Language Arts Survival Kit Packet

8/14/2019 Language Arts Survival Kit Packet

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RFP #1-305

The best way to teach is the way that makes sensefor you, your kids, and your community.

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Essential Tools for Teaching Reading and Writing

An Integrated LiteracyTM

Teaching Resource

Created by

Teaching That Makes Sense

The Language ArtsSurvival Kit


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The Elements of Effective Instruction .................................................................. 3

The Integrated Literacy Framework ..................................................................... 4

The Writers Workshop Organizers ........................................................................ 5

Management Strategies for Writers Workshop ................................................. 6

The Readers Workshop Organizer ........................................................................ 7

Management Strategies for Readers Workshop ............................................... 8

The Writing Process Organizer ............................................................................... 9

The Reading Process Organizer ...........................................................................10

The Writing Strategy Organizer ........................................................................... 11

The Reading Strategy Organizer......................................................................... 13

The What is Good Writing Organizer for Beginning Writers .........................15

The What is Good Writing Organizer for Maturing Writers ........................... 16

The Five Facts of Fiction Organizer .....................................................................17

The Writing Across the Curriculum Organizer..................................................18

The Lesson Planning Organizer ...........................................................................19The Teaching That Makes Sense Organizer .......................................................20

The Five Big Questions Strategy ..........................................................................22

The Content-Purpose-Audience Revision Organizer......................................23

A Glossary of Good Beginnings ...........................................................................24

A Glossary of Happy Endings ...............................................................................25

Contents


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The Language Arts Survival Kit

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Copyright 1995-2005 by Teaching That Makes Sense, Inc. This document may be copied and distributed as long as all of the following conditions are met: (1) It is reproduced in its entirety including this notice; (2) It is usedfor non-commercial purposes only; (3) It is not modified in any way other than reduction, enlargement, or binding. For more free materials, visit www.ttms.org. Kinkos, its OK for teachers to copy this document.

The 5 Facts of Fiction Organizer THE 5 FACTS OF FICTION A fun way to write great fiction, and a great way to have fun reading it.

FACT #1Fiction is all about

character.


what your character wants.


how your character gets or doesnot get what he or she wants.


how your character changes as aresult of getting or not getting

what he or she wants.

FACT #5Non-fiction is all about THE world;

Fiction is all about A worldan author creates.

Main Character Motivation Plot Main Idea Setting

Who is your main character? Whatdoes your character look like? Canyou describe your characters person-ality? How did your character get tobe this way?

The more you know about your char-acter, the better your story will be. Fillin as many details as you can possiblythink of.

What does your character want morethan anything else? Why does yourcharacter want it?

It doesnt really matter as long aswhat your character wants is VERYIMPORTANT. The more important it is,the more your character will do to getit, and the more interesting your storywill be.

Is your character successful? Or doesyour characters quest end in failure?

Either way, you can have a greatstory. The trick is to describe HOWyour character succeeds or fails. Whatobstacles does your character en-counter? What solutions can yourcharacter craft to meet the challengesof your story?

How does your character change as aresult of what has happened? Whatwas your character like at the begin-ning? What is your character like atthe end? What has your characterlearned? What will the audience learnfrom reading the story?

Think carefully. These are some of themost important decisions youll make.

How do you create a world? Whatkinds of people, places, and thingsdoes a world need? What successes,disasters, and conflicts does a worldhave? What are the good things in aworld? What are the bad things?

Remember: your story can be madeup, but it must BE TRUE TO YOUR

WORLD!

CHARACTER TYPES Help students analyze characters and create realistic relationships.

PROMOTERS SUPPORTERS

Love attention: Promoters like to be out in front. They are performers. They love the limelightand crave recognition. Theyre not afraid to put themselves out there, but they often have troublesharing the spotlight. They are funny and spontaneous, wacky and original.

Save effort: Promoters dont like to work any harder than they have to. They are the ones whotypically come up with the faster, easier, simpler, and cheaper ways of solving problemsor theexcuses about why problems dont need to be dealt with. They tend to get things done quicklyand in clever ways, but they can also shy away from hard work, particularly if its repetitive or oth-erwise uninteresting to them. They are sometimes viewed as lazy and/or self-centered.

