Group Resume Activity
Materials:
1. Chart paper
2. 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.
1
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)
Description
This 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-Step
1. 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.
2
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
3
Pedestrian Unit
Course Level Expectations
CLE 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 Understanding
3001.3.2, 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
elements
SPI 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)
4




Copy of Informational Text
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.
5
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.
6
“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 midcountry. 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.
7
“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.
8
“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.
9
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.
10
All Watched Over by Machines of Loving Grace
By Richard Brautigan
I like to think (and
the sooner the better!)
of a cybernetic meadow
where mammals and computers
live together in mutually
programming harmony
like pure water
touching clear sky.
I like to think
(right now, please!)
of a cybernetic forest
filled with pines and electronics
where deer stroll peacefully
past computers
as if they were flowers
with spinning blossoms.
I like to think
(it has to be!)
of a cybernetic ecology
where we are free of our labors
and joined back to nature,
returned to our mammal
brothers and sisters,
and all watched over
by machines of loving grace.
11
Survey Shows Widespread Enthusiasm for High Technology
Americans Love Their Computers and the Internet; 'Digital Divide' Still Exists, but There Is Good
News, Too
Read 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 half
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(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 Divide
Americans 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
14
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 Editor
From 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
Associate
From 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 Health
The 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.
15
Broken Squares
Materials
 Set of activity pieces
Description
Broken 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-Step
1. 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.
16
CONTENT STANDARD 2.0 COMMUNICATION
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.
17
I HAVE…WHO HAS? (1 Language)
Materials:
 I have…who has? Cards
Description:
I have… Who has…? provides students an interactive opportunity to build listening skills and practice
particular 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.
18
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.
19
I have
I have
Far
Before
Who has
ante as in antebellum or
anterior?
Who has
tele as in telephone or
telescope?
I have
I have
Against
Before
20
Who has
Who has
anti as in antibody and
anticlimax?
pre as in premature or
premonition?
I have
I have
Two
Kill
Who has
Who has
bi as in bilateral or
bicycle
cide as in suicide or
genocide?
21
I have
I have
Around
U\under
Who has
Who has
circum as in circumspect
or circumvent?
sub as in subtract or
subway?
I have
I have
Bad
Five
22
Who has
mal as in malevolent or
malicious?
Who has
penta as in pentagon or
pentameter?
I have
I have
False
Again
Who has
Who has
pseudo as in pseudo pod
or pseudonym?
re as in reiterate or
regenerate?
23
I have
I have
write.
Sound
Who has
Who has
scribe as in ascribe or
transcribe?
phon as in telephone or
phonograph?
I have
I have
science.
Good
24
Who has
Who has
logy as in geology or
mythology?
bene as in benefit or
benevolent?
I have
I have
go.
Place
Who has
Who has
cede as in antecedent or
secede?
loco as in location or
dislocate?
25
I have
I have
opinion.
Water
Who has
Who has
dox as in orthodox or
doxology?
hydro as in hydrant or
hydrophobia?
I have
I have
doctrine.
Between
26
Who has
Who has
ism as in capitalism and
pluralism?
inter as in international or
interject?
I have
I have
fear.
Life
Who has
Who has
phobia as in hydrophobia
and claustrophobia?
bio as in biography or
biogenesis?
27
I have
I have
mother.
nook.
Who has
Who has
matri as in matricide or
matriarch?
biblio as in bibliography or
bibliophile?
I have
I have
look.
Same
28
Who has
Who has
scope as in telescope or
periscope?
homo as in homogenize or
homophone?
I have
I have
Ten
Look
Who has
Who has
dec as in decade or
decimal?
spec as in spectacles and
spectator?
29
I have
I have
bind.
Hang
Who has
Who has
string as in astringent or
stringy?
pend as in pendulum or
impending?
I have
I have
Free
one hundred
30
Who has
Who has
liber as in liberty and
deliberate?
cent as in century or
centipede?
31
Learning Stations
Materials
Folders with activities
Description
Learning 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.
32
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.
 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
33
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 enfant
terrible approached their home. Goldilocks must have thought she had carte blanche; she
tried 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 cause
célèbre. Without so much as a “merci,” she ate their porridge and looked around with the
savoir-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.
34
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
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
35
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)
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
36
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.
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 4647).
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.
37
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
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.
38
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
39
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.
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.
40
Primary
Source
Secondary
Sources
Tertiary
Sources
Sources that contain raw,
original, unevaluated
information
Sources that digest, analyze, Sources that compile
evaluate and interpret the
analyze, and digest
information contained
secondary sources.
