Ideas that really work

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					Ideas That Really Work!
 Activities for English and Language Arts

  Cheryl Miller Thurston

             Cottonwood Press, Inc.
             Fort Collins, Colorado
Fourth edition copyright © 2009 by Cottonwood Press, Inc.
Third edition copyright © 2004 by Cottonwood Press, Inc.
Second edition copyright © 1994 by Cottonwood Press, Inc.
First edition copyright © 1991 by Cottonwood Press, Inc.

Permission is granted to reproduce activities in this book for the purchaser’s own personal use
in the classroom, provided that the copyright notice appears on each reproduction. Otherwise,
written permission from Cottonwood Press, Inc.

Cottonwood Press, Inc.
109-B Cameron Drive
Fort Collins, Colorado 80525

Print ISBN 978-1-877673-84-9
E-book ISBN 978-1-936162-06-2

Printed in the United States of America

Cover design by Rochelle Dorsey

Illustrations by Patricia Howard and Ann Blackstone

Special thanks to Laura Stanovich, a student in Brian Wedemeyer’s eighth-grade honors writ-
ing class at Thunderbolt Middle School in Lake Havasu City, Arizona, for discovering an
important error in the “Following Instructions” activity in an earlier edition of this book.
Table of Contents
Ideas, Ideas, Ideas

Fun with Writing

Lessons in Writing

Activities for Speech

Lessons in Grammar and Punctuation
   Teaching Sentence Structure—Without Teaching a Lot of Rules ..............................................137

Activities for Different Seasons


Answer Keys and Sample Answers
Ideas, Ideas,
                                                                                         Teacher Instructions

Homemade Bread & English Compositions
(or An Alternative to Correcting Papers)                                                C. M. Thurston

Let’s suppose for a minute that you are a married woman. For health and/or economic rea-
sons, you and your husband decide to bake all of your family’s bread from now on.
    You buy a bread book and try a couple of loaves. They look a little lopsided and are
burned on one side, but they taste pretty good. You are pleased.
    Your husband, however, becomes fascinated with the art of bread baking. He starts taking
classes, reading books, trying new recipes. After a while he knows a lot about baking bread,
and his loaves are a lot better than yours.
    That’s okay with you. However, it’s not okay with him. Whenever your loaves come out of
the oven, he examines them carefully. He takes notes, giving you all kinds of helpful sugges-

•   Use only stone-ground flour.
•   Add a bit more water next time.
•   Be more careful about the temperature of the water before you add the yeast.
•   Don’t forget to check the expiration date on the yeast package.
•   Knead longer.
•   Place the pans further apart in the oven.
•   Don’t forget to brush the tops with melted butter.
•   Don’t let the loaves cool for longer than ten minutes in the pans.

     As he goes over his notes, you don’t pay much attention. Perhaps a suggestion or two regis-
ters in your brain. For example, you may remember to check the expiration date on the yeast
package next time. Then again, you may not. You don’t really care much. Your husband is the
one who cares. He puts all the effort into improving your bread—analyzing, studying, criticiz-
ing, suggesting. You let him. You also pretty much ignore him.
     The quality of your bread stays essentially the same.
     So what does all this have to do with English compositions? In grading compositions,
many of us play the role of the bread-baking husband. We spend hours correcting every little
thing on every single paper. We do all the work—analyzing, studying and suggesting. The stu-
dents let us. All they do is look at their grades and, if we are lucky, perhaps give our comments
and notes a passing glance as they toss them into the wastebasket.
     The quality of their work stays essentially the same.
     Let’s face it. It is a waste of time to spend hours correcting students’ compositions, espe-
cially if you want them to become better writers. When you correct their papers for them, you

Ideas That Really Work! •Copyright © 2009 Cottonwood Press, Inc. • 800-864-4297 •
make them passive observers. No one becomes a better writer by glancing at someone else’s
     What is the alternative? A practical, easy approach is to get the students to do the correct-
ing themselves, with your guidance.
     Let’s assume that you are already teaching writing as a process and that your students
spend a lot of time with prewriting activities, writing and revision. You feel comfortable about
all that goes into the content of your students’ papers. However, you also want the students to
learn to write papers that are technically correct, without errors in spelling, punctuation, sen-
tence structure, etc. The following method is one easy way to get them actively involved in
improving their own work:

• As you grade a student’s paper, simply place an “x” in the margin on the line where an
  error occurs. An “x” in the margin means that something is wrong. (Some teachers prefer
  to give students more guidance at first, using “sp” for spelling errors, “frag” for sentence
  fragments, “?” for awkward or confusing sentences, etc. As students become more skilled at
  correcting their papers, the teachers switch to the more general “x.”)

• When there are many errors, don’t try to mark every single one of them. Instead, try to
  gear your marks to a student’s skill level. For one student, you might use “x’s” for only the
  worst spelling errors and for sentences that don’t begin with capital letters. For another
  student, you might mark “x’s” for more subtle things, like incorrectly punctuated dialogue.
  Sometimes you might decide to mark only one particular kind of error on a given paper,
  perhaps only run-on sentences for one student or errors in subject/verb agreement for
      If you start to feel guilty about not marking everything, remember your “helpful” hus-
  band in the imaginary scenario above. Wouldn’t he have been more effective if he had
  given only one or two suggestions at a time rather than attacking everything at once?
  Marking too many errors may defeat your goal, overwhelming students and causing them
  to give up in frustration.
      And don’t fall for the old argument that you must mark everything “for the parents.
  They will be upset if I don’t. Or they will think I am lazy or that I’m not a good teacher.”
  Your goal is not to help the parents; it is to help the students. If a parent questions your
  grading technique, explain what you are doing—and why. The method is perfectly defensi-
  ble and gets results.

• After papers are returned, have students go over them to make corrections. Teach them to
  circle the place where an error occurs, writing the correction right above the circle. If a

   sentence needs to be rewritten, the student should circle the entire sentence and rewrite it
   in the margin or on the back of the page. (See sample, page 12.)
       If you have students double space when they write their papers, it is even easier for
   them to make corrections later in the extra space.

• Allow the students time to help each other with the correction process and to receive help
  from you. It’s also a good idea to collect examples of problems common on many papers,
  using the overhead or blackboard to show ways to correct the problem. (When students
  know they will be correcting their papers later, they will pay more attention than they
  might otherwise.)

• Have students turn in their corrected papers for a second, separate grade—a grade on just
  the corrections. Any paper with all the corrections done correctly receives the total points
  possible for corrections, or an “A,” no matter what grade the original paper received.
      As a general rule, do not have students rewrite their papers in order to do the correc-
  tions. First of all, the rewriting time is usually better spent doing something else. Second,
  having them rewrite the paper makes your job very difficult. You must reread the paper
  entirely, checking it again, or you must cross-check the original with the rewritten version
  to see that the corrections have been made—a time-consuming process. With the circling
  method, all you need to do is quickly scan a paper, looking for your “x’s” in the margin
  and finding the circles that indicate corrections. You can learn to check the corrections for
  an entire class in only fifteen or twenty minutes.
      If you have stressed neatness, editing and careful proofreading as part of the writing
  process, students will know that their final compositions should be completed with care.
  They will view this final correction exercise as what it really is—something separate, an exer-
  cise to help them to learn and to improve for next time.

• Emphasize that students are not to guess at corrections. It is better not to correct some-
  thing at all than to “correct” it incorrectly. Allowing time for students to help each other
  and to ask questions will encourage them to work carefully. The reward of an “easy A” for
  corrections also doesn’t hurt.

    You will need to lead students through the correction process a time or two before they
understand exactly what they are to do. Soon they are likely to view making corrections as solv-
ing a kind of puzzle. You are likely to view the process as one that saves you many hours of
grading and, at the same time, helps your students become more active learners.


A sample paper, as returned to student

The same paper, with student corrections

                                                                                         Teacher Instructions

“I Decided to Just Teach”
                                                                                         C. M. Thurston

A teacher I know, who wishes to remain nameless (presumably out of modesty), started teaching
last year at a school where everyone was worried about improving state test scores. Teachers
were fussing, fretting, and doing everything they could think of to help their students perform
well. They structured lessons around what was going to be on the test. They gave lessons in
test-taking. They gave practice tests.
     The teacher I know decided that she had entirely too much to worry about, as she was
teaching new subjects in a new grade in a school new to her. She was overwhelmed with
responsibilities. “I just plain didn’t have time to worry about the tests,” she said. “I decided to
just teach.”
     At the end of the year, guess whose students made the most progress in the school, as
measured by the tests?
     Okay, maybe she just lucked out. But maybe she succeeded because she did not focus on
improving test scores. She focused on teaching and learning. Instead of boring her kids with
practice tests and endless worksheets, she focused on keeping her students interested and
involved. Maybe, just maybe, her approach is a sound one—to just teach.
     It’s something to consider.

                                                                                         Teacher Instructions

Helping Students Help Each Other
Many teachers have tried having students evaluate each other’s writing, often without much
success. Students often write nothing more than “good job” on illegible papers or decorate
papers indiscriminately with A’s. However, there are ways to make student evaluations an
important and effective part of the writing process. The key is structure.

Advantages of student evaluations. Why bother having students evaluate each other’s writ-
ing? There are several reasons:

• The evaluation process gives all students an audience for their work, an audience other
  than the teacher. Students often respond with more effort and enthusiasm when they
  know their work will be read by peers.
• When students read what others have written, they often get ideas for improving their own
• Students can actually learn to help each other in revising and editing.
• Evaluation questions can help students focus on objectives that the teacher wants to em-

Designing evaluation questions. Student evaluations work best when students are given clear
goals and guidelines. Design a standard evaluation form for your students to use, or several
forms to use for different purposes. Choose questions that will help your students focus on
specifics, but don’t include more than five or six questions, maximum, on a form.
    Sometimes students are stumped by questions like, “What did you like best about the
paper?” Help them out by having the class brainstorm a list of possible responses, things like
“Interesting to read,” “This made me laugh,” “Good detail,” “I like the paragraph about
_________________,” “Exciting,” “Nice handwriting,” “Well-organized,” etc.
    Here are sample evaluation questions for an eighth grade class learning to write simple

1.   This paper was evaluated by:
2.   Do you see spelling, capitalization or punctuation errors? If so, in what lines?
3.   Does the paper have a paragraph of introduction?
4.   What do you like best about the paper?
5.   What do you like least about the paper?
6.   What suggestions do you have for the author?

Other ideas for evaluation questions:

1.   Do you see any sentence fragments or run-on sentences? If so, where?
2.   What paragraph uses the most interesting verbs? List some of those verbs.
3.   Does the paper “drag” or become boring at any point? If so, where?
4.   Is any part of the paper confusing to you? If so, explain.
5.   Are the sentences too short and choppy? If so, what lines give some examples?
6.   Is there a sentence in the introduction that grabs your attention and makes you want to
     read on? If so, which sentence is it?

Using student evaluations in your classroom. Prepare for student evaluations by having each
student come to class with a clearly readable draft of his or her paper, whether it’s a paragraph,
a story or a complete composition. Emphasize that the paper should not be the final copy.
    Have the students number each line of their papers, putting the numbers in the margin.
Discuss the questions on the evaluation form with the students.
    Give each student several evaluation forms, and then have students start trading papers.
Allow time for each student to read and evaluate at least two papers.
    At the end of the evaluation time, return each paper with all its evaluation forms to the
author. Allow students to ask questions of their evaluators and to help one another in making
corrections and changes in their work. Stress that students should consider each evaluator’s
comments and suggestions, but that they may, of course, choose to ignore them. The author of
each paper is the final judge of what to change and what to leave the same.
    Have students write their final drafts, incorporating all changes and corrections that they
feel are relevant.

Having realistic expectations. Don’t worry too much if some students don’t seem to take the
evaluation process very seriously or if some of their comments are completely off the mark.
The important thing is that students will be reading each other’s work, seeing how others
approach various topics and—as they go over the evaluation questions for others—learning
some important techniques for improving their own work. They will also be learning to evalu-
ate others’ criticism of their work, judging the value of comments for themselves, and learning
the important lesson that they can disagree with suggestions and reject them.

                                                                                         Teacher Instructions

Vocabulary Study Doesn’t Need to Be Boring
Words are fascinating. Learning new words can be immensely rewarding, giving a person greater
understanding of the world, more confidence and even a sense of power.
    Why then is vocabulary study so frequently a dull activity that students hate? Too often it
is because we, as teachers, simply repeat the same assignment we received ourselves as students:

                       Look up the word in the dictionary. Copy the definition.
                           Use the word in a sentence. Study. Take a test.

    Sometimes the method works for a few students, especially the ones who actually under-
stand the dictionary definitions they memorize. For most students, however, the assignment
results in only minimal vocabulary development.
    There are ways to make vocabulary study a lively, highly effective activity for students. If
any of the ideas below are new to you, consider giving them a try.

• Don’t have the students copy dictionary definitions. Instead, use a given vocabulary word
  orally in several sentences, and have the class guess its meaning. Decide together on an
  accurate definition that the students really understand, using informal language, even
  slang, if necessary. Consult the dictionary for assistance, but use it only as a resource. As
  the students “discover” the meaning of a word, they will become actively involved in learn-
  ing it.

• Don’t overdo it. Choose only a few words at a time for a class to study, probably five or ten
  and certainly no more than twenty. Then stick with those words until you are confident
  that your students know them well. You will probably wind up assigning far fewer words
  than the teacher down the hall and giving tests less frequently, but that’s all right. Your stu-
  dents will really learn the words they study, rather than just memorizing definitions for a

• Choose realistic words. Don’t fall into the trap of choosing obscure words mentioned in
  the footnotes to a story you are reading in class. The story may mention “chiasmatypy,” but
  how many of us need to know that word more than once or twice in a lifetime, if ever?
  Instead, choose words that you see and hear frequently. Jot down words students seemed
  puzzled by in class reading or discussion. Allow students themselves to suggest words they
  are unsure about. Look ahead and choose useful words from materials your students will
  be reading later in the year. Choose your words from a variety of sources, always keeping
  one question uppermost in your mind: Is this a word students really need to know?

• Recognize that learning new words has nothing to do with spelling. All of us need to recog-
  nize and understand many words that we will never actually write or need to spell our-
  selves. We need to achieve a level of comfort with a word before we ever even consider
  using it ourselves. Therefore, it is best not to test for spelling in a vocabulary test. Make
  your tests a measure of your real objective, vocabulary improvement.
      That does not mean that you should ignore incorrect spelling. Insist that students spell
  the words correctly on their papers and on their tests, but allow them access to the correct
  spellings. (Sometimes getting them even to copy correctly is an achievement!)

• Help your students become actively involved in using the words they study. Have them
  write stories using all the words on a list. (Understand that the stories may have to be fairly
  outrageous to include all the words.) Give students an assignment to use at least three
  vocabulary words outside of class. Then let individuals report what they said, and to
       Play little games at the end of class: Who can use the first and last words on the list in
  a meaningful sentence? Who can ask a question using one of the words? Who can answer
  it, using another? Who can use one of the words in a sentence about a dog? A football
  game? A television show? (Don’t allow the generic “He was _____________.” Instead,
  insist that the sentence itself give a clue about the meaning of the word.)
       Don’t worry when a student clearly knows the meaning of a word but uses it in a
  slightly bizarre fashion. Refinements in usage will come later. The first step is to learn the
  meaning of the word.

• Try using a vocabulary point system. Keep track of vocabulary points a class earns and
  assign some reward to those points. A certain number of points earned in a quarter might
  earn a game day or a class treat, for example. A point system can encourage involvement by
  all class members.
       A few ideas you might try: Offer ten points if someone can define all the words on a
  new list. See how far you can go around the room, with students giving correct definitions;
  then give points for the number of students who answered correctly. Every now and then,
  allow five minutes for students to report on “sightings” or “hearings” of vocabulary words.
  Give points, for example, if they tell how a word was used by Lesley Stahl on 60 Minutes,
  or by the author of their science textbook, or by Randy in the first row’s mother.

• Have fun with your tests. For example, you might write a story, leaving blanks for students
  to fill in with the vocabulary words and using students as characters in the story. With a
  computer, it is easy to change the names in the story to fit each class. Students learn to
  look forward to tests that are both challenging and fun to read.

                                                                                         Teacher Instructions

Cars in Class
Kids share America’s love of the automobile. Young teenagers long for the day they are old
enough to drive. They dream about having cars of their own. They envy older teenagers who
work at part-time jobs, just to make car payments. They fantasize about having a car they think
will make them irresistible to the opposite sex—and about just what they might do in the back
seat of such a car!
    Teachers can capitalize on their students’ interest in cars, using the subject to draw stu-
dents into a number of activities. Even apathetic students will often respond to lessons cen-
tered around the automobile.
    One effective way to bring cars into the language arts classroom is through advertisements.
Have your students collect a variety of magazine advertisements for cars, trucks and vans. After
everyone has had an opportunity to study several ads, use them for a variety of language-related
activities. Below are just a few ideas.

Grammar. Have students look for adjectives and/or verbs in the advertisements the class has
collected. List the most effective or interesting verbs and adjectives in two different columns
on the board, creating a word bank that students can use later when they write their own ads.
     Also have students look for sentence fragments in the ads. They will probably find a lot of
them. Like it or not, there is a trend in advertising to break sentences into pieces, presumably
for emphasis. Students may protest that they don’t need to know how to write complete sen-
tences, if even professional writers write sentence fragments. In that case, here is your answer
for them: Professional writers are consciously breaking the rules, for an intended purpose. They know
what they are doing. Breaking the rules out of ignorance rarely achieves the same purpose.
     You might compare writing to dancing. Have the students imagine the kind of dancing
they see on music videos or at rock concerts. A very basic “rule” of dancing is that it is not a
good idea to fall down in the middle of a dance. If an inexperienced or ill-prepared dancer
falls down in the middle of a performance, the performance is probably judged a failure by
anyone seeing it. However, if a skilled dancer chooses to fall in a performance, as a planned
part of a routine, the result can be quite effective. It is clear to the audience, however, that the
fall is part of the choreography, not a sloppy error.

