Group Resume Activity Materials:

1. Chart paper2. Masking tape

Description:This activity will help students learn about each other and learn what should be included in a resume. As students progress across the grade levels, they should develop increasingly sophisticated work-related texts, which include, for example, memos, emails, correspondence, project plans, work orders, proposals, resumes, bios, abstracts, Web pages.

Step-by Step: 1. Write an individual resume including

• Name Work Experience• Education/Professional Development• Skills/Expertise• Hobbies/Talents

2. Take chart paper and write a group resume.3. Introduce your group using the group resume.

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Pedestrian Unit

Materials Technology Survey (2 per person) “The Pedestrian” story Sentence Puzzles (1 set of pieces for each group of 4-5) “All Watched Over By Machines of Loving Grace” poem Informational Text Copy paper Markers Highlighters Bag of research topics (1 set for each group of 4-5)

DescriptionThis unit is based around a central text, the short story “The Pedestrian” by Ray Bradbury. The unit is designed to demonstrate how to incorporate multiple CLEs, Checks for Understandings, and SPIs.

Step-by-Step1. Write a group resume.2. Give each participant a Technology Survey and have everyone take the survey

based on his/her own personal feelings about technology. Discuss the findings. Explain that in the text we are about to read, the author conveys his feelings about technology through setting, word choice, the mood and tone of the piece.

3. Have participants begin reading “The Pedestrian.” It is a short piece that can easily be read in a few minutes. Chunk the text, but cover the reading however you choose (partner reading, silent reading…). Have participants read the first 6 paragraphs (Stop after “moon radiance”) Ask participants to discuss the setting. What mental picture do they get from the description? Highlight the sentences (channel listings with cowboys, calvary…assorted murders, quizzes, revues…) that provide clues to the historical context of this story. Discuss. (Written in 1953 when TV was the new technology and popular shows were westerns, game shows, etc. Bradbury did not have a TV & liked to walk at night but was stopped by police and questioned because he looked suspicious walking the neighborhood because everyone else was inside watching TV.) Show the slides that have pictures. The porch picture is what life was like before TV, and the other 2 are what life was like after. Then read the rest of the story as the second chunk. Look for clues about how the author feels about technology.

4. After reading discuss author’s attitude towards technology as revealed in the story (discuss how setting reveals mood/tone)

5. Have each group (4-5) retake the technology survey but complete it as they believe Bradbury would respond to the questions. Discuss.

6. Read poem, “All Watched Over by Machines of Loving Grace” and discuss difference in tone/mood between story and poem.

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7. Handout sentence puzzles. 1 package for each group of 4-5. Each package should contain 3 bags of words. The bag of blue words are verbs; the white or salmon words are nouns, and the green words are other parts of speech. Have groups create sentences for each pattern listed in CLE.

8. Pass out the informational text. Make sure each group has copy paper and markers. Based on your numbers, divide reading between groups and have each group create a graphic (pie charts, bar graphs…) on copy paper to support its portion of the reading. Each bullet could be given to a small group to create graphics or categories could be grouped and assigned. Display the graphics and discuss.

9. Give each group a bag of research topics. There are five cards per envelope/bag. Have the group arrange the cards into a continuum from too broad for manageable research to too narrow for an academic research paper. Discuss and have each group hold up the best choice for a research topic.

10. Discuss extensions. Write research paper on one of the topics from step 8. Research Ray Bradbury and his view of technology in other works. Create different work-related texts centered around a piece of technology

like a new copy machine for the office. One group could write a memo to tell the office that a new copier has been installed. One group could draft a contract for maintenance service with the copy machine provider. One could write an instruction sheet for use of the copier, etc

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Pedestrian Unit

Course Level ExpectationsCLE 3001.1.3, 3002.1.3, 3003.1.3, 3005.1.3 Understand and use correctly a variety of sentence structures.CLE 3002.2.7, 3002.2.7, 3003.2.7, 3005.2.7 Participate in work teams and group discussions. CLE 3001.4.1, 3002.4.1, 3003.4.1, 3005.4.1 Define and narrow a problem or research topic. CLE 3001.6.3, 3002.6.3, 3003.6.3, 3005.6.3 Read, interpret, and analyze graphics that support informational text. CLE 3001.8.4, 3002.8.4, 3003.8.4 Analyze works of literature for what they suggest about the historical period in which they were written. CLE 3001.8.5, 3002.8.5 Know and use appropriate literary terms to derive meaning and comprehension from various literary genres. Checks for Understanding3001.3.2, 3002.3.2, 3003.3.2, 3005.3.2 Create increasingly complex work-related texts…State Performance Indicators SPI 3001.1.2, 3002.1.2, 3003.1.3 Identify the patterns of a given set of sentences… SPI 3001.2.7, 3002.2.7, 3003.2.6 Select the most appropriate strategies for participating productively in a team. SPI 3001.3.13, 3002.3.14, 3003.3.14 Select the proper format to convey a set of work-related information. SPI 3001.6.3, 3002.6.3, 3003.6.2 Determine the appropriateness of a graphic used to support an informational or technical passage. SPI 3001.4.1, 3002.4.1, 3003.4.1 Select the research topic with the highest degree of focus. SPI 3001.8.7, 3002.8.6, Differentiate between mood and tone in poetry and prose.SPI 3001.8.8, 3002.8.7, 3003.8.7 Determine the impact of setting on literary elementsSPI 3001.8.13, 3002.8.12, 3003.8.12 Locate words or phrases that provide historical or cultural clues. SPI 3003.8.13 Analyze texts to identify the author’s life experiences, attitudes, viewpoints, and beliefs and how these relate to the larger historical, social, and cultural context of his/her work.

Materials needed: Technology survey (2 copies for each participant) Copy of story “The Pedestrian” Copy of poem “All Watched Over By Machines of Loving Grace” Sentence pattern puzzles (1 puzzle for each group of 4-5 participants) Copy of Informational Text

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Sheet of copy paper and markers for each group Highlighter for each participant Bag of research topics for each group

Assessment Activity Title: “The Pedestrian”

Description of Activity:1. Have each participant take the Technology Survey. 2. Begin reading “The Pedestrian.” Can chunk the text, do partner reading…3. As read think about the author’s feelings about technology.4. After reading discuss author’s attitude towards technology as revealed in

the story (discuss setting, mood/tone)5. Have each group (4-5) retake the technology survey but complete it as

they believe Bradbury would respond to the questions. Discuss.6. Revisit text and highlight the clues to the historical time period. Discuss

clues and relate to author’s life and attitude.7. Read poem and discuss difference in tone/mood.8. Handout sentence puzzles. 1 package for each group of 4-5. Have

groups create sentences for each pattern listed in CLE.9. Assign informational text. Divide reading between groups and have each

group create a graphic to support its portion of the reading. Display and discuss.

10. Do group resume lesson.11. Give bag of research topics to each group. Have them arrange from too

broad to narrow focus.Assignment Extensions: Write research paper on one of the topics from step 11. Research Ray Bradbury and his view of technology in other works.Create different work-related texts centered around a piece of technology.

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Technology Survey Directions: Read each of the following statements and rate your opinion using the following scale: 1 Strongly disagree, 2 Disagree, 3 Agree, 4 Strongly agree

1. Technological advances make life better for everyone.

2. It’s important for adults to find out where their children are going online and who they are talking.

3. Computer technology makes finding information faster and easier.

4. If people let machines do too much for them, eventually people will no longer be able to do things for themselves.

5. Children should be given more freedom in deciding what they do online.

6. It is dangerous to place too much faith in technology.

7. It is impossible to become addicted to the Internet.

8. Children who play computer games often believe that the violent games they play portray life as it actually is.

9. Most teenagers are online too much.

10. Those who worry about the negative effects of technology should think about the modern conveniences available today.

11. Adults too often use the computer games as a kind of babysitter for their children.

12. Having the latest technology is important to success.

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“The Pedestrian”By Ray Bradbury