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
41
Article critiquing an art
piece
ArtStor database
Website on King’s writings
Encyclopedia on Civil
Rights Movement
Magazine article abut the
psychological condition
Textbook on clinical
psychology
Einstein’s diary
Monograph 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
Painting by Monet
Letters by Martin Luther
King
Notes taken by clinical
psychologist
42
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
Suffix
Un
Bi
Inter
Trans
Pre
Dis
Uni
Co
in, ir
Ed, es
s, er, or
ment
Est
ing
ous, ful
hood
ible, able
less
ped/pod—foot
astr/stell—star
cred—believe
ject/jet—throw
spec/spic—look, see
dict—say, speak
Joy
Form
Cycle
43
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 Incident
Number of
Deaths
Deaths Per 100
Exposed to Incident
Mal
e
Female
Both
Mal
e
Female
Both
Mal
e
Femal
e
Bot
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
1
1364
126
149
0
80
27
67
Data Cross-Tabulated by Economic Status and Age
Economi
c Status
Population Exposed
to Incident
Number of Deaths
Deaths per 100
Exposed to Incident
Adult
Chil
d
Both
Adult
Chil
d
Both
Adult
Child
Bot
h
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
44
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
2. Terry Daktul
3. Jason Reignbos
4. Elmer Sklue
5. Arch N. Emmy
6. Vic Svaporub
7. X O. Verrisi
8. Mory Eale
9. Amanda B. Reckonwith
10. Isabelle Ringing
11. Freida Slaves
12. Bertha D. Blues
13. Herb Evore
14. Anne Teak
15. Jerry Atrick
16. Ecks
17. Shirley U. Geste
18. Al Lergy
19. Anna Ceptic
20. Sue Age
21. Hope Ferterbest
22. Jacquelyn Hyde
23. Perry Staisis
24. Ty Tannic
25. Joy Anna Delyte
26. Matt A. Dore
27. Laureen Norder
28. Dick Shunnary
29. Fay Slift
30. Dawson D. Towel
31. Bess Twiches
32. Aaron Buoy
33. Ben Z. Dreene
34. Daryl Licht
35. Roger Overndoute
36. Will U. Shaddup
37. Hal O. Tosis
38. Ethel L. Cohol
39. Bruce Eazley
40. Ava Kashun
41. Fran Tickley
42. Claire D. Aisle
43. Al O. Bye
44. Bo Linbol
45. Al Toesaks
46. N. M. E. Agent
47. Earl E. Byrd
48. Dan Druff
49. Ben D. Rules
50. Gary Shattire
51. N. V. Ubble
52. Mel N. Colic
53. Benny Fitt
54. Desi Krashun
55. Phil R. Monic
56. Justin Time
57. L. O. Quency
58. Justin Thyme
59. Marcus Absent
60. Anne Cestraloam
61. Alfredo D. Dark
62. Marco D. Stinkshun
63. Eva Destruckshun
64. Alf Fannomega
65. Grace B. Formeeis
66. Pat O. Gonia
67. Theopholis Punnoval
45
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.
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Homophones
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 sleep
2. raspy throated equine
3. insect relative
4. tiresome pig
5. cry from the largest mammal
6. rabbit fur
7. stinking chicken
8. fighting ape
9. precious buck
10. antlered animal’s dessert
11. inexpensive chick’s cry
12. horrible bear
13. appendage story
14. runs from insects
15. donkey whimper
16. line of fish eggs
17. basement salesperson
18. forbidden music group
19. young coal digger
20. to taunt golf pegs
21. hurled royal chair
22. visitor estimated
23. ground grain blossom
24. unadorned airline
25. fearful man quivered
26. penny perfume
27. large frame
28. inactive false god
29. what a foot doctor does
30. peels fruit
31. main code of conduct
32. Sabbath ice cream treat
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ABC Review
Or
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.
49
Vocabulary Quilt
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.
50
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."
52
(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
53
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.
54
Literary Elements– O
Write 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
climax
drama
dynamic
point of view
fiction
first person
hero
man vs. fate
man vs. man
man vs. nature
man vs. self
man vs. society
narrative
nonfiction
poetry
prose
protagonist
resolution
setting
genre
stereotype
theme
third person
tone
character
static
conflict
mood
plot
55
Literary Elements – O
Prose – writing or speaking in its usual form – sentences
Narrative – tells about an event or story either real or imagined
Genre – identifies the major literary categories
Fiction – writing that comes from the writer’s imagination
Nonfiction – writing about real people, places, events
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 nobility
10. Antagonist – forces at work against the main character; may be another
character, nature, society, or a force from within the character
11. Protagonists – main character or hero
12. Static – describes a character that changes little or not at all during the
story
13. Dynamic – describes a character that changes and grows during the story
14. Stereotype – broad generalization about someone or something that
leaves no room for individual differences
15. Conflict – problem or struggle between two or more opposing forces
16. Man vs. Man – character has problems with another character
17. Man vs. Society – character has problems with traditions, laws, school,
etc.
18. Man vs. Self – character struggles with himself trying to decide what to
do
19. Man vs. Nature – character struggles with natural happenings i.e. storm
20. Man vs. Fate – character battles with what seems to be an uncontrollable
problem/unbelievable coincidence
21. Mood -- the feeling the reader gets from the work
22. Plot – the action of the story
23. Climax – the turning point in the action
24. Resolution – the satisfying end of the story
25. Point of View – the angle from which the story is told
26. First Person – one of the characters is telling the story
27. Third Person – someone outside of the story is telling the story
28. Setting – time and place of the story
29. Theme – the central idea in a piece of writing
30. Tone – the writer’s attitude toward the subject
1.
2.
3.
4.
5.
6.
56
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).
57
Q A R
Question Answer Relationships
In the Text
Right There
In My Head
Author and You
Use what the
Words used in
author says PLUS
the question and
what you already know
in the answer can be
to get the answer.
found “right there” in
the same single
sentence in the
passage.
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.
58
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.
59
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
60
Predict
Describe
Question
Clarify
Summarize
Compare
FREE
Visualize
Originally Released: September 24, 1996 –University of Maryland Medical Center
EDGAR ALLAN POE MYSTERY umm.edu/news/releases/news-releases
61
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
Benitez, M.D., a cardiologist at the University of Maryland Medical Center. His review is
Segment
1
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
Segment
2
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
Segment
3
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.
Segment
3 Cont.
"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.
62
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
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,
Segment
4
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
Segment
5
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
Segment
6
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.
63
Constructing the Pop-Up Book
Materials:
1. Construction paper
2. scissors
3. glue
4. 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.
64