Lack focus: Promoters want to do everything at the same time. They have a million things ontheir mind and often cant make good decisions. They tend to start things and abandon them assoon as something else catches their attention. They find it extremely difficult to concentrate onthings that dont immediately interest them. They are easily infatuated.

Great idea people: Promoters come up with some of the best ideas. They are often seen asbrilliant geniuses. They are particularly good at coming up with creative or unorthodox solutionsto intractable problems. They are very flexible thinkers. They are good with the big picture, buthave little interest in or aptitude for dealing with details.

Love to help: Supporters are great team players. They love to get behind a cause. They love be-ing part of a group working toward a common goal. They are willing to do anythingeven hardand unglamorous workfor the sake of the greater good. They are often viewed as selfless and

generous but also as people who are easily manipulated. Save relationships: More than anything, supporters like to be liked. They make true and loyal

friends. But they hate confrontation, and often maintain the status of relationships by keepingtheir true feelings hidden inside. They are people people. They know how to build and maintainrich personal relationships.

Lack structure: Supporters find it difficult to initiate things on their own. They work best in astructured environment with clear guidelines for conduct. They feel most comfortable in situationswhere the objectives are clear and their role in the hierarchy is well defined. They dont do well indynamic or chaotic situations.

Most sensitive: Supporters are very empathetic. They identify well with others and their needs.They are wonderful caretakers and nurturers. They are thoughtful and considerate. But they arealso very fragile. They get their feelings hurt a lot, and take offense easily, often when otherswouldnt. They are not thick skinned.

CONTROLLERS ANALYZERS

Love results: For controllers, the ends justify the means. They always have their eye on the bot-tom line. They like to see tangible evidence of their efforts. They are willing to do whatever is nec-

essary to get the job done. They know how to meet deadlines and perform with consistency, butoften their results come at a high cost to themselves and those around them.

Save time: Controllers dont want to fool around; they like to cut to the chase. They want tosolve problems in the most direct way possible. Often this works out well, but it can lead to beingconsistently stressed out and overloaded. They are often impatient with others.

Lack sensitivity: Controllers are often well respected but they are just as often not well liked.They run roughshod over the world around them. They are not empathetic. Theyre not good atbuilding relationships because they tend to care more about projects than people. They are oftenseen as manipulative even though they may not be aware of this themselves.

Great decision makers: Controllers are very clear about what they want and how theyre goingto get it. They are the ones who can make the tough decisions. They seem to have clarity andcourage in times of intense complication and pressure. Some controllers are great at delegating,while others are persistent micro-managers.

Love facts: Analyzers love factual information because it helps them do their best work. They liketo know all the angles before making a recommendation or embarking on a course of action. They

are masters of minutiae. They love to dig for the little details most others miss. They are oftenconsidered to be intelligent and prudent, but also nerdy and compulsive.

Save face: Analyzers covet their image as clear and dispassionate thinkers who are rarely if everwrong. They hate to make mistakes and, when it appears they have done so, they will often claimthat they did not have sufficient information in the first place, or that the criteria for the result hasbeen changed. True to their nature, analyzers are very accurate and precise people.

Lack spontaneity: Analyzers are very cautious. They proceed deliberately and conservatively.They do not like to wing it. They are well organized and efficient, but not creative or flashy.They tend to be quiet and shy in groups but respond well when asked direct questions.

Great problem solvers: Analyzers can successfully untangle the knottiest problems. And theywont stop working on something until they get it completely figured out. They love clearly struc-tured challenges, but find themselves f rustrated in more dynamic or ill-defined circumstances.They wont define the vision, but they will provide essential information to make it happen.

THE CHARACTER OF A CHARACTER Introduce students to in-depth character analysis.

ACCOUNTABILITY PARTICIPATION HONESTY ADVOCACY NEEDS

Does your character ownhis or her results?

Accountable people fully acknowledgetheir relationship to what happens tothem in their liveseven when theydont exactly understand what it is.They say to themselves: I attract tome that which occurs.