Discussion/critical thinking. Finding sentence fragments in advertising can lead easily into a
discussion of how advertisers break many other rules. Discuss the kinds of errors frequently
seen in ads: spelling mistakes, double negatives, using “like” instead of “as,” etc. Ask students
to imagine why the rules are intentionally broken. (Some possible answers: to catch the
reader’s attention, to reflect the way people actually talk, to be “cute.”) Discuss whether or not

all the intentional errors have an effect on language in this country, or on children learning to
read and write.
     Another discussion idea is to talk about the different images advertisers help create for
cars. Which vehicles, for example, are associated with soccer moms? Which ones have a
“young” image, or a “sexy” image, or a “daring” image, or a “reliable” image, or a “family”
image? How do advertisers help create those images? Are the images always based on reality?
     If you have older students, you might discuss sex and sexism in advertisements. What does
a woman in a bikini have to do with the qualities of a four-wheel drive pick-up truck? What are
other ways that advertisers use sex to influence consumers? You might find some old ads from
the 1950s or 1960s, ads that assume a woman can’t possibly be interested in anything more
than an automobile’s color. Have students compare those ads with the ads today that address
female consumers.
     You might also have students discuss values. Ask them to imagine they are foreigners look-
ing at American automobile ads. Do the ads tell anything about American values? If so, what?
How do students feel about those values?
     After class discussion on various topics related to automobile advertising, ask students to
explore their ideas further in writing.

Creative writing. Students can let their imaginations run wild when they try this assignment:
Design a car with a specific kind of person in mind. One student might want to design the
perfect automobile for a sixteen-year-old boy, both from the boy’s perspective and from the per-
spective of his parents. Another might want to design a car for the owner of a preschool, for a
certain television star, for a skier, or for a teacher.
    Have students draw the cars they design and then create magazine ads for the cars. Besides
exercising their creativity, they will need to think about and address some important areas:

•   Who is their intended audience?
•   How can their writing best appeal to that audience?
•   How can they get their intended readers’ attention?
•   What are the main points they want to emphasize in an ad?
•   How can they be clear and concise, saying a lot in just a small amount of space?
•   What headlines would best help them convey the message they want to convey?

    When students finish, post the finished ads around the room. Have students discuss which
ads are most effective in “selling” their cars.

Just for fun. For a break in routine, have students try the game “Cars” (page 20).


For each category listed along the side of the page, think of
an appropriate word that begins with the letter at the top of
the page. The first item is done for you.

                             C                    A                            R                             S
   Makes of cars          Chevrolet

  Adjectives that
   describe cars

   Colors of cars

  Verbs that tell
  what a car does

   Parts of a car

 Adverbs that tell
  how someone
 might drive a car

 Cities in America
 where you might
     drive a car

                                                                                         Teacher Instructions

Imagine That . . .
                                                                                         C. M. Thurston

When I was growing up, I dreamed of learning to ice-skate. I imagined myself leaping, spin-
ning, skimming over a frozen lake, graceful and, of course, breathtakingly beautiful as well.
Unfortunately, I happened to grow up on the hot, dry plains of southern Colorado. Frozen
lakes weren’t in the picture. Actually, lakes weren’t even in the picture. My childhood dream of
gracefulness went unfulfilled, as did the breathtakingly beautiful part of the fantasy.
    But many years later, as an adult, I received a pair of ice
skates for Christmas. They weren’t ordinary ice skates, the kind a
                                                                           “True success is
non-skater like me would expect to receive. They were expensive
ice skates, the kind of ice skates that expected to find feet that         overcoming the
knew what they were doing. They were ice skates that made me                 fear of being
nervous. I wasn’t the athletic type. What if I turned out to have           unsuccessful.”
no talent at all for skating? I decided, out of guilt, that I had to
                                                                                   — Paul Sweeney
learn to skate. I couldn’t let those expensive skates go to waste.
    The pressure was on. I checked some books out of the library
and read about ice-skating. I imagined myself doing what the people in the pictures were doing. I
watched ice skaters on television. I imagined myself performing with grace and agility. I thought
about my first lesson. I imagined myself putting on the skates, getting up and gliding away.
    Finally, I visited some friends with a small, frozen pond near their home. Nervously, I
trooped with my friends and their small children—all skaters—down to the ice. I put on my
skates. I got up. I skated.
    I couldn’t believe it. No one watching could believe it. I
didn’t fall down once. Again and again, I skated around the
pond, thrilled by my success. No, I wasn’t the vision of loveli-              “I am what
ness and grace I had imagined, but I was skating. I was actually                I think,
skating.                                                                   having become
    This incident made me a believer in the power of imagin-
ation. Perhaps, to succeed at something, we must first be able to
                                                                         what I thought.”
                                                                                     — Unknown
imagine it. It worked with ice-skating. And it works with other
more important areas of life.
    Take a look at the quotations on this page. Think about them. Think about them in rela-
tion to your students. Think about the students who seem to be wearing an ever-deeper path
toward failure. They can’t seem to veer off the path in another direction. The present path
feels familiar to them; they know what to expect; they can deal with it. They can’t do things
differently because they can’t even imagine doing things differently.

    Think about the students who seem aimless, coasting through life without goals, direction,
hopes or dreams. Think about the students who won’t even try in school. They can’t conceive
of success at anything, so why attempt it? And think about the students who do try but who
have trouble with so much they attempt. Something seems to hold them back.
    The exercise that follows is an interesting experiment to try with your students. Besides
providing the basis for thought-provoking classroom discussion and writing, it may actually
give students a tool to use in setting and achieving goals.

Discussing positive goals. First, talk with your students about goals they have had in the past.
What goals have they met? What goals have they failed to
    Talk about the difference between positive and negative             “What you can
goals. A negative goal is one that is destructive. It hurts some-    conceive and believe,
one. A positive goal is constructive. It takes a person or group
                                                                       you can achieve.”
forward in some meaningful way. It builds rather than tears
                                                                                    — Unknown
    Ask your students to think about positive goals they may
already have for themselves. If they have no goals, ask them to think about the subject and to
come up with three goals that would be meaningful to them. Encourage students to choose
goals that really are important to them, rather than just going through the motions to fulfill an
    The goals they choose might be in any areas they find important. A few examples: habits,
school, sports, church, friends, family, work. Although they need not share all their goals, ask
students to have at least one in mind that they don’t mind sharing with other members of the

Talking about success. After students have their goals in mind, ask for volunteers to share
some of their goals. Have class members share suggestions for
reaching those goals.
    Next, share the quotations from the previous page of this       “It may be those
article. Ask students to discuss their thoughts about the quo-         who do most,
tations.                                                               dream most.”
    Finally, ask students to sit quietly and imagine that they                   — S. Leacok
have completed one of their goals, the goal they don’t mind
sharing with the class. Ask them to project themselves into
the future and to pretend they have been successful. Ask them these questions: How does it
feel to have achieved your goal? What has been the reaction of others? Do you feel you have

changed in any way? How? Would you do this over again? How would you do things differently
next time? How are you going to celebrate?
    Have the students do some role-playing, either as a class or in small groups. Have the stu-
dents talk to their groups about how it feels to have met their goals. Encourage them to ham it
up if they like. This is a time to feel good and to do a bit of bragging.

Writing about success. Have students continue their role-playing on paper, writing about
their imagined success at meeting a goal, their feelings, their reactions, the reactions of others.
Remind them that they are to write as if they have already accomplished the goal, as if it were
already a “done deal.”
    Finally, ask students to keep their papers and to read them again from time to time.
Encourage them to share their successes with the class as they meet goals and to tell whether
or not they think the imagining exercise had any effect on helping them reach their goals.

                                                                                         Teacher Instructions

Helping Students Learn to Appreciate Differences
Young people are sometimes not the most tolerant of human beings. Just let someone seem
the slightest bit different or “weird,” and students attack, teasing or taunting unmercifully. To
teenagers in particular, it is important to fit in, to be accepted, to conform—except when it
comes to conforming to teacher or parent expectations.
    A language arts unit built around the theme “appreciating differences” can be a useful and
interesting unit for students. It can help them become more sensitive toward those who seem
different. It can help them see the similarities between all human beings and even take pride
in their own differences.
    Most literature anthologies include at least one story about a person who is different, or
who takes an unpopular stand. You can select stories from the materials you have available in
your classroom and read aloud from other works. In addition to reading and discussing litera-
ture about people who are different, you might choose ideas from the following activities:

• Have speakers talk to the class about how they were different as teenagers. For example, a
  successful business person might talk about how he or she couldn’t pass algebra in high
  school and felt stupid. A model or television personality might talk about how he or she
  felt ugly as a teenager and was taunted because of braces, height, weight, etc. A teacher
  from a minority group might talk about difficulties he or she faced attending a mostly-
  white college. A community leader might talk about struggling with a learning disability or
  other handicap while growing up.
       Speakers who are willing to talk candidly about earlier problems can help students in
  two ways: (1) they can encourage students to become more sensitive to the feelings of oth-
  ers, and (2) their words can give encouragement to those feeling different themselves.

• Have students question each other, looking for something that makes each person
  absolutely unique, different from everyone else in class. Students might work in pairs,
  using questions the class has previously brainstormed. Students might find that a partner
  is the only one in the class who has lived in Alaska, plays the dulcimer, once won a beauti-
  ful baby contest, or has five brothers. Volunteers might make a bulletin board, posting
  something unique about each person in the class. (Note: Explain to students ahead of time
  that they may choose not to answer some questions by simply saying, “pass.” Explain also
  that each student must also okay anything to be shared with the class.)

• Have the class read aloud and discuss the article “Eccentrics” (page 25). The composition
  assignment “Everyone is Different” (page 27) is a natural follow-up activity.


According to an old saying, only the rich are called “eccentric;” the poor are simply called
“crazy.” Is there any truth to the saying? That is a matter of opinion.
    It is true that every community has individuals who fit the description of an eccentric—
someone who is decidedly different, who is considered odd or out of the ordinary, who does
the unexpected.
    There have been many eccentrics throughout history, some famous and some not so
famous. One of the more well-known was Nikola Tesla, a scientist, inventor and electrical
engineer who is sometimes known as the patron saint of modern electricity. The number of
any hotel room he stayed in had to be divisible by the number three. He didn’t like to touch
anything round, and jewelry revolted him, especially pearl earrings.
    Less well-known was William Henry Schmidt, who spent 32 years tunneling through a
mountain. Early in the twentieth century, Schmidt found a vein of gold in California’s Copper
Mountain. He decided to tunnel through the mountain so that he could have easy access to a
road to the smelter. In 1906 he started cutting through a half-mile of solid granite, using only
hand tools and sometimes dynamite. He worked seven days a week, sleeping only when fatigue
overtook him. It wasn’t until 1938, 32 years after he had started, that he made it through to
the other side.

    Another eccentric was Hetty Green, a nineteenth-century millionaire banker who lived in
poverty with her two children. She didn’t want to waste money on soap, so she washed only
the lower part of her long skirts. She stuffed her son’s clothes with newspapers to keep out the
wind. Once she was furious to be charged ten cents for a bottle of medicine and thereafter
brought her own bottle to save five cents. Worst of all, she tried to save money on medical

treatment when her son had a sledding accident and dislocated his kneecap. Because of the
resulting infection, the boy had to have his leg amputated.
    The son, Ned Green, became an eccentric in his own right. After his mother’s death, he
managed to spend over three million dollars a year until he died. At that time, he was still
worth over 50 million dollars.
    Florence Foster Jenkins (1868-1944) was an American soprano who became famous for
having absolutely no singing ability. She is said to have had little rhythm and couldn’t stay on
pitch. Still, she became quite popular, mostly because people were amused by her. She was
quite convinced that she was a rare talent and dismissed laughter during her performances as
coming from other singers with “professional jealousy.”
    Another eccentric was Ferdinand Waldo Demara, Jr., a high school dropout who special-
ized in impersonating different professions. He was an expert at forging documents, giving
false references and teaching himself advanced concepts. He fooled experts in many fields and
at various times worked successfully as a soldier, a biologist involved in cancer research, a pro-
fessor teaching college psychology courses, a Trappist monk, and even a doctor, performing
successful surgery.

For further discussion
• Tell the class about an eccentric person, someone who does not go to your school. It might
  be an eccentric person you have known, your parents have known, or that you have read
  about. Do not use the person’s name. Here are some questions you might answer in telling
  about the person: What does he or she do that is out of the ordinary? How do others react
  to the person? Does the person seem happy? Does the person seem to have a sense of
  humor or a kind of genius about something? Does he or she have an obsession, an unusu-
  al interest of some kind?
       (Note: Be considerate of people’s feelings. Don’t tell about anything that would embar-
  rass someone.)

• People often focus on the negative when it comes to talking about or dealing with eccen-
  tric people. After the class has shared stories about eccentric people, try looking at the
  positive side of things. What is positive about the eccentric lives of the people you heard
  about? How do they positively affect the people around them, or the world around them?
  What can others learn from them?


Everyone Is Different
Every person on earth is a unique individual. Every person has characteristics that make him
or her different from everyone else. Some of these characteristics are certain to be considered
abnormal, unusual, different or even “weird,” at least by some people.
    The fact is that every person really is an individual. There is something about every person
that others would find unusual. Differences are what make people interesting.

• With your class, brainstorm a list of famous people, past and present. Choose a person you
  are interested in, and then go to the library and start reading about him or her. Try to find
  something unusual about the person’s life. Did the person have difficulties to overcome? A
  handicap? An unusual upbringing? Strange habits? Unusual beliefs?
      Write a paragraph describing the most unusual fact you discovered in your reading. Be
  sure to note the sources of your information at the end of the paragraph.

• Now write about yourself and how you are unique. What makes you different from most
  people your age? You might consider any of these areas that apply: ideas, personality traits,
  fears, hopes, dreams, problems, experiences, interests, or background. Consider any differ-
  ence that sets you apart, including those that others may not know about.
      How do you deal with the ways you are different? Do you try to hide your differences?
  Are you proud of them? Ashamed of them? Afraid of them? Would you change them if
  you could? Why or why not?

                                                                                         Teacher Instructions

Following Instructions
To help your students understand the importance of following instructions, set aside a class
period or two to address the subject. An effective introduction to the topic is “Following
Instructions: A Test” (page 30), which includes the instruction to “Read all of the items below,
#1-#25, before you begin.” If the students do—which is unlikely—they will see that item #25
instructs them to complete only items #1, #2 and #3.
     Before giving the test, be sure to mention that some students may already have taken a sim-
ilar test at some time. (There are a number of different versions around.) Stress that those stu-
dents are not to say anything, but to go ahead and complete the test again, sitting quietly when
     Most students will rush through the test, completing the items that tell them to shout,
hum, draw, add, subtract, etc. After the time is up, see if anyone really did follow the instruc-
tions, completing only items #1, #2 and #3.

Discussion. The test will provide a natural lead-in to a discussion about following instructions.
Ask students if they can think of some times when it is important to follow instructions. List
their responses on the board or overhead. (Possible responses: on the job, when taking tests,
putting together models, learning a computer program, following recipes.)
    Then ask them to think of some of the consequences of not following instructions. (Possi-
ble responses: getting in trouble, losing a job, getting a bad grade, embarrassing oneself, not
getting a promotion, causing injury or loss of life.)

Choosing NOT to follow instructions. At some point, students are likely to say, “But what if I
don’t want to follow instructions?” You can explain that it is important to understand the dif-
ference between choosing not to follow instructions and not following them because of error,
inattention, or misunderstanding.
    Sometimes there may be good reasons for not following instructions. For example, a per-
son might want to experiment with a new method of completing a task. Or a person might
believe it better to follow his or her conscience. Ask the students to think of times it would
be wrong to follow instructions. (Possible responses: being instructed by your boss to do
something illegal, having superiors instruct you to do something immoral, following instruc-
tions that you believe will result in harm or injury to another.)

Helpful hints. Following instructions accurately is a skill that is useful in so many situations.
Ask students to brainstorm ideas that might help them do a better job of following instruc-
tions. If they don’t come up with the following helpful hints, be sure to point them out:

• For oral instructions, listen carefully. Take notes if possible.

• Imagine yourself doing each task as the instructions are given. Create a mental picture in
  your mind.

• If there is any part of the instructions you don’t understand, be sure to ask questions.

• For written instructions, read or at least skim over everything, to make sure there are no

• Proceed one step at a time. Sometimes worrying about later steps will just confuse you,
  especially when later tasks are based upon earlier ones. Something that doesn’t make a lot
  of sense now may make more sense by the time you reach that step.

• Check off each task as it is completed.

• Review your work, making sure you have completed all instructions.


☺           Following Instructions: A Test
Directions. This is a test on following instructions. You will have exactly ten minutes to com-
plete the test. Be sure to read all of the items below, #1-#25, before you begin.

1. Write your name at the top, right-hand corner of this paper, in the space provided.
2. Draw a star after your name.
3. Sign your name at the bottom, center, of this page, using your normal handwriting.
4. Draw a hat on the face in the left-hand margin.
5. Write the alphabet in small letters, across the bottom of this page.
6. Divide 786 by 2. Put the answer here:
7. Softly hum the tune to “Row, Row, Row Your Boat” as you complete item #8.
8. Draw horizontal stripes in the triangle in the right-hand margin.
9. Add your zip code to the year you were born. Put the answer here:
10. If you get this far, repeat these words aloud, three times: “One-third finished!”
11. Draw a heart inside the box in the right-hand margin.
12. What is your favorite color? Write it here:
13. Turn around and smile at the person seated behind you. If no one is seated behind you,
    smile at your teacher.
14. Write down the name of any teacher you had last year:
15. Spell out your middle name, backwards. (If you don’t have a middle name, spell out your
    last name, backwards.)
16. Stand up and stretch. You deserve a break.
17. Which do you like better, dogs or cats? Write your answer here:
18. Draw a tiny circle in the bottom, right-hand corner of this page.
19. What is your favorite television program? Write your answer here:
20. Write down the seventh, fourteenth and twenty-third letters of the alphabet:
21. If you get this far, shout these words: “I’m going to finish on time! I’m going
    to finish on time!”
22. Turn this page over and draw a large house.
23. If the house you drew doesn’t have a chimney, draw one. Then draw smoke coming out of it.
24. Subtract 39 from 2567. Write the answer here:
25. Complete only items #1, #2 and #3 above. Ignore items #4-24.


Cartoon Prose
Most students love cartoons a lot more than they love English classes. That’s why it’s often
effective to build lessons around comic strips. Besides getting students’ attention, the comics
can inject a bit of humor into otherwise routine classroom exercises.
    Here’s just one idea: Give students copies of short cartoon strips, preferably ones with a lot
of action. Then have them turn the dialogue into prose. In other words, students will commu-
nicate what is happening in the cartoon strip, but without using any drawings.
    Students will need to set the stage first. Where are the cartoon characters? What are they
doing? Examples:

   Jon stands with Garfield waiting to hear the results of the cat show competition.
   Charlie Brown stands on the pitcher’s mound. His face is turning red, and he is sweating.
    The words in the cartoon dialogue “bubbles” will become paragraphs of dialogue, with
quotation marks and words like “he says” or “she asks” to indicate who is saying what. Remind
students that they should change paragraphs each time speakers change. Examples:

           The announcer says, “And the winner of the household cat division
           Jon’s face breaks into a wide smile. He turns to Garfield and says,
        “Congratulations, Garfield. Did you ever think you could win a cat show?”
           Garfield rolls his eyes. “Does a baby go ‘goo’?”

