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Name: ___________________________________________________ Date: __________________
Activity: “Grammar Goes for the Record” • Skill: Commonly Confused Words
Its vs. It’s
Its is a possessive: It indicates ownership.
Examples:
The cat looked sadly at its empty bowl.
That Web site sure takes its time loading.
It’s is a contraction. If you can replace the it’s in
your sentence with it is or it has, it’s is correct.
Examples:
It’s a beautiful painting.
It’s been a long time since I talked to him.
Directions: Choose the correct sentence in each group below.
1.A Its hard to work when its such a nice day
outside.
B It’s hard to work when it’s such a nice day
outside.
C It’s hard to work when its such a nice day
outside.
D Its hard to work when it’s such a nice day
outside.
2.
A “That dog is hurt!” exclaimed Jenny. “Look, its
cut its paw.”
B “That dog is hurt!” exclaimed Jenny. “Look, it’s
cut it’s paw.”
C “That dog is hurt!” exclaimed Jenny. “Look, it’s
cut its paw.”
D “That dog is hurt!” exclaimed Jenny. “Look, its
cut it’s paw.”
3. A I love the new soccer field. Its so green, and its
right next to the park.
B I love the new soccer field. It’s so green, and it’s
right next to the park.
C I love the new soccer field. It’s so green, and its
right next to the park.
D I love the new soccer field. Its so green, and it’s
right next to the park.
4. A Its hard to believe, but the tiger just escaped
from its cage at the zoo.
B It’s hard to believe, but the tiger just escaped
from it’s cage at the zoo.
C It’s hard to believe, but the tiger just escaped
from its cage at the zoo.
D Its hard to believe, but the tiger just escaped
from it’s cage at the zoo.
Directions: For each sentence below, fill in the blank with its or it’s. Then write your own sentence using
either its or it’s.
5. “ ____________ never been this warm on my birthday before,” remarked Sharon.
6. The parrot rearranged _________________ feathers using _________________beak.
7. The Titanic was on __________________ way to New York City.
8. ___________________________________________________________________________________________________
___________________________________________________________________________________________________
Scholastic sCOPE activity • april 23, 2012
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Its and it’s are often confused and misused. Here’s what you need to know to use them correctly:
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Name: ________________________________________________________ Date: ______________
Nonfiction: “Into the Dark Water” • Skill: Figurative Language/Symbolism, page 1 of 2
Sometimes, words have more than one layer of meaning. They mean one thing—but they mean something else at
the same time. In many cases, this is because they have both a literal and a figurative meaning. In this activity,
you will analyze the literal and figurative meanings of the headline of the nonfiction article “Into the Dark Water.”
Literal meaning
Literal means “following the ordinary or usual meaning of the words.” The literal meaning of a word is
its straightforward, or factual, meaning; it’s what the dictionary says it means. The literal meaning of a
word is its most basic and most obvious meaning.
Consider the literal meaning of “Into the Dark Water” to answer the questions in the boxes below.
To what literal “dark water”
does the headline refer?
What and/or who literally went “into the dark water”
during the Titanic disaster?
figurative meaning
When words are used figuratively, they are used to convey not a fact but an idea. A word’s figurative
meaning communicates something beyond its dictionary definition.
One type of figurative language is symbolism, or the use of symbols. A symbol is an object, setting,
event, animal, or person that on one level is itself, but that has another meaning as well. For example,
the American flag is a piece of fabric with stars and stripes on it, but it also represents the United States
and ideals like freedom, patriotism, and pride. In literature, the sun might be used as a symbol; it would
be the literal sun, but it might also represent an idea like happiness or hope.
Consider the figurative meaning of the headline “Into the Dark Water” and
fill in the boxes on the next page.
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Layers of Meaning
Nonfiction: “Into the Dark Water” • Skill: Figurative Language/Symbolism, page 2 of 2
What is the connection between the “swirling blackness” mentioned at the end of the article
and the headline “Into the Dark Water”?
Explain how each of the following figuratively went “into the dark water” after the Titanic disaster:
Jack Thayer
J. Bruce Ismay
society/the world
Now use your notes to help you answer the writing prompt on page 10:
What are the literal and figurative meanings of the headline “Into the Dark Water”? In other words,
what does the “dark water” symbolize? Use details from the article and the sidebar in your response.
Use a separate sheet of paper for your answer.
Scholastic sCOPE activity • April 23, 2012
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At the end of the article, the author writes, “Jack sank into a deep depression.
And this time he could not pull himself out of the swirling blackness.” What is the
figurative meaning of “swirling blackness”?
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Name: ________________________________________________________ Date: ______________
NONFICTION: “Into the Dark Water” • Skill: Reading Comprehension
Titanic Quiz
1.Which detail does NOT support the claim that
Jack Thayer came from a wealthy family?
A He was a first-class passenger.
B He was returning from a European vacation.
C There were nearly a thousand second- and
third-class passengers on board.
D He mingled easily with the Titanic’s rich and
powerful.
2.The structure of the section “Unsinkable” could
BEST be described as
A problem and solution.
B cause and effect.
C compare and contrast.
D sequential.
3.The author writes that the iceberg’s “jagged
fingers had clawed through the steel hull.” What
literary device is the author using?
A alliteration
B personification
C simile
D synecdoche
4.Information about the Titanic’s beautiful
bathhouse would be best inserted into
which section?
A the introduction
B “The Coward of the Titanic”
C “Lost in the Crowd”
D the caption on page 8
5. T
he author says the telegraph was a precursor to
the telephone because
A telegraphs were used on most ocean liners.
B the telegraph enabled people to send messages.
C it led to the invention of the telephone.
D it was invented after the telephone.
6.Consider this sentence from the article:
“There was an array of luxurious amenities,
many of which had never been offered on a
ship before.”
In which sentence does array have the same
meaning as in the sentence above?
A Martha arrayed herself in velvet and pearls.
B The array of items on the menu is impressive!
C The general gazed over the array of troops.
D The table is arrayed with flowers and candles.
7.You can infer from the line “Little by little, the
terrible wailing faded” that
A the Titanic had finally sunk.
B Jack’s boat had drifted too far to hear it.
C the people in the water had died.
D the people in the water had been rescued.
8.The author’s purpose in writing this article is
A to convince people of J. Bruce Ismay’s treachery.
B to warn people about the perils of sea travel.
C to celebrate one of the greatest ships ever built.
D to describe a disaster through the experience of
a teenager who was there.
Directions: Answer the questions below on the back of this page or on another piece of paper.
9. The author describes Jack Thayer as a “heroic
survivor of the Titanic.” Do you agree with her?
Why or why not? Be sure to use text evidence to
support your response.
10. D
id J. Bruce Ismay deserve his fate? Use at least
two pieces of text evidence to support your
answer.
Scholastic sCOPE ACTIVITY • april 23, 2012
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Directions: Read “Into the Dark Water” in this issue of Scope. Then answer the multiple-choice questions below.
Name: ________________________________________________________ Date: ______________
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Nonfiction: “Into the Dark Water” • Skill: Critical Thinking
Critical-Thinking Questions
1. What words does the author use to describe the sky before the disaster? What feelings do
these words evoke?
2. How does the author use imagery and symbolism to create a sharp contrast between the
time before and after the ship begins to sink? (Hint: Consider how she describes the water.)
3. The article refers to Jack as a “heroic survivor.” What did he do that was heroic? Do you
think Jack saw himself as a hero?
4. How does the author connect the depression Jack felt after his son’s death to Jack’s
experience on the Titanic?
5. In an editorial, newspaper publisher William Randolph Hearst wrote, “Who would not rather
die a hero than live a coward?” How does this quote apply to Ismay? Do you agree with Hearst?
