commonly confused words.pdf

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sCholastiC sCOPE activity • OctOber 31, 2011

1. Halloween falls among/between Labor Day and Thanksgiving.

2. Brent had a hard time deciding among/between his many costume ideas.

3. Granny said that Hurricane Irene was among/between the most destructive hurricanes she’d seen.

4. Ashish exclaimed in frustration, “How do you expect me to choose among/between playing pitcher

and first base? You all know I want to play catcher!”

5. Among/Between all the chores she had to do, Korina disliked folding socks the most.

6. Mr. Kramer asked Samantha to explain the difference among/between frogs and toads.

7. Nancy and Liz vowed to keep the secret just among/between the two of them.

among vs. betweenThe words among and between are often confused and misused. Figuring out which one to use is often as easy as determining how many people or things are in your sentence.

Use among if you’re referring to a group.Examples: Speaking loudly is a common trait among the four brothers in that family.

The rose is my favorite among all the beautiful flowers at the botanical gardens.

Use between if you’re referring to 1) two people, places, or things 2) any number of distinct, individual items Examples: Between you and me, I still watch Sesame Street.

Babbette couldn’t decide between the mystery, the romance, or the science-fiction novel.

8. Sioban couldn’t decide _______________ hot fudge, sprinkles, or nuts as a topping for her ice cream sundae.

9. _______________ all the gods and goddesses on Mount Olympus, Zeus was the most powerful.

10. Aaron is sitting _______________ Julia and Leslie.

11. _______________ the many available colors, my favorites are light blue and purple.

12. ____________________________________________________________________________________________________

_______________________________________________________________________________________________________

Directions: For each sentence below, fill in the blank with among or between. Then write your own sentence using among or between.

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THE LANGUAGE ARTS MAGAZINEName: ___________________________________________________ Date: ______________

aCtivity: “Grammar for Halloween” • skill: Commonly Confused Words

Directions: Circle the correct boldface word in each sentence below.


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“Whispers From the Grave” quizDirections: read the nonfiction article “Whispers From the grave” in this issue of Scope. Then answer the multiple-choice questions below.

1. Which of the following best describes the mood of the first section of the article?

A silly, lighthearted, energetic B gloomy, pessimistic, somber C sensational, tense, foreboding D peaceful, sad, quiet

2. Which literary device is used in the line “Outside, rain lashed angrily at the windows”?

A simile B alliteration C analogy D personification

3. What is one theory why the Winchester House was designed to include staircases that lead nowhere?

A to keep the construction workers busy B to convince people that the house was haunted C to make the house a popular tourist attraction D to confuse the ghosts that were chasing Sarah

4. The word supernatural includes the Latin root super, which means

A above. B heavy. C inside. D ancient.

5. Sarah Winchester can best be described as A supernatural. C gullible.

B eccentric. D ghostly.

6. Which of the following is the most accurate summary of the section “A Cursed Obsession”?

A The ghost of Sarah’s husband gave her advice about how to design the Winchester House.

B There are multiple theories about what really happened to Sarah Winchester, and why she built her house the way she did.

C The Winchester House is now a popular tourist attraction.

D Sarah was told if she ever stopped building her house, she would die.

7. The writer includes the detail that there are currently more than 10 shows about ghost hunting on TV as support for the idea that

A scientists have recently proved that ghosts exist. B the quality of TV shows has sharply declined

over the past 10 years. C people today are very interested in ghosts. D the Winchester House is not haunted.

8. Valerie Worth most likely wrote the poem “Haunted House” to

A terrify the reader. B prove that ghosts are real. C capture the feeling of an old house that is filled

with memories of its former owners. D advise the reader against living in a house

that might be haunted.

Directions: answer the questions below on the back of this page or on another piece of paper.

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nonfiCtion: “Whispers From the Grave” • skill: reading Comprehension

9. Explain why so many people are fascinated by ghosts, even though their existence has never been proved.

10. What does the author mean by the last sentence of the article, “The Winchester House stands as a haunting monument to a broken heart”?