            “Good grief,” sighs Charlie.
            “Are you ready?” calls Lucy sweetly. There is a nasty grin on her face.
            “I’m as ready as I’ll ever be,” he answers.

    This exercise gives students practice constructing sentences and punctuating dialogue. It
also provides an excellent way for inexperienced writers to gain some experience writing and
punctuating sentences properly, without having to come up with subject matter on their own.
The cartoon strips provide a framework. The students construct the sentences around that
    (Note: Before turning students loose, it’s a good idea to demonstrate by completing one
cartoon strip explanation yourself, either on the overhead projector or as a handout.)

                                                                                         Teacher Instructions

Cartoon Time




The Truth vs. the Whole Truth
Is something true just because someone says it is? Of course not. However, sometimes even a
true statement can be very misleading.
     Let’s suppose that Jared says, “My parents won’t give me any lunch money, so I’ve been
hungry all week.” That statement makes the parents sound rather heartless. Jared may be
telling the truth, but he may have left out some information—that he is supposed to make his
own lunch from food at home, but he’s too lazy to do it. Or that he is supposed to use his
allowance for lunch, but he spent it all on music downloads. This added information can
change our impression of the parents.
     For each statement below, see if you can imagine information the speaker might have left
out, information that would change the impression each statement leaves.

1. Mom grounded me for a month, just because I didn’t empty the dishwasher.
2. David gave his little sister a black eye.
3. Victoria’s parents won’t let her go to school.
4. Mr. Barton had to pick his daughter up at the police station at 4:00 a.m.
5. Felicia’s mother lost all her money in a poker game.
6. We didn’t do our homework because the substitute teacher told us not to.
7. The teacher told my daughter she couldn’t write her research paper on polar bears, but she
   let another girl write on polar bears.
8. My dad won’t let me go out with Robert anymore, just because he got a tattoo.

    A statement can be true yet leave a false impression. Sometimes there is a difference
between the truth and the whole truth. Have you ever deliberately told only part of the truth
to someone—perhaps to your parents or to a teacher? Have you ever been misled because you
heard only part of the truth? How can people guard against being misled by statements that
leave out important information?


You Can Prove Anything If You Want
Many years ago, an old man was murdered in a small Colorado town. The leading suspect was
a high school senior in the town. As soon as the boy was brought in for questioning, people
began talking. Nearly everyone was convinced that the boy had done it. Why? There was a
great deal of evidence.
    First of all, those on his bowling team remembered that the boy was absent the night of
the murder, and he had never been absent before. Teachers remembered that the boy had
often been in trouble at school. A number of people had seen the boy in the neighborhood on
the afternoon of the killing. And, finally, the boy had no alibi for the evening.
    According to rumor, the boy was guilty. But was he really? No. The police eventually dis-
covered that the murder had been committed by a man who had escaped from a mental insti-
tution. What about all the “evidence” that the boy was guilty?
    As it turned out, he had stayed home from bowling because he had the flu. He had been
seen in the neighborhood the afternoon of the killing because his girlfriend lived near there.
Yes, he often got into trouble at school, but so did a lot of other students. That didn’t mean
he had murdered someone. And he couldn’t prove where he was the evening of the murder
because his parents had been out of town.
    Unfortunately, it is often easy to “prove” things that aren’t true. If you look for evidence
for what you want to see, you will probably be able to find it. You may, however, have to ignore
a lot of evidence to the contrary.
    Try the following experiment. Find all the evidence you can to “prove” one of the false
statements listed below. List your “evidence” in complete sentences.

1.   Your teacher robbed a bank last week.
2.   There is a secret training center for U.S. spies in your town.
3.   A relative of the Loch Ness monster is sleeping in a local swimming pool at night.
4.   The school cafeteria is haunted.

     It is possible to “prove” statements that are actually false. How can you apply this knowl-
edge to the real world? Think about television, newspapers, books, speeches, conversations,
etc. Why is it important for people to read and listen critically?

                                                                                         Teacher Instructions

The “M”-ey Awards
Words You Love                                                                          C. M. Thurston

When I was in fourth grade, my class studied Mexico. All I remember was learning about the
volcano, Popocatépetl (po-po-cah-TEH-petl). I loved the popcorny, rhythmic sound of the word
and found myself chanting it to myself, over and over again.
     A few years later, I studied Frank Lloyd Wright’s famous home, “Taliesin” (tal-ee-ES-in).
Again, I was smitten—not with the subject but with the name itself. This time I loved the per-
fect, flowing, melodic sound of the name. I thought it was beautiful.
     Then I became intrigued with the word “scratch.” It isn’t a pretty word, but it is such an
oddly scrunched word—so many sounds bumping into one another to create a grating sound
that perfectly fits the meaning of the word.
     What words have caught your attention over the years? Do you remember learning a new
word and then using it all the time? Have you ever found that you have been pronouncing a
word incorrectly for years? Are there words you can’t remember how to spell, or how to pro-
nounce, no matter what you do? (I’ll never learn to say the word “chignon,” for example. I also
can’t ever remember if the past tense of “lead” is spelled “lead” or “led.”) Are there words you
love? Are there slang words that you think are wonderful? Are there words that you just hate,
for no apparent reason? (I refuse to use the words “paradigm” and “methodology.” I can’t
stand them.)
     Try talking with your students about words. Share some of your own opinions with them.
Invite them to share their own opinions and observations. Then ask them to pay attention—
really pay attention—to words for at least two weeks, collecting words for your own “M”–ey
awards ceremony. (See student directions page 41.)
     The exercise is interesting and enjoyable and also encourages students to pay attention to
words. It helps them focus on the richness and potential and power of the English language.
It’s a great lead-in for vocabulary study.

                                                        Name ________________________________________________________________

The “M”-ey Awards
Words You Love
Words are everywhere. They are so common that sometimes we take them for granted. It’s
time to put them on stage, turn on the lights, and let them take a bow. It’s time for the
“M”–ey Awards.
    Fill in your nominations for the categories below. You may nominate up to 10 words in
any single category, and you may also add additional categories that you think deserve recog-
nition. You don’t have to nominate words for each category, but be sure to nominate at least
50 words, total.

1. Prettiest word (Examples: gazelle, twilight)
2. Ugliest word (Examples: scarf, mucus)
3. Silliest-sounding word (Examples: bubble, squirt)
4. “Surely that’s not a word!” word (Examples: flibbertigibbet, lollapalooza)
5. Most “whispery” word (Examples: powdery, silver)
6. Word with the most terrible spelling (Examples: hors d’oeuvres, cologne)
7. Best sound-effect word (Examples: thud, crunchy)
8. Grossest-sounding word (Examples: phlegm, goiter)
9. Most official-sounding word (Examples: plutocracy, subsidy)
10. Most techno-sounding word (Examples: gigabyte, Ethernet)
11. Scariest-sounding word (Examples: phlebotomy, ominous)
12. Best tongue-twister word (Examples: parallelogram, linoleum)
13. Cutest word (Examples: bongo, muffin)
14. Most abrupt word (Examples: flog, smudge)
15. Best rhyming word (Examples: humdrum, ringing)
16. Fill in your own category here:
17. Fill in your own category here:
18. Fill in your own category here:
19. Fill in your own category here:
20. Fill in your own category here:

                                                                                         Teacher Instructions

                                                                                        C. M. Thurston
As we struggle with all the demands made on us as teachers, it’s easy to forget an important
part of teaching English: having fun with words. Playing, fiddling, and noodling around with
language can help students tune in to the power of words—an important step in learning to
use language more effectively. Here are two exercises you might try.

Kerfuffle. I recently read The Power of One and discovered the word kerfuffle. It’s my new
favorite word. The author of the book, Bryce Courtenay, frequently uses the word to describe
a small uproar or bit of confusion, as in “quite a kerfuffle among the fans.” According to one
dictionary, kerfuffle is more commonly used in British forms of English, but I think we should
latch on to it on this side of the ocean and popularize it here as well. It sounds like what it
means and has a certain bouncy flair. A riot is something to take seriously, but who could be
very alarmed about anything called a kerfuffle?
    Many words in our language have a certain weird charm, just because of the way they
sound. Flapdoodle is a good example, or willy-nilly, bamboozle, or blip. One person may love
the sound of the word quintessential, while flibbertigibbet, plinth, lollygag, or malarkey may
appeal to another.
    Try having your students page through dictionaries and, individually, find five words that
they think have a great sound and might actually be useful to know. Ask them not to pick
proper nouns because proper nouns have much more limited possibilities. (The word Halma-
hera may sound interesting, but how often are you ever going to need to refer to the largest of
the Molucca Islands in Indonesia?) Have each student list his or her words and use each word
in a sentence that shows its meaning.
    Compile a list of all the words collected by students and share them with the class.

Muggles and gearheads. Many students have a vague notion that there is a giant master list of
English words somewhere, a sort of dictionary for the universe. They don’t understand that
dictionaries reflect our language, rather than dictate it. New words are added to English con-
stantly, and when a word appears frequently enough in books, magazines, or newspapers, a
publisher will add it to its dictionary. Sometimes one publisher decides to add a word, while
another publisher will decide not to add it. One dictionary might use a certain spelling, while
another dictionary might use a different one. One might identify a word as slang, while
another might not.
    With the popularity of the Harry Potter books, muggle has become a widely-recognized new
word. Here are a few more terms that are quickly becoming (or have already become) widely

accepted and recognized: bridezilla, gearhead, couch potato, tree hugger, granola head, jumping the
shark. (See for new words entering the English language.)
    Ask your students to come up with a list of concepts, people or things that—as far as they
know—don’t have a word yet to describe them. Here are some ideas to get them started:

• People who try very hard to be funny but somehow just aren’t.
• People who clearly smell of cigarette smoke but have no idea that they do.
• Children who refuse to eat anything green, like lettuce or peas.
• Teenagers who never respond when spoken to because they have on earbuds.
• Adults who say something and have no clue why kids are giggling. (An older teacher we
  know recently mentioned in passing that the first thing she did when she got home at
  night was slip on her thongs. When the kids started tittering, she was mystified. She finally
  realized she should have said flip-flops.)
• Text messaging while pretending to be doing something else.
• Shrinking a computer screen very quickly when you don’t want someone to see what you
  were looking at.
• Girls who constantly flip their hair back, often in a flirtatious manner.
• The increasingly popular “talking in questions” style of speaking. (My dad? He’s, like, hav-
  ing to commute an hour and a half to work each day? It’s, like, causing some problems in
  my family? Like, I can’t ever get him to pick me up after soccer practice? And my mom
  can’t always get away until later?)

     Compile a list and then have students come up with words they think describe the items
listed. You might even want to create a matching “quiz” out of all the made-up words and their
definitions, just for fun.

Fun with

Writing Clearly
(Instead of “Utilizing the Skill of Written Communication
to Obtain Prose That Is Easily Understood and Without Ambiguity”)
Do you recognize the songs below? They are common tunes rewritten in very formal language.

   Propel, propel, propel your craft,
   Placidly down the liquid solution.
   Ecstatically, ecstatically, ecstatically, ecstatically,
   Existence is but an illusion.

   Three sightless rodents, three sightless rodents.
   Observe how they motivate, observe how they motivate.
   They all motivated after the agriculturalist’s spouse.
   She removed their posterior extremities with a carving utensil.
   Did you ever observe such a phenomenon in your existence,
   As three sightless rodents, three sightless rodents?

    The two songs are, of course, “Row, Row, Row Your Boat” and “Three Blind Mice.” They
certainly don’t communicate nearly as well as the original songs!
    Many people believe that their writing is better if they make it very formal, “fancy,” or
artificial-sounding. However, they are wrong. Good writing doesn’t put on airs. It is clear and
to the point.
    In The Elements of Style, a classic book about writing, William Strunk, Jr., puts it this way:

        Vigorous writing is concise. A sentence should contain no unnecessary words, a para-
        graph no unnecessary sentences, for the same reason that a drawing should have no
        only in outline, but that every word tell.

First, do it wrong. Just for the fun of it, see if you can do the opposite of what Strunk sug-
gests. Choose any common song and rewrite it, using the most formal, artificial-sounding lan-
guage you can. Use confusing words rather than clear ones. Make the song sound as compli-
cated as possible. Then share your song with the class and see if anyone can recognize it.
     If you can’t think of a song, you might try one of these ideas: “Twinkle, Twinkle, Little
Star”; “Jingle Bells”; “America the Beautiful”; the theme song for a television show; a commer-
cial jingle; any popular song that most of the class would recognize.

Now, do it correctly. Clear writing sounds natural, not artificial. It is clear and contains no
unnecessary “padding.” As you may have noticed when you rewrote a song in the exercise
above, short words are often clearer and more precise than long ones. Look at the examples

   Complicated: The female propelled her right limb in a forward motion and made contact
     with her male companion’s oral cavity, causing scarlet-hued liquid to issue forth in
     immense quantities.

   Clear: She punched him in the mouth and he bled a lot.

   Complicated: The young adolescent male entered the room used primarily for food
     preparation and placed himself before the refrigeration unit, which he proceeded to
     unshut. He established contact with a half-gallon of white, bovine liquid and also the
     right leg of a flightless fowl not known for its intelligence.

   Clear: The teenage boy went into the kitchen, opened the refrigerator and grabbed a half-
      gallon of milk and a turkey drumstick.

Directions. Now rewrite the following sentences so that they are as clear as possible. Eliminate
unnecessary words and substitute clear words for complicated, formal or artificial-sounding

1. If we get to the essence of the matter, it could be said that I do not find her personality to
   be one that appeals to me or, for that matter, to be one which I can even tolerate.

2. The basic, fundamental truth is that a certain adolescent boy I observed caused me to con-
   clude that this particular boy was what I would define as, at this point in time at least, very
   attractive, causing me to desire to approach him and make an introduction of myself, thus,
   hopefully, enabling myself to make his acquaintance.

3. The most authoritative administrator in the public educational institution issued a direc-
   tive via the school-wide auditory electronic system. He stated that all adolescents in the
   institution were to cease and desist the practice of moving at a fast, springing gait toward
   the facility used for dining at midday.

   Now read the long, wordy paragraph called “The Party,” below. Then rewrite it, giving the
same information, but in a clearer, natural-sounding way. The paragraph now contains 161
words. You should be able to condense it to under 60 or 70—or even as few as 49!

                                              The Party
       It was quite apparent that the party being held in the garage was, as a whole, noisy
   to a very great degree. Music that can only be described as loud came from the win-
   dows of the garage where the party was being held. The sum total of the teenage males
   and females in attendance made loud shrieking noises and engaged, together, in the
   act, or rather acts, of throwing cylindrical paper containers full of carbonated soft
   drinks at one another, along with spoonfuls of a substance used for dipping thin slices
   of fried potato. It is a fact that, in the middle of all this, an elderly neighbor woman,
   who was very advanced in age when compared with the boys and girls at the party,
   looked inside the garage and gasped, terribly shocked by the scene that she viewed
   before her eyes. She emitted a high-pitched sound that was loud and then lost con-
   sciousness on the paved entryway to the garage.


S-S-S-S-S-Secret Message
You are a secret agent in a foreign country, working closely with another agent. The two of you
have agreed upon a code to be used in case of emergency. The code is as follows:

• If a message does not contain the letter s the receiver is in serious danger and should make
  plans to leave the city.

• If the message is less than 60 words long, the receiver should leave the city within 48
  hours. If the message is between 60 and 70 words long, the receiver should leave within 24
  hours. If the message is more than 70 words long, the receiver should leave immediately.

• If the sender believes the safest exit for the receiver is by boat, the message should contain
  three and only three words beginning with the letter b. If the safest exit is by car, the mes-
  sage should contain three and only three words beginning with c. If the safest exit is by
  plane, the message should contain three and only three words beginning with p.

• If the message is about a birthday party, the receiver should dress informally in comfort-
  able clothes and sneakers as he flees the city. If the message is about an illness in the fam-
  ily, the receiver should dress in a business suit and carry a briefcase. If the message asks for
  a favor of some kind, the receiver should dress in a disguise.

   You have just received word that your colleague is in
   danger and should leave, by boat, within 24 hours,
   dressed comfortably so that he or she can move
   quickly and easily if necessary. Using the code
   you have agreed upon, write a message that will
   safely convey the necessary information to your

                                                                                         Teacher Instructions

Word Snapshots
The following assignment can be used in many different class settings. It is perfect to use as
part of an autobiography unit in language arts. For those with a block program in their school,
the assignment can be a cooperative effort, with English, social studies and/or art classes all
involved. Word snapshots can also be used in a unit to enhance self-esteem, as a project for
homeroom classes, or as a writing activity that is likely to get even reluctant writers to try to
communicate, if only with a future version of themselves.

Getting started. Ask students to describe characteristics of a snapshot. Among other things,
they are likely to mention that a snapshot “freezes” a moment in time. Explain that students
are going to create snapshots that freeze time, but without using cameras or cell phones. They
are going to create word snapshots that can be used in future years to give a more detailed pic-
ture of this particular period of their lives. Explain also that the snapshots have an added
bonus: they make colorful, attractive posters to decorate their rooms, and many students may
even want to make word snapshot posters as gifts for special friends.
     Show students one girl’s word poster, reproduced on page 55. Explain that this is a small
poster, reproduced in black and white, instead of color, so it lacks the vibrancy of the original.
Still, students should be able to get the idea. A word snapshot uses words to create a picture of
a certain time in an individual’s life. (Small graphics are allowed, but the word snapshot must
communicate primarily with words.) When completed with care, the snapshots are attractive,
fascinating keepsakes.
     Show students also the selection from the sample explanation (page 53) that accompanies the
sample word snapshot. The explanation is an essential part of the project. Why? Hard as it may
be for students to believe, parts of their lives that are important today will not be important to
them ten or fifteen years from now. Without the explanation, they are likely to look at their
word snapshots in future years and wonder why in the world they included certain words and
phrases. A color-coded key will also make it easy to distinguish different elements of the poster.

Materials. Collect a large number of thin, felt-tipped pens in as many colors as possible, and
encourage students to bring in their own sets of pens as well. (Colored pencils can be used,
but felt-tipped pens have more vivid colors, and students usually prefer them.) You will also
need poster board. You may be able to provide poster board from school supplies, or you can
encourage students to bring their own, especially if they want to use a special color or size. It’s
a good idea to encourage limiting the size of the posters. Half of a standard-sized piece of
poster board works well. Larger sheets may be very difficult to fill, unless a student is particu-
larly ambitious.