Victims do not acknowledge their rela-tionship to their results. They say:He/she/it did it to me.

Is your charactershowing up?

Some people participate fully in theirlives. They consistently bring them-selves forward to meet the challengesof each day even when they fearharsh consequences.

Other people hang back. They wait forthings to happen. They shy away f romdifficult and uncomfortable situations.They sit on the sidelines and watch.

Does your charactertell the truth?

It is said that honesty is the bestpolicy. Some people believe this,some dont. Some people lie aboutsome things but not others.

Some people are honest with othersbut not with themselves. They eitherdont know how they feel inside, orthey dont have the courage to con-front what they believe.

What does your characterstand for?

When people feel very strongly aboutsomething, they advocate for it in theworld at every opportunity.

What are the things people fight theirwhole lives for? How do these posi-tions affect other peoples lives?Heres a hint: If you dont stand forsomething, youll fall for anything.

What do you think that means?

What does success meanto your character?

When people think of their needs, theythink of things like money, clothes,big houses, etc But thats not whatpeople really need.

In order to feel truly fulfilled, peopleneed certain kinds of essential experi-ences in their day-to-day lives, experi-ences like: connection, freedom, rec-ognition, love, intensity, etc.

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The Writing Across the Curriculum Organizer REAL WORLD WRITING Help students discover and experience the kinds of writing produced by real professionals in the real world.

SUBJECT: Social Studies SUBJECT: Science SUBJECT: Math

PROFESSION: Historian PROFESSION: Biologist PROFESSION: Computer Scientist

FORMS: Original research; Annotations for the publication ofauthentic historical documents; Catalogs of documents;Biographies; Interviews; Documentaries; Letters; Journals;

Research grant proposals; Textbooks, Analyses of current eventsfor policy consultations; etc

FORMS: Lab reports; Descriptions of processes; Observations;Experiments; Letters; Journals; Environmental impact studies; Envi-ronmental policy White Papers; Research grant proposals; Origi-

nal research; Magazine articles; Materials requests; Businesspresentations; etc

FORMS:Descriptions of mathematical theories; Technical docu-mentation; Descriptions of computer languages; Letters; E-mail;Statistical analyses; Descriptions of algorithms; Project plans;

Budget proposals; Business plans; Magazine articles; FAQs; Newproduct ideas; Product specifications; Tutorials, etc TOPIC EQUATIONS Help students explore the connections between their interests and your curriculum.

INTERESTS + UNIT OF STUDY = POSSIBLE TOPICS

Baseball + World War II = Shutdown of major league baseball; Famous ballplayers who were drafted; Womens professional leagues; etc

Movies + World War II = Propaganda films; Military instructional films; Popular entertainment at home and abroad; Movie stars who served in the war; etc

Rap Music + World War II = Popular music of the time; Political music; Urban values and culture; Artists making political statements; etc

Skateboarding + World War II = Kids recreation during wartime; Home-made toys; Soapbox derby races; etc

Beanie Babies + World War II = Kids toys; Effects of shortages; Collectibles of the era; etc

ROLE YOUR OWN WRITING Help students understand and employ the essential components of any piece of writing.

ROLE FORMAT AUDIENCE PURPOSE APPROACHChoose one or possibly two. Most as-signments will have one.

Choose one only. In rare cases, com-bining formats might make sense.

Choose one or more. If more thanone, pick a main audience.

Choose one or more. If more thanone, pick a main purpose.

Choose several. Some pieces may re-quire varied approaches.