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THE LANGUAGE ARTS MAGAZINEnonfiCtion: “Whispers from the grave” • skill: Critical thinking

Critical-thinking questions “Whispers From the Grave”

1. According to legend, why did Sarah Winchester build her mansion? Why did she accept what Adam Coons told her?

2. Why do you think the author included the section “Hunting for Ghosts”?

3. How could believing in ghosts be harmful?

4. The last section is called “A Tragic Legacy.” Explain how the title applies to the section.

5. In the poem “Haunted House,” what is the speaker’s attitude toward the former owners of the house?

Name: ___________________________________________________ Date: ______________

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nonfiCtion: “Whispers from the grave” • skill: vocabulary acquisition page 1 of 2


vocabulary: “Whispers From the Grave”

1. allegedly (uh-LEJ-id-lee) adverb; having been stated as fact without proof; reportedly

example: Brooke and Mary are in the principal’s office. They allegedly made some inappropriate

comments about Kari, although I have never heard them say anything mean about anyone.

2. alluring (uh-LOOR-ing) adjective; very attractive or tempting; enticing

example: I cannot wait another second to sink my teeth into this alluring chocolate cake.

3. blueprint (BLOO-print) noun; a detailed plan or outline

example: The contractors who are remodeling our kitchen did not follow the blueprint; they put

the space for the refrigerator on the wrong wall.

4. eccentricity (ek-suhn-TRIS-ih-tee) noun; oddness; peculiarity; unusualness

example: I would hate it if Uncle Ralph put away his brightly colored clothes and crazy hats and

started dressing like everyone else. I love his eccentricity!

5. paranormal (par-uh-NAWR-muhl) adjective; not scientifically explainable; supernatural

example: This Halloween, my friends and I are going to be ghost hunters, searching for paranormal

activity in the abandoned house near the railroad tracks.

6. rattled (RAT-uhld) adjective; unnerved, frightened, or confused

example: On Halloween night, a strange creature with glowing eyes ran in front of Jake’s car,

causing him to swerve violently. Jake was so rattled that he missed his next turn.

7. recluse (REK-loos) noun; a person who lives apart from society

example: The character in the story that I am writing is a recluse; he lives in a small cabin on a

mountain and has no contact with the outside world.

8. skepticism (SKEP-tuh-siz-uhm) noun; doubt that something is true; disbelief

example: I understand your skepticism, but I swear I had a conversation with an alien last night.

9. tuberculosis (too-bur-kyuh-LOH-sis) noun; a highly contagious bacterial disease that usually

affects the lungs but can also affect other parts of the body, such as the brain, kidneys, or spine

example: Tuberculosis can be spread through coughing, speaking, laughing, singing, or sneezing.

10. vengeful (VENJ-fuhl) adjective; desiring or seeking revenge

example: When Claire returned from a long trip, her vengeful cat threw up in Claire’s shoe.

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11. hostile vengeful forgiving spiteful

12. recluse socialite solitary hermit

13. certainty belief confidence skepticism

14. eccentricity ordinariness normality commonness


vocabulary practice: “Whispers From the Grave”

Directions: in each group of words, circle the word that does not belong.

nonfiCtion: “Whispers from the grave” • skill: vocabulary acquisition page 2 of 2

Directions: Choose a word from the Word bank that has the same, or nearly the same, meaning as the boldface word in each sentence. Write the word on the line that follows the sentence.

allegedly

alluring

blueprint

paranormal

rattled

vengeful

Word Bank

15. He wrote the enticing first line of the story. ____________________________

16. The thunder disturbed the dog. ____________________________

17. They were supposedly questioned by the police. ____________________________

18. She looked at the plan for the new building. ____________________________

19. Eric’s unforgiving sister is waiting for him at home. ____________________________

10. Sophie loves to read books about the unexplained. ____________________________

Directions: Use each pair of words below in a sentence.

11. rattled, paranormal ______________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

12. allegedly, tuberculosis ____________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________


read, think, explain identifying nonfiction elements

exploring the facts and ideas in a nonfiction article will help you understand it better. Use this worksheet to help you understand “Whispers From the grave” in the october 31, 2011, issue of Scope.

A. BEFORE READING1. Read the title, or headline, 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 of

the choices below and explain.

A person If so, who? _______________________________________________________________________________

An event If so, what? ______________________________________________________________________________

Something else If so, what? ________________________________________________________________________

2. Look at the photograph on pages 4-5. What does it show? What is the mood of this photograph?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

B. DURING READINGRead 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): __________________

_________________________________________________________________________________________________ .

6. The fourth section is called ______________________________. It is mainly about (summarize): ________________

_________________________________________________________________________________________________ .

7. The fifth section is called ______________________________. It is mainly about (summarize): __________________

_________________________________________________________________________________________________ .

8. The sixth section is called ______________________________. It is mainly about (summarize): __________________

_________________________________________________________________________________________________ .

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CONTINUED ON NExT PAGE >

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nonfiCtion: “Whispers from the grave” • skill: reading Comprehension, page 1 of 2


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C. AFTER READING 9. Write down three facts from the article that you didn’t know before you read it.