To enter out into that silence that was the city at eight o'clock of a misty evening in November, to put your feet upon that buckling concrete walk, to step over grassy seams and make your way, hands in pockets, through the silences, that was what Mr. Leonard Mead most dearly loved to do. He would stand upon the corner of an intersection and peer down long moonlit avenues of sidewalk in four directions, deciding which way to go, but it really made no difference; he was alone in this world of 2053 A.D., or as good as alone, and with a final decision made, a path selected, he would stride off, sending patterns of frosty air before him like the smoke of a cigar.Sometimes he would walk for hours and miles and return only at midnight to his house. And on his way he would see the cottages and homes with their dark windows, and it was not unequal to walking through a graveyard where only the faintest glimmers of firefly light appeared in flickers behind the windows. Sudden gray phantoms seemed to manifest upon inner room walls where a curtain was still undrawn against the night, or there were whisperings and murmurs where a window in a tomb-like building was still open. Mr. Leonard Mead would pause, cock his head, listen, look, and march on, his feet making no noise on the lumpy walk. For long ago he had wisely changed to sneakers when strolling at night, because the dogs in intermittent squads would parallel his journey with barkings if he wore hard heels, and lights might click on and faces appear and an entire street be startled by the passing of a lone figure, himself, in the early November evening. On this particular evening he began his journey in a westerly direction, toward the hidden sea. There was a good crystal frost in the air; it cut the nose and made the lungs blaze like a Christmas tree inside; you could feel the cold light going on and off, all the branches filled with invisible snow. He listened to the faint push of his soft shoes through autumn leaves with satisfaction, and whistled a cold quiet whistle between his teeth, occasionally picking up a leaf as he passed, examining its skeletal pattern in the infrequent lamplights as he went on, smelling its rusty smell. “Hello, in there,” he whispered to every house on every side as he moved. “What's up tonight on Channel 4, Channel 7, Channel 9? Where are the cowboys rushing, and do I see the United States Cavalry over the next hill to the rescue?” The street was silent and long and empty, with only his shadow moving like the shadow of a hawk in mid-country. If he closed his eyes and stood very still, frozen, he could imagine himself upon the center of a plain, a wintry, windless Arizona desert with no house in a thousand miles, and only dry river beds, the street, for company. “What is it now?” he asked the houses, noticing his wrist watch. “Eight-thirty P.M.? Time for a dozen assorted murders? A quiz? A revue? A comedian falling off the stage?” Was that a murmur of laughter from within a moon-white house? He hesitated, but went on when nothing more happened. He stumbled over a particularly uneven section of sidewalk. The cement was vanishing under flowers and grass. In ten years of walking by night or day, for thousands of miles, he had never met another person walking, not one in all that time. He came to a cloverleaf intersection which stood silent where two main highways crossed the town. During the day it was a thunderous surge of cars, the gas stations open, a great insect rustling and a ceaseless jockeying for position as the scarab-beetles, a faint incense puttering from their exhausts, skimmed homeward to the far directions. But now these highways, too, were like streams in a dry season, all stone and bed and moon radiance. He turned back on a side street, circling around toward his home. He was within a block of his destination when the lone car turned a corner quite suddenly and flashed a fierce white cone of light upon him. He stood entranced, not unlike a night moth, stunned by the illumination, and then drawn toward it. A metallic voice called to him: “Stand still. Stay where you are! Don't move!”He halted. “Put up your hands!” “But…”he said.

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“Your hands up! Or we'll shoot!” The police, of course, but what a rare, incredible thing; in a city of three million, there was only one police car left, wasn't that correct? Ever since a year ago, 2052, the election year, the force had been cut down from three cars to one. Crime was ebbing; there was no need now for the police, save for this one lone car wandering and wandering the empty streets. “Your name?” said the police car in a metallic whisper. He couldn't see the men in it for the bright light in his eyes. “Leonard Mead,” he said. “Speak up!” “Leonard Mead!” “Business or profession?” “I guess you'd call me a writer.” No profession,' said the police car, as if talking to itself. The light held him fixed, like a museum specimen, needle thrust through chest. “You might say that,” said Mr. Mead. He hadn't written in years. Magazines and books didn't sell anymore. Everything went on in the tomb-like houses at night now, he thought, continuing his fancy. The tombs, ill-lit by television light, where the people sat like the dead, the gray or multi-colored lights touching their faces, but never really touching them. “No profession,” said the phonograph voice, hissing. “What are you doing out?” “Walking,” said Leonard Mead. “Walking!” “Just walking,” he said simply, but his face felt cold. “Walking, just walking, walking?” “Yes, sir.” “Walking where? For what?” “Walking for air. Walking to see.” “Your address!” “Eleven South Saint James Street.” “And there is air in your house, you have an air conditioner, Mr Mead?” “Yes.” “And you have a viewing screen in your house to see with?” “No.” “No?” There was a crackling quiet that in itself was an accusation. “Are you married, Mr. Mead?” “No.” “Not married,” said the police voice behind the fiery beam. The moon was high and dear among the stars and the houses were gray and silent. “Nobody wanted me,” said Leonard Mead with a smile. “Don't speak unless you're spoken to!” Leonard Mead waited in the cold night. “Just walking; Mr. Mead?” “Yes.” “But you haven't explained for what purpose.” “I explained; for air, and to see, and just to walk.” “Have you done this often?” “Every night for years.”The police car sat in the center of the street with its radio throat faintly humming. “Well, Mr. Mead”, it said. “Is that all?” he asked politely.

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“Yes,” said the voice. “Here.” There was a sigh, a pop. The back door of the police car sprang wide. “Get in.” “Wait a minute, 1 haven't done anything!” “Get in.” “I protest!” “Mr. Mead.” He walked like a man suddenly drunk. As he passed the front window of the car he looked in. As he had expected, there was no one in the front seat, no one in the car at all. “Get in.” He put his hand to the door and peered into the back seat, which was a little cell, a little black jail with bars. It smelled of riveted steel. It smelled of harsh antiseptic; it smelled too clean and hard and metallic. There was nothing soft there. “Now if you had a wife to give you an alibi,” said the iron voice. “But….” “Where are you taking me?” The car hesitated, or rather gave a faint whirring click, as if information, somewhere, was dropping card by punch- slotted card under electric eyes. “To the Psychiatric Center for Research on Regressive Tendencies.” He got in. The door shut with a soft thud. The police car rolled through the night avenues, flashing its dim lights ahead. They passed one house on one street a moment later, one house in an entire city of houses that were dark, but this one particular house had all of its electric lights brightly lit, every window a loud yellow illumination, square and warm in the cool darkness. “That's my house,” said Leonard Mead. No one answered him. The car moved down the empty riverbed streets and off away, leaving the empty streets with the empty sidewalks, and no sound and no motion all the rest of the chill November night.

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Technology Survey

Directions: Based on tone of “The Pedestrian”, rate Ray Bradbury’s opinion using the following scale: 1 Strongly disagree, 2 Disagree, 3 Agree, 4 Strongly agree

1. Technological advances make life better for everyone.

2. It’s important for adults to find out where their children are going online and who they are talking.

3. Computer technology makes finding information faster and easier.

4. If people let machines do too much for them, eventually people will no longer be able to do things for themselves.

5. Children should be given more freedom in deciding what they do online.

6. It is dangerous to place too much faith in technology.

7. It is impossible to become addicted to the Internet.

8. Children who play computer games often believe that the violent games they play portray life as it actually is.

9. Most teenagers are online too much.

10. Those who worry about the negative effects of technology should think about the modern conveniences available today.

11. Adults too often use the computer games as a kind of babysitter for their children.

12. Having the latest technology is important to success.

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All Watched Over by Machines of Loving GraceBy Richard Brautigan

I like to think (andthe sooner the better!)of a cybernetic meadowwhere mammals and computerslive together in mutuallyprogramming harmonylike pure watertouching clear sky.

I like to think (right now, please!)of a cybernetic forestfilled with pines and electronicswhere deer stroll peacefullypast computersas if they were flowerswith spinning blossoms.

I like to think (it has to be!)of a cybernetic ecologywhere we are free of our laborsand joined back to nature,returned to our mammalbrothers and sisters,and all watched overby machines of loving grace.

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Survey Shows Widespread Enthusiasm for High TechnologyAmericans Love Their Computers and the Internet; 'Digital Divide' Still Exists, but There Is Good

News, TooRead the results from the ADULTS and CHILDRENS survey. Join the discussion.

Americans love the technological revolution. A new poll by National Public Radio, the Kaiser Family Foundation, and Harvard's Kennedy School of Government shows that people overwhelmingly think that computers and the Internet have made Americans' lives better. Although people recognize some dangers in what they see (and would like the government to protect them from these dangers), they are not particularly bothered by potential perils like information overload or phones, faxes and e-mails that never stop. They are buying computers at a fast pace, they are hooking up to the Internet from home, and, for the most part, they like what they see. A separate survey of children age 10-17 shows that they are even more positive than adults, and nearly all of them have access to modern technology at school.