The student takes on a role and writesfrom this perspective:

The final version must be published inthis format:

This is the students intended audi-ence:

This is why the student is writing thispiece:

This is how the writer will achieve hisor her purpose:

Artist; Biographer; Biologist; Curator;Detective; Elected official; Historian;Expert in ; Newscaster; Panelist;Parent; Political candidate; Productdesigner; Reporter; Self; Teacher;Tour guide; etc

Biography; Booklet; Brochure; Diary;Editorial; Fairy tale; Interview; Journal;Letter; Magazine article; Manual;Myth; Newspaper article; Novel; Play;Poem; Report; Short story; Textbookchapter; etc

Friends; General public; Judge; Jurymember; Parent; People from othercultures or time periods; Professionalsin same discipline; Public figures;School board members; Supervisor;Young children; etc

Change action; Change thinking; De-scribe; Encourage; Entertain; Explain;Inform; Initiate action; Initiate think-ing; Instruct; Persuade; Prevent; Tell astory; etc

Analyze; Challenge; Classify; Compare;Conclude; Contrast; Defend; Define;Demonstrate; Evaluate; Interpret; Jus-tify; Predict; Propose; Question; Re-flect; etc

ROLE YOUR OWN WRITING Sample assignments generated with this approach.

CONTENT AREA ASSIGNMENT

Social Studies You are a newspaper reporter from the Atlanta Constitution covering the battle of Gettysburg. You have followed the battle and have now just listened to Lin-colns Gettysburg Address. Write a newspaper article for the people of Atlanta that will inform them of the results of the battle and its impact on the Con-

federate war effort. Describe the battle and its aftermath. Analyze the balance of power between the two sides as a result of the battle. Reflect on the senti-ments of Unionists and Confederates before and after Lincolns speech.

Science You are a biologist hired as a consultant to The Nature Conservancy. Create a brochure for the general public that explains the Greenhouse Effect and itsimpact on worldwide climatic conditions. Analyze current data on the effects of greenhouse gases and predict the consequences of widespread global warm-ing. Propose alternatives to improve the situation that are consistent with current positions held by your client.

Math You are an expert in fractions. Create a chapter for a textbook to be used by 4th grade students that will instruct them in adding, subtracting,multiplying, and dividing fractions. Include an introduction thatjustifies the instructional method you choose.

MASTERING THE MODES Help students unlock the power of the traditional modes of argument.

NARRATIVE EXPOSITORY PERSUASIVE DESCRIPTIVE

KEY TRAIT Organization Ideas Voice Ideas/Word Choice

KEY QUESTION Why tell a story? Why does this need explaining? Why should the reader trust you? Why is this worth describing?

BEST AUDIENCE Supporters; Promoters Controllers; Analyzers Promoters; Analyzers Supporters; Analyzers

BEST STRATEGY Transition-Action-Details What-Why-How What-Why-How Idea-Details; Tell-Show

ADVANTAGES Entertaining; Subtle Direct; Respectful; Most efficient mode Most powerful mode; Most important mode Captivating; Emotional

DISADVANTAGES Slow; Inefficient; Reader has to get it Can be dry; Audience-dependentMost likely to offend; Writer is very ex-

posedLeast direct; Easily overdone

RESEARCH PLANNING Help students determine key questions, clarify focused intent, and select appropriate research strategies.

WHAT do you want to know? WHY do you want to know it?* HOW are you going to find it?

What kinds of spiders are poisonous? So I can tell people which kinds of spiders to watch out for. Insect reference book; CD-ROM encyclopedia

Whats the average temperature in my town this time of year? I want to know when to plant my vegetables. Almanac; Internet; Interview a local gardener; Call the newspaper

How do you put a computer together? I want to make my own computer. Computer repair book; Interview a repair person

*Students want to know about some things merely because theyre curious. In these cases, I ask them what theyre curious about. This usually generates another small set of more specific questions.

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The Five Big Questions StrategyIt happened because I was too tired to think of anything else. A few years ago, I

went on a long road trip. I had workshops to give and teaching to do in many different schoolsspread out around the country. After the first week, I was tired. After the second week, I was com-

pletely exhausted. And I still had a week to go. During that last week, I didnt have the energy tocome up with interesting writing lessons. So I just started asking students if they would share their

writing and let me ask them questions about it. To my surprise, this worked out better than I wouldhave ever imagined. With the help of several different classrooms, by the time the week was over,

we had come up with a set of five questions that could be used to help writers improve any piece ofwriting they were working on. These became known as The Five Big Questions.

