D to provide an overview of what life was like during Poe's time

Critical-Thinking Questions

9. Do you think the villain is a reliable narrator? In other words, do you believe that everything happened exactly the way he says it did? Why or why not? __________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ 10. Onomatopoeia is the use of a word that sounds like the thing it stands for--buzz and ding, for example. What are examples of onomatopoeia in the play? Why do you think the writer uses a lot of onomatopoeia in the play?____________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________

sCholastiC sCOPE activity · september 5, 2011

Uses: Copy maChIne, opaqUe pRojeCToR, oR TRanspaRenCy masTeR FoR oveRhead pRojeCToR. sCholasTIC InC. gRanTs sUBsCRIBeRs oF sCholasTIC sCope peRmIssIon To RepRodUCe ThIs page FoR Use In TheIR ClassRooms. CopyRIghT © 2011 By sCholasTIC InC. all RIghTs ReseRved.

Directions: Read the play The Tell-Tale Heart in this issue of Scope. Then answer the multiple-choice and criticalthinking questions below.

The Tell-Tale Heart quiz

Name: ___________________________________________________ Date: ______________

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play: The Tell-Tale Heart · skill: Critical thinking

Critical-thinking questions

The Tell-Tale Heart

1. Why does the villain kill the old man?

Uses: Copy maChIne, opaqUe pRojeCToR, oR TRanspaRenCy masTeR FoR oveRhead pRojeCToR. sCholasTIC InC. gRanTs sUBsCRIBeRs oF sCholasTIC sCope peRmIssIon To RepRodUCe ThIs page FoR Use In TheIR ClassRooms. CopyRIghT ©2011 By sCholasTIC InC. all RIghTs ReseRved.

2. How does the sound of the heart affect the tension level in Scene 2?

3. Why does the villain confess?

4. Do you think the heart's sounds are real, or are they in the villain's imagination? Explain.

5. Do you think there is any humor in this play? If so, where?

sCholastiC sCOPE activity · september 5, 2011

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THE LANGUAGE ARTS MAGAZINE

Name: ___________________________________________________ Date: ______________

play: The Tell-Tale Heart · skill: vocabulary acquisition, page 1 of 2

vocabulary:

1. belittle (bih-LIT-l) verb; to describe someone or something as little or unimportant

example: Alex was frustrated by the way his sister constantly belittled his achievements.

2. blather (BLATH-er)1. verb; to talk foolishly at length; to babble; 2. noun; foolish or dull talk that

goes on for a long time example: Miss Fletcher listened, her eyebrows raised high, as Manny blathered on about his missing homework. He told her some complicated story about how he left it on the kitchen table, and his family's new kitten knocked it off, and then their dog ate it, and he would have redone it, but he didn't realize it was missing until the next morning, because . . . well, you get the idea.

3. bloodcurdling (BLUHD-kurd-ling) adjective; causing great horror; terrifying

example: The farmer and his wife were awakened in the middle of the night by a bloodcurdling shriek coming from the barn.

4. cease (SEESS) verb; to stop; to come to an end

example: All conversation ceased when Angelina entered the room. There was complete silence as she walked slowly to her table in the corner.

5. Darjeeling (dahr-JEE-ling) noun; a type of black tea grown in the Darjeeling region of India

example: Each afternoon, Ms. Griswold enjoys a cup of Darjeeling and a cucumber sandwich.

6. gargoyle (GAHR-goil) noun; a strange or frightening carved figure of a human or animal sticking

out from under the roof of a building example: On each side of the archway was a stone gargoyle with a twisted face and huge wings.

7. keen (KEEN) adjective; very strong and sensitive

example: Vanessa's keen eyesight helped her find DeeDee's missing earring in the carpet.

8. marrow (MARE-oh) noun; the soft tissue that fills the innermost part of bones

example: Raphael donated some of his bone marrow to help treat his cousin's leukemia.

9. stifled (STIHY-fuhld) adjective; kept in or held back; repressed

example: The room was full of stifled yawns as Ed's speech went on and on.

10. vex (VEKS) verb; to annoy or bring distress

example: My mom was clearly vexed by our flight delay, but my dad seemed to take it in stride.

sCholastiC sCOPE activity · september 5, 2011

Uses: Copy maChIne, opaqUe pRojeCToR, oR TRanspaRenCy masTeR FoR oveRhead pRojeCToR. sCholasTIC InC. gRanTs sUBsCRIBeRs oF sCholasTIC sCope peRmIssIon To RepRodUCe ThIs page FoR Use In TheIR ClassRooms. CopyRIghT ©2011 By sCholasTIC InC. all RIghTs ReseRved.

The Tell-Tale Heart

Name: ______________________________________________________________________ Date: ____________________ play: The Tell-Tale Heart · skill: vocabulary acquisition, page 2 of 2

vocabulary practice:

The Tell-Tale Heart

Directions: Complete the sentences using the vocabulary words listed in the Word Bank.