Making the posters. Have students spend some time alone and in groups, brainstorming cate-
gories they might include in their snapshots, as well as words and phrases that are important
to them. Here are just a few ideas for categories to include:

             Slang                              Hopes                                Likes
            Dislikes                             Foods                            TV Shows
             Fears                              Movies                        People in the News
            Fashion                             Dreams                      Incidents to Remember

     Before they begin work on their snapshots, suggest that students come up with a color code
to distinguish items. (See sample explanation, page 53.) The codes can be complex or simple.
One student used just two primary colors for his code: green for “good stuff” and blue for “bad
stuff.” He used other colors for graphics throughout the poster.
     Explain that the posters are more interesting if a wide variety of lettering styles are used.
Encourage students to bring in examples of lettering from magazines and newspapers and to
print out samples of different fonts from a computer word processing program. There are an
amazing number of styles that students can imitate.
     Explain that goofs become a part of the design of a word snapshot. If someone ruins a let-
ter, he or she might fill it in with color, change its shape and turn it into a simple graphic.
     Many students start their snapshots with a word or phrase in the corner of the poster. Then
they branch out from that first word, trying to make the poster as densely filled as possible.
Another approach is to space key words and phrases all over the poster, going back later to fill in
details and other words. Still another is to start from the center of the poster with a very impor-
tant word, and work out toward the corners.

Writing the explanation. An important part of the word snapshot is the explanation to be
included on the back of the poster. The explanation gives more information about words and
phrases included on the snapshot. Remind students that the poster and the explanation
should work together to help them re-create this time of their lives in future years. Perhaps
their own teenage children will enjoy looking at the snapshots forty years from now!
    (This may be one of those assignments that you don’t choose to grade. If you feel you
must, allow students to add explanations of the more private words and phrases after their
posters are returned.)

Finishing up. Make arrangements for students to have their posters laminated, in order to pre-
serve them, with their explanations on the back. Display the finished products around the
room, or perhaps in a school display case. Then let the students take home the projects to
enjoy in the weeks and perhaps months and years ahead.

                My Word Snapshot for September 2, 2008
                                            by Rachel Ortiz

 In my word snapshot, “Obama vs. McCain” and other people in the news are written in
 blue. I’m excited about the election. Other people in the news include Hillary Clinton,
 Tiger Woods, the Dalai Lama, and one of my favorite musical groups, Rodrigo y Gabriela.

 Things I really like are listed all over the poster in dark green. Here are a few of them:
 • iPod—I love listening to all of my favorite bands wherever I go.
 • text-messages—It’s fun to instantly keep in touch with friends.
 • animals—I love them because they are all so different and amazing.
 • swimming—It has always been my favorite thing to do in the summer.

 Things in lime green are my favorite foods. Here they are:
 • banana split—I love this dessert because it has so many different flavors.
 • pizza—I love it with anchovies!
 • deep-fried shrimp—Who doesn’t love it?
 • chili—I love to eat it on cool fall days, but it’s also good on hot dogs in the summer.

 Recent movies I like are in black. Here are some of my favorites:
 • The Dark Knight—This is an awesome movie!
 • Shrek 3—I love Shrek, and this movie is as good as all the others.
 • Wall-E—The story is really good and you fall in love with the robot immediately.
 • Indiana Jones and the Kingdom of the Crystal Skull—I love Indiana Jones movies and this
    one ranks up there with the rest!

 Things in pink are the things I dream of. Here they are:
 • a new car—I would love to have a four-wheel-drive hybrid truck some day.
 • lots of pets—I would love to have a place in the country so I can adopt tons of animals
    from the Humane Society.
 • a trip to Hawaii—It is one of the most beautiful places on Earth and I’ve always wanted
    to go there.

Things in teal are my hopes:
• justice for all—It would be nice if this could happen someday.
• world peace—One day I hope there are no more wars.
• a job I love—I would love to have a job that puts a smile on my face every day.
• to be a good cook—I love to cook, but I need more practice.

Things in orange are my fears:
• spiders—They are creepy and crawly and they freak me out!
• war—People should think about it a lot more carefully before they do it.
• mean people—I don’t like to deal with people who are rude and mean.

Things in red are my dislikes:
• cold—I like fall, but I hate winter!
• smog—It’s unhealthy and it looks ugly.
• pickled herring—My mom always serves this at holidays and it is totally gross!

Things in lavender are some of my favorite text message and email abbreviations:
• LOL (laughing out loud)—I use this one a lot because my friends are funny.
• BFF (best friends forever)—I use this with my best friend, Alicia.
• TBC (to be continued)—This one’s great for when you’re interrupted by your mom to
   come and do your chores.
• WAYD (what are you doing?)—I use this all the time to catch up with friends.


Be Specific #1
Your writing is much more effective when you use specific, interesting words—in other words,
details. For example, here is a sentence that tells us something, but not much:

            The cat got into the food.

    Here is a sentence that gives us the same information, but in a much more interesting,
informative way:

             After Mrs. Donlan stepped into the laundry room, her cat Samantha sprang to
        the kitchen counter, stuck her nose in the butter dish, nibbled at the edge of the pork
        roast, tiptoed through the chocolate cream pie and sat contentedly beside the toaster,
        licking her paws.

Directions. Below is a bare-bones story—a story with only basic information. Rewrite the story,
keeping the same essential facts but adding details to make it more interesting.

            The boys and girls were watching television. It was late at night. It was stormy.
        There was a sound at the door. It frightened the boys and girls. Someone finally went
        to the door and opened it. The boys and girls screamed.

Getting started. Before you begin to write, think about the kind of story you want to create.
Here are some questions you might want to consider: How old were the boys and girls? Where
were they watching television? What were they watching? What kind of storm was it? What
kind of sound was at the door? What did the boys and girls say when they heard it? How did
they act? Who went to the door? Who—or what—was at the door? Why did everyone scream?
What happened next?
     After you have written a rough draft, exchange your paper with someone else in class. See
if you can underline three places where the author could use more details. For example, if the
author has written “little girl,” you might underline that. Why? It could be changed easily to
something more detailed and interesting, like this: toddler with shiny black pigtails, tied with
pink ribbons.
     After discussing your paper with your partner, see if you can add more details to your
story. Then write your final draft.


Be Specific #2

            The father spoke to his son.

informative way:

           As Craig tiptoed into his home at 3:00 a.m., carrying his shoes and shutting the
        door softly behind him, he heard his father’s cold “Good morning” come from the
        darkened living room.

keeping the same essential facts, but adding details to make it interesting.

            A car pulled up in front of the building. Someone watched as the driver got out
        of the car. There was a conversation. Then the car left.

Getting started. Think about the kind of story you want to create. What kind of car pulled up
in front of the building? What kind of building was it? Who was driving the car—a male or a
female? How old was the person? Did the person “fit” the kind of car he or she was driving?
Who was watching? Did the person expect to see the driver? What did the people talk about?
Who left in the car? Choose details carefully to create a story that will interest other readers.
    After you have written a rough draft, go back and see if you can change some words to
more interesting ones. For example, could you change the word house to shack or mansion or
condominium? Could you change spoke to whispered, or bright to blood red? Could you change
walked to ambled, scurried or tiptoed? Be careful to choose the most interesting, specific words
possible for your story.
    Write your final draft.


Groans and Grins
What are the little things in life that make you groan? In other words, what drives you crazy?
Do not think about major problems like divorce, poverty, or bubonic plague. Instead, focus on
the irritations in your life, the tiny, annoying things that just bug you to death. Write your
“groans” in the form of a list. Here are a couple of examples:

• finding that my mom washed the jeans with my math homework folded up in the pocket
• trying to take a test while sitting by someone who has a runny nose and no tissue

Getting started. Sometimes it’s hard to think of things that bother us, until we encounter
them. To help you think, take a few minutes and imagine yourself going through a typical day.
Think about your alarm going off, brushing your teeth, eating your breakfast, going to your
locker, etc. Jot down any irritations you think of as you review your day. Then share some of
the items on your list with others in a small group, and listen to their ideas as well. Sometimes
listening to others can help you think of more ideas of your own.
     It’s also a good idea to brainstorm with members of your family for ideas. Family members
can remind you of things you have complained about in the past.
     Think about this assignment overnight, paying attention to little annoyances that may
occur. Jot them down before you forget them.

Now, let’s be more positive. What are the little things in life that make you grin? Don’t think
about major causes for joy, like falling in love, winning the lottery, or finding out school has
been cancelled for the year. Instead, think about those little things that make you smile inside
and make you feel good. Write your “grins” in the form of a list, following any special instruc-
tions your teacher may give you. Here are a couple of examples:

• when the most popular person in school smiles at me and remembers my name
• when my aunt sends me $20.00 instead of underwear for my birthday

Getting started. Follow the same approach as with “Groans,” this time paying attention to
things that make you grin, rather than things that make you groan.


Mythological Monsters
Today, nearly everyone has heard of monsters like Bigfoot, King Kong, Godzilla and the Loch
Ness monster. Throughout history, monsters of many types have existed in legend, mythology
and literature.
    Greek mythology is a particularly rich source of monsters and strange creatures. Using
encyclopedias, mythology books, the Internet and other resources in your classroom or library,
find out about some of these creatures, listed below. Write a short description of each crea-

1. Argus
2. Cyclops
3. Chimera
4. Centaur
5. Cerberus
6. Gorgons
7. Griffin
8. Hydra
9. Harpies
10. Minotaur
11. Pegasus
12. Phoenix
13. Sirens
14. Sphinx
15. Titans

Create and write. Choose any two of the creatures listed. Using characteristics from each, cre-
ate a new creature that is a combination of both. You may also want to add some new traits as
well. Give the creature a name and write a short description of it. What does it look like?
What are its “talents”? What makes it unusual? If you like, draw a picture to go along with
your description. You may even want to write a myth of your own, based upon the new crea-
ture you have created.

                                                                                         Teacher Instructions

Good, Clean Slang
Are your students clearly in need of a change of pace? You might try having your class take a
look at slang. Slang is, after all, a real and important part of our language, a part that is often
ignored in English classrooms.
     One interesting class project is to produce a dictionary of good, clean slang. For how to go
about it, see “Producing a Slang Dictionary” (below). “Slang Is Here to Stay” (pages 61-62)
includes background material on slang for reading and discussion. “Making Your Slang Dictio-
nary Entries” (63-64) includes step-by-step student instructions for writing dictionary entries,
and “Say It in Slang” (page 65) is a composition assignment based on slang.
     If you don’t want to go to the trouble of producing a slang dictionary, you might want to
use the background material for class discussion, followed by the composition assignment, “Say
It in Slang.”

                             Producing a Slang Dictionary
Collecting words. After the class reads and discusses “Slang Is Here to Stay,” have the students
start collecting slang terms. It’s a good idea to collect the terms over a number of days, giving
the students time to start paying attention to their language. You might want to spend a few
minutes in class each day sharing terms. Students might begin by thinking of slang words for
the following: good, bad, food, great-looking, money, a child, braces, an adult, males, females, differ-
ent, clothing items, computer terms, skateboarding, sports, music.
    Acknowledge that many slang words are related to sex, drugs and alcohol, but explain that
this dictionary is not going to include those terms. The final dictionary will be called “Dictio-
nary of Good, Clean Slang at (your school’s name).”

Dividing the work. After the class has collected a large number of slang words, put the words
on note cards or slips of paper and divide them among individuals or small groups. Go over
“Making Your Slang Dictionary Entries” with the students, stressing that they should follow
the step-by-step instructions as closely as possible.

Making the dictionary. After students have finished their dictionary entries, choose the
entries to include in the final dictionary. Arrange them alphabetically, cutting and pasting
from the student files. (You may have a student or an aide do this instead, of course.)
    Add a cover (designed by a student), reproduce the completed pages, collate, staple and


     Slang Is Here to Stay                                                                 totally
ZIT of us don’t pay much attention to the words we use. Take a minute and think about all
    the words you use in a typical day—the questions you ask, the questions you answer, your
    conversations with friends, strangers, and family members. According to one language expert,
    25% of all the words you speak in a typical day are one of the following nine words: and, be,
    have, it, of, the, to, will and you. Those nine words, plus an additional 34, probably make up
    50% of all speech!
        If you are an average American, you probably know from 10,000–20,000 words, many of
    which you don’t use. About 10% of the words you know are slang words, and those are some
    of the words you probably use most.

    What is slang? Slang is hard to define. Generally, we can say that slang is an informal kind of
    language, more often spoken than written. Slang refers to words and phrases used in new or
    unusual ways. Slang words can be very expressive, funny and often offensive. Slang can refer to
    single words, like geek, or whole phrases, like off-the-wall or chill out.
        Often, we aren’t even aware that we are using slang when we speak. Slang changes so fast
    that it is sometimes hard to tell what is slang and what is not.

    When is slang appropriate? Slang definitely adds spice to our language, and even the most
    well-educated people have always used it at times—even Shakespeare. However, there are times
    when it is appropriate and times when it is not.
         Let’s suppose you have been invited to Washington by the president of the United States.
    As you sample the appetizers at a White House reception, the president approaches you. You

             Dude! Whassup? Want a meatball? They’re, like, sooooooo awesome. Seriously.
                                                                                                            N OT !
         Of course it’s unlikely you would speak that way at a formal reception. The informal lan-
    guage would be inappropriate there, though it might be perfectly acceptable at a party given by
    one of your friends. Generally, slang is considered inappropriate for formal speeches, business
    letters, most school work, and formal occasions.

    Problems with slang. Although slang definitely has its place in our language, its use can cause
    problems. For example, it can cause a loss of accuracy in communication. In some parts of the

country, parents are confused when they hear that their son or daughter is going out with
someone, even though the two have never been anywhere together. The parents have difficulty
understanding that going out can mean that two people just like each other.
    Besides causing confusion, slang also sounds dated very quickly. Someone describing some-
thing as groovy or psychedelic would get strange looks today, even though those words were
quite acceptable as slang forty years ago.
    Can you think of some times when slang has caused confusion for you or someone you

Kinds of slang. Some slang words are new words. The slang word ditz, for example, is a word
created to refer to a person who acts in a silly or brainless manner. The word has no other
meaning in what we call standard English. Scuzzy, nerd and zit are other examples of slang
words that have only slang meanings.
    Some slang words, on the other hand, are old words which have new, slang meanings. Hot
means “very warm” in standard English but something quite different when you talk about a
hot guy or a hot girl. Bananas and rip off are other terms that have both standard English and
slang meanings.                  NERD                                                     ome
The changing nature of slang. Most slang words are popular for a short time and then die
out. In the late 1960s, it was a compliment to describe someone or something as tough, at least
in some areas of the country. If a boy said, “She’s a real tough girl,” he probably meant that
she was very attractive and he liked her. In the 1970s, heavy meant “excellent” or “wonderful.”
If someone said you were real heavy, it certainly didn’t mean you should start worrying about
your weight.
     Some slang words eventually become standard English words, sometimes very quickly and
sometimes after a number of years. Hairdo, movie, soap opera, cab, phony and skyscraper all
began as slang words but are now considered standard English.
     Some slang words stay around for a very long time yet never become standard. For exam-
ple, duds and booze have been around for hundreds of years, yet they are still considered slang.

Why we use slang. Why do we use slang? Sometimes it’s just habit. Have you ever noticed
how often some people say like or you know? They sprinkle these words throughout every sen-
tence yet aren’t even aware they are doing so.
    Sometimes we use slang just to be “in.” Sometimes we use it because there is no standard
word that means quite the same thing. Sometimes we use it because the slang words seem
more expressive to us. Sometimes we use it just for fun.
    Whatever the reasons we use slang, it is an important part of our language. Slang is defi-
nitely here to stay.

Making Your Slang Dictionary Entries
Follow the step-by-step directions, below, to make your slang dictionary entries. Use reverse
indentation, indenting all lines after the first. (See examples below.)

1. Write your first slang word or phrase, and make it bold.


2. Tell what part of speech the slang word usually is, using the proper abbreviation. Italicize
   the abbreviation.

      bounce v.

   To help you, here is a list of the parts of speech, along with an example of each:

        Part of Speech           Example                                            Abbreviation

        verb                     ran (He ran.)                                      v.
        noun                     dog (Look at the dog.)                             n.
        pronoun                  he, she (She is smart.)                            pron.
        adjective                pretty (She’s a pretty girl.)                      adj.
        adverb                   quickly (He ran quickly.)                          adv.
        preposition              of, on (He is on the roof.)                        prep.
        conjunction              and (She is pretty and smart.)                     conj.
        interjection             Oh! Wow! (Wow! Watch him run!)                     interj.

3. Tell what the word usually means, as clearly as you can.

      bounce v. To leave or go away.


4. See if you can think of a synonym for the word. Then write the synonym in capital letters.
   followed by a period. (Skip this if you absolutely can’t think of a synonym.)

      bounce v. To leave or go away. DEPART.

5. Write a sentence showing how the slang term can be used. Make your sentence as interest-
   ing as you can. Put it in italics.

      bounce v. To leave or go away. DEPART. When Felix got tired of the party,
         he said, “Let’s bounce.”

7. If possible, add an illustration to help demonstrate the meaning of the slang term.

         he said, “Let’s bounce.”


Say It in Slang
“The Emperor’s New Clothes” is a fairy tale written by Hans Christian Andersen and first
published in 1837. Here is a version written in the kind of slang popular in the late sixties and
early seventies.

                              The Emperor’s New Clothes
Once upon a time this real cool dude, who was the head honcho of this kingdom, had a real
thing about his threads. The dude really grooved on wearing out-of-sight clothes. He spent a
ton of time just changing his duds.
     Well, one day these two guys blew into town. They said they were real pros at weaving and
could weave real funky stuff, psychedelic stuff that was really out-of-sight. The thing was, the
cloth really was out-of-sight to some people, or so they said. “Only people with a lot upstairs
can see the beauty of our cloth,” said the two guys. “Airheads can’t. To anyone stupid, the
cloth will be invisible.”
     The king got real hyped up and ordered some of the cloth for himself. The two guys got
busy right off. First, they asked for bread to buy the finest silk and gold thread. The king gave
it to them, but instead of buying thread, they slipped the dough into their backpacks. Then
they pretended to weave, standing by the spinning wheels and pulling imaginary thread
through the air.
     The king kept sending his aides to check out the guys and see what they were doing. Each
aide stuck his nose in and was freaked out to see nothing. Not wanting anyone to think he was
a space case, each aide went back to the king and lied. “The stuff’s really far-out,” each
     Finally the king decided to bop on over and see for himself. “Dig it?” smiled one of the
weavers. “Isn’t it out-of-sight?”
     “Yesssssssss,” said the king, who was really flipping out. He took a deep
breath to calm himself and said, “I mean, well, of course! It’s heavy
stuff! Boss! Real nifty! I want you to make me some new threads
out of it right away. Then I can wear them in the parade day after
     “No sweat,” said the weavers. “We’ll need more bread, and
then we’ll get right on it.”