(1) What makes this writing good? Just about every piece of writing has something goodabout it regardless of the shape it may be in at any given time. Its important to recognize the qual-ity in a piece of writing even though it may not be perfect. Every time we see something good in a

piece, we have an opportunity to learn about a new writing technique.

(2) What would make this writing better? Every piece, no matter how good it is, canprobably be improved in some way. Sometimes we can see many improvements that need to bemade. But we only want to focus on a few of them, those few improvements that will have thegreatest impact on the piece as a whole.

(3) Whats the one most important thing you want your audience to know?This is the main idea. Its important to be clear about what it is and to make sure that the details

in the piece support it. The writer should be able to state the main idea as a complete sentence.Anything that doesnt support the main idea can possibly be removed. The main idea should besomething that is important to both writer and reader.

(4) Why did you write this? This is the writers purpose. Sometimes you feel like the onlyreason youre writing something is because someone else said you had to. But thats someone elses

purpose, not yours. What do you want your audience to think about when they finish reading yourpiece? What, if anything, do you want them to do? Thatsyourpurpose.

(5) What does your audience need to know? In order to understand a piece of writing,

readers need to know certain things. As you look over your piece, ask yourself whether you have in-cluded everything your audience needs to know. Think also about things in your piece that your au-dience may not need to know. These parts might not need to be included at all. Sometimes youllhave to ask your audience about these things because it can be hard to figure out exactly what in-

formation other people need.


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Content-Purpose-Audience Revision Organizer

MAIN IDEA KEY DETAILS

THINK DO

PEOPLE QUESTIONS

Work in this box if:(1) Your piece seems toramble or is unfocused, it doesnt have a single con-trolling idea. (2) Your piece doesnt seem to have a

point to it. (3) You think you might be writing aboutmore than one topic. (4) You just keep writing and

writing and you dont know when to end.

Work in this box if:(1) Your piece seems tooshort. (2) You dont have many examples that sup-

port your main idea. (3) Your piece doesnt seemvery interesting. (4) Your piece doesnt make sense topeople when they read it. (5) Your audience doesntunderstand your main idea even though youve statedit clearly. (6) Youre having trouble distinguishingbetween relevant and irrelevant details.

Work in this box if:(1) You dont have an effec-tive ending. (2) You dont know why youre writingthis particular piece. (3) Your ending is just a restate-ment of your beginning or a summary of your main

points. (4) Your audience is unsatisfied with yourcurrent ending. (5) You want your audience to keepthinking about your piece long after theyve finished

reading it.

Work in this box if:(1) Youre looking for apowerful ending that really moves your reader. (2)You want your piece to sound more persuasive. (3)You think that what youre writing about is so impor-tant that readers need to take some action based on

what youve told them. (4) You want to write a long-er ending that explores in great detail the implications

of what you want the reader to do.

Work in this box if:(1) You dont know the bestway to start your piece. (2) You have the feeling thatyoure just writing instead of writing to a particularperson or type of person. (3) Youre not sure if whatyoure writing is appropriate. (4) Youre not surewhat to write at all. (5) Youre having trouble withstyle, tone, voice, or word choice.

Work in this box if:(1) People have a lot ofquestions after theyve read your draft. (2) Youvegotten started but youre not sure what to write aboutnext. (3) You dont know how long your pieceshould be. (4) Your audience thinks your piece is bor-ing. (5) You think you may be ignoring things thatare important to your audience.


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1. Interesting description.Ashes filled the air when I was around the campfire. Crackle, crackle it went.

2. Sound. Boom! The trunk slammed. Bang! The car doors slammed as we got

out of the van.3. The past in the present. It is April 10, 1912. The Titanic is going to travelall the way from England to America.

4. Exclamation. Yeah! Were going to Disneyland tomorrow! Yeah! I yelledabout as loud as I could.

5. A thought. Im in big trouble now, I thought to myself.

6. A complaint. It seems like we never go swimming at Fife pool!

7. A surprise. Wow! I was doing my back hand-spring and I landed it!

8. A question. Have you ever been an Editor-in-Chief? Well Ill tell you, its a bigjob!

9. Sound, repetition, and simile. Screech, screech, screech! The first timewe tried to play the recorders it sounded like a lion running his claws down achalkboard.