WORD BANK

belittle blather bloodcurdling cease Darjeeling gargoyle keen marrow stifled vex

1. Drew's father could ____________________ on for hours on end about the invention of Scotch tape. 2. Whenever I walk past the old building on the corner, I feel like the eyes of the ____________________ are watching me. 3. "That's enough!" Ms. Abernathy said to Harry and Larry. "You must ____________________ this quarreling at once!" 4. The loud music coming from next door continued to ____________________ Annali's family. 5. Reiko is a great softball player, but she has a tendency to ____________________ her teammates by making fun of them whenever they make mistakes. 6. "Would you like green tea, peppermint, or ____________________?" the waitress asked. 7. Chloe didn't want Matt to know she was upset. She walked into his party with a strained smile and ____________________ anger. 8. Many search-and-rescue teams employ dogs because of their ____________________ sense of smell. 9. The most disturbing part of the horror movie was not what we actually saw, but what we imagined while hearing the ____________________ screams coming from off-screen. 10. The witness felt the accused man's stare deep in the ____________________ of his bones.

sCholastiC sCOPE activity · september 5, 2011

Uses: Copy maChIne, opaqUe pRojeCToR, oR TRanspaRenCy masTeR FoR oveRhead pRojeCToR. sCholasTIC InC. gRanTs sUBsCRIBeRs oF sCholasTIC sCope peRmIssIon To RepRodUCe ThIs page FoR Use In TheIR ClassRooms. CopyRIghT ©2011 By sCholasTIC InC. all RIghTs ReseRved.

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Name: ___________________________________________________ Date: ______________

play: The Tell-Tale Heart · skill: Understanding mood, page 1 of 2

thinking about mood

Words That Describe Mood

anxious bouncy calm celebratory cheerful creepy dreamy eerie exciting freaky frightening frustrating funny hopeful horrifying humorous inspiring intense irritating joyous lighthearted lonely mellow mysterious nightmarish romantic sad scary sorrowful spooky suspenseful tense tragic uneasy unnerving

Uses: Copy maChIne, opaqUe pRojeCToR, oR TRanspaRenCy masTeR FoR oveRhead pRojeCToR. sCholasTIC InC. gRanTs sUBsCRIBeRs oF sCholasTIC sCope peRmIssIon To RepRodUCe ThIs page FoR Use In TheIR ClassRooms. CopyRIghT ©2011 By sCholasTIC InC. all RIghTs ReseRved.

Directions: answer each question to help you identify the mood of The Tell-Tale heart, and how the writer creates that mood. Below, we provide some words that describe mood; feel free to choose from our list or come up with your own words when answering the questions.

ILLUSTRATIONS

1. Look at the illustrations on pages 11, 12, and 14. List two or three adjectives that describe the mood of each. _______________________________________________________________________________________________________ 2. Now think about how the artist created that mood. Is it the colors she used? The style of the illustrations? The subject matter? Particular details that she included or emphasized? Explain. __________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________

SCENE 1

3. Consider the following words and phrases from the Ravens' introduction: zombie vampires candlelight bloodcurdling murder morgues gargoyles graveyards man who lost his mind

What do these words and phrases have in common? _____________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ 4. In some of the villain's lines, some or all of the words appear in capital letters. How does reading or hearing these lines make you feel? Why? ________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________

sCholastiC sCOPE activity · september 5, 2011

Name: ___________________________________________________________________________ Date: __________________ play: The Tell-Tale Heart · skill: Understanding mood, page 2 of 2

SCENE 2

5. At what time of day do the events in this scene take place? ________________________________________________ How does this affect the mood of the scene? _____________________________________________________________ _______________________________________________________________________________________________________ 6. What sounds (other than regular speaking) occur in this scene? How do these sounds affect the mood? _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ 7. What is the main event of this scene?____________________________________________________________________ _______________________________________________________________________________________________________ 8. List two or three adjectives that describe the mood of this scene. _________________________________________ Now list at least three words or phrases in the scene that help create this mood. ___________________________ _______________________________________________________________________________________________________

Uses: Copy maChIne, opaqUe pRojeCToR, oR TRanspaRenCy masTeR FoR oveRhead pRojeCToR. sCholasTIC InC. gRanTs sUBsCRIBeRs oF sCholasTIC sCope peRmIssIon To RepRodUCe ThIs page FoR Use In TheIR ClassRooms. CopyRIghT ©2011 By sCholasTIC InC. all RIghTs ReseRved.

_______________________________________________________________________________________________________

SCENE 3

9. Consider what the police officers say and how they say it. How do they affect the mood of the scene? Do they, for example, increase the terror, add a note of humor, or increase the tension? Explain. ___________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ 10. What sounds (other than regular speaking) occur in this scene? How do these sounds affect the mood? _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ 11. Describe the villain's state of mind during this scene. How does it change? ________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ 12. Does the tension increase or decrease during this scene? What causes it to increase or decrease? _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ 13. Consider what the Ravens say and how they say it, in this scene and throughout the play. How do they affect the mood? Explain. ____________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ Now use your answers to help you respond to the prompt on page 15: What is the mood of The Tell-Tale Heart? How does the writer create that mood? That is, what images, words, ideas, or other details caused you to feel the way you felt? Write a paragraph explaining your answers. Write on the back of this page or on your own paper.

sCholastiC sCOPE activity · september 5, 2011

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Name: ___________________________________________________ Date: ______________

then & noW: "america's bad habit" · skill: Compare and Contrast, page 1 of 2

how has smoking Changed?