Scholastic sCOPE activity • april 23, 2012
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“Into the Dark Water”
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THE LANGUAGE ARTS MAGAZINE
Name: ________________________________________________________ Date: ______________
Nonfiction: “Into the Dark Water” • Skill: Reading Comprehension, page 1 of 2
Read, Think, Explain
Exploring the facts and ideas in a nonfiction article will help you understand it better. Use this worksheet to help
you understand “Into the Dark Water” in the April 23, 2012, issue of Scope.
A. BEFORE READING
1. Read the headline, or title, of the article. Write it here:___________________________________________________
Now look at the photographs and read the captions. What do you predict the story will be about? Circle one
or more of the choices below, and explain your choice.
A person If so, whom? ______________________________________________________________________________
An event If so, what?_______________________________________________________________________________
Something else If so, what?_________________________________________________________________________
2. Look at the images on pages 4 and 5. What feeling does the Titanic poster convey? What feeling does the
picture of a person under the water convey? What does this contrast of images suggest? ____________________
__________________________________________________________________________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
B. DURING READING
Read the subtitle, or heading, of each section. Then complete the following:
3. The first section is the introduction. It is mainly about (summarize):_____________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ .
4. The second section is called ______________________________. It is mainly about (summarize):_________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________ .
5. The third section is called ______________________________. It is mainly about (summarize):___________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________ .
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Identifying Nonfiction Elements
Nonfiction: “Into the Dark Water” • Skill: Reading Comprehension, page 2 of 2
C. AFTER READING
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
7. What is the MAIN purpose of the article? (circle one)
to explain why a ship
that was considered
unsinkable sank
to describe the
experiences of one person
in a historic disaster
to compare heroic acts
with cowardly acts in the
face of a disaster
D. TEXT TO TEXT
8. Summarize the information presented in the sidebar “The Coward of the Titanic” on page 10. __________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
9.Compare and contrast J. Bruce Ismay and Jack Thayer.
________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
E. MAKING CONNECTIONS
10. Here’s how this article relates to (fill in at least two):
Something else I read: _____________________________________________________________________________
_________________________________________________________________________________________________
Something else I know about:______________________________________________________________________
_________________________________________________________________________________________________
Something in my own life: _________________________________________________________________________
_________________________________________________________________________________________________
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6. Write down three facts from the article that you didn’t know before you read it.
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THE LANGUAGE ARTS MAGAZINE
Name: ________________________________________________________ Date: ______________
nonfiction: “Into the Black Water” • Skill: Vocabulary Acquisition, page 1 of 2
Vocabulary:
1. amenity (uh-MEN-i-tee) noun; something that provides comfort, convenience, or pleasure,
usually used in plural form
example: Many airlines no longer offer amenities like in-flight meals and snacks.
2. audacious (aw-DAY-shuss) adjective; daring or reckless
example: The audacious climbers Reinhold Messner and Peter Habeler were the first people to
scale Mount Everest without using supplemental oxygen.
3. bolster (BOHL-ster) 1. noun; a long pillow or cushion; 2. verb; to support or reinforce
example 1: To relieve tension in your lower back, lie down with a bolster under your knees.
example 2: Karla’s enthusiastic support bolstered Meg’s courage.
4. bow (BOW) noun; the forward end of a boat
example: When we go sailing, my brother likes to sit in the bow and look for whales.
5. dapper (DA-pur) adjective; neat and trim
example: My great-grandfather looked very dapper in his suit and bow tie.
6. fanfare (FAN-fayr) noun; 1. a short, stirring tune played by trumpets; 2. a showy outward display
example 1: A fanfare signaled the king’s arrival.
example 2: Emily always insists on celebrating her birthday with a lot of fanfare; her sister Grace,
on the other hand, won’t even let anyone bake her a cake.
7.funnel (FUN-uhl) noun; 1. an open cone that narrows to a tube, used for pouring something into
a container with a narrow neck; 2. a smokestack on a ship or locomotive
example 1: Mom used a funnel to refill the salt shaker.
example 2: Old coal-fired engines required ships to have funnels.
8. karat (KA-ruht) noun; a unit for measuring the purity of gold, with pure gold being 24 karats
example: David’s beautiful 24-karat gold watch has been in his family for many generations.
9. lavish (LA-vish) adjective; sumptuously rich, elaborate, and elegant; a large amount
example: My dog gives me a lavish display of affection whenever I come home from a trip.
10. plaintive (PLAYN-tiv) adjective; sad and mournful
example: The owl’s plaintive cry echoed across the barren field.
Scholastic sCOPE ACTIVITY • April 23, 2012
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“Into the Black Water”
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THE LANGUAGE ARTS MAGAZINE
Name: ________________________________________________________ Date: ______________
nonfiction: “Into the Black Water”• Skill: Vocabulary Acquisition, page 2 of 2
Vocabulary Practice:
Directions: Fill in the circle next to the best answer to each question below.
1. If someone describes a party as lavish, he or she
probably means that the party was
A boring.
B casual.
C extravagant.
D crowded.
2.Select the sentence that correctly uses the word
audacious.
A My audacious cat jumped onto the counter in pursuit
of my roast-beef sandwich
B “Justin is so audacious,” Rosa complained. “He never
replies to my texts.”
C My dad is an audacious driver; he always goes at least
five miles under the speed limit.
D I’m feeling so audacious, I might have to go back to bed.
3.Who or what would be most likely to sound plaintive ?
A an angry child
B a lawnmower
C a lost puppy
D a bee
4. Select the sentence that correctly uses the word bolster.
A I tried to bolster my confidence by reminding myself
I’d passed harder tests than this one.
B Marian likes to bolster her pillows at night.
C Joseph bolstered the spaghetti sauce by adding water.
D Jessica ran over some broken glass and bolstered her
bicycle tire.
5.Mr. Jones says he stayed in a hotel with lots of amenities.
What is MOST likely true about where he stayed?
A It was a simple but clean budget hotel.
B It was an expensive luxury hotel.
C It was a run-down hotel infested with cockroaches.
D It has changed owners many times.
6.Jill told Rick that he looked dapper. What would Rick
MOST likely have said in reply?
A “Well, I didn’t get much sleep last night.”
B “I didn’t realize I was supposed to dress up for this.”
C “Mark just told the most hilarious story!”
D “Thank you! I got a haircut and everything.”
Directions: In each row of words, circle the word that does not belong.
7.simplicity extravagance
fanfare
spectacle
8. audacious
daring
meek
bold
9. pitiful
shabby
dingy
lavish
10. bow
funnel
cabin
captain
Directions: Choose any two vocabulary words from page 1 of this activity and use them in a sentence.
11. _____________________________________________________________________________________________________________ ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
Scholastic sCOPE ACTIVITY • April 23, 2012
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“Into the Black Water”
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THE LANGUAGE ARTS MAGAZINE
Name: ________________________________________________________ Date: ______________
play: The Monkey’s Paw • Skill: Critical Thinking, page 1 of 2
In The Monkey’s Paw, Mr. White makes three wishes that appear to come true—in a horrible way! But do the
wishes really come true? Or could the apparent results of Mr. White’s wishes be coincidences? W. W. Jacobs,
author of the short story “The Monkey’s Paw,” leaves that somewhat ambiguous, or open to more than one
interpretation. Directions: Consider how the apparent granting of each of Mr. White’s wishes COULD be
interpreted as magic, as well as how each COULD be interpreted as a coincidence. Write as convincing an
argument as you can for each interpretation.
For the “It was magic!” column, consider:
• What seems too perfect to be random chance?