10. Exclamation, repetition, strong feelings. Chores! Chores! Chores!Chores are boring! Scrubbing toilets, cleaning sinks, and washing bathtubs takeup a lot of my time and are not fun at all.

11. Extremely strong feelings. The very first time I saw asparagus I hatedit. I had never even tried it before and I still hated it!

12. A series of questions.Touch of the flu? Egg in her hair? Poor Ramona!

13. Scary, exciting, or intense moment. I tried to run, but I couldnt.The monster seemed like it was growing by the minute! And then, the mosthorrible thing was about to happen - I screamed and sat bolt upright in bed. Igasped swallowing huge amounts of air.

14. Main idea. I will always love my grandparents beach house. The way thewaves role over the gooey sand and the way the sand weaves in between your toes.The way we pick up barnacle-covered rocks and watch the sand crabs scurry away.The way we dig for clams and end up knee deep in the never ending sand.

15. Something interesting to come. It all started on an average day. Ididnt think anything unusual was going to happen, but boy was I wrong!

16. Conversation. Were moving. Thats what she told me. I couldnt believeit! I had just made the basketball team and was making more friends. What! Iexclaimed.

17. Reveal something unusual. Company halt! yelled the drill master. Mymom stopped and went into position. Her dog tags clinked as she moved.

18. An unsettling description. A flash of lightning illuminates the harshemptiness of the night. In an orphanage children cry mournfully. They arestarving.

19. Unusual image of a character. Simon Wilson was snacking down on anapple with great gusto.

20. Anecdote. On a dark December night in 1776, as he led a barefoot brigade

of ragged revolutionaries across the icy Delaware River, George Washington said,Shift your fat behind, Harry. But slowly or youll swamp the darn boat.

21. Describe the setting. The deafening crowd was packed into theKingdome on the sold-out Buhner Buzz-Cut Night. Hundreds of people wereoutfitted in brand new buzz-cuts and were enjoying the Mariner game.

22. Address the audience.You walk into the dentists office. You sit down.You try to read a magazine. But its no use. Youre scared and theres nothing youcan do about it.

A Glossary of Good Beginnings23. Show feelings. I sat in my desk, sweat dripping down my face. I shutmy eyes tight, then opened them. I looked at my watch, 11:27. Three minutes!Three minutes until I heard a sound, a sound that would set me free for three

months of total nothingness.24. Comic story. Oh my God! I exclaimed, Whats John doing out there?Why is he on his hands and knees, Mom? I looked out the big kitchen windowwondering if my eight-year old brother was all right. He was looking distressed.Then he threw up.

25. Challenge the reader. Kevin Green, Director of the New FreedomFoundation, a civil rights organization in Atlanta, has something to say aboutyour character.

26. Focus on something important. In an old tin box hidden under my bed,I keep many things. My 4th grade report card. A ticket to the World Series. Mybirth certificate. And a few other small things. But there is one thing I care aboutmore than anything else: a letter from my mom.

27. A list. The crazy costumes. The kids running wild in the neighborhood. Allthat candy. And scaring people. Of all the holidays in the year, I love Halloweenthe most.

28. A scenario. Pretend you are in a department store at your local mall. Asyou shop, you notice that some things are less expensive than others. Now, lookat the labels on these cheaper items. Many of them say, Made in China, orMade in Honduras. Why are things made in these countries less costly thanthings made in America?

29. Fantasy or fairy tale-type language. In the good old days, long, longago, when most movies were black and white, and popcorn only cost a nickel, mygrandpa used to take me every Saturday to a double feature show.

30. Simple action to complex realization. I wave goodbye to my friends,turn into the parking lot, head for my car, reach for the key in my left frontpocket, and find nothing. The cold night wind in the nearly empty lot whistles aspooky tune as I look around and realize Im the only person out here. At least Ihope I am.

31. Startling statement. A great crime was committed against a people in1942. This was the signing of Executive Order 9066 by President Franklin D.Roosevelt, which called for the eviction and internment of all Japanese Americans.