     The king gave them more cash, which they again stuck in their packs. They began pre-
tending to cut and sew the invisible cloth. They really got into it, putting on quite a show. At
last, they said they were ready and called the king.
     “I can’t believe these clothes!” cried the king. “I love them!” Of course he was lying. He
couldn’t even see them. Still, he nervously stripped down to his skivvies and let the weavers
pretend to dress him in the new duds.
     When the people saw the king parading down the street in nothing but his undies, they
freaked. They didn’t want anyone to think they were stupid, so they clapped and cheered and
said, “Far out! Right on! Groovy! Out-of-sight!” The king smiled proudly, happy to see what
sharp subjects he had.
     But at last one little squirt turned to his father and said very loudly, “Hey, Dad. That guy
ain’t got nothin’ on!” Everyone was shocked, but they knew this little kid wasn’t stupid. After
all, he was the only first grader in the kingdom to have a perfect report card. Everyone began
whispering, repeating what the kid had said. Soon everyone was shouting, “The king ain’t got
nothin’ on!”
     The king turned bright red, from head to toe. At last he saw that he had been ripped off.
     The two weaving dudes split and lived happily ever after.

Find out how a fairy tale might sound in today’s slang. Using any kind of modern-day slang (of
the good, clean variety), write your own slang version of a popular fairy tale and share it with
the class. Here are a few of the fairy tales you might consider rewriting: “Hansel and Gretel,”
“Rapunzel,” “Little Red Riding Hood,” “Sleeping Beauty,” “Three Billy Goats Gruff,” “Cin-
derella,” “Snow White and the Seven Dwarfs,” “Rumpelstiltskin.”
    Review the fairy tale you have chosen by recalling it with other class members or checking
in a book of fairy tales. Then write your first draft, including as much slang as you can in your


Twenty-Five Words or Less
Contest instructions often begin with the words, “In twenty-five words or less…” For example,
the Acme Company might ask, “In twenty-five words or less, explain why you use Acme’s
Acne-B-Gone Pimple Cream.”
     When you have only twenty-five words to explain or describe, you must choose your words
very carefully. Try your hand at creating short, but vivid, word pictures. In twenty-five words or
less, describe each of the following:

   • something frightening

   • something beautiful

   • something disgusting

    Remember: You have only twenty-five words for each description. Choose your words care-
fully and try to make each word contribute to the overall image you are creating.


One Syllable Challenge
People who want their writing to be clear and easily understood often choose short words over
long ones. Instead of, “Joshua consumed a complete pizza and imbibed three beverages after
the soccer competition,” they might write, “Joshua ate a whole pizza and drank three Cokes
after the soccer match.”
    Try your hand at choosing short, clear words. See if you can write an entire paragraph of at
least five sentences, using only one-syllable words. Choose one of the following general topics:

• cats

• dogs

• food

• sports

• fish

• love

• hate

                                                                                         Teacher Instructions

Toenails and Juice Boxes
When we think of poetry, we often think of “pretty stuff”—poems about love, beauty, flowers,
sunsets, mountain peaks. Poetry, however, can really be about anything at all. Powerful poems
have been written about a variety of things, including war, death, faces on the subway, a fly
buzzing, something called a “Jabberwock,” and a red wheelbarrow.
   Write a poem about the goofiest, most unpoetic thing you can imagine—toenails, a juice
box, a computer mouse, a baseball cap, a bottle of nail polish, a piece of dental floss, paper
towels, etc. Use your imagination.
   Start by jotting down everything you can think of about your subject. Then write a poem
about your subject, using at least three of the features of poetry below.


         I think it’s so neat
         That I’ve got such nice feet.


         Fido’s brain was a black hole in outer space.


         His ears were like two large satellite dishes.


       The bottle cap wept as it was twisted away from its comfortable home on top of the
   plastic bottle.


         Betsy’s Barbie doll baked on the big bureau by the bay window.


Ridiculous Similes
Similes compare two unlike things, using the words like or as. We’re all familiar with common
similes like “She was as beautiful as a rose,” or “He was as tired as a dog,” or “They were as
scared as mice.”
    For a change, try writing similes that really stretch the imagination—similes that make
ridiculous comparisons. For example, compare a person’s voice and an egg. It’s not easy to
find a way to compare the two, but with a little imagination, it is possible. Here’s one idea:

              Her whiny, annoying voice melted all over me like a raw, runny egg yolk.

    Now try writing similes that compare the following things:

1. a garbage disposal and a cloud
2. an iPod and spaghetti
3. a car and yogurt
4. a mountain climber and a piece of lint
5. a child and a toaster
6. a button and a lake
7. silence and a hamburger bun
8. a toothbrush and a sneaker
9. boredom and peanut butter
10. a lobster and a mop

in Writing
                                                                                         Teacher Instructions

Be as Interesting as Possible
                                                                                        C.M. Thurston
For several years, I was part of a team of teachers who read and graded hundreds of writing
samples by college freshmen. Our purpose was to determine whether each student should take
a remedial writing course, a basic freshman composition course, or a more advanced writing
    What is most memorable about the experience is how boring it was. The papers were, for
the most part, excruciatingly dull. There was a sameness to them that made it hard to stay
awake. Another grader and I soon found a way to break some of the monotony. I would read
the first part of a sentence from a paper, and she would complete it—without seeing the paper.
Then she would read the first part of a sentence from another paper, and I would complete it.
What the students wrote was so similar from paper to paper that we could predict with great
accuracy what they were going to say and how they were going to say it.
    Now and then, however, a paper would perk us right up. The writing would make us laugh
or bring us to tears. It would create a picture in our minds or help us see a point of view we
had never considered. It would in some fundamental way get our attention with its originality.
    That brings me to my point: Far too little time is spent helping students learn to be as
interesting as possible in their writing. In my opinion, “Be interesting!” should be a classroom
basic. No, it’s not a basic that you will see in most lists of district or state standards. However,
by teaching this basic, you will be helping students learn writing strategies that will help them
become better writers—and, as a by-product, perform better on tests.
    Here are just a few tips for helping students (or anyone else) make their work more inter-
esting to readers:

• Use vivid verbs.
• Use details that appeal to the five senses.
• Avoid convoluted, confusing sentences that are difficult to understand.
• Quote what an authority has to say about a subject, or use the actual words of people
  involved in a situation or event.
• Leave out details and words that add nothing to the overall effect.
• Use anecdotes to illustrate a point.
• Use active voice, rather than passive voice.

    Try using “The Candidate” (page 74) to give students practice with at least the first two
items in the list above. (Some teachers may want to encourage students to try all strategies


The Candidate
People running for political office don’t have much of a chance if what they have to say puts
people to sleep. The same goes for writers. They don’t have much chance of communicating if
what they write puts people to sleep.
   Here are two easy ways to make your writing more interesting:

• Use vivid verbs. (The child squirmed. The dog munched on Cheetos. The biker skidded to a
  stop. The singer waddled over to the piano.)
• Use details that appeal to the five senses: sight, sound, taste, touch, smell. Here’s one that
  uses all five:

       As the smell of nail polish remover filled the cabin of the plane, the passengers glared at
   the woman sponging “Bubblegum Pink” off her fingernails. Her six-year-old sat next to her,
   whining, “I want a Coke! I want a Coke!” over and over and over again as he kicked the
   seat in front of him. As one more jab sent a sharp pain to his kidneys, the man in the seat
   yelped and stood up. He bumped the arm of the flight attendant, who spilled V-8 juice down
   his white shirt. The hungry woman sitting directly in front of the man didn’t notice the com-
   motion. She was groaning at the salty, cardboard taste of the free pretzels the flight attendant
   had handed out.

   Here is a very boring account of a candidate’s speech:

       The candidate walked to the podium. The audience reacted. The candidate said some-
   thing. The audience reacted again.

    Using the basic facts, above, turn the paragraph into one that is interesting. Use interesting
verbs and details that appeal to the five senses.

                                                                                         Teacher Instructions

Explaining “Explain”
Students are always being asked to explain. Often, they don’t do it very well. It’s as if their eyes
slide right over the word.
    Sometimes, as teachers, we just assume too much. Perhaps students don’t really know what
it means to explain. Try a quick lesson in explaining.

Ask a question. Start by asking students a simple question that you know they can answer.
Here are a few ideas:

•   Is American Idol a good show?
•   Should schools have dress codes?
•   Should the driving age be raised?
•   What is the worst show on television?
•   What is the best movie you have seen lately?

    When someone answers the question, say simply, “Explain.” Here is an example of how
the conversation might go:

        “Is American Idol a good show?”
        “It’s fun to watch.”
        “I just did.”
        “What makes it fun to watch?”
        “The people who are really bad.”
        “What do you mean?”
        “Why is it fun to watch people who are really bad? Can you give an example?”
        “Well, it’s funny when people think they are so good, but they are really terrible.
    You wonder how they ever got the idea that they were good. Like that guy who dressed
    up in the chicken costume and sang in that really high voice. It was fun to watch him
    act so serious when the audience was just cracking up. And then he got all mad and
    said things that got bleeped. Even his mom got in the picture and got bleeped, too.”
        “What else makes it fun to watch?”

       “Well, it’s because of the real people.”
       “Real people are on the show. Any normal person who can sing might try out and
   get on the show.”
       “Why does that make it fun to watch?”
       “It’s fun to imagine what it might be like to suddenly be famous and have every-
   body see you on TV. I mean, there are people watching all over America who actually
   know these people. My aunt lives on the same block as a guy who was on the show
   from California. And he even used to babysit for her kids.”
       “What’s one more thing that makes the show fun to watch?”
       “Paula Abdul and Simon Cowell.”
       “What about them?”
       “Well, I just wait for Paula to say something kind of dumb. And Simon just says
   the meanest things.”
       “Why is mean fun to watch?”
       “Well, what he says is mean in a funny way. It’s like you just can’t believe he said
   that. So you want to watch to see what he’ll say next.”

    You might want to repeat the procedure with several students and several different ques-
tions. Then ask the class members to think about what they really did when they explained.
After discussion, you are likely to end up with something like this:

   Explain means…

   • to give more information, usually by adding details and/or examples
   • to say it another way
   • to give reasons.

    You might also alert students to a very practical fact of life: on tests and school assignments
of any kind that include the word explain, more is almost always better than less. An explain
instruction is looking for a lot of information, not a little.

Five minute exercise. Ask students, in five minutes, to answer one of the following questions,
or others more suitable for your particular students, on their own paper.

• What is one thing you like or dislike about the local mall? Explain.
• What is your favorite cartoon? Explain.

•   What fast-food franchise makes the best hamburgers? Explain.
•   What is the best video game you have played? Explain.
•   What is the best sport to watch on TV? Explain.
•   What makes this class the best one at school? Explain. (A smile helps here!)

    Remind them to start by giving their answer in one complete sentence, then following up
by giving more information. They might include details and examples that illustrate what they
mean. They should also try restating their answer in a different way. (Example: I like the mall
because the food court gives me a lot of choices. Restated: The food court lets me choose
whatever I feel like eating, whenever I feel like eating it. I don’t have to settle on one restau-
rant that might not have everything I want.)
    Here is a sample paragraph. If you feel they need another example, share it with students
as an example, before they write.

                                  What I Like Best About the Mall

        What I like best about the mall is the food court. With a food court, I get lots of
    choices. I can have a slice of pizza from Pizza Hut and a chicken sandwich from
    Chick-Fil-A and a Dilly Bar from Dairy Queen. I can eat whatever I feel like eating at
    a certain time. I don’t have to settle on one restaurant that might not have every-
    thing I want. I don’t have to be limited to what one restaurant has. The food court
    also is fun because you don’t have to sit down and be quiet like you do in lots of
    restaurants. You can yell across the tables at your friends when you see them, and it’s
    fine. No one is going to look at you weird or ask you to be quiet, like they would in
    a restaurant.

    Have several students share their work. Then ask students to answer another explain ques-
tion, perhaps related to something you have been studying in class, to turn in.

                                                                                         Teacher Instructions

Teaching the Basics
What Is a Composition?
Students often know even less about writing compositions than we think they do. After assign-
ing the first composition of the year, many teachers have been surprised to discover a student
or two wondering, “What is a composition, anyway?”
    It may be time to back up a bit. The lesson that follows (pages 79-84) gives students some
very basic information about compositions. It then introduces students to a common type of
composition, the five-paragraph essay.
    It is important to stress that the five-paragraph essay is not the only form a composition
can take. It is, however, an extremely useful form to learn, and one that can be varied for many
purposes. Students who master the five-paragraph essay find it easier to manage the organiza-
tion of any kind of paper.
    The lesson below can be used in many ways. It can serve as an introduction for students
who are learning to write five-paragraph essays or persuasive papers. For other students, it can
help them understand that compositions have patterns of organization, that an effective essay
generally makes a point, and that authors support their points with details, explanation and

                                                  Name ________________________________________________________________________

What Is a Composition?
You have written words. You have written sentences. You have written paragraphs. You have
probably written letters and stories and reports.
    But maybe you have not yet written a composition. Or maybe, if you have, you haven’t
really known what you were doing. You may have tried stringing a few paragraphs together and
hoping for the best. You may even have resorted to copying a few paragraphs from the Inter-
net—but let’s hope not.
    If you have been puzzled about compositions in the past, or if writing a composition is a
new experience for you, don’t worry. Writing a composition is not really such a difficult thing
to do, particularly when you know more about how a composition is put together.

What is a composition? A composition is a paper written on a topic, a nonfiction topic. If
you write a paper about your belief that we should spend more money on space exploration,
your paper is a composition. However, if you make up a tale about the adventures of Glerpa,
an alien from another galaxy who holds up a 7-Eleven store, then your paper is a story, not a

What is a five-paragraph essay? A composition can have many patterns of organization, but
a simple, basic pattern is the five-paragraph essay. This pattern is clear and easy-to-follow. After
you learn it, you can adapt the pattern for many different purposes. You may even find that
learning this pattern helps your organization in other areas, like making speeches or taking
essay tests.
    So what is a five-paragraph essay? It is simply a composition that makes a point. It does not
wander here, there and everywhere. Instead, it makes a point and then sticks to backing that
point. Furthermore, a five-paragraph essay will be—you guessed it—five paragraphs long.

How is a five-paragraph essay organized? A five-paragraph essay has three parts: an intro-
duction, a body and a conclusion. The introduction tells us what you are going to say. The
body says it. The conclusion reminds us of what you said.
    If an essay has only three parts, why do we call it a five-paragraph essay? That’s simple. The
introduction and the conclusion are each one paragraph long. The body, however, has three
paragraphs, each one giving support for the main point of the composition.

    You might picture the pattern of the five-paragraph essay like this:






A look at a real-life situation. To help you see how an essay is organized, let’s look at a real-
life situation. Suppose that you have an 11:00 p.m. curfew, but you want your parents to let
you stay out later on weekends. You approach them, whining, and say, “I want to stay out until
12:30 a.m. on weekends. You should let me!”
     That is probably not going to convince them. Suppose, however, that you decide to use a
five-paragraph essay to try to persuade them to change their minds. (All right, we know you
wouldn’t really write your parents a composition. We are supposing here, just for the sake of
making a point.)
     First, in your introduction, you would let your parents know what you want. You would
want to be very sure they didn’t misunderstand, as parents sometimes do. Therefore, you
would be sure to state your overall point as clearly as possible.
     Then, in the body of your paper, you would give three clear reasons for your point of view.
Because parents aren’t easily convinced, you wouldn’t leave it at that. You would back up each
of those reasons, using details, examples and further explanation. Each reason and its back-up
material would be one paragraph long, making a body that is three paragraphs long, total.
     Finally, to complete the body of your composition, you would write a conclusion. And
what is the conclusion? It’s the last chance you have to make your point. It is the place to pull
together all you have said, leaving no doubt in your parents’ minds that you are absolutely
     On the next page is an example of a five-paragraph essay written to convince a boy’s par-
ents to change his curfew. Then there is a five-paragraph essay that discusses the value of cats
over dogs. See if you can recognize all the parts of a five-paragraph essay in both compositions.

Moving My Curfew
Five-Paragraph Essay Example #1
For some time now, I have had an 11 p.m. curfew, even on weekends. When I was younger,
this curfew was fine, and I didn’t really complain. But now I have reached an age when this
curfew is no longer suitable. For several reasons, it is clearly time to move my curfew to 12:30
a.m. on weekends.
    First of all, I am growing up, and I’m soon going to be an adult. Like all teenagers, I need
practice handling the greater freedom that goes along with being an adult. When teenagers
don’t get practice handling freedom, they often make many serious mistakes. For example,
some teenagers go away to college and suddenly find themselves with a lot of freedom they
aren’t used to. They don’t know how to handle it, and they get into trouble—partying too
much, neglecting school work, sometimes even breaking the law. I believe it is better to
increase freedom gradually, while a boy or girl is still living at home. That way the teenager
learns how to handle freedom responsibly. I am ready to handle the freedom of a later curfew,
and I believe I could handle it without making serious mistakes in judgment.
    A later curfew is also important to me because I’m an active student. As you know, I take
part in many extra-curricular activities, and many of these activities do not end until midnight.
Because of my present curfew, I have to leave school functions over an hour before they are
over. This is embarrassing and unfair, especially because I am often on the committee in
charge of running these activities. Other students must take over for me when I leave. It also
makes my friends think my parents don’t trust me. I know that isn’t true, but I can see why
they would think that. A 12:30 curfew would allow me to stay until the end of school func-
tions and give me enough time to get home without rushing.
    Finally, I am a teenager who can be trusted to handle a 12:30 a.m. curfew. I know that
many teenagers cannot handle much responsibility. Give them more freedom, and they are
likely to get into trouble. However, I am clearly not that kind of teenager. I have proven myself
to be a very responsible person. For example, I have never been in serious trouble, either at
school or in the community. I also hold a part-time job and still manage to maintain a “B”
average in school. And finally, when it’s my turn to cook dinner at home, I always remember
to do it and have it on the table on time. In other words, I am a person who uses my time
wisely, meets responsibilities and stays out of trouble. It is quite reasonable to expect that I can
be trusted not to abuse the privilege of coming home by 12:30 on weekends.
    It is clear that my curfew should be moved to 12:30. I need the added freedom. I need to
participate fully in extracurricular activities. I need your trust. I hope you will act right away to
change my curfew. There is every reason to believe that I can handle the change in a responsi-
ble manner. Why not give me a chance to prove it?
                                                                                      Doug Matthew
                                                                                  Name __________________________________________________________________

Moving My Curfew
1. What is the author’s overall point? State it in a complete sentence. (Note: If you want to
   impress someone, refer to the overall point as a thesis or a thesis statement.)