• What else happens or is said that supports the idea that the monkey’s paw is magic?
For the “It was a coincidence!” column, consider:
• What did NOT happen that would have made it seem more likely that the paw really granted Mr. White’s wish?
• What might have influenced Mr. and Mrs. White’s interpretations of what happened?
Wish No. 1:
The wish: Mr. White wishes for 200 pounds.
What happens: The next day, the Whites’ son, Herbert, dies. Mr. and Mrs. White receive
200 pounds as compensation from Herbert’s company.
It was magic!
It was a coincidence!
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Coincidence or Magic?
play: The Monkey’s Paw • Skill: Critical Thinking, page 2 of 2
Wish No. 2:
The wish: Mr. White wishes for Herbert to come back to life.
What happens: A little while later, there is a loud knocking on the Whites’ door.
It was a coincidence!
Wish No. 3:
The wish: Mr. White wishes for what he believes to be Herbert to go away.
What happens: The knocking stops, and no one is outside when Mrs. White flings open the door.
It was magic!
It was a coincidence!
Scholastic sCOPE activity • april 23, 2012
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It was magic!
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THE LANGUAGE ARTS MAGAZINE
Name: ________________________________________________________ Date: ______________
PLAY: The Monkey’s Paw • Skill: Reading Comprehension
The Monkey’s Paw Quiz
1.What is the tone of the prologue?
A witty
B dry
C humorous
D ominous
5. Herbert could be described as
A curious.
B promising.
C jovial.
D all of the above
2.Complete the following analogy:
monkey’s paw : talisman ::
A gasoline : car
B scorching : iron
C cake : dessert
D Facebook : Twitter
6. I n Scene 4, you can infer that the “long wail of
disappointment” comes from
A Mr. White.
B Mrs. White.
C the wind.
D Herbert.
3.Sergeant Major Morris implies that his
experiences with the monkey’s paw were
A delightful.
B tragic.
C exciting.
D boring.
7.With which of the following statements would
Franklin Delano Roosevelt most likely agree?
A You can’t escape your fate.
B Fate is a superstition.
C Beware the hand of fate.
D Fate is a fickle friend.
4.In Scene 3, which line gives you a clue that
something is terribly wrong?
A “Herbert must be running late.”
B “By dinner, they’ve nearly forgotten the paw
entirely.”
C “Mr. and Mrs. White laugh at their
superstitions.”
D “I expect you’ll wake to find a big bag of cash in
the middle of your bed.”
8.Which of the following does NOT support the
idea that the monkey’s paw is fake—that it has no
magical powers?
A The Whites never see who is knocking at the
door in Scene 4.
B Mr. White may have imagined that the paw
“twisted” in his hands.
C The moment Mr. White wishes that his son
would disappear, the knocking stops.
D When Mr. White wishes for 200 pounds, the
money doesn’t appear right away.
Directions: Answer the questions below on the back of this page or on another piece of paper.
9. Does the monkey’s paw really have the power
to grant wishes? Use at least three pieces of text
evidence to support your answer.
10. O
ne moral of this story is that we should be
content with what we have. Use at least three
pieces of text evidence to explain how the story
supports this moral.
Scholastic sCOPE ACTIVITY • april 23, 2012
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Directions: Read The Monkey’s Paw in this issue of Scope. Then answer the multiple-choice questions below.
Name: ________________________________________________________ Date: ______________
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THE LANGUAGE ARTS MAGAZINE
Play: The Monkey’s Paw • Skill: Critical Thinking
Critical-Thinking Questions
1. Is Sergeant Major Morris an honest and trustworthy character? Support your answer with
details from the play.
2. Why does Mr. White rescue the monkey’s paw from the fire? Why don’t the Whites heed
Morris’s warnings?
3. In Scene 4, Mr. White says the apparent granting of his first wish was a coincidence. Do you
think he really believes this? Why or why not?
4. What are some examples of suspense in the play?
5. Read the quote in the yellow box on page 15. What might Roosevelt mean when he refers to
people as “prisoners of their own minds”?
Scholastic sCOPE activity • april 23, 2012
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The Monkey’s Paw
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THE LANGUAGE ARTS MAGAZINE
Name: ___________________________________________________ Date: ______________
Back to Basics:
Literary Elements and Devices
Identifying the basic elements of a literary work helps you understand it better. Use this activity to help you
understand The Monkey’s Paw. See Scope’s “Glossary of Literary Terms” for definitions of the words that appear
in bold.
Section 1: Characters
1. For the character of Sergeant Major Morris and two characters of your choice: (1) decide whether the
character is major or minor; (2) briefly describe the character, including his or her appearance, age,
personality, and background; (3) decide whether the character is static or dynamic and explain why.
A.
sergeant major morris is a major/minor (circle one) character.
Description:_______________________________________________________________________________________
__________________________________________________________________________________________________
He is a static/dynamic (circle one) character. I think so because_________________________________________
__________________________________________________________________________________________________
B.
is a major/minor (circle one) character.
Description:_______________________________________________________________________________________
__________________________________________________________________________________________________
He/She is a static/dynamic (circle one) character. I think so because _____________________________________
__________________________________________________________________________________________________
C.
is a major/minor (circle one) character.
Description:_______________________________________________________________________________________
__________________________________________________________________________________________________
He/She is a static/dynamic (circle one) character. I think so because_____________________________________
__________________________________________________________________________________________________
2. D
escribe the role of the narrators. What is their purpose in the play?______________________________________
__________________________________________________________________________________________________
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play: The Monkey’s Paw • Skill: Literary Elements and Devices, page 1 of 4
play: The Monkey’s Paw • Skill: Literary Elements and Devices, page 2 of 4
3. Consider the characterization of Sergeant Major Morris.
A. What is an example of direct characterization of Morris?_____________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
B. What are two examples of indirect characterization of Morris?________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Section 2: Setting
4. Briefly describe the setting._________________________________________________________________________
___________________________________________________________________________________________________
__________________________________________________________________________________________________ _
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Section 3: Literary Devices
5. What is an example of foreshadowing in the play? At what later events does the foreshadowing hint?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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__________________________________________________________________________________________________
play: The Monkey’s Paw • Skill: Literary Elements and Devices, page 3 of 4
Section 4: Figurative Language
6. The monkey’s paw could be seen as more than just an object. It could be a symbol of an idea that the author
The monkey’s paw could be a symbol of ______________________________________________
because ___________________________________________________________________________________________
__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
Section 5: Mood and Tone
7. L ist at least two adjectives that describe the tone of the play.____________________________________________
Now explain how the writer establishes that tone. Which words and details tell you how the author feels
about the characters and the subject matter?__________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
8. W hat is the mood of the play? Does it stay the same throughout the play, or does it change? Explain.________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Now explain how the writer establishes the mood. Which imagery, words, ideas, and aspects of the setting
or plot caused you to feel the way you did while reading?_______________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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wants you to think about. Explain one idea that the monkey’s paw could symbolize.
play: The Monkey’s Paw • Skill: Literary Elements and Devices, page 4 of 4
Section 6: Plot
3
4
2
FALLING ACTION: What is the solution
to the problem? How is it carried out?
RISING ACTION: What happens that
causes the situation to escalate, or
intensify?
5
1
RESOLUTION: What is the
ultimate outcome?
OPENING: What is the main
problem?
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CLIMAX: Describe the moment when the problem reaches its
greatest intensity. What happens to make this a turning point?
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page 1 of 4
Glossary of Literary Terms
the same letter or group of letters. For example: Anne’s awesome apple; Fred’s frozen french fries.
See also: figurative language.
antagonist (an-TAG-uh-nist): The opponent or enemy of the main character, or protagonist.