1950s and Early '60s

Percentage of adult smokers in the U.S.

Present Day

Similar

Different

The price of a pack of cigarettes

Where smoking is permitted

Government regulation of the tobacco industry Measures in place to discourage people from smoking In general, the public's belief about smoking's effect on health

Why people smoke

(Write your own.)

CONTINUED ON NExT pAGE > sCholastiC sCOPE activity · september 5, 2011

Uses: Copy maChIne, opaqUe pRojeCToR, oR TRanspaRenCy masTeR FoR oveRhead pRojeCToR. sCholasTIC InC. gRanTs sUBsCRIBeRs oF sCholasTIC sCope peRmIssIon To RepRodUCe ThIs page FoR Use In TheIR ClassRooms. CopyRIghT ©2011 By sCholasTIC InC. all RIghTs ReseRved.

Directions: Use the articles "Blowing smoke" and "Cigarettes Kill" to complete the chart below. In each row, fill in the second and third columns. Then decide whether the information in the two columns is similar or different (or both) and put check marks in the appropriate column(s).

Name: ___________________________________________________________________________ Date: __________________ then & noW: "america's bad habit" · skill: Compare and Contrast, page 2 of 2 Directions: Use what you entered in the chart to write an essay about how america's laws and attitudes about smoking have changed since the 1950s. We've supplied a few key sentences and some guidelines about what else to write.

tell how many american adults smoke today, and how many smoked in the 1950s and '60s. explain current government regulation of the tobacco industry. explain government regulation of the tobacco industry in the 1950s. tell where and how cigarettes were advertised. provide a few support sentences telling what makes buying and smoking cigarettes more difficult now than in the past. explain what most people now think about the risks of smoking. tell how people learn about these risks. explain what most people in the 1950s and '60s thought about the risks of smoking. suggest a way to further reduce smoking rates.

smoking in the United states has changed a lot since the 1950s. To begin with, far fewer people smoke today than back then. ________________________________________________ ______________________________________________________________________________ one reason for this decrease is that today, the government _____________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ In the 1950s, however, _________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ____________________________________________________________________________ There are more obstacles to buying and smoking cigarettes than there used to be, as well. ____________________________________________________________________________ ____________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ also, people are more aware of smoking's dangers today than they were in the 1950s. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ What will it take to lower smoking rates even further? ______________________________ ____________________________________________________________________________ ____________________________________________________________________________

sCholastiC sCOPE activity · september 5, 2011

Uses: Copy maChIne, opaqUe pRojeCToR, oR TRanspaRenCy masTeR FoR oveRhead pRojeCToR. sCholasTIC InC. gRanTs sUBsCRIBeRs oF sCholasTIC sCope peRmIssIon To RepRodUCe ThIs page FoR Use In TheIR ClassRooms. CopyRIghT ©2011 By sCholasTIC InC. all RIghTs ReseRved.

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THE LANGUAGE ARTS MAGAZINE

Name: ___________________________________________________ Date: ______________

then & noW: "america's bad habit" · skill: reading Comprehension

Directions: see how much you remember from the articles "Cigarettes Kill" and "Blowing smoke." put your knowledge to the test with our crossword puzzle.

Uses: Copy maChine, opaqUe projeCtor, or transparenCy master for overhead projeCtor. sCholastiC inC. grants sUbsCribers of sCholastiC sCope permission to reprodUCe this page for Use in their Classrooms. Copyright ©2011 by sCholastiC inC. all rights reserved.

scope Crossword puzzle

2 3 4

1

5 7

6 8

9

10

11

12

13

ACROSS

2. tobacco companies

exist now than in the 1950s.

dOWN

1. one reason some kids start smoking (2 words)

7. It's shocking now,

used ___ to try to persuade people that filter-tip cigarettes were safer. cigarettes have helped reduce smoking rates.

11. tobacco companies

once claimed that their products were not ___ to people's health. ___ cigarettes on tv.

but people used to be able to buy and smoke cigarettes in these.

3. smoking can ___ your

teeth.

8. smoking has been

5. today's high ___ on 10. many more ___ on

12. today, it is illegal to

4. Experts believe that

linked to cancer in this part of the body. makes cigarettes addictive

13. ___ americans smoke

now than in the 1950s

actors who smoke in movies contribute to ___ smoking. smoking have changed a lot in the past 50 years.

9. the substance that

cigarette advertising

6. ___ and laws about

sCholastiC sCOPE activity · september 5, 2011

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