2. What are the three main reasons the author gives to support his overall point or argument?

3. In the second paragraph, the author uses an example to support his reason for needing a
   later curfew. What is the example?

4. In the third paragraph, the author uses two details to explain why he shouldn’t have to
   leave school functions early. What are these details?

5. In the fourth paragraph, the author lists three examples to show that he is a responsible
   person. What are these examples?

6. In the conclusion, the author makes his main point again. What sentence sums up his

       I’ll Take a Cat
     Five-Paragraph Essay Example #2
We were broke. I had just cooked a roast, a big pork roast that was supposed to last for the
three evening meals remaining until payday. I put the roast on the table and went into the liv-
ing room to get my husband. Then I stared in horror as our dog Daisy ran past us with the
whole pork roast in her mouth. Perhaps that incident prejudiced me, but I know that a dog
isn’t the easiest animal in the world to live with. A cat, which can’t even get a pork roast in its
mouth, is a much better choice for anyone thinking about getting a pet.
    In the first place, a cat simply can’t make as much of a mess as a dog. Besides pork roasts,
dogs chew anything they can get ahold of—socks, blankets, table legs, books, new leather boots
and term papers due tomorrow. Cats chew nothing but their dinners. Dogs are also a mess, lit-
erally, to housebreak. They require weeks of newspapers spread out all over the kitchen and
weeks of cleaning up endless “mistakes.” With cats, all you do is put out a litter box, show it to
the cat, and that’s that. Let a dog in out of the rain and it will gallop through the house with
muddy feet. Let a cat in and it will patiently lick itself clean before going anywhere. A cat sim-
ply disdains filth. It is much easier than a dog on both your home and your nerves.
    Cats are also more suitable for urban life than dogs. Dogs have to be walked. They bark
and drive the neighbors crazy. They crawl under the fence and roam over the neighbors’ yards,
munching the tomatoes in their gardens and leaving little piles beside their front steps. They
break into garbage cans and run around with empty soup cans stuck on their noses—after
spreading garbage from one end of the block to the other. Cats, however, walk themselves. You
don’t have to fence them in. They can be trusted. Let a cat outside and it will stroll politely
through the neighborhood, bothering no one, except perhaps for an occasional dog that has
crawled under a fence.
    I admit that cats and dogs are both affectionate animals. However, a cat’s love is easier to
take than a dog’s. Dogs shower you with attention, and there is something enormously appeal-
ing about a puppy jumping happily about and wagging its tail to greet you. But it is not so
appealing to have the puppy ruin your new tights when it jumps on you. Nor do most of us
enjoy the wet, slobbery kisses that dogs bestow upon us. A cat is more refined. Instead of
jumping and slobbering, it daintily climbs into your lap and cuddles up, purring contentedly.
Or it rubs softly against your legs, showing you, gently, that it cares.
    To be fair, I must admit that my cat once walked through a chocolate cream pie I had sit-
ting on the counter. But who’s perfect? I can afford to replace a pie now and then, just for the
pleasure of having a cat around. Dogs…well, they do have their charms. But when compared to
cats, they come up losers in the pet department.
                                                                                          Susan K. Field

                                                                                 Name __________________________________________________________________

I’ll Take a Cat

2. What are the three main reasons the author gives to support her main point?

3. What examples does the author give to support each of her three reasons?

4. What sentence in the conclusion restates the main point?

                                                  Name ________________________________________________________________________

Writing an Introduction
The introduction is a very important part of reports, essays, compositions, articles, speeches
and other forms of communication. It prepares us for what is coming up. It leads us into the
subject matter at hand.
    You may know that introductions are important, but you probably have trouble writing
them. Most people do. Some people cope by writing the introduction last, after they have writ-
ten the rest of the paper. That makes it easier for them to get started. Other people wouldn’t
dream of writing a paper until the introduction is written. Writing the introduction helps
them organize their thinking, making the rest of the paper easier to write. Still other people
write a very rough introduction first, coming back to it for more work after the paper is writ-
    Unfortunately, there is no magic formula for writing an introduction. Different papers
need different kinds of introductions. Different people approach writing introductions in dif-
ferent ways. Sometimes, especially when you aren’t very experienced at writing introductions, it
helps to have some examples or models to follow. That doesn’t mean you should imitate them
exactly. It means you should use them for ideas, ideas you can adapt for your own work. Below
are ideas for seven kinds of introductions. Try using one of the ideas for the paper or speech
you are working on now.

The attention-getter. One effective type of introduction grabs the interest of your audience
with an attention-getter. What is an attention-getter? It is just what it says it is: something that
gets the reader’s attention.
    The attention-getter might be a startling statistic. It might be an interesting fact or a sur-
prising statement. It might be a fascinating (and relevant) piece of trivia. A quick trip to the
library or a search on the Internet can be a great help in coming up with information for an
attention-getting introduction.
    Here’s an example of an introduction that uses an attention-getter:

        You may not realize it, but you share your birthday with at least nine million other
    people. Nine million people were born on the same day you were, and nine million people
    could be celebrating their “special” day at the same time you are. Although our birthdays
    may not be unique, the way we celebrate them can be. For example, whenever anyone in
    my family has a birthday, we do some strange things. I’ll bet there isn’t one single family on
    earth who celebrates birthdays quite the way we do.

Quotations. Another way to begin an introduction is with a quotation. The quotation could
be from a famous person or a leading authority on your subject. It could be from an ordinary
person who has said something particularly interesting or colorful about your topic. It could
be from a character in a movie or a book. It could be from a newspaper editorial or a maga-
zine story. It could be from just about anywhere, as long as the quotation is related to your
topic. It also helps if the quotation is particularly clever, humorous, interesting, or wise.
    In general, it is not a good idea to start out by saying, “According to Webster’s Diction-
ary…” That kind of quotation has been overused, and it is not usually very interesting.
    Here’s an example of an introduction that uses a quotation by a well-known person:

        The great jazz musician Eubie Blake said on his 101st birthday, “If I’d known I was
   going to live this long, I’d have taken better care of myself.” Blake had the right idea, even
   if it was a little late. We should take care of ourselves, and one of the best ways is with reg-
   ular exercise. For both children and adults, one of the best exercises is one of the easiest
   and least expensive—plain old walking.

   Here is an example of an introduction that uses a quotation by an ordinary person:

        “I hate kids,” my Uncle Dave always said when he came to visit. “I don’t know why
   on earth anyone would have them.” His voice was gruff and he didn’t smile when he said
   it. But he always said it while bouncing my little sister on his knee, or slipping my brother
   a candy bar, or handing me a new comic book. Uncle Dave was a man with a tough out-
   side but a gentle inside.

An anecdote. Think about the way you sometimes tune out in class. The teacher will be talking
on and on, and your mind will be far, far away. Then the teacher will say something like this:
“It reminds me of the time I was in high school and we had this special dance where we…”
Suddenly you will find yourself listening. That is because the teacher is telling an anecdote—an
interesting personal story from his or her life. Because people tend to like anecdotes, using one
can be an effective introduction for a speech or for a composition. Here’s one example:

       Last Tuesday I raced toward my math class, just as the bell was ringing. I had mustard
   on my hands, and I needed to go to the bathroom. My heart was pounding from my frantic
   rush down the hall to be on time, and I was so rushed I had grabbed the wrong notebook
   from my locker. I slid into class, only to run smack into my math teacher, knocking him flat.
   No, I am not an irresponsible guy trying to make up time I wasted during my lunch hour. I
   am the victim of a lunch period that is far too short for a student’s needs.

A list or series. Sometimes you can use a series or a list to introduce a subject. The list might
take the form of several interesting figures, a number of facts, or a series of examples related to
the subject of your paper. Here is an example:

       Bob eats only at restaurants with pictures on the menus. Sam always finds an excuse
   not to help his daughter with her homework. Linda turned down a promotion because her
   new responsibilities would include reading reports. Bob, Sam and Linda are among the
   growing number of adults in this country who can’t read. The problem is becoming a seri-
   ous one, and it’s time we do something about it.

Present the problem. Another kind of introduction presents a problem and then proposes a
solution. Here is an example:

        One of the most serious problems to confront teenagers today is suicide. It is a problem
   that touches every teenager at some time or another. It is not a problem to be hushed up,
   whispered about, or ignored. By the time he or she graduates from high school, nearly every
   teenager will know at least one person who has attempted suicide, and a growing number
   of teenagers will have considered it themselves. The best way to help teenagers deal with
   suicide is to take it seriously.

Who-what-when-where-why-how. Sometimes a straightforward introduction is best, an intro-
duction that gives just the facts. In this type of introduction the writer answers these basic
questions: Who? What? When? Where? Why? How? Here is an example:

       Last weekend, the Longview Lancers won a stunning victory over the crosstown rival,
   the Templeton Tigers, at the county basketball tournament. The Lancers won, largely
   because of the extraordinary agility of player Scott Girard.

   Whatever kind of introduction you write, keep the following tips in mind:

   • For most papers, it is best not to “announce” your subject.

        No: I am going to tell you about aardvarks…

        Yes: Aardvarks are interesting animals…

   • Don’t assume that the reader knows what you are talking about. Be specific.

                   The solution the principal proposed for the lunch hour problem is
               ridiculous. It is sure to…

                    For the past few months, people who live near our school have been
               complaining about students leaving litter on the streets at lunchtime.
               Last week our principal announced a solution to that problem: students
               may no longer leave campus for lunch. That solution may solve the
               problem, but in the long run, it is not a very sensible solution at all. It
               is sure to…

   • Don’t use the title as part of your introduction. Begin your paper as if the title weren’t

                                   Is There Life in Outer Space?
           Many people think there is. Even some scientists are starting to think that
        chances are good. Someday, we may even…

                                   Is There Life in Outer Space?
            Perhaps from the beginning of time, people have wondered if there could
        be life in outer space. Today, no one knows for sure, but many people believe
        there is. Even some scientists are starting to think that chances are good. Some-
        day, we may even…

                                                  Name ________________________________________________________________________

Introduction to Plenzenarks
Write six different introductions to a paper with this title:


    What are plenzenarks? That’s up to you. You can make up “facts” and use your imagina-
tion freely.
    For each introduction, use one of the following approaches to writing an introduction:

• The attention-getter
• A quotation
• An anecdote
• A list or series
• Present the problem
• Who-what-when-where-why-how

                                                                                         Teacher Instructions

Hector Hillerman’s Favorite Things
A Lesson in Sorting, Selecting and Organizing Information
Inexperienced writers often have difficulty organizing their material. When they collect
information for a report or a composition, they frequently toss the information onto the page,
with little regard for form, organization or even relevance. It’s almost as though—happy to have
collected something—they are content simply to get it onto paper.
    “Hector Hillerman’s Favorite Things” is a five-part lesson that will help your students learn
about sorting, selecting and organizing information.

Step one. To begin the lesson, pass out “Things About Me” (page 93) and have students com-
plete the items. Encourage them to be as specific as possible, taking time to write thoughtful
answers. (In fact, it’s a good idea to let them finish the activity at home, perhaps even enlisting
help from family members.) Because some of the material they write about will be shared with
other class members, remind them not to include private information they would not want
others to know about.

Step two. After students have completed “Things About Me,” tell them that a mythical stu-
dent, Hector Hillerman, has also completed the activity. Pass out “Things About Hector Hiller-
man” (page 94) and read it aloud with the class.
    Then explain the assignment: Students are to write one paragraph about Hector, a para-
graph introducing him. Because Hector’s introduction is to be only one paragraph long, stu-
dents won’t be able to include every piece of information from “Things About Hector Hiller-
man.” They will need to focus on one “thing” about Hector.
    Ask students to look over the facts about Hector and to come up with ideas for an area of
focus. Some possible ideas: humor in Hector’s life, Hector’s belief in working hard to get what
he wants, Hector’s hatred of algebra, Hector’s love of swimming. Ask students, as a group, to
agree upon one area of focus for the assignment.

Step three. Have students imagine that they can ask Hector some follow-up questions, to help
with their paragraphs. What questions might they choose?
    For example, if they have chosen “humor in Hector’s life” as an area of focus, they might
ask some of the following questions:

• When did you first become interested in Adam Sandler? Why?
• What do you like most about Eddie Murphy?

• What did you learn about joke-telling from your father?
• When was the first time you found out you could make people laugh? What happened?

   To generate answers to the follow-up questions, try one of the following suggestions:

• Have class members take turns contributing answers for Hector.
• Have another teacher or student visit the class, playing Hector and answering questions.
• Answer the questions yourself, giving answers for Hector.

   When the class has answers to their follow-up questions, have them add the answers to
“Things About Hector Hillerman.” Finally, have them write a topic sentence for a paragraph
about Hector. Some possibilities:

• Hector Hillerman is a funny guy.
• Hector Hillerman’s most important quality is his sense of humor.
• Hector Hillerman’s dream is to become a comedian.

Step four. Now it’s time to write. Have students, individually, write paragraphs about Hector
Hillerman, using only “things” about him that are related to the topic sentence. Point out that
much of the information on “Things About Hector Hillerman” will be irrelevant. Students
will have to sift through the information, choosing only material that supports the topic sen-
    Have students read aloud their paragraphs, or reproduce several good examples. It’s a good
idea to write your own version, as well. Perhaps you might come up with something like this:

        Life is not a bowl of cherries for Hector Hillerman. It’s a barrel of laughs. Hector
        has what he believes is a great sense of humor. He learned to love comedy at an early
        age, probably because of a father who played practical jokes. One of Hector’s first
        memories is of his father dressing up as a woman to be the blind date for a young
        bachelor friend, who didn’t appreciate the joke. He also remembers laughing at his
        father’s comical brother Clayton, who played the dwarf Dopey at Disneyland one
        summer. When Hector was ten, his Uncle Clayton gave him a DVD of an Adam
        Sandler movie, and soon Hector was imitating Sandler, reciting parts of the movie for
        his friends and making them laugh. Later he became an Eddie Murphy fan. He
        admired Murphy’s ability to imitate people and to create interesting and funny char-
        acters. Someday Hector hopes to become a stand-up comedian as funny as both San-
        dler and Murphy. His dream is to do his routine on “The Tonight Show” and then
        sign a contract for a major motion picture.

Step five. Students now get a chance to write about people they know—fellow classmates. Have
the students go over the “Things About Me” sheets completed earlier, seeing if they can add
any more information. Then divide the class into pairs.
    Explain that each student is to write a paragraph of introduction about his/her partner.
Just as they did with Hector Hillerman, the students are to find a theme or area of concentra-
tion, write a topic sentence and ask follow-up questions to obtain more information before
they begin writing.
    As each student reads his or her finished introduction aloud, ask the class to listen for how
well the student stayed focused. Each paragraph should contain only information that sup-
ports the topic sentence.
    You might photocopy the entire collection of introductions, giving copies to the students.
Or you might post the introductions on the bulletin board, along with snapshots or school
photos of the students described.

                                                 Name ________________________________________________________________________

Things About Me
Some things I have a lot of information                 Not to brag, but three things I do well:

Some things I particularly value or cherish:            Something that bothers me (a question, a
                                                        mystery, a problem):

Some things I oppose or reject:                         Some unusual things that have happened to

Some unusual or interesting things I have               Unusual things about my background (places
seen:                                                   I have lived or visited, experiences of family
                                                        members, family history, etc.):

Something I daydream about:                             Something I would do if I knew I had only
                                                        one year to live:

Some things I have learned from important               Something that recently made me happy:
people in my life:

                                                       Name __________________________________________________________________

Things About Hector Hillerman
about:                                                        Swimming, making great green chile enchil-
   Swimming, Eddie Murphy, motorcycles,                    adas, making people laugh.
World War II airplanes.
                                                           Something that bothers me (a question,
Some things I particularly value or cherish:               a mystery, a problem):
    My friends, my sense of humor, working hard               Why did my parents get divorced?
to get what I want, my Adam Sandler auto-
graph, my family.                                          Some unusual things that have happened to
Some things I oppose or reject:                                Broke my leg falling down the stairs while
    Country music, people who are always put-              running away from a guy in my apartment who
ting down other people, algebra, quiet people—             doesn’t think water balloons are funny; got lost
they make me nervous.                                      at Sea World when I was nine.

seen:                                                      I have lived or visited, experiences of family
    The inside of the baggage compartment on               members, family history, etc.):
an airliner. A dead armadillo.                                 My great-grandmother died a week after
                                                           coming to America, leaving my great-grandfather
Some things I daydream about:                              with only $1.50 and an eight-month-old baby.
    Winning a gold medal in swimming at the                He didn’t even speak English. Still, he managed
Olympics, becoming a successful comedian, get-             to survive and eventually started a restaurant in
ting rich, owning my own island, passing algebra.          Boston that was very successful for 25 years. My
                                                           mother can speak three languages. My uncle
Some things I have learned from important
                                                           played the dwarf Dopey at Disneyland in the
people in my life:
                                                           summer of 1986.
     From my father, how to tell a good joke.
From my mother, not giving up when I really                Something I would do if I knew I had only
want something. From my grandfather, looking               one year to live:
at the positive side of things. From my fifth grade           I’d travel all over the country on a motorcycle.
teacher, that I wasn’t really stupid at math and
I could learn long division. From my sister, that          Something that recently made me happy:
girls are impossible for boys to understand.                   Getting an “A” on the speech I gave, which
                                                           was a funny talk about the miseries of wearing
                                                           a cast on one leg. Also, getting a first place in
                                                           the swim meet last week.

                                                                                         Teacher Instructions

                                                                                        C.M. Thurston
Plagiarism is widely misunderstood—by students, by parents, even by teachers. A friend of
mine recently heard a woman defend her daughter, who had copied large segments of her
term paper. “She copied the stuff herself,” the woman said. “I thought plagiarism was when
you didn’t do your own work.”
    My brother, a high school biology teacher, has a problem with kids copying things off the
Internet. “One student didn’t even bother to retype what he found,” he told me. “He just
printed off what he found on the Internet, scrawled his name at the top, and handed it in.
When I told him he was supposed to write a report in his own words, he looked baffled.
‘Why?’ he said, gesturing to his print-out from the Internet. ‘It’s all right there.’”
    Another friend of mine talked to her eighth grader about plagiarism. “Do you know what
it means?” she asked.
    “Sure,” he said. “It’s when you copy out of the book.”
    “What about copying from the Internet?” she asked.
    He looked puzzled. “I don’t know.” Like many people, he wrongly thought it was possible
that the Internet just might be fair game.
    Sometimes students don’t understand how to put things in their own words. Sometimes
they simply don’t understand what plagiarism is. The following activities (pages 96-98) give stu-
dents some guidelines to follow.