See also: protagonist.
aside (uh-SAHYD): Words spoken to the audience by a character in a drama that are not supposed
to be heard by the other characters on stage. An aside is usually used to let the audience know what a
character is thinking.
characterization (kar-ik-ter-uh-zay-shun): The means through which an author reveals a
character’s personality. Characterization may be direct or indirect. In direct characterization, the
writer or a narrator tells the reader what the character is like: “Ben was a quiet, serious boy.” In
indirect characterization, the author shows the reader or audience member what the character is like
through (1) the character’s appearance, (2) what the character does, (3) what the character says,
(4) what the character thinks, and (5) how the character affects other characters. From these five
things, the reader or audience member understands the character’s personality.
climax (KLAHY-maks): The point in a play, novel, short story, or narrative poem at which the
conflict reaches its greatest intensity and is then resolved. The climax is also the part of a narrative
when the reader or audience member experiences the most intense emotions. See also: plot.
conflict (KON-flikt): A struggle between opposing forces. A conflict may be external (between
the character and another person, society, nature, or technology) or internal (a struggle within the
character).
dialogue (dahy-uh-lawg): The conversation between characters in a work of literature.
dynamic character (dahy-NAM-ik kar-ik-ter): A character who undergoes a significant internal
change over the course of a story. This may be a change in understanding, values, insight, etc. See
also: static character.
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alliteration (uh-LIT-uh-RAY-shuhn): When two or more words in a group of words begin with
Glossary of Literary terms, page 2 of 4
figurative language (FIG-yer-uh-tiv LANG-gwidj): The literal meaning of a word is its
definition as you would find it in the dictionary. Figurative language uses words in some way other
than for their literal meanings to make a comparison, add emphasis, or say something in a fresh and
creative way. Examples of figurative language include alliteration, hyperbole, idiom, imagery, metaphor,
flashback (FLASH-bak): When a writer inserts a scene into a story that occurred before the
present time in the story. Flashbacks provide background information about events happening during
the current narration. They may be presented as memories, dreams, or stories of the past told by
characters.
foreshadowing (for-SHAD-oh-ing): When an author provides clues or hints about something
that is going to happen later in the story. Authors use foreshadowing to build suspense and to prepare
the reader for what happens later.
hyperbole (hahy-PUR-buh-lee): Extreme exaggeration used for emphasis or effect; an extravagant
statement that is not meant to be taken literally. For example: “I almost died of boredom.” Hyperbole
is frequently used in humorous writing. See also: figurative language.
idiom (ID-ee-um): An expression that cannot be understood from the meanings of its individual
words. For example, “it’s raining cats and dogs” is an idiom that means it’s raining really hard—but
there is no way to know that from the meanings of its individual words. See also: figurative language.
imagery (IH-muhj-ree): The use of language to portray sensory experiences, or experiences of
the five senses: sight, hearing, smell, taste, and touch. Authors use imagery to describe actions,
characters, objects, and ideas, and to heighten the emotional effect of their writing. One way authors
create imagery is through the use of figurative language. See also: figurative language.
irony (AHY-ruh-nee): There are three types of irony: (1) dramatic irony, when the reader or
audience member is aware of something that the characters are not aware of; (2) situational irony,
when something happens that is the reverse of what you expected; and (3) verbal irony, when the
name or description of something implies the opposite of the truth (for example, calling a very tall
person “Tiny”).
major character (MEY-jer kar-ik-ter): A main or important character; a character who plays
a large role in a story. Major characters usually face some sort of obstacle, and they will be present
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onomatopoeia, personification, and simile. (You can find definitions of these words in this glossary.)
Glossary of Literary terms, page 3 of 4
throughout all, or almost all, of a story. There may be one major character in a story, or several. See
also: minor character.
metaphor (MET-uh-for): The comparison of two unlike things to illuminate a particular quality
or aspect of one of those things. For example, “Karen was a ray of sunshine” is a metaphor in which
hopeful—qualities we associate with the sun. Metaphors state that one thing is something else; they
do not use the words like or as. See also: figurative language, simile.
minor character (MY-ner kar-ik-ter): A character who does not play a large role in a story.
Minor characters usually do not face any obstacles during the course of the story, and they usually
do not change during the course of the story. The reader does not usually learn much about minor
characters. They are just there for the major characters to interact with and to help advance the plot.
See also: major character.
mood (mood): The feelings the reader gets from a work of literature. Another way to describe a
story’s mood is atmosphere. When you walk into a place, it has an atmosphere that makes you feel a
certain way; when you “walk into” a story, it too has an atmosphere that makes you feel a certain way.
For example, the mood could be calm, creepy, romantic, sad, or tense. Authors create mood through
word choice, imagery, dialogue, setting, and plot. The mood can stay the same from the beginning to
the end of a story, or it can change.
onomatopoeia (on-uh-maht-uh-PEE-uh): The formation or use of words whose sounds imitate
the sounds of what they describe, such as hiss, murmur, growl, honk, buzz, woof, etc. See also:
figurative language.
personification (per-son-uh-fih-KAY-shun): Describing nonhuman animals, objects, or ideas
as though they possess human qualities or emotions. For example: “the moon smiled down at her,”
“I felt the cold hand of death on my shoulder,” “there is a battle being fought in my garden, between
the flowers and the weeds.”
plot (plaht): The sequence of events in a story. The plot includes the opening event (what happens
at the beginning/the main problem that the main character faces), the rising action (what happens to
intensify the problem), the climax (when the problem reaches its most intense point and begins to be
resolved), the falling action (what happens to solve the problem), and the conclusion (how things end).
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Karen is compared to a ray of sunshine. The metaphor suggests that Karen was cheerful, happy, warm,
Glossary of Literary terms, page 4 of 4
point of view (poynt uhv vyoo): The perspective from which a story is told­. In other words, who
is telling the story—a character in the story or an outside narrator. There are several types of point
of view: (1) first-person point of view, where the narrator is a character in the story who describes
things from his or her own perspective and refers to himself or herself as “I”; (2) third-person limited
experiences and thoughts of only one character in the story; (3) third-person omniscient point
of view, where the narrator is not one of the characters and is able to describe the experiences and
thoughts of every character in the story.
protagonist (proh-TAG-uh-nist): The main or central character of a work of literature. Usually,
the main character is involved in a conflict or struggle with the antagonist. See also: antagonist.
setting (seht-ing): The environment in which a story takes place, including the time period,
the location, and the physical characteristics of the surroundings.
simile (SIM-uh-lee): When two unlike things are compared—using like or as—in order to illuminate
a particular quality or aspect of one of those things. For example, “Randy’s voice is like melted
chocolate” is a simile in which Randy’s voice is compared to melted chocolate. The simile suggests that
Randy’s voice is rich, smooth, sweet, warm—qualities we associate with melted chocolate. See also:
figurative language, metaphor.
static character (STAT-ik kar-ik-ter): A character who does not undergo a significant change
over the course of a story. See also: dynamic character.
symbol (SIM-buhl): An object, setting, event, animal, or person that on one level is itself, but that
has another meaning as well. For example, the American flag is really a piece of fabric with stars and
stripes on it, but it also represents the United States and ideals like freedom, patriotism, and pride.
In a story or play, rain could be a symbol; the rain would really be rain, but it might also represent an
idea like sadness or leaving the past behind. Symbolize means “to be a symbol of.”
symbolism (SIM-buhl-izm): The practice of using symbols. See also: symbol.
tone (tohn): The author’s attitude toward the subject matter or toward the reader or audience.
Words that could describe tone include doubtful, humorous, gleeful, serious, and questioning. Tone is
conveyed through the author’s word choices and the details that he or she includes.