Enthusiasm for computers and the Internet runs wide and deep, across all incomes, all regions of the country, all races, all political ideologies, and most age groups. Of course, there are people who find themselves on the other side of the "digital divide" - especially those with lower incomes, less education, and over the age of 60. For instance, only about half of employed Americans under age 60 with incomes less than $30,000 per year use a computer at work, compared with four out of five of those with higher incomes; and lower-income Americans are less than half as likely as those with higher incomes to have an Internet connection at home. Nevertheless, a surprisingly high proportion of poorer families now have computers, and many lower-income people do have access to the Internet from home. Only older Americans, as a group, seem out of the loop.

Key findings include:

The Love Affair

Americans over 60 are only half as likely to have ever used a computer as younger people. In fact, so few older Americans have any experience at all with the latest technological advances (only 22% have ever even used the Internet) that overall attitudes are clearer when one looks at the under-60 group. Focusing on them, it is apparent that some kind of threshold has been crossed: Computers are part of everyday life for most Americans, and the Internet is close behind. Virtually all Americans under age 60 say they have used a computer (92%), and most of them have used the Internet (75%) or sent an e-mail message (67%) at some point in their lives. In addition, more than 8 in 10 Americans under age 60 currently use a computer at home or work (81%). Americans under age 60 are enthusiastic about computers and technology. Nearly 9 in 10 (87%) say computers have made life better for Americans, and more than 7 in 10 (72%) say the Internet has made life better. About three-quarters of Americans under age 60 report they like having so much information to choose from (78%) and like the way new technologies allow them to keep in touch (76%). By contrast, only 20% say they are overloaded with information, and only 23% say they don't like the way new technologies let people get in touch with them all the time. Americans say computers are a necessity at work. More than two-thirds (68%) of working Americans use a computer at work, and 84% of them say it is essential for their jobs. About one-third of working Americans (34%) have access to the Internet at work, and of those who do, 63% say it is essential for their jobs. Americans under age 60 are rapidly adopting new technologies in their homes. More than half (52%) of those who have a computer at home bought their first computer in the past five years. More than

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half (53%) of Americans under age 60 now have Internet or e-mail access at home. The Concerns

Despite their overall positive attitudes, Americans do see some problems with computers and technology. They worry about potential dangers on the Internet, and they want the government to do something about their concerns. Across the board, women are more concerned than men about potential problems of the Internet and even more likely to favor government regulation. Concerns About Inequality Polarization. Americans are more likely to say computers widen the gap (45%) in income and opportunity between the haves and have nots in society than to say computers narrow the gap (11%) or do not make much of a difference (39%). Lending a hand. Most (57%) believe the government should help low-income people get access to computers and the Internet (and 78% say the government should help low-income children).Concerns About Content Internet fears. Americans' worries about potential dangers of the Internet include the possibility of dangerous strangers making contact with kids (85% say this is a "major" problem); the availability of pornography to children (84%); and information on how to build bombs (73%). There may be justification for some of these worries; nearly a third (31%) of kids age 10-17 from households with computers (24% of all kids 10-17) say they have seen a pornographic web site. Concern translates to support for government involvement. More than three-quarters of Americans say the government should do something about the potential for dangerous strangers to make contact with children (79%), the availability of pornography to children (75%), and information on how to build bombs (75%). Americans also say the government should regulate false advertising (62%), the ability to purchase guns (61%), pornography (61%), and hate speech (53%). Furthermore, more than half (57%) of Americans say that "the federal government needs to regulate what is on the Internet more than television and newspapers because the Internet can be used to gain easier access to dangerous information." Concerns About Personal Impacts More than half say computers have led people to spend less time with their families and friends (58%). Furthermore, slightly fewer than half (46%) of Americans say that computers have given people less free time, although 24% say computers have given people more free time and 28% say computers haven't made much of a difference. Privacy concerns are high. More than half of Americans worry that an unauthorized person might gain access to their financial records or personal information on the Internet (59%), with 21% saying they are "very worried." And over half (54%) say the government should do something about loss of privacy on the Internet. Few (4%), however, have experienced such problems themselves.

Digital DivideAmericans over age 60 Americans over age 60 are the most likely to be left out when it comes to computers and technology, but they do not appear to be worried about being left behind. Only around a quarter of Americans over age 60 have computers at home (27%) and use the Internet or e-mail at home (24%). But while three-quarters (75%) of Americans over age 60 recognize that they are being left behind when it comes to computers, only 11% say that not having a computer is a problem for them. The most common reason over-60s without computers give for not having a computer at home is that they don't need one (64%). Nonetheless, more than half of Americans over age 60 say that computers (69%) and the Internet (50%) are making life better for Americans. Americans under age 60 The "digital divide" also exists among certain groups of people under age 60. Income and education are key. Americans under age 60 with incomes under $30,000 per year and those with a high school education or less are considerably less likely to use a computer than their higher

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income and more educated counterparts. For example, 54% of lower-income employed Americans use a computer at work, compared with 81% of those with higher incomes. Furthermore, only 18% of employed people with lower incomes use the Internet at work. These gaps may be narrowing. Nearly half (48%) of Americans under age 60 who make less than $30,000 now have a computer at home, and 31% have access to the Internet at home. Moreover, the most recent computer owners are more likely to come from the groups who have historically been less likely to be computer owners. Recent computer owners under age 60 (those who purchased their first computer within the past two years) are more likely than longer-term owners to be low-income (30% versus 14%) and to have a high school education or less (59% versus 33%). Racial differences. While there has been much talk about the digital divide by race, we find that gaps between blacks and whites under age 60 are more pronounced in the home than at work. We also find they are more pronounced at lower-income levels than at higher-income levels. There is a gap of 11 percentage points between blacks and whites using computers at work (46% vs. 57%); but there is a larger, 22 point gap between blacks and whites who have a computer at home (51% vs. 73%). Similarly, a gap of 8 points exists between blacks and whites using the Internet at work (21% vs. 29%) compared with a larger 19 point gap in access to the Internet or e-mail at home (38% vs. 57%). Although there is a 17 percentage point gap in home-computer ownership between low-income blacks and low-income whites, the differences virtually disappear at upper-income levels. "Have nots" under age 60 generally share positive views about technology with the "haves." The majority of people without computers under age 60, like people with computers, tend to say that computers (76%, 89%) and the Internet (56%, 76%) are making life better for Americans. Most "have nots" and "haves" say that computers will widen the income/opportunity gap (42% and 47%) or make no difference (43% and 38%), though a few say that computers will narrow the gap (13% and 13%). Further more, the "have nots" (85%) and "haves" (87%) say they are not concerned they might lose their jobs because of advances in technology. While "have nots" (74%) are more likely to say they are being left behind by technology than "haves" (35%), only around quarter of "have nots" feel left out because they do not use a computer at work or at home (25%) or feel that not having a computer is a problem for them (24%). The main reason that "have nots" under age 60 give for not having a computer is that they are too expensive (44%). Kids Are Even More Positive about Computers Children are more enthusiastic about and comfortable with computers. Eighty-five percent (85%) of kids report that they are keeping up when it comes to computers; only 14% think they are being left behind. Adults, by contrast, are evenly split: 49% say they're keeping up; 49% say they're being left behind. Compared with adults (38%), kids have more trust in the information on the Internet (56%) and less concern about violent games (39% for kids, 56% for adults). On the other hand, kids do admit that computers affect kids' lives. While half (50%) of kids believe computers haven't made much difference in the amount of time kids spend with friends and family, a majority (61%) do believe that the use of computers has led kids to spend less time outdoors, and 63% say they know kids who are addicted to video or computer games. Kids without computers are more concerned that they are missing something than adults are. Kids without computers at home are far more likely than such adults (42% to 23%) to think that not having a computer at home is a problem, and kids are more likely (37% to 17%) to feel left out because they don't have a computer. Many kids do see pornography on the Internet. Almost one-third (31%) of kids age 10-17 with computers at home have seen a pornographic website, even if by accident. This is truer for older users: 45% of those 14-17 years old compared with 15% of those 10-13 years old. Parents are more likely than their kids to think they have rules in place about what their kids can do on the computer. More than three-quarters (76%) of parents say they have rules, but only 57% of their

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own children agree. More than half of kids (53%) say their parents know "a lot" about the things they do and the sites they visit, but this is considerably truer for younger kids (67% of 10-13 year olds) than for older kids (38% of 14-17 year olds). Schools appear to be playing an important role in equalizing access to computers for kids. While African-American kids (44%) and kids from lower income households (41%) are considerably less likely to use a computer at home than white kids (76%) or kids from higher income families (83%), virtually the same percent of all kids have used a computer at school (55% of white kids, 60% of African-American kids, 56% of high-income kids, and 59% of low-income kids). Furthermore, kids give their teachers and schools good marks on their ability to teach kids about computers - 87% say their teachers know how to use computers, and 75% say their school has done a pretty good job teaching them about computers.