                                                     Name __________________________________________________________________

In Your Own Words
What does “In your own words” really mean? When you write a report on a subject for school,
you are supposed to read about your subject and then put what you learn into your own
words. Unfortunately, many students have some real misconceptions about what that means.

Don’t just change a word here or there. Many students think that if they change one word in
a sentence, they are not copying.
    They are wrong. Just changing “laughed” to “giggled” in a sentence or paragraph, but leav-
ing everything else the same, is copying. Putting things in your own words means that you
change it substantially.

Don’t use words if you don’t know what they mean. Find out what they mean. Then explain
things in words you do know and are used to using.
    For example, imagine that you read a paragraph that mentions a wizened apple. You don’t
know what wizened means and have never used the word. When you put the material into your
own words, you should not use wizened to describe the apple. After you look up the word and
find out what it means, you might describe the apple as wrinkled or shriveled up.

Don’t try to retell things sentence by sentence. Read several paragraphs. Or, if it’s short, read
the entire piece. Then put the original material aside and try to sum up what you just read,
without looking at the original. You may even want to change the order of things entirely.

Keep it simple. Sometimes it helps to pretend you are telling a child what you just read. Try to
explain things in words that the child would understand.

If you use quotations, give credit. Sometimes you may find that you just can’t think of a way
to restate a phrase or a sentence. You can copy it, if you put it in quotation marks and give
credit to the source. For example, you might write something like this: According to an article by
Darren Rovell of, a two and a half minute Nike music-video-style basketball commercial has
“achieved cult proportions” and is “the rage in high schools and around the office water cooler.”
    Use direct quotations sparingly, however. Also avoid plopping a quotation into the middle
of your work with no explanation. Instead, use words like “according to” to introduce the quo-
tation and weave it into your own work.

Pick and choose what you think is important. When you reword something, remember that
you shouldn’t try to include everything from the original.

                                                 Name ________________________________________________________________________

What Is Plagiarism?
In a junior high science classroom, a girl named Cheryl read aloud her report on pearls. The
last words she read were, “Related articles in World Book include: Birthstone, Button, Carbon-
ate, Conch, Gem (color picture), Mollusk, Oyster.” Cheryl had copied her report, word for
word, from the encyclopedia. She hadn’t even paid enough attention to see that the last sen-
tence was a dead giveaway.
     Cheryl was guilty of plagiarism. What is plagiarism? It is a form of stealing. It is the steal-
ing of another person’s words or ideas and using them as your own. Cheryl had plagiarized
her report because she had pretended the World Book article was her own work.

Plagiarism is a serious offense. Plagiarism is against the law. Of course it is unlikely that the
police are going to come into a school and arrest a boy or girl for plagiarism, even if the student
is guilty. However, older students and adults who are caught plagiarizing can get into serious trou-
ble—losing lawsuits, having their careers ruined, flunking courses, being expelled from school.

Give credit to your sources. There is nothing wrong with using the words of another—if you
give that person credit for the words. There are a number of ways to do that. The simplest way is
just to say so. Tell who you are quoting, and then put quotation marks around the person’s words.
     What about changing a word here and there? Many students think that if you change “a”
to “the” in a sentence, you aren’t copying. Wrong. Even if you change several things slightly
but leave the material essentially the same, you are still plagiarizing.

Plagiarism applies to ideas, as well as words. Plagiarism can exist even if you don’t copy at
all! Using someone’s ideas as your own is also plagiarism.
     Suppose that a Dr. Joe Schmoe writes a newspaper article with a suggestion for improving
the U.S. economy. He suggests that all students be required to drop out of school between the
ages of 12 and 15, to save school districts money and to allow students more time to spend
money at local malls. You think that sounds like a great idea, so you write an English paper
suggesting the same thing but never mentioning Dr. Schmoe. Even if you don’t use Dr.
Schmoe’s words, you have plagiarized his ideas.
     The solution? You don’t have to give up the idea for your English paper. All you have to
do is summarize Dr. Schmoe’s ideas, giving him credit for them. Then you can go on to dis-
cuss and expand on those ideas—in your own words.

Recognizing plagiarism. Let’s see if you can recognize plagiarism. Read the following paragraph
from the book Madonna, by Jessica Maxwell (Turman Publishing Company; Seattle, 1987):

    It’s too easy to think that Madonna became a star overnight; she didn’t. Madonna worked
    very, very hard for six long years before she got her first record deal. She was poor, and she
    lived in ratty old rooming houses in New York City. There were times when all she had to eat
    was popcorn. “I lived on popcorn,” Madonna says. “That’s why I still love it. Popcorn is
    cheap and it fills you up.”

    Now look at each of the following paragraphs from student reports on Madonna. Put a “P”
beside each paragraph that includes plagiarized material, and be ready to explain what is
wrong. Put an “OK” beside each paragraph that contains no plagiarism.

1. It’s easy to think that Madonna became a star overnight, but she didn’t.
   She worked very, very hard for six years before she got her first record deal.

2. Madonna has worked hard to become a star. Things were hard for
   her when she was living in New York City, trying to get her first
   record deal. Sometimes she was so poor that she had nothing to eat
   but popcorn.

3. Madonna used to be poor and lived in ratty old rooming houses in
   New York City. There were times all she had to eat was popcorn.

4. Madonna is one of my favorite stars. Many people think she was an
   overnight success, but according to Jessica Maxwell in her book
   Madonna, Madonna “worked very, very hard for six long years before
   she got her first record deal.”
5. Madonna was very poor while she struggled to become a star. She
   used to live “in ratty old rooming houses in New York City. There
   were times when all she had to eat was popcorn” (Jessica Maxwell,
   Madonna, 1987).
6. Madonna is strong. She worked very, very hard for six long years before
   she got her first record deal. It was hard for her. She was poor, and she
   lived in ratty old rooming houses in New York City. It must have been
   awful. There were times when all she had to eat was popcorn.

7. “It’s too easy to think that Madonna became a star overnight; she
   didn’t. Madonna worked very, very hard for six long years before she
   got her first record deal. She was poor, and she lived in ratty old
   had to eat was popcorn. ‘I lived on popcorn,’ Madonna says. ‘That’s
   why I still love it. Popcorn is cheap and it fills you up.’”

                                                 Name ________________________________________________________________________

Parts of Speechless
If you have studied parts of speech, you know how important nouns and verbs are in our lan-
guage. Now take a closer look at four other parts of speech—adjectives, pronouns, prepositions
and conjunctions. See if you can complete the exercises below.

1. Write a paragraph that describes two children playing, but use no pronouns.

2. Write a paragraph about someone interacting with a pet, but use no adjectives, other
   than the articles a, an and the.

3. Write a paragraph describing a place where people normally eat meals, but use no

4. Write a paragraph about two people involved in some kind of athletic event, but use no

5. What did you discover in writing the paragraphs above? Which task did you find most
   difficult? What conclusions can you make?

                                                  Name ________________________________________________________________________

What’s That Smell?
Writing with the Senses
The sense of smell is a powerful one. It can instantly transport a person to another place and
time. Sometimes, it happens so quickly that the person doesn’t even realize that it is a smell
that has triggered the memory.
    Here are just a few real-life examples:

       The smell of frozen burritos cooking always reminds Samantha of the musical group
   Three Dog Night. Whenever her parents played golf, they picked up frozen burritos for supper.
   As the family waited for them to cook, they listened to music.

       The smell of ammonia reminds Mike of chocolate chip ice cream. When he was very
   young, his family sometimes went to Wiswell’s, an ice cream store that used ammonia for
   cleaning. One day when his mom took him for a treat, the smell was particularly bad. He
   ordered chocolate chip ice cream, got sick from the smell of the ammonia and promptly threw
   up all over the store.

        The smell of Noxema skin cream reminds Stacy of her mother.

       The smell of wet, stinky towels reminds Susan of a boy named Alan, who sat behind her
   in elementary school and, in her opinion, needed to take more baths.

   What smells bring up memories for you? Take some time to think, discuss and share with
others. Here are a few ideas to help you get started:

1. Think of food smells—bacon frying, hamburgers cooking on the grill, spoiled milk, fresh
   strawberries, steamed broccoli, homemade bread, etc.
2. Think of the smell of personal products—perfumes, soap, aftershave, hair spray, etc.
3. Think of outdoor smells—pine needles, smoke, car exhaust, gasoline, rain, wet dogs, etc.
4. Think of indoor smells—furniture polish, detergent, clean sheets, freshly-bathed babies, a
   kitchen garbage can, etc.
5. Think of school smells—gym lockers, chalk, bubblegum, tacos from the lunchroom, etc.

    Now write a paragraph on the topic, “Where One Smell Takes Me.” Describe the smell.
Describe exactly where the smell “transports” you. What do you see? What do you hear? What
do you feel? What do you taste? Use as many senses as possible to describe what happens in
your mind when you experience this smell. Use details. Be specific.

                                                 Name ________________________________________________________________________

Alphabet Adjectives
Write a story that uses adjectives that begin with all the letters of the alphabet, in order. After
an adjective that begins with a, use an adjective that begins with b, then an adjective that
begins with c, etc. (There can be other adjectives in between. In other words, your story can
have more than 26 adjectives.)
    For example, you might start a story like this:

        When angelic Marissa went to the beauty shop to get a permanent that would make her
    hair curly, she took along her devoted dog, Dimples…

    Be sure to underline the first letter of each alphabet adjective.

                                                                                         Teacher Instructions

Verbs Rule!
“Groking” It                                                                             C.M. Thurston

There is a wonderful term in the book Stranger in a Strange Land, by Robert Heinlein. The
term is grok. When Michael Valentine Smith, who was raised on Mars, groks something, he
understands it fully, feels it, grasps it and all its layers of meaning. There is a difference
between knowing something and “groking” it.
     Here’s an example. I grok an old movie called Little Shop of Horrors. I think it is absolutely
brilliant on many levels and very funny. I love the music. I love the deliciously stupid story.
When Steve Martin sings “I Am the Dentist,” I absolutely crack up every time. Many people I
respect, however, don’t share my feelings. They see that the movie is a comedy. They see that it
is a musical. They may even sort of like it. However, they just don’t grok it.
     Let me give another example. Something I do not grok is football. Though I vaguely under-
stand the rules, the game to me is a maze of men in tight pants running around aimlessly for
short periods of time in between long commercials. When my husband says, “Look at this
amazing pass,” I dutifully look. I understand that it is quite an amazing pass. I believe that it is
quite an amazing pass. I just don’t grok it. I will never grok it.
     That brings me to the subject of sentence fragments. We tell students over and over,
“Don’t write sentence fragments. A complete sentence must have a subject and a verb.” They
know that. They have been told that year after year after year. The problem is that they don’t
really grok it. Here’s one way to get them started on the path to groking.

Two-word sentences. Explain to students, again, that sentences must have a subject and a predi-
cate. Then, to illustrate, strip things down to the basics, concentrating on two-word sentences
that have only a subject and a predicate and nothing else. Show them this list of 10 two-word

  1. Dogs bark.             4. Snakes slither.        7. Commercials           9. Kids rule!
  2. Cats meow.             5. Hamsters smell.           sell.                 10. Dad snores.
  3. Parents yell.          6. Bullies bully.         8. Babies burp.

     Point out the nouns: dogs, cats, parents, snakes, etc. Point out the verbs: bark, meow, yell,
slither, etc. Then have the class as a whole come up with ten more two-word sentences. (There
is a 99% chance that “School sucks” will be one of the examples they come up with. To head
them off, you may want to rule out sucks ahead of time.)

    Finally, have them each write 25 two-word sentences of their own. Just for fun, if there is a
holiday approaching, you may want them to limit their sentences to holiday related sentences.
Other topics, of course, may work for other times of the year.

Writing a two-word sentence poem. After students have their lists of 25 two-word sentences,
have them pull samples from their lists into a poem based on a theme. (Of course, they can
also add other sentences or alter their sentences to help with rhyming.) For example, a student
might pull together some Halloween sentences into a poem made up of two-word sentences:
        Witches cackle.
        Goblins grin.
        Bats swoop.
        Heads spin.
     On the topic of school, a student might write:
        Books bore.
        Teachers drone.
        Time crawls.
        Kids groan.

Testing whether or not they “grok” it. After students have written their two-word sentences
and their poems, show them the following two-word sets. Some of the sets are sentences. Some
are not. Have students separate the sentences from the fragments.

1.   Temperatures rise.            8. Snow angel.                      15. Dangerous tornado.
2.   Book bag.                     9. Noses twitch.                    16. Funny movie.
3.   Bat wings.                    10. Eyes close.                     17. Parents listen.
4.   Parents yell.                 11. New shoes.                      18. Brothers fight.
5.   Girls giggle.                 12. Computers crash.                19. Credits roll.
6.   Boys’ bathroom.               13. Photocopiers jam.               20. Good night.
7.   Snow falls.                   14. Storms rage.

    By this time, they should be starting to grok a sentence. They should recognize the sound
of a sentence, the “feel” of a sentence—even if they can’t really remember the definition of a
subject or of a verb. When students grok two-word sentences, it will be much easier for them
to start groking sentences of all types. No, they won’t stop writing sentence fragments
overnight. They will, however, improve. The feel of a sentence will be with them. They won’t
have to think about definitions. They will grok the meaning.

                                                                                         Teacher Instructions

When Tina Saw the Tortured Can Openers
Teaching dependent clauses does not have to be boring. In fact, the following activity actually
allows students to have some fun with the subject. Give it a try.

1. Ask students to write five two-word sentences that they find interesting. Just for fun, you
   might even ask that the sentences also be alliterative, with both the subject and verb start-
   ing with the same letter. Examples:

              Sarah slipped. Greg groaned. Paul panicked. Molly moped. Carol collapsed.

2. Explain that each of the sentences they wrote is an independent clause. When a clause is
   independent, it can stand alone. (Of course, that means it is also a sentence.)

3. Explain that dependent clauses cannot stand alone. They must be part of another sen-
   tence. For example, this is a dependent clause:

                            When Tina saw the Tortured Can Openers on HBO.

    Something is obviously missing. What happened when Tina saw the Tortured Can Open-
ers? Here are just a few ways the sentence might be completed:

                      When Tina saw the Tortured Can Openers on HBO, she fainted.

                            When Tina saw the Tortured Can Openers on HBO,
                                   she scowled and turned the channel.

             When Tina saw the Tortured Can Openers on HBO, she was more sorry than ever
                   that her little brother had eaten her ticket to the concert in August.

4. Show students that it is generally one little word that makes a clause dependent. Tina saw
   the Tortured Can Openers on HBO is a perfectly good sentence. Adding the word when
   makes it sound unfinished—and therefore a dependent clause. Here are some words that
   commonly introduce a dependent clause (also called a subordinate clause): when, if, until,
   because, after, although, before, since, though, unless, until, whenever, while.

5. Have students practice writing dependent clauses and attaching them to the five independ-
   ent clauses they wrote in Step #1. Just for fun, ask them to make their dependent clauses
   as long, as detailed, and as interesting as possible. Examples:

   Independent clause:
      Greg groaned.

   Independent clause with a long dependent clause introducing it:
      After he looked in the refrigerator and found there wasn’t anything at all to eat
      except for pickled herring and some moldy cottage cheese in an odd lime-green color,
      Greg groaned.

   Independent clause:
      Paul panicked.

   Independent clause with a long dependent clause introducing it:
      Because he saw something with at least eight long, furry legs crawling out of the top
      of his sock and starting up his leg, Paul panicked.

   Independent clause:
      Molly moped.

   Independent clause with a long dependent clause introducing it:
      When her parents told her she couldn’t get a belly button ring and a nose stud for her
      grandparents’ wedding anniversary party, Molly moped.

                                                                                         Teacher Instructions

The Dorpersnoodle Assignment
Neatness Counts                                                                        C.M. Thurston

I’m not a persnickety old fogy. Honestly. Many people will scorn me for saying such a thing,
but I believe it’s true: Neatness counts.
     Now I’m not talking about keeping a tidy notebook or a clean desk or even a spotless
room. Many of us thrive in a somewhat chaotic environment with a lot of stimuli. How we
manage our personal stuff is not the issue. What I am talking about is the importance of
“presentation” in anything we give to another person for any kind of use or evaluation.
Whether we like it or not, how things look is important. When we don’t place enough empha-
sis on how things look, we are doing kids an ultimate disservice.
     Here is one way to introduce the idea of careful presentation as you start out a new year
with a new group of kids. Make your first assignment of the new year “The Dorpersnoodle
Assignment.” Silly as it may seem, it will get your students’ attention. You will have set the
stage, showing students that careful presentation is important in your class and does make a
     Of course, you may want to customize the “Dos” and “Don’ts” list on the student instruc-
tion page, to fit your specific requirements. However, it’s a good idea not to overwhelm stu-
dents with too many rules. It’s also a good idea to have one or two “A” papers for students to
look at as models—perhaps one that is typed, one that is written in ink.


The Dorpersnoodle Assignment
Neatness Counts
Here’s your chance to start out the school year with an easy A. Your assignment is this: Turn
in a one-page paper called “Dorpersnoodle.” You can write an original story about a dorper-
snoodle, or you can simply copy the following over and over again on the page: Dorpersnoodles
are fascinating. Dorpersnoodles are fascinating. Dorpersnoodles are fascinating.
    What’s the point? The point is to practice presenting your work in a form that is neat and
easy to read—without worrying, this time, about what you are saying. What you write will be
important on every single thing you turn in for the rest of this year. This time, and this time
only, form will matter more than content. The idea is to help you get in the habit of showing
neatness and care in preparing all of your work.
    For this assignment, concentrate on just one thing: making your paper look great. Pay
attention to the guidelines below. Your class may even want to add some other “Dos” and
“Don’ts” to this list before you get started.

• Use the heading your teacher prefers.
• Write neatly. If you really, really can’t make your handwriting neat and legible, type your
• Give your paper a title. Capitalize it and center it.
• Skip a line after the title. Indent the first paragraph, and begin writing.
• Capitalize the first word of each sentence. Use a period or other appropriate mark at the
  end of each sentence.
• Use only one plain font for the body of the paper, if you are using a computer. (You can
  use a different font for the title, if you wish.) Don’t use fancy fonts that are hard to read.