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point of view, where the narrator is not a character in the story but the narrator can describe the
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Name: ________________________________________________________ Date: ______________
play: The Monkey’s Paw • Skill: Vocabulary Acquisition, page 1 of 2
Vocabulary:
1. aghast (uh-GAST) adjective; shocked or horrified
example: I was aghast at the sight of the car crash.
2. burly (BUR-lee) adjective; muscular and heavily built
example: People are always telling my burly friend Matt that he should try out for the football team,
but he can’t catch a pass to save his life.
3. fakir (fuh-KEER) noun; a Muslim or Hindu holy man; fakirs are generally believed to have
miraculous powers
example: A crowd gathered to watch the fakir lie on a bed of nails.
4. jar (JAHR) verb; to startle, unsettle, disturb, or irritate
example: The sudden blare of the car alarm jarred me.
5. liability (lye-uh-BILL-ih-tee) noun; 1. the state of being liable, or legally responsible;
2. a disadvantage; something that holds one back
example 1: I asked the airline to replace my iPod, which was stolen from my luggage, but the airline
denied liability.
example 2: I realize that I’m a liability to the swim team, but I’m trying hard to improve my skills!
6. melodramatic (mel-oh-druh-MA-tik) adjective; overly dramatic, sentimental, or emotional
example: My brother is so melodramatic—he gets a minor cold, and he acts like he’s about to die.
7.pound (POWND) noun; a unit of money used in the United Kingdom and other countries
example: I love shopping for clothes on this British Web site, but I have to remind myself to convert
pounds to dollars in my head before I buy anything.
8. ruddy (RUH-dee) adjective; rosy; reddish
example: The sailor had a ruddy complexion from all the time he spent at sea.
9. strapping (STRA-ping) adjective; tall and sturdy; muscular
example: For some reason, I pictured Anthony as short and slight, but in fact he is quite strapping.
10. t alisman (TAL-iz-muhn) noun; an object thought to have magical powers and bring good luck
example: My grandfather’s watch is my lucky talisman. I always bring it with me when I take a test.
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The Monkey’s Paw
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Name: ________________________________________________________ Date: ______________
play: The Monkey’s Paw • Skill: Vocabulary Acquisition, page 2 of 2
Vocabulary Practice:
Directions: Fill in the circle next to the best answer to each question below.
1.Who is least likely to be described as burly?
A a lumberjack
B a professional wrestler
C a figure skater
D a garbage collector
A someone who likes hiking
B a surfer
C a park ranger
D an accountant
2.Joseph said I was being melodramatic. Which of the
following is MOST likely to be true?
A Joseph thinks I should express my feelings.
B Joseph thinks I am overreacting.
C Joseph is sympathetic to my problems.
D Joseph wants to cheer me up.
6.Which of the following topics might be covered in an
article about the liability of dog owners?
A how living with a dog can reduce stress
B dental care for dogs
C an owner’s responsibility if a dog bites someone
D the history of dog shows
3.Which of the following would MOST likely leave
you aghast?
A winning first place at the science fair
B a surprise birthday party
C a gross scene in a horror movie
D food you don’t like
7.Select the statement that would MOST likely follow this
sentence: “I find this music very jarring.”
A “It’s putting me to sleep.”
B “Please turn it down.”
C “It makes me want to dance!”
D “I totally have to buy this album.”
4. For which of the following would you use a pound?
A propping open a door
B weighing something heavy
C making someone laugh
D paying for fish and chips in London
8. Who or what would MOST likely be described as
“strapping”?
A the leading man in a movie
B one of the Three Little Pigs
C a 90-year-old grandma
D a jellyfish
5.Who would be LEASt likely to have a ruddy complexion?
Directions: Use each pair of words below in a sentence.
9. fakir, talisman__________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
10. melodramatic, aghast__________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
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The Monkey’s Paw
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Name: _______________________________________________________ Date: ______________
Debate: “Should a Tiger Be Your Pet?” • Skill: Persuasive Essay, page 1 of 5
Directions: Read “Should a Tiger Be Your Pet?” on pages 16-17 of the April 23, 2012, issue of Scope. Fill
in the chart on page 17. Then follow the steps below to write an essay explaining your opinion of owning
exotic pets.
Step 1: decide what you think
Should we own exotic pets? Consider what you read in the article, as well as your own experiences.
Check the box next to the point of view you will support in your essay. Or write your own opinion in
the space provided.
Yes! Tigers don’t scare me.
No! Are you nuts?!
___________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 2: Find your support
Which of the items that you wrote in the “Yes” and “No” columns on page 17 support your opinion?
What are other points that support your opinion? List three to five support items here:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 3: acknowledge the other side
If you think exotic animals make good pets, summarize the reasons some people think they have no place
in your home. If you believe exotic animals belong in the wild, summarize the reasons cited by people who
love living with them.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Write a Persuasive Essay
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Debate: “Should a Tiger Be Your Pet?” • Skill: Persuasive Essay, page 2 of 5
Step 4: CRAFT your thesis
The thesis is where you tell readers what the essay is going to be about. The thesis should be a clear,
strong statement of the opinion you stated in Step 1. The rest of your essay should support your thesis.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 5: Write your hook
The very beginning of your essay is called the hook because it “hooks” your readers’ attention. The hook
should relate to the topic of your essay, but it can take many forms. It can be an anecdote (a very short
story), a fact, a quote, or a rhetorical question (a question to which you don’t expect an answer). Here are
three ideas for hooks that could work for this topic. Choose one of the ideas below, or use your own idea
and write a hook on the lines provided (1-3 sentences).
1. ANECDOTE: Describe a time when you encountered a wild animal at the zoo, at a wild animal park,
or in the wild. Explain why the animal would—or wouldn’t—make a good pet.
2. SURPRISING FACT: Find a fact that will raise your readers’ eyebrows. Several surprising facts are
included in the article. You can also do some research to find a surprising fact that is not included
in the article.
3. RHETORICAL QUESTION: Ask your readers how they would feel if their pet . . . [complete the
sentence].
Your hook: _________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 6: Summarize the issue
Let readers know a little about the issue you will be writing about. This is not your point of view; it’s just
a very brief summary of the issue—in this case, the debate over keeping exotic pets.
Your summary of the issue: ______________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 7: Start writing
Now that you have the key ingredients for your essay, you are ready to start writing. On the next page,
you’ll find guidelines for how to organize your ingredients, as well as hints about what else you’ll need to add.
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Your thesis: ____________________________________________________________________________________________________________________________________________________________________________________________________
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Debate: “Should a Tiger Be Your Pet?” • Skill: Persuasive Essay, page 3 of 5
Directions: Follow the guidelines below to write a strong essay on whether or not people should have
exotic pets. You will use what you wrote on the first two pages of this activity.
Open with your hook from Step 5.
Write a transition sentence that relates your hook to the question of whether or not people should
keep exotic pets. (See Scope’s handout “Great Transitions” for some ways to link your ideas.)
Write your summary of the issue from Step 6.
Finish with your thesis from Step 4.
BODY PARAGRAPH(S)
Here’s where you write your supporting points from Step 2. For each one, write 1-3 sentences
that provide additional details. You can put all of your supporting points and detail
sentences together in one paragraph, or you can break them into three paragraphs.
It depends on how much you want to write about each point. Order your supporting points
from weakest to strongest. Readers tend to remember best the details that are presented last.
Acknowledge the other side
Now it’s time to recognize the other side of the argument. Use what you wrote in Step 3.
Then explain why you think the opposing point of view is wrong.
CONCLUSION
Use 2-3 sentences to remind your readers of your main points.