32. Thesis. Education is a key element in developing the skills necessary for asuccessful life. Too often, students are more involved earning a paycheck thanspending time on their academic studies. Students need to realize that their highschool classes will prepare them for a brighter future.

33. Something outlandish. I am a dynamic figure, often seen scaling wallsand crushing ice. I have been known to remodel train stations on my lunchbreaks, making them more efficient in the area of heat retention. I write award-winning operas. I manage time efficiently. Occasionally, I tread water for threedays in a row.

34. Fast action. I raced inside, slamming the front door behind me. I ploppedmy backpack on the floor and dashed for the kitchen. Our cat, asleep in thehallway, quickly awoke and scurried out of harms way. I knew I only had a few

precious seconds before my brother, coming in through the back door, beat me tothe kitchen and nabbed the last of moms brownies.

35. A saying. It was Ralph Waldo Emerson who said that A foolish consistencyis the hobgoblin of simple minds. He said it almost 200 years ago, but perhaps itbears repeating today to our senators and congressman who act as though ourcountry can continue to spend money it does not have.


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A Glossary of Happy Endings10. Effect. (A) While all this happened, another close neighbor had witnessedthe incident and called 911. It was decided afterward that the dog had contractedrabies and he was soon put to sleep. I was given a series of shots and a few stitchesonly, and after a couple of years, my leg healed, but the scars remain on both theinside and out. (B) The internment of the Japanese Americans was one of the low-est points in United States history. We did it out of revenge and out of hate. The fearthat we felt after the attack at Pearl Harbor was well founded, but the internmentwas not the way to overcome it. The internment hurt so many people so deeplyand really accomplished nothing in the short run. In the long run, it broughtnothing but shame upon us.

11. Question. (A) As this miracle season comes to a close, the one thing onevery fans mind is this: Can they do it again next year? (B) Will the humanrace ever see the irony in destroying the planet that is their only home? Howmuch more evidence do we need before we take global warming seriously? (C) Iguess what still bothers me is how confused I am about what happened. If I wasever in that same situation again, would I act the same way, or would I do some-thing different?

12. Sequel. (A) As soon as I walked in the dining room I smelled trouble. Ilooked down at my plate and saw what I smelled! Brussels sprouts! I gave a loud

tragic moan and knew there was going to be another story written by Alex Carter.But for now, I would feed my Brussels sprouts to the fish. (B) And so ends anotherafter school adventure, or misadventure, I should say. Stay tuned for the furthermisadventures of a kid with not enough homework to keep him out of trouble andway too many wild ideas.

13. Reflective evaluation. (A) So I guess that I lived happily ever after ex-cept that I couldnt walk for the rest of the trip. Maybe that camp ground wasnt socool after all. (B) From that point on my life has been good. Except for the chores.I think my mom got the better end of the deal on that one. (C) BRRRIIINNNGGG!The bell rang! I pulled on my backpack, tore out of the room, sprinted down thestairs, sped down the hallway, and bounded out the door. I dashed home andgrabbed a snack. I popped a video into the VCR, turned on the TV, and relaxed. Ah-hhhhh! What a glorious day!

14. Wish, hope, dream. (A) Now, Im looking at John, over the mess on thekitchen table, wondering if hes all right, because hes only eight years old, and

that was a lot of throwing up to do. Then he gets to go out and play with his friend,just like he wanted. I feel a little cheated. Would I have gotten to go back out if thatwas me? I really wish he could have the experience of a younger sibling, just so hewould know how I feel. (B) I hope someday that I can be a good parent just likemy mom. But until then, Ill just work on being a good kid. (C) Even now, yearslater, I still dream of what my life might have been like. (D) I think that Jay Buh-ner is a true hero. The Seattle Mariners would be lacking an excellent right fielderwithout him. I hope he stays in Seattle for the rest of his baseball career.

15. Tribute. (A) I salute you, Lieutenant John Olson. May your bravery andcourage be passed on so that someone else may look up to you and yours, andhonor them as I do. (B) Tricia was the best companion Ive ever known. Shetalked to me when I needed it, and listened when all I wanted was a friendly ear.It was an honor for me to have known her. Its too bad I couldnt have taken herwith us when we moved. Ill never forget her.