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

10. What is the main purpose of the article? (circle one)

11. What is the connection between the main article and the poem on page 9? ______________________________________

__________________________________________________________________________________________________________________________________

12. Summarize what type of information is presented in “Ghosts by the Numbers.” ________________________________

__________________________________________________________________________________________________________________________________

D. TExT STRUCTURE 13. Sequencing: Number the following 1-6 in the order in which they happened.

E. MAKING CONNECTIONS 14. 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: ________________________________________________________________________

________________________________________________________________________________________________

nonfiCtion: “Whispers from the grave” • skill: reading Comprehension, page 2 of 2

to convince the reader that ghosts are real

to explain who Sarah Winchester was

to explore our enduring fascination with ghosts

Sarah meets with Adam

Coons.

The Winchester

House is declared a landmark.

The Civil War starts.

Sarah spends $5.5 million building her

mansion.

Sarah’s husband dies.

Sarah moves to San Jose.


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poetry: “haunted house” • skill: analyzing poetry

visiting a “haunted house” Directions: reread valerie Worth’s poem “haunted house” on page 9 of the october 31, 2011, issue of Scope. refer to the poem as you answer the questions below. (Use a separate sheet of paper for your answers.) These questions do not have right or wrong answers; they are about how you interpret the poem!

11. Does the poet use simple or complex language? What do you notice about the lengths of the lines? About the length of the poem?

12. Consider the description of the house in the first stanza. Does this stanza suggest that the house is full of belongings and that people are currently living there, or does it suggest that the house is empty and has not been used for some time? Explain your answer with specific details from the poem.

13. The poet describes the house’s stairs as “aching” and its doors as having “gone stiff at the hinges.” What literary device is the poet using? Besides a house, what do these phrases make you think of? What is the poet describing besides the house?

14. The poet writes that the former owners of the house are “leaning in the closet like that curtain rod,” and “sleeping on the cellar shelf like this empty jelly jar.” She could have written “a curtain rod” and “an empty jelly jar,” but instead she chose to write “that curtain rod” and “this empty jelly jar.” Why do you think the poet chose to refer to a specific curtain rod and jelly jar? What does this choice suggest about the location of the poem’s speaker and the reader? How does this choice affect the reader’s experience?

15. Which two verbs in stanzas 3 and 4 describe what the house’s former owners are doing? What are the qualities of the actions these verbs describe? For example, do they describe actions that are energetic, joyful, sad, loud, etc.?

16. Consider the two objects with which the speaker compares the former owners of the house—a curtain rod in the closet and an empty jelly jar in the cellar. What do these objects have in common?

17. What is the speaker saying about the former owners of the house by comparing them to the curtain rod and the jelly jar?

18. Do the dead owners of the house seem threatening or scary in any way? Explain.

19. What is the tone of this poem? In other words, what is the poet’s attitude toward the subject matter? Is she angry? Frightened? Amused? Explain what in the poem led you to your conclusion.

10. Do you think that the ghosts of the owners are literally haunting the house—is there really a ghost in the closet and a ghost sleeping on the cellar shelf? Or is the house “haunted” in some other way? Explain.

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Worked to the Bone quizDirections: read Worked to the Bone in this issue of Scope. Then answer the multiple-choice questions below.

1. Which of these events happens first in the play? A Martha’s hand gets caught in the spinner. B Child labor is outlawed. C Hine goes to the textile factory where Martha

and Leo work. D Floyd is excited to start working in the factory. 2. Lewis Hine is referred to as a crusader. What does

crusader mean? A a person who tries to rescue children B a person who works only for himself C a person who fights for a cause D a person who doesn’t mind breaking the law

3. How are Lewis Hine and Tyler Hicks similar? A Both were shot at while taking photographs in

dangerous places. B They have both taken photographs to bring

attention to problems in the world. C They both worked for The New York Times. D They both traveled around the world as part of

their job.