Methodology

The NPR/Kaiser/Kennedy School Poll is an ongoing project of National Public Radio, the Henry J. Kaiser Family Foundation, and Harvard University's Kennedy School of Government. Representatives of the three sponsors worked together to develop the survey questionnaire and to analyze the results, with NPR maintaining sole editorial control over its broadcasts on the surveys. The project team includes:

From NPR - Marcus D. Rosenbaum, Special Projects EditorFrom the Kaiser Family Foundation - Drew Altman, President and Chief Executive Officer; Mollyann Brodie, Vice President, Director of Public Opinion and Media Research; Rebecca Flournoy, Research AssociateFrom the Kennedy School - Robert J. Blendon, a Harvard University Professor who holds joint appointments in the School of Public Health and the Kennedy School of Government; John Benson, Deputy Director for Public Opinion and Health/Social Policy at the Harvard School of Public HealthThe results of this project are based on two telephone surveys conducted between November 15 and December 19, 1999, with nationally representative samples. The first survey interviewed 1,506 adults, 18 years or older, including an over-sample of African-Americans (results are listed for the total population and for the 1,237 adults under the age of 60 years). The second interviewed 625 children age 10-17 years, including an over-sample of African-American children. (For each survey, the results are weighted to reflect the actual distribution in the nation.) The fieldwork was conducted by ICR/International Communications Research. The margin of sampling error for the adult survey is plus or minus 3 percentage points, and plus or minus 5 percentage points for the survey of children. For results based on subsets of respondents, the margin of error is higher.

Broken Squares

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Materials Set of activity pieces

DescriptionBroken squares is a teambuilding and communication activity. There can be any number of groups of six each (five participants and one judge). The object of the activity is for each member of the team to build a perfect square.

Step-by-Step1. Discuss the meaning of cooperation.2. Get suggestions from the groups of what is essential for group cooperation.3. When the preliminary discussion is finished, the facilitator chooses an observer/judge for each

group of five participants. 4. Each observer is given a copy of the group instructions. The observer hold the prepared packet,

unopened, until the signal to work is given.5. The facilitator reads the instructions to the groups, allowing for questions.

a. No member of the group may speak.b. No member may ask another member for a card or in any way signal that another person is

to give him a card.c. Members may, however, give cards to other members on their own.d. The observer keeps a record of any non-verbal communication that occurs during the

exercise between each group member. 6. Allow 15 minutes for the exercise and fifteen minutes for discussion.

CONTENT STANDARD 2.0 COMMUNICATION16

Course Level Expectations CLE 3002.2.5 Understand strategies for expressing ideas clearly and effectively in a

variety of oral contexts CLE 3002.2.7 Participate in work teams and group discussions

Checks for Understanding 3002.2.7 Listen actively in group discussions by posing relevant questions and

by eliminating barriers to communication 3002.2.16 Participate productively in self-directed work teams for a particular

purpose (e.g., to interpret literature, solve a problem, make a decision)

State Performance Indicators SPI 3002.2.7 Select the most appropriate strategies for participating productively in a

team (e.g., gaining the floor in orderly, respectful ways and listen with civility to the ideas of others; identify the needs of the team and sharing various resources to respond to those needs; establishing clear group agreements and ensuring appropriate individual contributions are respected by the team).

Materials needed: Set of activity pieces

Assessment Activity Title: Broken Squares

Description of Activity:

First, make sure that there are tables enough for each group of six participating. Have each group gather around their own table. The facilitator of the game may wish to begin this exercise with a discussion on the meaning of cooperation. Then, ask for suggestions from the groups of what is essential for group cooperation. Some suggestions the facilitator may want to bring up or write on the board are:

1. Each individual must understand the problem and how he/she can contribute in solving the problem.

2. Each individual should be aware of potential contributions of other individuals.3. Understand your own limitations and those of others to help them maximize what

their contribution can be.

Assignment Extension:Have different groups to work together, given less time to complete the task.

I HAVE…WHO HAS? (1 Language)

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Materials: I have…who has? Cards

Description:I have… Who has…? provides students an interactive opportunity to build listening skills and practiceparticular skill or concept. This chain-reaction activity may be done with the whole class or in a smaller group.

Step-by Step:1. Give each participant two cards, one I have…and one who has. (For a small group you can give some

participant 4 cards and for a larger group you can let two people work together—differentiating)2. One person will begin by reading his/her who has card. The person with the correct answer will read

his/her I have card. Then he/she will ask his/her who has question.3. Continue until all cards have been read.

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CONTENT STANDARD 1.0 LANGUAGE

Course Level Expectations CLE 3001.1.2, CLE 3002.1.2, CLE 3003.1.2, CLE 3005.1.2 Employ a

variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases.

State Performance Indicators SPI 3001.1.12, SPI 3002.1.14 Use context clues and/or knowledge of

roots, affixes, and cognates to determine the meaning of unfamiliar words. SPI 3003.1.5 Use previously learned techniques such as recognizing cognates,

root words, affixes, allusions, and textual contest to identify unfamiliar words.Materials needed:• Envelopes with I have…who has cards.

Assessment Activity Title: I have…Who has?

Description of Activity:Distribute cards with affixes and roots. Begin asking questions and answering.

Assignment Extensions: This activity can be used to review many skills.

I have

Before

I have

Far

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Who has

ante as in antebellum or anterior?

Who has

tele as in telephone or telescope?

I have

Against

I have

Before

Who has

anti as in antibody and anticlimax?

Who has

pre as in premature or premonition?

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I have

Two

I have

Kill

Who has

bi as in bilateral or bicycle

Who has

cide as in suicide or genocide?

I have

Around

I have

U\under

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Who has

circum as in circumspect or circumvent?

Who has

sub as in subtract or subway?

I have

Bad

I have

Five

Who has

mal as in malevolent or malicious?

Who has

penta as in pentagon or pentameter?

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I have

False

I have

Again

Who has

pseudo as in pseudo pod or pseudonym?

Who has

re as in reiterate or regenerate?

I have

write.

I have

Sound

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Who has

scribe as in ascribe or transcribe?

Who has

phon as in telephone or phonograph?

I have

science.

I have

Good

Who has

logy as in geology or mythology?

Who has

bene as in benefit or benevolent?

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I have

go.

I have

Place

Who has

cede as in antecedent or secede?

Who has

loco as in location or dislocate?

I have

opinion.

I have

Water

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Who has

dox as in orthodox or doxology?

Who has

hydro as in hydrant or hydrophobia?

I have

doctrine.

I have

Between

Who has

ism as in capitalism and pluralism?

Who has

inter as in international or interject?

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I have

fear.

I have

Life

Who has

phobia as in hydrophobia and claustrophobia?

Who has

bio as in biography or biogenesis?

I have

mother.

I have

nook.

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Who has

matri as in matricide or matriarch?

Who has

biblio as in bibliography or bibliophile?

I have

look.

I have

Same

Who has

scope as in telescope or periscope?

Who has

homo as in homogenize or homophone?

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I have

Ten

I have

Look

Who has

dec as in decade or decimal?

Who has

spec as in spectacles and spectator?

I have

bind.

I have

Hang

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Who has

string as in astringent or stringy?

Who has

pend as in pendulum or impending?

I have

Free

I have

one hundred

Who has

liber as in liberty and deliberate?

Who has

cent as in century or centipede?

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Learning StationsMaterialsFolders with activities

DescriptionLearning stations are a fun way for students to work together to review and work on the standards. A folder with an activity is placed in different areas of the classroom (folders can be given to student groups and passed). Each group has a set amount of time to complete the activity. Step-by-Step

1. Divide students into groups of three or four.2. One student from each group will need to take pencil and paper to each station.3. The students will read the directions and complete the activity.4. Give each group about 10 minute at each station. Tell them it is okay if they do

not finish, but they need to work diligently to complete as much as they can.5. Go back together and discuss the activities and answers.