Finish with a strong final sentence. Looking for an idea? Try referring to your hook,
finding a quote, or inspiring your readers.
Read and Revise
Use Scope’s “Persuasive-Essay Checklist” to evaluate and edit what you have written.
Make any necessary changes and write a second draft.
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INTRODUCTION
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Name: _______________________________________________________ Date: ______________
Debate: “Should a Tiger Be Your Pet?” • Skill: Persuasive Essay, page 4 of 5
Transitions are like bridges between your ideas—they help your readers move from one idea to the next.
Here are some transition words and phrases you may wish to use in your essay. Keep in mind that they
can be used at the beginning of a sentence or within a sentence.
If you are adding information or showing similarity between ideas:
• additionally
• besides
• so too
• first of all/secondly/thirdly
• in addition
• also
• likewise
• to begin with
• as well as
• another
• furthermore
• finally
If you are showing that one idea is different from another:
• however
• even though
• in contrast
• on the one hand/on the other hand
• yet
• despite
• still
• some people say/other people say
• but
• although
• in spite of
• regardless
If you are showing that something is an example of what you just stated:
• for example
• to illustrate
• this can be seen
• for instance
• namely
• specifically
If you want to show cause and effect:
• as a result
• consequently
• it follows that • therefore • so
• eventually
If you want to add emphasis:
• in fact
• of course
• truly
• even
Scholastic sCOPE ACTIVITY • april 23, 2012
• indeed
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Great Transitions
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Name: _______________________________________________________ Date: ______________
Debate: “Should a Tiger Be Your Pet?” • Skill: Persuasive Essay, page 5 of 5
Directions: Use this guide to check your own essay, or exchange papers with a classmate and use
the list to check each other ’s essays. In the margins of the essay you are checking, make notes about
anything that needs to be revised.
Introduction
3 Does the first sentence grab readers’ attention?
3 Does the first paragraph provide a general overview of the essay’s topic?
3 Does the first paragraph include a thesis statement that strongly and clearly states your
point of view? Does the thesis clue readers in as to what the essay is going to be about?
Body Paragraphs
3 Do they contain a total of at least three points that support the thesis?
3 Do they provide details to further explain each of the three supporting points?
3 Are the supporting details presented in order from weakest to strongest?
3 D o you acknowledge an opposing point of view and then explain why you think it isn’t strong
enough to change your point of view?
Conclusion
3 Does the last paragraph remind readers of the main points of the essay, without going
into too much detail and repeating everything readers just read?
3 Is the conclusion free of new information (such as another supporting point)?
3 Does the last sentence leave readers with a strong final impression?
General
3 Does one idea flow smoothly into the next?
3 Do the sentence structures and lengths vary?
3 Does every sentence relate to the thesis?
3 Does everything make sense?
3 Is the essay convincing?
3 Are the grammar, punctuation, and spelling correct?
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Persuasive-Essay Checklist
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Name: ________________________________________________________ Date: ______________
paired texts: “Killer Fries?” and “Vegan Teen Opens Bakery”• Skill: Compare and Contrast
Directions: Read the essay “Killer Fries?” and the profile “Vegan Teen Opens Bakery” in the April 23, 2012, issue
of Scope. Then answer the following questions.
1.What did Morgan Spurlock want his film Super
Size Me to show about fast food’s effects on our
nation as a whole?
A Fast food had a negative effect on his health.
B Fast food is at least partially responsible for the
nation’s obesity problem.
C Most people agree that fast food tastes good,
even though it’s unhealthy.
D Many people experience bad moods after eating
fast food.
2.Critics of Spurlock’s film claim that it is unfair
because
A McDonald’s food is not intended to be eaten in
the huge quantities that Spurlock consumed.
B McDonald’s offers healthy options, like salads.
C people are overweight for reasons other than
eating fast food.
D during his experiment, Spurlock was eating food
besides McDonald’s.
3.What have Nia Froome and Morgan Spurlock
both tried to do?
A demonstrate reasons to avoid fatty food
B show the benefits of becoming vegan
C help people make healthy choices about what
they eat
D point out the dangers of childhood obesity
4.Which of the following items could be part of a
vegan diet? A a cheeseburger
B a milkshake
C a fish sandwich
D french fries
5.According to the articles, what do food from
McDonald’s and food from Mamma Nia’s have in
common?
A Both can cause serious health problems.
B Both are low in sugar.
C Both are sold in restaurants across the country.
D Both taste delicious.
6.From the studies cited in “Killer Fries?” you
can infer that a child who has never eaten at
McDonald’s
A will feel awkward around friends who eat there.
B is most likely a vegan.
C is less likely to eat there as an adult.
D is likely to go on a McDonald’s binge as an adult.
7.Why would a store or restaurant sell ground beef
to which “pink slime” has been added?
A Pink slime makes ground beef taste better.
B Pink slime gives ground beef a smoother texture.
C Beef containing pink slime is less expensive
than other ground beef.
D Beef containing pink slime is more nutritious
than other ground beef.
8.Based on the two articles, what can you conclude
about Morgan Spurlock and Nia Froome?
A Both took bold steps to support something they
believe in.
B Both care about animal rights.
C Both put their health on the line to make
a point.
D both A and B
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Paired-Texts Quiz
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THE LANGUAGE ARTS MAGAZINE
Name: ________________________________________________________ Date: ______________
PAIRED TEXTS: “Killer Fries?” and “Vegan Teen Opens Bakery” • Skill: Persuasive Writing
Obesity—being dangerously overweight—has become a health crisis in the United States. Who or what is
responsible for this problem? Filmmaker Morgan Spurlock suggests that fast-food restaurants are at least partly to
blame. Do you agree? Complete the activity below to help you explore both sides of the argument.
Directions: Read the question below. Then provide arguments in the “Yes” and “No” columns that support both a
positive and a negative response to it. Draw on details from “Killer Fries?” and “Vegan Teen Opens Bakery,” as well
as your own opinions. We provided one argument for you.
Question: Are fast-food restaurants responsible for America’s obesity problem?
yes
no
There are more than 195,000 fast-food
restaurants in the U.S. This makes fastfood very convenient—so convenient that it
encourages people to choose fast food over
healthier but less-convenient options.
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Who’s to Blame?
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Name: ___________________________________________________ Date: __________________
The Lazy Editor: “The Dog That Wasn’t a Dog” • Skill: Eliminating Extraneous Information
When you’re writing an essay, each paragraph should have a main idea, and all the sentences in the paragraph
should support that main idea. Extraneous information is unrelated to your main idea—and it doesn’t belong in
your writing! Directions: Read the following article and cross out any sentences that don’t relate to the main
idea of their paragraph. Note that not every paragraph contains extraneous information.
AROUND THE WORLD IN SEVEN MONTHS
When Australian Jessica Watson was 11, her parents read her a book by the youngest
person to sail solo around the world. Jessica, already an accomplished sailor, decided she
wanted to circumnavigate the globe too. Five years later, she did. Her boat was pink and
white.
The 210-day journey was often incredibly difficult. Several other teenagers have also
sailed around the world solo. Jessica survived terrifying storms and four-story-high waves
that threatened to capsize her 30-foot yacht. For seven months, she didn’t see another
person or even set foot on land. She battled loneliness and depression, but she stayed
strong. “When you’re in the middle of the night in a storm, you can’t fall apart. You have to
just keep going,” Jessica says.
Critics said she was too inexperienced to attempt the voyage and insisted her parents
were foolish to let her go, but Jessica refused to let the naysayers bring her down. “I hated
being judged by my appearance and other people’s expectations of what a ‘little girl’ was
capable of,” she says. Jessica’s parents are also sailors.