4. The author includes the scene between Hine and the boss of the glassworks factory to show that

A Hine was willing to speak up for child workers. B factory bosses did not want the public to see

how hard the children were working. C Hine put himself in danger by taking

photographs at these factories. D all of the above

5. Read this sentence from the play: “The frowns on their faces speak otherwise—

frowns Hine has made sure to capture.” In which of the sentences below does capture

have the same meaning as it does above? A My dad set a trap to capture the mouse in our

kitchen, but I wanted to let it go free. B The candidate hopes to capture a large

percentage of the vote in the next election. C Tyrese adores pirate stories because they really

capture his imagination. D The artist was able to perfectly capture the

beauty of the English countryside in her oil painting.

6. Most of the events in this play can be described as A amusing. C serious. B meaningless. D mysterious.

7. Why did so many child workers not know how to read?

A They were too busy working to go to school. B They couldn’t afford books. C They weren’t interested in learning. D There were no schools in their towns.

8. Which of the following characters would probably NOT support the Fair Labor Standards Act?

A Crusader 1 C Martha

B Sara D Boss

Directions: answer the questions below on the back of this page or on another piece of paper.

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play: Worked to the Bone• skill: reading Comprehension

9. At the end of the play, Hine says, “It’s good to know the next generation will get to keep their childhoods.” What does he mean by this?

10. Why does it become harder for Lewis Hine to get into factories with his camera? How does he solve this problem?

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THE LANGUAGE ARTS MAGAZINEplay: Worked to the Bone • skill: Critical thinking

Critical-thinking questions Worked to the Bone

1. Why did children work in factories in the late 1800s and early 1900s?

2. What can you infer happened to Floyd?

3. For a child, what was it like to work in a factory? What risks did child workers face?

4. Do you think Hine’s crusade was worthwhile? Explain.

5. Are photographs sometimes more powerful than words? Explain.

Name: ___________________________________________________ Date: ______________

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THE LANGUAGE ARTS MAGAZINE

play: Worked to the Bone • skill: vocabulary acquisition, page 1 of 2

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vocabulary: Worked to the Bone

1. adept (uh-DEPT) adjective; able to do something well; skilled

example: Marcus, who dreams of being in a band, is adept at playing many instruments.

2. bedraggled (bih-DRAG-uhld) adjective; messy, dirty, or untidy

example: We were bedraggled after a long day of hiking in the rain.

3. bobbin (BOB-in) noun; a spool or reel that holds the thread inside a sewing machine or loom

example: My sewing machine stopped working, so I checked the bobbin for tangles.

4. deftly (DEFT-lee) adverb; quickly and skillfully

example: I was impressed by how deftly Janine used her chopsticks. If I had tried to eat those noodles with chopsticks, it would have taken forever!

5. deplorable (dih-PLOR-uh-buhl) adjective; very bad; deserving disapproval

example: Hank’s lazy study habits resulted in a deplorable report card.

6. doffer (DOFF-er) noun; a worker in a textile mill who replaces full bobbins with empty ones

example: Leo is a great doffer. A full bobbin never sits for more than a few seconds before he comes by to replace it.

7. flash pan (flash pan) noun; in an old-fashioned camera, a small tray to hold powder that is ignited

to create the light for the camera’s flash

example: Maria, a collector of antique cameras, searches for old flash pans on eBay.

8. malnourished (mal-NUR-ishd) adjective; unhealthy and weak from not eating enough or from

poor nutrition

example: The survivors of the shipwreck found little to eat on the island, so they became severely

malnourished.

9. mangled (MANG-guhld) adjective; severely deformed or damaged from being crushed, torn, or cut

example: Yesterday I found a mangled cell phone lying in the street.

10. tripod (TRY-pod) noun; a stand with three legs, used to steady a camera or other piece of

equipment

example: Seth placed his tripod far back from the group so that everyone would fit in the picture.

Name: ___________________________________________________ Date: ______________


play: Worked to the Bone • skill: vocabulary acquisition, page 2 of 2

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1. Which of the following sentences correctly uses deftly? A Donald, dancing deftly, stumbled across the dance

floor and seemed like he was about to topple over.

B Everyone in the village was still in shock from the deftly snowstorm that struck last night.

C The skilled pilot deftly approached the runway and prepared for landing.

D Martina made pasta so deftly that I knew I wouldn’t be hungry for a week!

2. Which of the following people might use a flash pan? A an astronaut

B a 19th-century photographer

C a nurse from the 1920s

D a circus clown

3. A bobbin can be found in all of the following except: A a loom

B a sewing machine

C a printing press

D a doffer’s tool kit

4. Someone who is malnourished probably needs A a doctor.

B a new car.