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Learning Stations (Can Address All Standards)

Course Level Expectations CLE 3002.1.2 Employ a variety of strategies and resources to determine the

definition, pronunciation, etymology, spelling, and usage of words and phrases. CLE 3002.1.9 Demonstrate understanding of common foreign words and phrases. CLE 3002.4.4 Write an extended research paper, using primary and secondary

sources and technology and graphics, as appropriate. CLE 3002.5.1 Use logic to make inferences and draw conclusions in a variety of

challenging oral and written contest. CLE 3002.8.5 Know and use appropriate literary terms to derive meaning and

comprehension from various literary genres.

State Performance Indicators SPI 3002.1.14 Use context clues and/or knowledge of roots, affixes, and cognates

to determine the meaning of unfamiliar words. SPI 3002.1. 17 Identify commonly used foreign words and phrases. SPI 3002.2.2 Distinguish between a summary and a paraphrase SPI 3002.2.5 Identify rhetorical devices used in a challenging speech SPI 3002.4.2 Differentiate between primary and secondary sources. SPI 3002.5.11 Identify the main claim, premise(s), evidence, or conclusion of a

given argument.

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SPI 3002.6.3 Use graphics of informational and technical passages to answer questions.

SPI 3002.8.1 Identify examples of idiom, metaphor, simile, personification, hyperbole, or pun in poetry or prose.

SPI 3002.8.6 Differentiate between mood and tone in poetry or prose.Materials needed:

Folders with activities Pencil and paper

Assessment Activity Title: Learning Stations

Description of Activity:1. Divide students into groups of three or four.2. One student from each group will need to take pencil and paper to each station.3. The students will read the directions and complete the activity.4. Give each group about 10 minute at each station. Tell them it is okay if they do

not finish, but they need to work diligently to complete as much as they can.5. Go back together and discuss the activities and answers.

Assignment Extensions: Create activities to address other CLE’s and SPI’s

Use a separate sheet of paper for you work. Your group will do two activities.

I As a group, rewrite a scene from a well-known fairy tale incorporating foreign phrases into the story. Follow the plot of the story; don’t change it except for the inclusion of the foreign phrases. Read the example below for inspiration.

One day, while Madame Bear, Monsieur Bear, and Baby Bear were on a walk, an enfantterrible approached their home. Goldilocks must have thought she had carte blanche; shetried to open the door to the bears’ home, and it was a fait accompli in no time! This was a terrible faux pas! Since it was against the law, the incident may have become a causecélèbre. Without so much as a “merci,” she ate their porridge and looked around with thesavoir-faire of an experienced burglar…..

II. Make a comic strip that explains or highlights at least five (5) foreign phrases. Someone reading the comic strip should be able to understand the phrases within the context of the comic. Make the comic strip relevant to our study.

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Foreign Phrases

1. RSVP—please respond

2. déjà vu--the experience of feeling sure that one has witnessed or experienced a new situation previously

3. faux pas--: a social blunder

4. du jour--made for a particular day

5. bon voyage—have a nice trip

6. alma mater--the school, college, or university that one has attended

7. cum laude--with praise; an honor added to a diploma or degree for work above average.

8. femme fatale--an alluring and seductive woman whose charms ensnare her lovers in bonds of irresistible desire

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9. esprit de corps--group spirit; sense of pride, honor, etc. shared by those in the same group or undertaking

10. verbatim--an exact reproduction of a sentence, phrase, quote or other sequence of text from one source into another.

11. E pluribus unum—out of many, one

12. prima donna—first lady

13. avant-garde--a pushing of the boundaries of what is accepted as the norm or the status quo, primarily in the cultural realm.

14. status quo--the present, existing state of affairs

15. joie de vivre--a term used to express a cheerful enjoyment of life

16. carte blanche--unrestricted power to act at one's own discretion; unconditional authority

17. caveat emptor--the axiom or principle in commerce that the buyer alone is responsible for assessing the quality of a purchase before buying

18. alpha and omega—the beginning and the end

19. tabula rasa--thesis that individual human beings are born with no innate or built-in mental content, in a word, "blank", and that their entire resource of knowledge is built up gradually from their experiences and sensory perceptions

20. hoi polloi—the masses; the people

21. ad nauseam--used to describe something that has been continuing "to the point of nausea."

22. tempus fugit—time flies

23. c’est la vie—That’s life

24. bona fide--made in good faith without fraud or deceit

25. savoir faire--literally "know how to do"; to respond appropriately to any situation

26. non sequitur—it does not follow

27. id est--that is (to say)

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28. enfant terrible--a child who is terrifyingly candid by saying embarrassing things to adults, especially parents

29. terra firma—solid earth

30. vox populi--literally means voice of the people

Paraphrasing Craze

Paraphrasing is putting it in your own words. To paraphrase—read carefully. Then set the material aside and change what

was read into new words. Avoid plagiarism at all costs .Keep the message of the author in your translation even if it required more

words than the original. Summarizing is restating only the main points of the passage in your own

words. It is very brief. Quoting is using the exact words of the author of the passage. It gives the

author credit for these words.

Read the original passage and select the best paraphrase. Write your answers on a separate sheet of paper

1. The original passage: Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.

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a. In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).

b. Students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper (Lester 46-47).

c. Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.

2. Poe’s original: "I kept quite still and said nothing.  For a whole hour I did not move a muscle, and in the meantime I did not hear him lie down.  He was still sitting up in the bed listening, --just as I have done, night after night, hearkening to the death watches in the wall."

a. "I kept quite still and said nothing.  For a whole hour I did not move a muscle, and in the meantime I did not hear him lie down.  He was still sitting up in the bed listening, --just as I have done, night after night, hearkening to the death watches in the wall."

b. For an hour, I kept very still and never heard him lie down.  He was listening to the deathwatch beetles in the wall as I have done before.

c. For the whole hour, I was completely still.  I never heard him lie down.  He was sitting up listening to the sounds in the wall that made him feel as if something was terribly wrong.   I have done this myself many times before.

Paraphrasing Exercise

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Directions: On a separate piece of paper, write a paraphrase of each of the following passages. Try not to look back at the original passage.

1. "The Antarctic is the vast source of cold on our planet, just as the sun is the source of our heat, and it exerts tremendous control on our climate," [Jacques] Cousteau told the camera. "The cold ocean water around Antarctica flows north to mix with warmer water from the tropics, and its upwellings help to cool both the surface water and our atmosphere. Yet the fragility of this regulating system is now threatened by human activity." From "Captain Cousteau," Audubon (May 1990):17.

2. The twenties were the years when drinking was against the law, and the law was a bad joke because everyone knew of a local bar where liquor could be had. They were the years when organized crime ruled the cities, and the police seemed powerless to do anything against it. Classical music was forgotten while jazz spread throughout the land, and men like Bix Beiderbecke, Louis Armstrong, and Count Basie became the heroes of the young. The flapper was born in the twenties, and with her bobbed hair and short skirts, she symbolized, perhaps more than anyone or anything else, America's break with the past. From Kathleen Yancey, English 102 Supplemental Guide (1989): 25.

3. Of the more than 1000 bicycling deaths each year, three-fourths are caused by head injuries. Half of those killed are school-age children. One study concluded that wearing a bike helmet can reduce the risk of head injury by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the head. From "Bike Helmets: Unused Lifesavers," Consumer Reports (May 1990): 348.

4. Matisse is the best painter ever at putting the viewer at the scene. He's the most realistic of all modern artists, if you admit the feel of the breeze as necessary to a landscape and the smell of oranges as essential to a still life. "The Casbah Gate" depicts the well-known gateway Bab el Aassa, which pierces the southern wall of the city near the sultan's palace. With scrubby coats of ivory, aqua, blue, and rose delicately fenced by the liveliest gray outline in art history, Matisse gets the essence of a Tangier afternoon, including the subtle presence of the bowaab, the sentry who sits and surveys those who pass through the gate. From Peter Plagens, "Bright Lights." Newsweek (26 March 1990): 50.

5. While the Sears Tower is arguably the greatest achievement in skyscraper engineering so far, it's unlikely that architects and engineers have abandoned the quest for the world's tallest building. The question is: Just how high can a building go? Structural engineer William LeMessurier has designed a skyscraper nearly one-half mile high, twice as tall as the Sears Tower. And architect Robert Sobel claims that existing technology could produce a 500-story building. From Ron Bachman, "Reaching for the Sky." Dial (May 1990): 15.

Sources: www.beconlearningcenter.com, http://owl.english.purdue.edu, http://www2.smumn.edu

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Word Sorts

Primary Sources are original materials and are from the time period involved and have not been filtered through interpretation or evaluation.