Jessica and her family spent years preparing for her grueling journey. Jessica was closely
involved in designing her boat. Other experienced sailors who had sailed around the world
offered advice and assistance. Jessica ate 576 chocolate bars over the course of her trip.
On May 15, 2010, all her preparation paid off: Jessica became the youngest person to sail
nonstop and unassisted around the world.
Since her amazing journey, Jessica hasn’t slowed down. She was named the Young
Australian of the Year in 2011, and she’s been recognized with a number of other awards.
She races regularly, and she’s even landed a spot on Dancing with the Stars (Australia). But
she’s stayed humble despite her achievements. “You just have to have a dream, believe in it,
and work hard,” she says. “Anything is possible.”
Scholastic sCOPE activity • April 23, 2012
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Information Overload!
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Name: ___________________________________________________ Date: __________________
The Lazy Editor: “The Dog That Wasn’t a Dog” • Skill: Pronoun-Antecedent Agreement, page 1 of 2
Pronoun Power
George was racing down the street when he crashed and flew off his bicycle.
The pronouns he and his refer to George, so the antecedent is George.
A pronoun must agree with, or match, its antecedent in number (a singular pronoun replaces a singular noun;
a plural pronoun replaces a plural noun), person (referring to first, second, or third person), and gender (he,
him, or his replaces a masculine noun; she, her, or hers replaces a feminine noun). There are a few situations
that can trip you up if you are not careful. Watch out for:
1. Indefinite pronouns (pronouns that refer to unknown people, places, or things) as antecedents
These words are always replaced by
a plural pronoun:
These words are always replaced by
a singular pronoun:
each
either
neither
anyone
anybody
anything
no one
nobody
nothing
someone
somebody
something
everyone
everybody
everything
both
few
many
several
Examples:
Each girl who danced wore a flower in her hair.
Examples:
Many are still waiting for their lucky break.
Everyone should proofread his or her work
before handing it in.
Several promised me that they would be there.
2. Phrases that come after the antecedent. Don’t let them confuse you! Identify the antecedent and make
sure the pronoun agrees with it. For example:
A collection of paintings is on display at the museum. It will be there until June.
It refers to collection, and collection is singular.
The soccer team, made up of players from all over the state, won its final match.
Its refers to team, and team is singular.
Directions: In each sentence or pair of sentences below, circle the antecedent to which the underlined
pronoun refers. We did the first one for you.
1. If you are finished using those colored pencils, please put them back in the box.
2. Somebody left her phone in the girls’ locker room.
3. A few arrived early. They are waiting outside.
4. “If nobody raises his or her hand, I’m just going to pick someone,” said Ms. Davis.
Scholastic sCOPE activity • April 23, 2012
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A pronoun is a word that replaces a noun. The noun or noun phrase to which the pronoun refers is the
antecedent. Consider the following sentence:
The Lazy Editor: “The Dog That Wasn’t a Dog” • Skill: Pronoun-Antecedent Agreement, page 2 of 2
5. Phil and Javon went to see the movie The Three Stooges on Friday. They saw it at the theater on Green Road.
6. “I moved that pile of papers to your bedroom,” said Kendra’s mom. “I was tired of looking at it.”
7. I’m hoping that either Sara or Kaylin will share her notes from yesterday with me.
Directions: Put a check mark next to the sentence or pair of sentences that is grammatically correct.
9. a ____ Everyone has a right to his or her own opinion.
2. b ____ Everyone has a right to their own opinion.
10. a ____ Where is that can of black beans we bought yesterday? I can’t find them.
2. b ____ Where is that can of black beans we bought yesterday? I can’t find it.
11. a ____ Both look delicious! I’m sure the Wilsons will enjoy them.
2. b ____ Both look delicious! I’m sure the Wilsons will enjoy it.
12. a ____ Neither Aaron nor Travis answered their phone.
2. b ____ Neither Aaron nor Travis answered his phone.
Directions: In the paragraph below, fill in the blanks with the correct pronouns.
Last month, Sophie and Shayna started an after-school business. ________ entertain at children’s
parties. Each girl gets to put ________ own special talent to use. Sophie does magic tricks, such as pulling a
coin out of ________ ear and making a rabbit disappear. ________ can also take an ordered deck of cards,
shuffle ________, and “magically” make every card go back to ________ place. Shayna paints faces and makes
balloon animals.
Both girls are having the time of ________ lives—despite some mishaps. At their first party, ________ had to
entertain twenty 6-year-old boys, each dressed as ________ favorite superhero. Shayna had brought a carton
of face paints and left ________ on the table to use after the magic show. While Shayna was assisting Sophie
with a trick, a pint-size Batman got into the paints. The birthday boy’s cocker spaniel ended up as a shaggy
Robin! Shayna stayed after the party to scrub orange paint out of ________ fur.
Still, the girls are thrilled by ________ new enterprise—and by the extra cash in ________ pockets.
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8. At the beginning of this month, my family bought new juice glasses. Three of them are already broken!
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Name: _______________________________________________________ Date: ______________
The Lazy Editor: “The Dog That Wasn’t a Dog” • Skill: Correct Placement of Modifiers
A modifier is a word or group of words that modifies, or describes, another word or group of words in a sentence.
Modifiers can create confusion if you aren’t careful!
A dangling modifier describes something not clearly stated in the sentence. For example:
Incorrect: Running for the bus, his book fell in the mud.
“Running for the bus” is SUPPOSED to modify a person, but that person is not mentioned
in the sentence.
Correct: Ray’s book fell in the mud as he ran for the bus.
A misplaced modifier modifies something you didn’t intend for it to modify. For example:
Incorrect: Kate was told that she had been awarded the scholarship by her dad.
It sounds like Kate found out that her dad had awarded her a scholarship, but that
is not what the writer intended to say.
Correct: Kate’s dad told her that she had been awarded the scholarship.
Directions: Circle the incorrect modifier in each sentence. Then rewrite the sentence so that it is correct.
You may need to add words or commas to some sentences. We started the first two sentences for you.
1. At the age of 16, my parents finally bought a dog.
When I was 16, my parents finally bought a dog.
Correct:____________________________________________________________________________________________
2. Reaching the classroom, the door was already open.
Correct:____________________________________________________________________________________________
3. I saw a huge squirrel on the way to school.
Correct:____________________________________________________________________________________________
4. Having finished her homework, it was OK to turn on the TV.
Correct:____________________________________________________________________________________________
5. Arriving late for practice, a written excuse was needed.
Correct:____________________________________________________________________________________________
6. The boy was chasing the dog with the leash in his hand.
Correct:____________________________________________________________________________________________
7. Looking through his enormous backpack, the iPod couldn’t be found.
Correct:____________________________________________________________________________________________
Scholastic sCOPE activity • april 23, 2012
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Managing Your Modifiers
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Name: ________________________________________________________ Date: ______________
THE LAZY EDITOR: “The Dog That Wasn’t a Dog” • Skill: Run-on Sentences, page 1 of 2
A run-on sentence combines two or more independent clauses incorrectly. (An independent clause is a group
of words that contains a subject and verb, and expresses a complete thought—in other words, a sentence.)
Consider the following run-on sentence:
There’s a new Men in Black movie coming out this month, I want to see it.
“There’s a new Men in Black movie coming out this month” and “I want to see it” are both independent
clauses—each could stand on its own as a sentence. A comma is not enough to join two independent clauses
together. Here are three ways to correct a run-on sentence:
1. Divide it into separate sentences.
Example: There’s a new Men in Black movie coming out this month. I want to see it.
2. Use a comma and a conjunction such as for, and, nor, but, or, yet, or so.
Example: There’s a new Men in Black movie coming out this month, and I want to see it.