C a date for the prom.

D a hobby.

5. Which of the following sentences correctly uses tripod?

A I nearly tripod over all of the clothes left on the floor.

B A sturdy tripod would help Walter take less-blurry pictures.

C Miranda cut her sandwich into tripod shapes.

D The painter dipped his brush into a tripod of scarlet ink.

6. Another word for mangled is

A disoriented.

B disguised.

C disgusted.

D disfigured.

vocabulary practice: Worked to the Bone

Directions: Choose the correct answer, using your knowledge of the vocabulary from Worked to the Bone.

Directions: in each group of words, circle the word that does not belong and explain why.

7. bedraggled sloppy tattered elegant

Why it doesn’t belong: ___________________________________________________________________________________________

________________________________________________________________________________________________________________

8. surgeon educator doffer constructing


________________________________________________________________________________________________________________

9. inadequate adept clumsy unskilled


________________________________________________________________________________________________________________

10. loathsome satisfactory reprehensible deplorable


________________________________________________________________________________________________________________


®



look and reflectin this activity, you will take a good long look at one of the photographs by lewis hine that appears in the play Worked to the Bone. you’ll consider what information it conveys and draw conclusions about its power. Then you will do the same with a picture by contemporary photojournalist Tyler hicks.

SECTION 1: PHOTO BY LEWIS HINE1. Choose one of the photos by Lewis Hine listed below. Circle it.

A. the girl in the cotton mill on pages 10-11

B. the photo that inspired the character of Martha on page 12

C. the photo of the two boys who inspired the characters of Leo and Floyd on page 12

D. the boys in the coal mine on page 14

2. Describe the photograph you selected. Who is pictured? How old do they appear to be? What are they

wearing? Where are they? What are they doing? Etc. _________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

3. What can you infer about how the subject(s) feels—happy, tired, scared, etc.? __________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

4. What can you infer about the subject’s job? Explain. __________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

5. How does this photograph make you feel? In other words, what emotions does it evoke? Why? ___________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

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play: Worked to the Bone • skill: analyzing photographs, page 1 of 2


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6. Does this photograph achieve Hine’s goal of telling the story of child laborers? _________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

7. Do you think this photograph is powerful? If you saw it in a newspaper, would it make you want to take

action? __________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

SECTION 2: PHOTO BY TYLER HICKS

1. Look at the photo by Tyler Hicks on page 15. According to the caption, what does this photo show? _______

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

2. Describe what you see in the photograph. ___________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

3. How does this photograph make you feel? Why? _____________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

4. The sidebar states that Hicks takes photographs that call attention to some of the world’s worst problems.

Does this photo grab your attention? Does it make you want to learn more about the woman’s situation or

take some sort of action? Explain. __________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

play: Worked to the Bone • skill: analyzing photographs, page 2 of 2


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“the horror of Werewolves” quizDirections: read “The horror of Werewolves” in this issue of Scope. Then answer the questions below.

1. Which of the following statements is true for both the Beast of Gévaudan and Scott McCall of Teen Wolf ?

A They both prey on lone travelers.

B They both blend in with regular society.

C They are both rumored to decapitate people.

D They both transform during a full moon.

2. Which of the following best describes the tone of “A Bloodthirsty Monster” as compared with the tone of “Were-Hunk”?

A angry vs. excited

B dramatic vs. lighthearted

C horrified vs. outraged

D mysterious vs. apologetic

3. Who or what was responsible for the more than 80 killings that occurred in the Gévaudan between 1764 and 1767?

A a werewolf

B a serial killer

C a pack of wolves

D no one knows for sure

4. According to “Were-Hunk,” why are werewolves so appealing to kids today?

A Werewolves are funny.

B Many kids find it fun and satisfying to imagine

being a werewolf.

C Werewolves provide an explanation for a

number of horrifying murders that have

recently occurred.

D Werewolves provide a refreshing alternative

to vampires.

5. How are werewolves represented on Teen Wolf ? A as people who are just like the rest of us in

many ways

B as bloodthirsty teenagers

C as anxious nerds with a strange disease

D as popular kids with no worries

6. Together, the two articles A solve the mystery of whether werewolves

are real.

B explain why werewolves are not as popular

today as they were in the 1700s.

C explore the public’s perception of werewolves

during two different time periods.

D spread fear about werewolves.