Secondary sources are less easily defined than primary sources, and what some define as a secondary source, others define as a tertiary source. Context is everything.

They are accounts written after the fact with the benefit of hindsight. They are interpretations and evaluations of primary sources. They are not evidence, but rather commentary on and discussion of

evidence.

Tertiary sources consist of information which is a distillation and collection of primary and secondary sources.

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Directions: This is a closed word sorts. The categories are Primary Sources, Secondary Sources, and Tertiary Sources. Place the cards under the category in which they belong.

Primary Source

Secondary Sources Tertiary

Sources

Sources that contain raw, original, unevaluated information

Sources that digest, analyze, evaluate and interpret the information contained

Sources that compile analyze, and digest secondary sources.

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within primary sources.

Novels, plays, poems, works of art, popular culture

Biographies Encyclopedia

Diaries, narratives, autobiographies, memoirs, speeches

Review articles and literature reviews

Chronologies

Government documents, patents

Scholarly articles that don’t present new experimental research results

Almanacs

Data sets, technical reports, experimental research results

Historical studies Textbooks

Painting by MonetArticle critiquing an art piece

ArtStor database

Letters by Martin Luther King

Website on King’s writings Encyclopedia on Civil Rights Movement

Notes taken by clinical psychologist

Magazine article abut the psychological condition

Textbook on clinical psychology

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Einstein’s diaryMonograph on Einstein’s live

Dictionary on Theory of Relativity

Cases, interviews, personal narrative

Criticism and interpretation, government policy, politics and government

Index, bibliography, directories, guidebooks, manuals, handbooks

Making Big Words

As a group, make as many words as possible using the prefixes, base words, roots, and suffixes below. Someone record your words in a list and make as many words as possible in the time allowed. The words must be real words and have at least two word parts to be considered a word. The group with the most words wins. Remember to take your list to the next station.

Prefix Base Word/root SuffixUn ped/pod—foot Ed, esBi astr/stell—star s, er, orInter cred—believe mentTrans ject/jet—throw Est

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Pre spec/spic—look, see ingDis dict—say, speak ous, fulUni Joy hoodCo Form ible, ablein, ir Cycle less

Below is a summary of data collected about a particular incident involving a large number of people. Your task is to look for patterns in the data, and hence determine what the incident may have been. For example, one unusual pattern in the data is the difference in the overall female death rate (27%) and the overall male death rate (80%). There are many intriguing differences between the categories. Use the patterns you have found to help you decide what this unusual incident might be. Justify your answer using the data and the patterns that you have noticed.

Data Cross-Tabulated By Economic Status and Gender

Economic Status Population Exposed

to IncidentNumber of

DeathsDeaths Per 100

Exposed to Incident

   Mal Femal Bot Mal Femal Bot Mal Femal Bot

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e e h e e h e e h

I (high) 180 145 325 118 4 122 65 3 37

II 179 106 285 154 13 167 87 12 59

III (low) 510 196 706 422 106 528 83 54 73

Other 862 23 885 670 3 673 78 13 76

Total 1731 470 220

11364 126 149

0 80 27 67

 Data Cross-Tabulated by Economic Status and Age

Economic Status

Population Exposedto Incident Number of Deaths Deaths per 100

Exposed to Incident

  Adult

Child Both Adul

tChil

d Both Adult

Child

Both

I (high) 319 6 325 122 0 122 38 0 37

II 261 24 285 167 0 167 64 0 59

III (low) 627 79 706 476 52 528 76 66 73

Other 885 0 885 673 0 673 76 - 76

Total 2092 109 2201 1438 52 1490 69 48 67

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Puns In a Name? You figure them out!Directions:

As a team figure out the puns from each of the following names. Someone be the recorder and write every one that you can figure out in the time

allowed. You may not get to finish all of them. The team with the most correct answers wins. Remember to take your answers with you to the next station.

1. Ray D. Aider 38. Ethel L. Cohol

2. Terry Daktul 39. Bruce Eazley 3. Jason Reignbos 40. Ava Kashun 4. Elmer Sklue 41. Fran Tickley 5. Arch N. Emmy 42. Claire D. Aisle 6. Vic Svaporub 43. Al O. Bye 7. X O. Verrisi 44. Bo Linbol 8. Mory Eale 45. Al Toesaks 9. Amanda B. Reckonwith 46. N. M. E. Agent10. Isabelle Ringing 47. Earl E. Byrd11. Freida Slaves 48. Dan Druff12. Bertha D. Blues 49. Ben D. Rules13. Herb Evore 50. Gary Shattire14. Anne Teak 51. N. V. Ubble15. Jerry Atrick 52. Mel N. Colic16. Ecks 53. Benny Fitt17. Shirley U. Geste 54. Desi Krashun18. Al Lergy 55. Phil R. Monic19. Anna Ceptic 56. Justin Time20. Sue Age 57. L. O. Quency21. Hope Ferterbest 58. Justin Thyme22. Jacquelyn Hyde 59. Marcus Absent23. Perry Staisis 60. Anne Cestraloam24. Ty Tannic 61. Alfredo D. Dark25. Joy Anna Delyte 62. Marco D. Stinkshun26. Matt A. Dore 63. Eva Destruckshun27. Laureen Norder 64. Alf Fannomega28. Dick Shunnary 65. Grace B. Formeeis29. Fay Slift 66. Pat O. Gonia30. Dawson D. Towel 67. Theopholis Punnoval31. Bess Twiches32. Aaron Buoy33. Ben Z. Dreene34. Daryl Licht35. Roger Overndoute36. Will U. Shaddup37. Hal O. Tosis

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         Most of us use hyperbole all the time—without necessarily knowing that what we are doing is called hyperbole. If you say, "I'm so tired I could sleep for a year," you don’t really mean that you could literally sleep for twelve months. You are using hyperbole—an obvious exaggeration that should not be taken literally.         Hyperbole can add color and humor to language. Here are some examples:

About a very tall person: He's so tall he could hunt ducks with a rake.About a very funny person: She's so funny that she's a danger to birds. Whenever she comes near, they wind up laughing so hard they fall off their branches.

Try coming up with some of your own hyperboles. Answer each of the following questions with a statement that involves hyperbole. Be sure to take your paper to the next station.

1. How stubborn is Henry's boss? 2. How strong is Lakisha's aunt? 3. How smart is Nederick's brother? 4. How mean is Villainous Victor? 5. How cute is Fluffykins, the kitten? 6. How fast is Speedalong's car? 7. How shy is Bernadette's babysitter? 8. How messy is Calvin's room? 9. How ugly is Sylvia's pet chicken?

10. How strict are Cassie's parents?

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February can be a cold month, depending on where you live. It’s a good month to pay attention to the whole idea of cold.     Below is a list of cold settings or situations. (Notice how the idea of cold is used in different ways.)

a bag of frozen peas in the freezer a boyfriend having dinner with his girlfriend’s family, who hates him bare feet on a tile floor walking in a blizzard swimming in frigid water a chilled appetizer a girl responding heartlessly to an invitation to dance a police case with old clues and no new leads taking a shower when someone has used up all the hot water

     Choose 5 of the items above. (Or choose five cold situations of your own.) For each setting or situation, write one descriptive sentence that communicates the idea of cold without actually using the word cold. What details can you use to help communicate cold? Choose carefully.     

     Example: a bag of frozen peas in the freezer Sentence: A lonely bag of peas nestled on the ice cube tray, sticking to the frosty

wall of the freezer.

Homophones

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Each of the clues should lead you to a phrase consisting of two homophones.Write your answers and carry them with you to the next station.

Example; A naked grizzly is a bare bear.

1. female deer sleep2. raspy throated equine3. insect relative4. tiresome pig5. cry from the largest mammal6. rabbit fur7. stinking chicken8. fighting ape9. precious buck10. antlered animal’s dessert11. inexpensive chick’s cry12. horrible bear13. appendage story14. runs from insects15. donkey whimper16. line of fish eggs17. basement salesperson18. forbidden music group19. young coal digger20. to taunt golf pegs21. hurled royal chair22. visitor estimated23. ground grain blossom24. unadorned airline25. fearful man quivered26. penny perfume27. large frame28. inactive false god29. what a foot doctor does30. peels fruit31. main code of conduct32. Sabbath ice cream treat

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ABC ReviewOr

Vocabulary Quilt

Take one copy of the Vocabulary Quilt sheet and as a team, choose one word that begins with each letter of the alphabet that relates to something we have learned as a result of Language Arts Standards training (standards or strategies).