16. Wrap-around. (A) Boom! The trunk slammed. Bang! The car doorslammed as we got out of the van. We put the blanket in the trunk. Boom! It

slammed again and we drove away as I thought how much fun I had.

1. Advice. (A) If you cannot swallow and your throat is puffy, then you havestrep. You should get lots of rest. And get a shot because the shot will make you bet-ter faster than the medicine.(B) If youre thinking about going skydiving, takemy advice: stop thinking.

2. Big feeling. (A) Oh Yeah! Here is some thing really funny. My hair stillsmells like smoke. I love campfires.(B) Finally the parade was done. We put theblanket in the trunk. Boom! It slammed again and we drove away as I thoughthow much fun I had. (C) When its time to go, none of us wants to leave. As I saymy good-byes, I think of all the fun we had, and what fun we will have next time.

3. Remember. (A) Remember, even though the Mariners are losing doesntmean theyre a bad team. (B) So always remember to keep an extra key some-where. You never know when you might need it.

4. Do. (A) There were 300 families with no homes because of the fire. Theycouldnt put out the fire because they had no sprinklers. I am mad because firescan kill people. Next time buy some sprinklers.(B) Down with the dolls! Get rid ofevery store that carries them! Let the revolution for a Barbie-free America begin!(C) If you care about the lives of your children and the quality of your communi-ty, then vote for tomorrows school levy. Its the best way to guarantee a bright fu-ture for everyone. (D) Make a commitment to getting in shape today. Turn off thetelevision, put down whatever it is youre reading (unless its this essay, of course),start living a healthy life today. Youll be glad you did.

5. Future. (A) Last year was definitely the hardest, craziest year of my life. AndI loved it! Things are going great. I never knew the incredible feeling of accom-plishing things that in the past seemed impossiblenot only with school, butwith my entire life. Every day is another chance to do something great. And now Ihave the confidence and motivation to conquer anything that is put forth in frontof me. I feel I owe this to many things and to many people, but most of all I owe itto myself. Now I think about the consequences of everything I do and say. And thishelps me make better decisions, decisions that help me build a better future. Thefuture! For the first time Im looking forward to it. (B) Everybodys always talkingabout adults being good role models for kids, but maybe we should be models forthem. Maybe we could teach them a few things about how to have a good timeand enjoy life. Its worth a try. Id hate to think that the way growing up seems tome now is the way its going to be when I get there.

6. Lesson. (A) I learned that I shouldnt lie because it gets me into worse trou-ble. In the future Im not going to lie. If I have a problem, Im going to tell some-one about it, and ask for help. (B) From the wars in Korea and Vietnam, ourcountry learned painful but valuable lessons that will guide our foreign policy wellinto the next century and beyond.

7. Recommendation. (A) I recommend this book for readers who like adven-tures and interesting stories. (B) Even after all the bad things that happened, itwas still a fun trip. If you go there, I cant guarantee you wont have all the prob-lems we did. But I can recommend this vacation to any family who wants a realchallenge. (C) Even though the food was pretty good and it wasnt too expensive,Im afraid I cant recommend this restaurant to everyone. It was very noisy and theservice was slow. I dont think it would be a good choice for families with smallchildren.

8. Main idea. (A) Chores arent the worst but theyre definitely not the best!(B) An actor acts. A hero helps. The actor becomes famous and the hero does not.And thats just it: Heroes dont care about the credit, they just care.

9. Main idea and implications. (A) Henry Fords revolutionary thinking af-fected the lives of many Americans. The Ford Motor Company became one of thelargest industrial companies in the world, and a household name. Opportunity tobe mobile in a Ford automobile gave the open road to the ordinary American.Businesses boomed in the hard times of the Depression because the auto gave theopportunity for work to many. The American dream of life, liberty, and the pursuitof happiness was more possible in the auto. Americans today still have a love affairwith cars thanks to Henry Ford and his revolutionary thinking.


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