3. Use a semicolon and a transitional word or phrase such as however, moreover,
furthermore, as a result, consequently, meanwhile, first, next, finally, or in addition.
Example: There’s a new Men in Black movie coming out this month; moreover, I want to see it.
Directions: Rewrite the following run-on sentences, using one of the solutions above.
1. I know fruit is healthy, there aren’t many kinds of fruit that I like.
Correct: ____________________________________________________________________________________________
2. This weekend is supposed to be warm and sunny, it will be perfect for our canoe trip.
Correct: ____________________________________________________________________________________________
3. There is an adorable black and white puppy on the animal shelter’s Web site, I can’t stop looking at him.
Correct: ____________________________________________________________________________________________
4. Leslie and Kari watched a scary movie, both of them had nightmares for a week.
Correct: ____________________________________________________________________________________________
5. Four species of monkeys are native to Costa Rica, we saw all four on our trip there last spring.
Correct: ____________________________________________________________________________________________
6. Liz invited me to go to a movie on Friday, I can’t go because my brother’s recital is that evening.
Correct: ____________________________________________________________________________________________
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Run-ons and Ramblers
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THE LAZY EDITOR: “The Dog That Wasn’t a Dog” • Skill: Run-on Sentences, page 2 of 2
THE LANGUAGE ARTS MAGAZINE
7. I talked to Gavin and he was excited about the plan, I haven’t talked to Sophia yet.
Correct: ____________________________________________________________________________________________
Correct: ____________________________________________________________________________________________
Related to run-on sentences are rambling sentences. Rambling sentences may technically follow the rules of
grammar, but they are still a problem because they ramble—that is, they go on and on in an aimless way.
Rambling sentences contain TOO MANY independent clauses joined by conjunctions such as for, and, nor, but,
or, yet, or so. For example:
My dad and I went hiking on Saturday, and when we started, the sun was shining and it was a
beautiful day, but around 12:30 some dark clouds started to appear, and pretty soon it started to
rain, so my dad, who is always prepared for anything, quickly put on his rain gear, but I had not
packed mine, so I got really wet, but at least it wasn’t too cold outside.
Oof! That’s an awful lot to pack into one sentence! It would be much easier to read if you turned it into a few
shorter sentences. Here’s one way to do it:
My dad and I went hiking on Saturday. When we started, the sun was shining and it was a beautiful
day. Around 12:30, however, some dark clouds started to appear, and pretty soon it started to rain.
My dad, who is always prepared for anything, quickly put on his rain gear. I had not packed mine,
though, so I got really wet. At least it wasn’t too cold outside.
Directions: Rewrite the rambler below. Break it into several shorter sentences.
Last week was my mom’s birthday, and the whole family came over to celebrate, so my sister Leah made a
chocolate-chip cheesecake, which is my mom’s favorite dessert, and it looked absolutely wonderful, yet as
soon as we tasted it, it was clear that something had gone wrong, because it tasted awful, and Leah realized
that she had forgotten to add the sugar!
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Scholastic sCOPE activity • April 23, 2012
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8. Every Tuesday and Thursday, Hannah goes to rehearsal, she has a performance coming up in June.
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Name: ______________________________________________________ Date: ________________
You Write It: “Teen Adventurer Braves the Deep” • Skills: Main Idea and Details/Paraphrasing • page 1 of 3
You Write It
1
Directions: Follow the steps below to turn our interview with Evan Bozanic into an article.
he headline “Teen Adventurer Braves the Deep” tells you the main idea of the interview—and what the
T
main idea of your article should be. Write the main idea, in your own words, as a complete sentence.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
2
ewrite each question-and-answer pair as one paragraph. Your paragraphs should be written from
R
the third-person point of view (using he, she, or they to refer to people—never I or we). You should
paraphrase, or rewrite in your own words, what Evan says. We did the first paragraph for you. (The first
paragraph should include important information from the photo caption as well.)
Paragraph 1: __________________________________________________________________________________
Evan Bozanic, a 14-year-old Californian, dives all over the world. He uses
_______________________________________________________________________________________________
equipment that allows him to explore far below the water’s surface—sometimes as deep
_______________________________________________________________________________________________
as 80 feet!
Paragraph 2: __________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Paragraph 3: __________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Paragraph 4: __________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Paragraph 5: _______________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
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Turning an Interview Into an Article
You Write It: “Teen Adventurer Braves the Deep” • Skills: Main Idea and Details/Paraphrasing • page 2 of 3
Paragraph 6: __________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Paragraph 8: _______________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
3
hoose two sentences from what Evan said in the interview to use as direct quotes in your article.
C
A direct quote is a report of another person’s exact words.
Direct Quote 1: ________________________________________________________________________________
_______________________________________________________________________________________________
Direct Quote 2: ________________________________________________________________________________
_______________________________________________________________________________________________
Note that when you include direct quotes in your article, you must put them in quotation marks and you
must make clear who is saying them. Here are three examples of how to do that:
1. “We use equipment that allows us to explore deep under the water’s surface,” Evan explains.
2. Evan says, “I love adrenaline rushes, and I love solving problems.”
3. “In Antarctica,” Evan recalls, “I saw a leopard seal suddenly lunge out of the water and eat a penguin
only a foot away from me.”
4
ick out the information in the interview that you find most interesting. You might choose, for example,
P
Evan’s goal of being the youngest person to dive off of all seven continents.
The information I find most interesting is: _______________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Scholastic sCOPE activity • april 23, 2012
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Paragraph 7: __________________________________________________________________________________
You Write It: “Teen Adventurer Braves the Deep” • Skills: Main Idea and Details/Paraphrasing • page 3 of 3
Opening Paragraph:
• Use your first sentence to grab the reader’s attention. You can do this by stating something that
is surprising, interesting, or moving. Hint: What did you write in Step 4?
• Be sure to let readers know what the article is going to be about. In other words, state the main idea
of the article.
Body Paragraphs:
• Your paragraphs should flow smoothly from one to the next. You may need to write transition
sentences at the beginnings of some paragraphs.
• Don’t forget to include the direct quotes that you chose in Step 3.
Conclusion:
• Wrap it all up. End your article with a strong sentence that will give your readers something to think
about. One option is to end with a quote. Another is to refer to your hook from the opening paragraph.
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5
ow it’s time to put it all together. Write your article on a separate sheet of paper, following the
N
guidelines below.
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Name: ___________________________________________________ Date: __________________
WHOLE ISSUE: April 23, 2012 • SKILL: Reading Comprehension
Scope Crossword Puzzle
Directions: Use the April 23, 2012, issue of Scope to help you complete the crossword.
2
3
4
5
6
8
7
9
10
11
12
13
14
15
16
17
ACROSS
10.It took out the Titanic.
1.the least expensive class
11.There is a huge black
4.He can squirt milk from
14.Mamma Nia’s serves
on a ship
his eye. (first name)
5.J. Bruce ___ was
branded a coward for
trying to survive.
7.Morgan Spurlock said
yes to ___ sizing.
market for ___ pets.
this kind of food.
15.Felicia Frisco allowed
a ___ to sleep in her
bed.
17.Baby Luv is one.
DOWN
2.It’s a possessive.
3.His death brought his
parents 200 pounds.
(first name)
6.the only continent
Evan Bozanic hasn’t
dived off of yet
9.suddenly takes hold
of (Hint: Find it on
page 14.)
Scholastic sCOPE activity • april 23, 2012
12.Watch out in the
Florida Everglades—an
escaped ___ might be
waiting for you!
13.This celebrity was
attacked by her exotic
pet. (first name)
16.the talisman in this
issue’s play
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