7. Which of the following is a way that society’s ideas about werewolves have changed over time?

A People are not as interested in werewolves

as they used to be.

B In the past, werewolves were generally

portrayed as vicious killers; today, werewolves

are often portrayed as likable or even heroic.

C In the past, werewolves were usually adults;

today, they are usually teenagers.

D Werewolves have been captured, so people are

not as afraid of them as they used to be.

8. From the two articles, you can infer that A werewolves used to exist, but now they

are extinct.

B in the past, more people believed that

werewolves were real.

C in five years, no one will be interested in

werewolves anymore.

D werewolves are more popular than vampires.

®


then & noW: “the Horror of Werewolves”• skill: Compare and Contrast


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the horror of WerewolvesDirections: Use the articles “a bloodthirsty monster” and “Were-hunk” to complete the chart below. in each row, fill in the second and third columns. Then decide whether the information in the two columns is similar or different (or both) and put a check mark in the appropriate column or columns.

Then Now Similar Different

Definition of a werewolf

What werewolves look like

Names of well-known werewolves

What fuels people’s interest in

werewolves

How werewolves behave

How the public reacts to werewolves

(Write your own.)

now use what you entered in the chart to help you write a brief essay (on a separate sheet of paper) answering the following question:

How have our ideas about werewolves changed over the years?

®


then & noW: “the horror of Werewolves” • skill: Compare and Contrast


Write a persuasive essayDirections: read “does Chris brown deserve his Comeback?” on pages 20-21 of the october 31, 2011, issue of Scope. Fill in the chart on page 21. Then follow the steps below to write an essay explaining your opinion of Chris brown’s celebrity status.


Which of the items that you wrote in the “yes” and “no” columns on page 21 support your opinion? What are other points that support your opinion? list three to five support items here:

�____________________________________________________________________________________________________________________________________________________________________________________________________________________________��

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________��

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________�

�____________________________________________________________________________________________________________________________________________________________________________________________________________________________��

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________��

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________________�

Step 2:�FiND your support

does Chris brown still deserve to be famous? 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! all that matters is the music! no! pop stars should be role models!

�___________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 1: DEciDE wHat you tHiNk

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if you think Chris brown should get a second chance, summarize the strikes against him. if you believe supporting Chris brown is wrong, summarize the reasons some people might still buy his music.

��____________________________________________________________________________________________________________________________________________________________________________________________________________________________��

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 3:�ackNowlEDgE tHE otHEr siDE

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debate: “does Chris brown deserve his Comeback?” • skill: persuasive essay, page 1 of 5eSSAY KItWhat you need to write a perfect essay

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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 moment from Chris brown’s career or describe how you felt when you learned about Chris brown’s crime.

2. SUrpriSing FaCT: Find a fact that will raise your readers’ eyebrows. Several surprising facts are included in the article. you can also do some research and find a surprising fact that is not included in the article.

3. rheToriCal qUeSTion: ask your readers to consider what they would think if their favorite actor was revealed to be guilty of something terrible.

Your hook:�_________________________________________________________________________________________________________________________________________________________________________________________________________�

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________�

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________�

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 5: writE your Hook

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

Your thesis:�____________________________________________________________________________________________________________________________________________________________________________________________________�

________________________________________________________________________________________________________________________________________________________________________________________________________________________________�

________________________________________________________________________________________________________________________________________________________________________________________________________________________________�

Step 4: craFt your tHEsis

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.

Step 7: start writiNg


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 controversial comeback of Chris brown after his assault conviction.

Your summary of the issue:�______________________________________________________________________________________________________________________________________________________________________�

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________�

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________�

Step 6: summarizE tHE issuE


®

THE LANGUAGE ARTS MAGAZINEdebate: “does Chris brown deserve his Comeback?” • skill: persuasive essay, page 2 of 5


Directions: Follow the guidelines below to write a strong essay on whether or not Chris brown deserves his comeback. 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 Chris brown deserves his comeback. (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.

iNtroDuctioN

�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.

BoDy paragrapH(s)

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.

coNclusioN

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

rEaD aND rEvisE


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.

ackNowlEDgE tHE otHEr siDE

®

THE LANGUAGE ARTS MAGAZINEdebate: “does Chris brown deserve his Comeback?” • skill: Persuasive essay, page 3 of 5

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great transitionsTransitions 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 • so

• it follows that • therefore • eventually

If you want to add emphasis:• in fact • of course • truly • even • indeed


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Name: ___________________________________________________ Date: ______________®


debate: “does Chris brown deserve his Comeback?” • skill: persuasive essay, page 4 of 5


persuasive-essay ChecklistDirections: 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.