Be prepared to share with the class why you selected the words as important ones.

Vocabulary Quilt

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A B C D E

F G H I J

K L M N O

P Q R S T

U V W XY Z

A vocabulary quilt is a single-page alphabetized list of words which pertain to a given unit of study. As words are noted and discussed in class, they should be recorded by students. Before a unit test or culminating activity, the quilt can serve as a study guide for review of significant names, events, or terminology. Students might rewrite each word on a separate slip of paper and work with a partner or small group to categorize the words in a meaningful way.

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Using the list of persuasive devices and fallacies, create examples of your own.

Persuasive Devices

Name-calling The propagandist tries to arouse our contempt so we will dismiss the "bad name" person or idea without examining is merits.

For example: a candidate for office being described as a "foolish idealist" or a "two-faced liar".

Loaded Words are words with good connotations - "virtue words".

For example: "justice," "motherhood," "the American way," or "our constitutional rights."

Plain Folks Appeal "Plain folks" is the device by which a speaker tries to win our confidence and support by appearing to a person like ourselves - "just one of the plain folks."

For example: Candidates go around shaking hands with factory workers or kissing babies in supermarkets.

Transfer The propagandist tries to transfer the positive feelings of something we love and respect to the group or idea he wants us to accept.

For example: "This bill for a new dam is in the best tradition of this country, the land of Lincoln, Jefferson, and Washington." Lincoln, Jefferson, and Washington were great leaders that most of us revere and respect, but they have no logical connection to the proposal under consideration - the bill to build a new dam.

Bandwagon The bandwagon urges us to support an action or an opinion because it is popular - because "everyone else is doing it."

For example: "Let us join together in this great cause," or "More and more citizens are rallying to my cause every day. Join them - and me - in our fight for America."

Misuse of statistics A misuse of statistics occurs when a statistical argument asserts a falsehood. In some cases, the misuse may be accidental. In others, it is purposeful and for the gain of the perpetrator. When the statistical reason involved is false or misapplied, this constitutes a statistical fallacy

Example: Children with bigger feet spell better. In areas of the South those counties with higher divorce rates generally have lower death rates. Nations that add fluoride to their water have a higher cancer rate than those that don't.

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Testimonial The testimonial device consists in having some loved or respected person give a statement of support (testimonial) for a given product or idea. The problem is that the person being quoted may not be an expert in the field; in fact, he may know nothing at all about it.

For example: Testimonial is used extensively in television ads, where it often appears in such bizarre forms as Joe Namath's endorsement of a pantyhose brand.

Snob Appeal qualities in a product that appeal to the snobbery in a purchaser. The expression snob appeal simply means appealing to snobs. So in London one might say 'an SW3 [Chelsea] address is very classy and has lots of snob appeal'. Most designer clothes and accessories have snob appeal. In the US being descended from someone who came to America very early, for example on the Mayflower, is also just oh-so-classy.

 

Logical Fallacies

Slippery Slope The Slippery Slope is a fallacy in which a person asserts that some event must inevitably follow from another without any argument for the inevitability of the event in question. In most cases, there are a series of steps or gradations between one event and the one in question and no reason is given as to why the intervening steps or gradations will simply be bypassed.

Examples of Slippery Slope: "We have to stop the tuition increase! The next thing you know, they'll be charging $40,000 a semester!"

Non sequitur A non sequitur is an argument where the conclusion is drawn from premises which aren't logically connected with it. For example:

Example: "Since Egyptians did so much excavation to construct the pyramids, they were well versed in paleontology."

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(Non sequiturs are an important ingredient in a lot of humor. They're still fallacies, though.)

Appeal to Pity The reader is told to agree to the proposition because of the pitiful state of the author.

Examples: How can you say that's out? It was so close, and besides, I'm down ten games to two. We hope you'll accept our recommendations. We spent the last three months working extra time on it.

Personal Attack ad hominem Argumentum ad hominem means "argument to the man." When a propagandist uses this, he wants to distract our attention from the issue under consideration with personal attacks on the people involved.

For example: When Lincoln issued the Emancipation Proclamation, some people responded by calling him the "baboon." But Lincoln's long arms and awkward carriage had nothing to do with the merits of the Proclamation or the question of whether or not slavery should be abolished.

False Analogy An analogy is a comparison between two ideas, events, or things. But comparisons can be fairly made only when the things being compared are alike in significant ways. When they are not, false analogy is the result.

For example: "Don't change horses in the middle of a stream" is a famous proverb that is often used to convince voters not to change administrations in the middle of a war or

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other crisis. But the analogy is misleading because there are so many differences between the things compared. In what way is a war or political crisis like a stream? Is the President or head of state really very much like a horse? And is a nation of millions of people comparable to a man trying to get across a stream?

False dilemma We are often told to "listen to both sides of the argument." But who's to say that every argument has only two sides? Can't there be a third - even a fourth or fifth - point of view?

For example: "America: Love it or leave it" implicitly suggests that we either accept everything just as it is in America today without complaint - or get out.

Appeal to Fear The Appeal to Fear fallacy gains compliance through threat.

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Literary Elements– OWrite one term in each block below. Mix them up . . . .You will not be able to use all of the terms.You may have one FREE space – in any block you like.antagonist hero nonfiction stereotype

moodclimax man vs. fate poetry theme

plotdrama man vs. man prose third person dynamic man vs. nature protagonist tonepoint of view man vs. self resolution characterfiction man vs. society setting staticfirst person narrative genre conflict

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Literary Elements – O

1. Prose – writing or speaking in its usual form – sentences 2. Narrative – tells about an event or story either real or imagined 3. Genre – identifies the major literary categories 4. Fiction – writing that comes from the writer’s imagination 5. Nonfiction – writing about real people, places, events 6. Drama – literature meant to be performed by actors in front of an

audience 7. Poetry – expresses ideas and feeling in compact, imaginative and

musical language 8. Characters – people, animals, or imaginary creatures that take part in the

action of a story. 9. Hero -- central character; often admired for his/her courage or nobility10. Antagonist – forces at work against the main character; may be another

character, nature, society, or a force from within the character11. Protagonists – main character or hero12. Static – describes a character that changes little or not at all during the

story13. Dynamic – describes a character that changes and grows during the story14. Stereotype – broad generalization about someone or something that

leaves no room for individual differences15. Conflict – problem or struggle between two or more opposing forces16. Man vs. Man – character has problems with another character17. Man vs. Society – character has problems with traditions, laws, school,

etc.18. Man vs. Self – character struggles with himself trying to decide what to

do19. Man vs. Nature – character struggles with natural happenings i.e. storm20. Man vs. Fate – character battles with what seems to be an uncontrollable

problem/unbelievable coincidence21. Mood -- the feeling the reader gets from the work 22. Plot – the action of the story23. Climax – the turning point in the action24. Resolution – the satisfying end of the story25. Point of View – the angle from which the story is told26. First Person – one of the characters is telling the story27. Third Person – someone outside of the story is telling the story28. Setting – time and place of the story29. Theme – the central idea in a piece of writing30. Tone – the writer’s attitude toward the subject

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QAR

Have you ever had a teacher ask you to read something, like a story or a chapter, and then you have to answer questions about what you read? Well, that’s something that a lot of teachers ask their students to do. But what I’d really like to know is have any of you ever had trouble answering the questions and getting the right answers? This can happen to all of us. Good readers have a trick to help them when this happens. When we read, it is important to know how and where to look for answers to questions. Sometimes the answer is right there in one sentence when we’re reading and at other times we have to come up with an answer by putting together ideas from several sentences. Today, I’m going to share with you a reading tool or trick called Question-Answer Relationship or QAR. Look at the sheet that that tells you the four kinds of Question-Answer Relationships that you find all the time in textbooks and on tests like the Tennessee EOC. Look at the two types of questions in the left column. The first one is called Right There and these are the easiest kinds of question-answer relationships to recognize. Most questions in all of your textbooks are usually Right There questions. The most important thing to remember about Right There questions is that the same words are usually in the question and the answer, and you can find the answer in one sentence. The second kind of question-answer relationship is Think and Search. Have you ever answered a question and then your teacher marked it as wrong or gave you only partial credit because you didn’t answer the whole question? Well, it was probably a Think and Search. A Think and Search is a hard question for a lazy reader because if you are a lazy reader and find part of the answer, you just stop reading! A Think and Search question requires that you keep reading because the answer is going to be found in more than one sentence and in more than one place in the text. You must combine information to get the answer to the question. Now look at the two other kinds of question-answer relationships. These are the ones that you’ll need to think about what you already know about the subject when you answer them. The first one is the Author and Me. With this kind of question you must use what is written in the text and add what you know about the topic to answer the question. The last kind of question-answer relationship is a great one called On My Own. This is the kind of question where you are asked for your opinion or what do you think about a topic. The answer is not always in the text, but you can use what you already know to get the answer. The question always begins with things like What do you think? What would you do? What is your opinion? Now that you know the four kinds of question-answer relationships that are used in most books and tests, let’s look at Norman Rockwell’s “The Shiner” and write four questions (one of each kind of QAR questions).

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Q A RQuestion Answer Relationships

In the Text In My HeadRight There

Words used in the question and in the answer can be found “right there” in the same single sentence in the passage.

Author and You Use what the author says PLUS what you already know to get the answer.

Think & Search The answer will be pieced together by combining information from 2 or more sentences from different places in the selection.

On My Own The answer is not necessarily in the text. The answer can be found by using what you already know or what you have experienced.

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Magic Books

You will use 2 sheets of paper for this exercise.Follow the directions below to create your Magic Book SHEET #1:

1. Turn your paper horizontally. (use thicker paper or tag board for this exercise)2. Fold the top down to the bottom and crease. (hotdog fold)3. Unfold the paper and re-fold folding the left side over to touch the right side and

crease. (hamburger fold)4. With the paper unfolded again, fold the left and right halves toward the middle

crease. 5. Unfold again and refold with the hamburger fold like a card. With the solid side

down and the open end up, from the bottom, cut along the center crease half way up to the center line.

6. Then make 2 more cuts on either side of the center cut (1/3’s). This will give you 5 cuts up to the middle, or 6 moving legs. (You can make more or fewer cuts depending on the number you want.)

SHEET #2:1. Turn your paper horizontally. Fold in half from left to right. (hamburger fold)2. Unfold the paper and cut down the center crease. Then, cut that half into half

again. This should make 2 rectangular bookmarks.3. Lay sheet #1 upside down, making a tent in the middle with the left and right

sides lying flat.4. Weave your 2 strips of paper from sheet #2 in and out of the cut slits in sheet #1.

You will weave opposite directions. (If you start up on one side then start under on the other.)

Use the magic book as a flip book or flash cards and record terms or vocabulary words you use in your classroom. Be ready to share your magic book with the class.

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Stop and Spin Have students scan the reading assignment to determine logical stopping points

within the text. (The article on Poe has been divided). Ask students to enter the stopping points (i.e. Segment 1, Segment 2, etc) in each

box of the segments column. Instruct students to, as they read the assignment, stop at the end of each

designated point to reflect on what they have read. Tell students that at each stopping point, they should spin the wheel or they can

randomly select one of the sectors of the wheel by closing their eyes and pointing to see what word to use. If the spinner or the pencil lands on the free space, students should pick any word from the wheel.

Have students take notes about the reading using the action word from the wheel to guide the type of reflection they do.

Allow time for students to share their notes with the class.

Stop and Spin

Segments Notes

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Predict Describe

Originally Released: September 24, 1996 –University of Maryland Medical CenterEDGAR ALLAN POE MYSTERY umm.edu/news/releases/news-releases

In an analysis almost 147 years after his death, doctors at the University of Maryland Medical Center believe that writer Edgar Allan Poe may have died as a result of rabies, not from complications of alcoholism. Poe's medical case was reviewed by R. Michael

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Visualize

FREE

Summarize Compare

Question Clarify

Segment1

Benitez, M.D., a cardiologist at the University of Maryland Medical Center. His review is published in the September 1996 issue of Maryland Medical Journal.

"No one can say conclusively that Poe died of rabies, since there was no autopsy after his death," says Dr. Benitez, who is also an assistant professor of medicine at the University of Maryland School of Medicine. "But the historical accounts of Poe's condition in the hospital a few days before his death point to a strong possibility that he had rabies."

Poe was 40 years old when he died on October 7, 1849. He had traveled by train from Richmond, Virginia to Baltimore a few days earlier, on September 28. While in Richmond, he had proposed marriage to a woman who would have become his second wife. (His first wife had died). Poe intended to continue on to Philadelphia to finalize some business when he became ill.

Poe was discovered lying unconscious on September 28 on a wooden plank outside Ryan's saloon on Lombard St. in Baltimore. He was taken to Washington College Hospital (now Church Hospital).

Historical accounts of his hospitalization indicate that at first he was delirious with tremors and hallucinations, and then he slipped into a coma. He emerged from the coma, was calm and lucid, but then lapsed again into a delirious state, became combative, and required restraint. He died on his fourth day in the hospital. According to an account published in the Maryland Historical Magazine in December 1978, the Baltimore Commissioner of Health, Dr. J.F.C. Handel certified that the cause of Poe's death was "congestion of the brain."

In his analysis, Dr. Benitez examined all of the possible causes for delirium, which include trauma, vascular disorders in the brain, neurological problems such as epilepsy, and infections. Alcohol withdrawal is also a potential cause of tremors and delirium, and Poe was known to have abused alcohol and opiate drugs. However, the medical records indicate that Poe had abstained from alcohol for six months before his death, and there was no evidence of alcohol use when he was admitted.

"In addition, it is unusual for patients suffering from alcohol withdrawal to become acutely ill, recover for a brief time, and then worsen and die," says Dr. Benitez, who adds that withdrawal from opiates does not produce the same scenario of symptoms as Poe's illness.

Dr. Benitez says in the final stages of rabies, it is common for people to have periods of confusion that come and go, along with wide swings in pulse rate and other body functions, such as respiration and temperature. All of that occurred for Poe, according to

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Segment2

Segment

3

Segment 3 Cont.

Segment 4

medical records kept by Dr. John J. Moran who cared for Poe in his final days. In addition, the median length of survival after the onset of serious symptoms is four days, which is exactly the number of days Poe was hospitalized before his death.

Poe's doctor also wrote that in the hospital, Poe refused alcohol he was offered and drank water only with great difficulty. Dr. Benitez says that seems to be a symptom of hydrophobia, a fear of water, which is a classic sign of rabies. Dr. Benitez theorizes that Poe may have gotten rabies from being bitten by one of his pets. He was known to have cats and other pets. Although there is no account that Poe had been bitten by an animal, it is interesting that in all the cases of human rabies in the United States from 1977 to 1994, people remembered being bitten in only 27 percent of those cases. In addition, people can have the infection for up to a year without major symptoms.

The Poe case was presented originally to Dr. Benitez as part of a weekly meeting of medical center physicians, called the Clinical Pathologic Conference. It is an exercise in which a complex case is presented without a diagnosis, and physicians discuss how they would determine a patient's condition and course of treatment. Dr. Benitez did not know that the patient in question at this particular conference was Edgar Allan Poe. The idea to analyze Poe's death came from Philip A. Mackowiak, M.D., professor of medicine and vice-chairman of the Department of Medicine at the University of Maryland Medical Center.

"Poe's death is one of the most mysterious deaths in literary history, and it provided us with an interesting case in which to discuss many principles of medicine," says Dr. Mackowiak, who runs the weekly Clinical Pathologic Conference at the medical center. Dr. Mackowiak agrees with Dr. Benitez that rabies was the most likely cause of Poe's death, based on the available evidence. He adds, though, that after Poe's death, his doctor went on the lecture circuit and gave varying accounts of the writer's final days. "The account on which Dr. Benitez based his findings was more consistent with rabies than with anything else, but the definitive cause of Poe's death will likely remain a mystery," says Dr. Mackowiak.

Constructing the Pop-Up Book

Materials:1. Construction paper

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Segment5

Segment6

2. scissors3. glue4. art supplies: crayons, markers, pictures

Description:Tab pop-up books are easy to make and fabulous to look at.  They look three dimensional because the pictures "pop-up" at you as you open the pages!  You can make single page pop-up books for short subjects or you can lengthen the book by gluing the pages back to back.   

Step-by Step:

1. Fold a piece of construction paper in half widthwise (hamburger).2. Along the folded edge, cut two slits of equal length for each of the pop-up tabs on

your page.3. Open the paper up, and gently pull each of the pop-up tabs forward.4. Fold the paper again so each of the pop-up tabs falls into the center. Press the

base of each tab so it forms a crease.5. Draw or find pictures of the pop-up elements, and glue them onto the front of

each tab.6. Repeat for each page of your book.7. Glue pages together.8. Using another sheet of construction, create a cover for your pop-up book.

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