Introduction3 Does the first sentence grab readers’ attention?

3 Does the first paragraph provide a general overview of the essay’s topic?

3 Does the first paragraph include a thesis statement that strongly and clearly states the writer’s

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

Body Paragraphs3 do they contain a total of at least three points that support the thesis?

3 do they provide details to further explain each of the three supporting points?

3 are the supporting details presented in order from weakest to strongest?

3 do you acknowledge an opposing point of view and then explain why you think it isn’t strong

enough to change your point of view?

Conclusion3 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?

General3 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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Name: ___________________________________________________ Date: ______________®


debate: “does Chris brown deserve his Comeback?” • skill: persuasive essay, page 5 of 5


you Write itturning an interview into an article

Directions: Follow the steps below to turn our interview with hunter nelson into an article.

1 The headline “Heroic Rescue on the Mountainside” tells you the main idea of the interview—and what the main idea of your article should be. But because it’s a headline, it doesn’t have to be a complete sentence. Write the main idea in your own words as a complete sentence:

_______________________________________________________________________________________________

_______________________________________________________________________________________________

2 Rewrite each question-and-answer pair as one paragraph. Your paragraphs should be written from the third-person point of view (using he, she, or they to refer to people—never using I or we). You should paraphrase, or rewrite in your own words, what Hunter says. We did the first paragraph for you.

Paragraph 1: __________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Paragraph 2: __________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Paragraph 3: __________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Paragraph 4: __________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Paragraph 5: __________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Paragraph 6: __________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

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yoU Write it: “Heroic rescue on the Mountainside” • skills: Main idea and Details/Paraphrasing • page 1 of 2

Hunter Nelson and Danny Riat went on a hike. Their plan was to camp at a

beautiful spot near Archer Mountain in Washington State. As they hiked through the

woods, the trail became steeper and steeper.


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yoU Write it: “Heroic rescue on the Mountainside” • skills: Main idea and Details/Paraphrasing • page 2 of 2

3 Choose two or three sentences from what Hunter said in the interview to use as direct quotes in your article. A direct quote is a report of another person’s exact words.

Direct Quote 1: ________________________________________________________________________________

_______________________________________________________________________________________________

Direct Quote 2: ________________________________________________________________________________

_______________________________________________________________________________________________

Direct Quote 3: ________________________________________________________________________________

_______________________________________________________________________________________________

Note that when you put direct quotes into 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. Hunter says, “Danny was 70 feet above me.”

2. “We had spent 45 minutes climbing that cliff,” remembers Hunter, “and it took me one minute, maybe two, to get down to him.”

3. “It was nearly vertical,” says Hunter.

4 Decide which information in the interview you find the most interesting. You might choose, for example, the information about what it was like for Hunter to see Danny fall, or the information about what Hunter did while he was waiting for help to arrive.

The information I find most interesting is: _______________________________________________________

_______________________________________________________________________________________________

5 Now it’s time to put it all together. Write your article on a separate sheet of paper, following the guidelines below.

Opening Paragraph:

• Use your first sentence to hook your 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 a transition sentence at the beginning 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.

scope Crossword puzzleDirections: See how much you remember from the october 31, 2011, issue of Scope. put your knowledge to the test with our crossword puzzle.

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WHOLe iSSUe: October 31, 2011 • skill: reading Comprehension

ACROSS

2. photographs can help bring the public’s ___ to problems in the world.

5. a person who claims to be able to speak to the dead

7. Hunter Nelson’s rescue experience made him want to ___ people.

8. the winchester rifle became famous during this war

10. sarah winchester thought that ___ spirits were after her.

11. the word between is often confused with this word.

12. the Beast of gévaudan is part of the folklore of this country

13. Breathing in a lot of ___ was one of the dangers of working in a textile factory in the early 1900s.

DOWN

1. the play about lewis Hine takes place approximately ___ hundred years ago.

3. ghost hunters look for changes in ___ .

4. chris Brown’s European ___ was cancelled.

6. lewis Hine’s photos helped bring an end to ___ labor in the u.s.

8. some people believe chris Brown deserves a second one of these.

9. story, myth

commonly confused words.pdf

Documents

Transcript of commonly confused words.pdf