• Don’t write to the edge of the page. Stop about an inch before the edge, at the red line
  that appears on most notebook paper.
• Don’t write to the end of the page. Leave at least an inch at the bottom of the page, too.
  (Think picture frame: You are surrounding your writing with a white “frame.”)
• Don’t leave messy crossouts or scribbles on the page. If you are using pen and must correct
  something, just draw one line neatly through the mistake.

   That’s it! If you can turn in a paper that follows the guidelines above, you will have earned
your first A for the year.

                                                 Name ________________________________________________________________________

A 6' 8" man unfolded himself from his little Porsche and started filling his gas tank. An
elderly man standing nearby looked up at him and said, “Holy cow! Son, you’re so tall you
could hunt ducks with a rake!”
    The tall man was a good sport and just laughed at the comment, even though it was
rather rude. It was also an example of a technique often used in literature and poetry:
hyperbole (hi-PURR-buh-lee). Hyperbole is a statement that exaggerates for emphasis or
comic effect. It is not meant to be taken literally.
    Here are some more examples of hyperbole:

  • I could sleep for a year.                         • The trip took forever.
  • This purse weighs a ton.                          • There were a million people in line.
  • I’m so hungry I could eat a horse.                • He was as tall as a mountain.

    Try your hand at writing sentences that include hyperbole. Be original. Don’t use old say-
ings you have heard before. Write something new, choosing any 10 of the following 20 sub-
jects. Use your own paper.

1. Describe how hot it is.                            11. Describe how big something is.
2. Describe how cold it is.                           12. Describe how small something is.
3. Describe how funny someone is.                     13. Describe how angry someone is.
4. Describe how boring something is.                  14. Describe how trendy someone is.
5. Describe how handsome someone is.                  15. Describe how shy someone is.
6. Describe how thirsty someone is.                   16. Describe how loud something is.
7. Describe how embarrassed someone is.               17. Describe how messy something is.
8. Describe how confusing something is.               18. Describe how sweet something is.
9. Describe how happy someone is.                     19. Describe how hyper someone is.
10. Describe how rich someone is.                     20. Describe how smart someone is.


Students are often asked to summarize something. Sometimes, unfortunately, they are a little
confused about what that really means.
   Summarizing simply means to sum up the main idea or main point of something, in far
fewer words than the original. Whether or not you realize it, you summarize all the time.
   Here’s a real-life example. Suppose you have a little sister who comes home from school,
upset, and tells you this story:

        This girl in my class is, like, so mean! I hate her! When she came up to me today, I just
   knew she was going to say something terrible, and I was right! She stopped right in front of
   me and looked at my new coat and said, “Nice coat. Where do you shop, anyway? The
   Salvation Army?” Then she said I must be color blind to pick such an ugly color. No one paid
   any attention to her, but still, it made me so mad! It doesn’t even make sense, either. I mean,
   her best friend has the exact same coat as I do and she doesn’t make fun of her! Like, what
   is her problem? She always picks on me. I wish she would stop it!

    Your mother comes home, sees your sister stomping upstairs to her room, and says,
“What’s wrong with her?” Of course you don’t repeat everything your sister said. You probably
say something like this:

   Samantha is upset because a mean girl at her school made fun of her new coat.

    You don’t repeat everything she said. You don’t give all the details. You hit just the
essence, or main point, of what she said.
    To summarize something you have read, you do the same thing. You cut through the
details and look for the main idea or main point. Then you restate that point in your own
words. Let’s look at an example. First, here is a story about something in the news several years

       Luis Da Silva Jr. has become something of a star. You have never heard of him? You
   may have seen him, though. He is the bald, eighteen-year-old star of the enormously popu-
   lar Nike commercial called “Freestyle150.” This two and a half minute music-video-style
   commercial has become all the rage, all over the country. According to, Da
   Silva dazzles “with his Harlem Globetrotter-like dribble moves…to the tune of the shoe-
   become the familiar background” of the commercial.

       Da Silva practices his moves in a small area of his backyard in Elizabeth, New Jersey.
   According to a story on the National Public Radio show “This American Life,” Da Silva
   heard about auditions for the commercial at the last minute. When he showed up and
   started his amazing moves, those watching were in awe of his skills.

                Now a summary:

        An eighteen-year-old New Jersey boy named Luis Da Silva Jr. shows his amazing dribbling
   skills on the very popular Nike music-video-style commercial called “Freestyle150.”

        Now you try it. Summarize the following short article in one sentence:

        Only a few short years ago, 20-year-old Kelly Clarkson from Burleson, Texas, was a cock-
   tail waitress. Now she is a star. Clarkson sang her way to becoming the winner of Fox’s
   “American Idol” television talent contest. Her new single, “A Moment Like This” was
   released on September 17, 2002.
        In high school, Clarkson was a volleyball player and won important roles in high school
   musical theater productions. After she graduated in 2000, she had a number of jobs, includ-
   ing a job as a waitress in a comedy club and as a clerk at a pharmacy. However, she knew
   what she really wanted was a career in music. When Dallas auditions for “American Idol”
   were announced, a friend talked her into competing. Although there were around 1000 peo-
   ple auditioning in Dallas alone, Kelly kept getting callbacks. Finally, she was selected as one
   of 120 semi-finalists flown to Los Angeles for the American Idol competition. Week after
   week, she performed, and week after week, callers phoned in to vote for her. “Can that girl
   ever sing!” was the comment of many viewers during the competition.
        In the end, Kelly Clarkson was proclaimed the “American Idol” winner and released her
   first single. Her song, “A Moment Like This,” quickly became a hit. It made Billboard history
   by making the biggest single-week leap to number one in the history of Billboard’s Hot 100.

   Your one sentence summary:

    Not all summaries have to be only one-sentence long, of course. Write a different summary
of the Kelly Clarkson piece, but this time write a three-sentence summary:

   Now, try your hand at summarizing a couple of paragraphs your teacher chooses from one of
your textbooks. Remember: When you summarize, you use your own words to retell the main
point or main idea. You don’t include every detail. You select only the most important ones.

for Speech
                                                                                         Teacher Instructions

Helping Students See that Speech Habits
DO Make a Difference
If your students are like most, they don’t say things anymore. Instead, they go or they like. You
probably hear conversations like this frequently:

      So Jason comes up to me and goes, “Will you be at the dance?” And I’m like, “Sure.”
   And then he goes, “Good. Maybe I’ll see you there,” and I go, “Maybe,” but really I’m
   like, “Omigod! I can’t believe he said that!”

   You also hear “likes” and “you knows” scattered meaninglessly throughout their sentences:

      I was, like, bummed out. Like, I couldn’t, you know, believe she said that.

   And that’s just the beginning. Your students probably use dozens of other words and
phrases that annoy you, and other people as well. Perhaps it’s time for a speech lesson.

Speech is like clothing. Talk to your students about how we use speech, like clothing, to suit
the occasion. For example, we might wear shorts and a tank top to a picnic but probably not
to apply for a job. We might wear a jacket and tie to receive a special award from an organiza-
tion, but not to run to the store for cat food.
     Similarly, we often use different styles of speech for different occasions. If a person says
“ain’t” when talking to a friend at a party, the friend probably won’t care. But if a person says
“ain’t” at a job interview, the employer may rank that person below another applicant who
uses more “proper” English. Sometimes the employer may not even be aware of why he or she
is doing so.
     When people can change their speech to suit the occasion, there is no problem. The prob-
lem comes when they are unable to change, or when they are not even aware that their speech
is sometimes inappropriate.

Seeing is believing. Fair or not, people form opinions of others based upon their speech
habits, just as they form opinions based upon their style of dress. To help students see the
impact speech habits can have on others, try the exercise “With Slang / Without Slang”
(page 116).
    The exercise includes two versions of a mock television interview, one with sloppy, “slangy”
speech and one without. Choose some students to rehearse the interviews and perform them
before the class.

    The students should be able to see that Author #1 and Author #2 have quite different
effects upon an audience. Ask the students the following questions: Judging by what you have
seen during the interviews, which person has more credibility? Which seems smarter? Which is
a better writer? Which would you be more likely to take seriously?

Other ideas. There are many other classroom activities that can help students become aware
of the importance of speech. Here are just a few ideas:

• Have students write two versions of a conversation between an employer and a person
  interviewing for a job. In one conversation, the person being interviewed should use poor
  grammar and a lot of slang. In the second, the person should use neither. Have volunteers
  read aloud some of the conversations, and let the class compare the impressions created.

• Help students learn to recognize “word puffiness.” Word puffiness is the use of a lot of
  words to say very little. Most of the words are empty words and phrases, such as “you
  know,” “like” and “well.” Here’s an example of word puffiness:

        She like, you know, wanted to go to the mall or, well, somewhere, you know, where
        there would be friends that she could like, you know, talk to.

• Have some volunteers (perhaps for extra credit) write out several examples of “puffy” con-
  versations. They might want to make an audio recording of friends—with their permission—
  in order to come up with material. They might want to take notes while people are talking
  at lunch. Or they might want to jot down what people say in answer to questions during
      Type the conversations. Then have the class reduce the conversations to clear, direct

• At some point, students are likely to insist that they can stop using slang any time they
  want. See if that is true. Go on with class, but point out every example of slang used dur-
  ing discussion. If someone says, “We need more time to, like, study,” ask, “Like study, or
  study?” Call attention to every cheesy, lame, dude, and totally used as slang. Have each stu-
  dent who uses slang start over, trying to eliminate the slang. Keep a sense of humor about
  this, of course. The point isn’t to embarrass anyone.
      Chances are that conversation will come to a grinding halt. No one will be able to
  complete a sentence before someone points out that he or she is using slang. Students are
  likely to be surprised by how much slang they are using, and don’t be surprised if you find
  out how much of it you use yourself.

• Pick out language pet peeves. Share your own and have students share any they might have,
  or any their parents or friends have. Examples: these ones instead of these, babysitted instead
  of baby-sat, ain’t got no instead of doesn’t have any. Many students may actually be unaware
  that there is anything substandard about words and phrases they frequently use.
      Be sure students understand that slang is an important part of our language and that
  there is nothing wrong with using it in the right circumstances. In fact, there are situations
  in which it wouldn’t make sense to use anything but informal speech that includes slang.
  Have students think of those situations. (Examples: when trying to make friends at a new
  school, watching a football game, talking on the phone with your best friend, etc.) Then
  have students think of situations in which it would be wise to use more formal language.
  (Examples: giving a speech, interviewing for a job, taking phone messages at work, meeting
  your mother’s boss, etc.)

• Talk about the importance of choice—the ability to choose what kind of language to use,
  according to the circumstances. When a person hasn’t learned anything but sloppy speech
  patterns, that person doesn’t have a choice. He or she must talk the same way in all cir-
  cumstances, and that can have unfortunate consequences. Have the students brainstorm
  some of those consequences. (Examples: creating a bad impression with a date’s parents,
  having some people think you are less intelligent than you really are, being unable to get
  certain jobs, like radio announcer, television reporter or public information officer.)


With Slang/Without Slang
Conversation #1
TALK S HOW H OST : I’d like to introduce our next guest, Lila Harrington, who is here to tell
                   us about her new book, American Schools Today. Welcome, Ms. Har-

AUTHOR #1:              Dude! What’s up? Glad to be here!

TALK S HOW H OST : Can you tell us why you wrote your book, Ms. Harrington?

AUTHOR #1:              Sure. Well, see, like, it was a couple a years ago and I was, like, teaching
                        in a school, a middle school. I was, you know, really gettin’ into it—
                        teaching, I mean. Then, see, one day I read this article about all the bad
                        stuff going on in schools—you know, like drugs and violence and kids
                        not learning nothing and stuff like that. And I’m totally like, “That’s
                        not my school.” So I go, “You know, maybe I oughta write a book.” So,
                        like, I did!

TALK S HOW H OST : I see. And what is your book about, exactly?

AUTHOR #1:              Well, it’s about, like, good stuff, you know, good stuff going on in
                        schools. It gives you a real good picture of kids today.

TALK S HOW H OST : And how do your students feel about the book?

AUTHOR #1:              They’re like, “Wow! Ms. Harrington! That’s, like, awesome!” They’re
                        really, like, soooooo blown away that I’d do something like that.

TALK S HOW H OST : I’m afraid we have to go now, Ms. Harrington. Thank you for speaking
                   with us today.

AUTHOR #1:              Thanks a lot. Later!

Conversation #2
                   us about her new book, American Schools Today. Welcome, Ms. Harring-

AUTHOR #2:              Thank you.


AUTHOR #2:              Yes. Two or three years ago, I was teaching at a junior high and really
                        enjoying it. Then one day I read a newspaper article about all the nega-
                        tive things happening in schools today—drugs, violence and so little
                        learning taking place. I found myself thinking, “That’s not my school!” I
                        knew a lot of very positive things were going on in my school and in
                        schools where my friends taught. So I came up with the idea of writing
                        a book myself.


AUTHOR #2:              It’s about all the positive things that are happening in schools today. I
                        wanted to show the world a more optimistic view of education.

TALK S HOW H OST : How do your students feel about the book?

AUTHOR #2:              They think it’s wonderful. They are so impressed that one of their own
                        teachers would write a book—a book about them.

                   with us today.

AUTHOR #2:              Thank you for inviting me.

                                                                                         Teacher Instructions

Helping Students See the Power
of Being Positive
Just before students are to give speeches or class presentations, try the following experiment. It
can help class members see that attitude and behavior can affect others, and that students can
help one another by being part of a positive audience.

An experiment in positive reinforcement. Ask for a student volunteer, explaining that you
need someone to be a guinea pig in a class experiment—someone who isn’t afraid to talk,
someone who is willing to get up in front of the class and speak. Choose a volunteer who is a
good sport, and then ask him or her to step out of the room and take a few minutes to pre-
pare a speech on the subject of “school” (or another topic you approve).
    In the meantime, explain to the rest of the group that the students are going to be a part
of the speech. How? The students will participate through their reactions. The left half of the
room is to react positively, giving only positive reinforcement to the speaker, no matter what
he or she says. Explain that these students are to look at the speaker, smile, nod, look fasci-
nated, etc.
    The students on the right half of the room, however, are to give only negative reinforce-
ment. They are to look away from the speaker, doodle, pass notes, look bored, stare out the
window, yawn, whisper to one another, etc.
    Have each side practice their parts for a moment. (You may need to suggest that the nega-
tive side of the room not overdo it.) Then explain that you want the students to observe what
happens to the volunteer when he or she speaks.
    When the volunteer returns, have him or her stand exactly in the front of the room, at a
podium if possible. Look at your watch and tell the volunteer to begin speaking.
    In a very short time, you will see that the volunteer begins talking to the “positive” side of
the room. He or she will look at that side of the room more and will soon start ignoring the
negative side. He or she will probably turn physically toward the positive side, perhaps even
moving over to that side of the room. In some class experiments, the speakers have actually
picked up the podium and moved it to the positive side of the room!
    After three minutes or so, depending upon how well the speaker holds up, stop the speech
and explain what the class has been doing. Ask the volunteer how he or she felt. Ask the class
members what they observed. Discuss with the group how people respond well to positive rein-
forcement. You may also ask the students to think of ways they could use positive reinforce-
ment in their own lives—for example, in teaching a brother or sister something, helping some-
one with homework in a difficult subject or working with team members at athletic events.

Lessons in
Grammar &
                                                                                         Teacher Instructions

Grammar Ideas for Teachers
Who Hate Teaching Grammar                                                               C.M. Thurston

Check any of the following items that describe you:

            You hate the way your students’ eyes glaze over at the mere mention of
            adjectives and adverbs.

            You think there are more important things to do in class than have stu-
            dents underline subjects once and predicates twice.

            You wonder why you’re supposed to teach gerunds and participles to kids
            who haven’t yet mastered starting a sentence with a capital letter.

If you checked two or more of the items, the ideas below are just for you. They are dedicated
to all the English teachers in America who secretly—or not so secretly—hate teaching grammar.

• Try bribery. No, this doesn’t mean passing out chocolate chip cookies for correct answers.
  It means getting your students to agree to this offer: less time on grammar in exchange for
  their complete attention and effort.
      When you start a unit on, say, adjectives, explain that there are two ways to handle the
  unit: (1) The class can study adjectives for weeks and weeks. During that time the students
  can stare into space, yawn, write notes, surreptitiously do their algebra and endlessly repeat
  phrases like, “I hate this stuff!” and “Why do we have to do this, anyway?” Or (2) The stu-
  dents can agree to concentrate, learn what they are supposed to learn, and be done with
  adjectives as quickly as possible. Agree that you will spend only a short amount of time on
  grammar—if the students cooperate— and then go on to something more interesting.
      It is helpful to set a goal with the students—for example, to cover Chapter Two in the
  book and pass a test by Friday.

• Do mini-units all year long, rather than long sessions on grammar. For example, spend a
  day or two on prepositions; then go on to something else. In a month, do another day or
  two on prepositions. Repetition in small doses helps avoid burnout—and helps students
  remember better, as well.

• Keep a sense of perspective. You can spend weeks studying objective and nominative cases,
  hoping to get students to understand how to use who and whom correctly. But why take so

   much time? Many believe the distinction between the two words is fast disappearing. It
   may be better to just touch upon the topic, especially for the benefit of your skilled writers,
   and then spend more time on something more important.

• Don’t confuse grammar with mechanics. Students should know how to punctuate and capi-
  talize correctly. However, they don’t need to know much grammar in order to do so. For
  example, suppose you want students to learn that they should use a comma with a coordinat-
  ing conjunction in a compound sentence. You can spend time teaching them coordinating
  conjunctions, more time teaching them compound sentences, and even more time teaching
  them the rule. Or you can take a different approach that is likely to be more effective.
       Show the students a list of compound sentences, all punctuated correctly. Have them
  try to figure out what the sentences have in common. Help them come up with a guide-
  line—in words they can understand—for punctuating similar sentences. (For example, they
  might come up with something like this: Sometimes writers connect two whole sentences
  with the words and, but, or, for, or nor. When they do that, they need a comma right before
  the connecting word.) Have the students make up similar sentences of their own, punctuat-
  ing them correctly.
       Another effective method of teaching mechanics is to use examples of incorrect sen-
  tences from student papers. Jot down incorrect sentences as you grade papers. Then, once
  a week or so, put four or five of the sentences on the overhead, without names. Go over
  the sentences with the students, helping them to see the mistakes. Then give them some
  new sentences with the same errors and have them try to correct these sentences on their
  own. Repeat this lesson frequently throughout the year, and you will cover just about every-
  thing your students are ready to learn about mechanics and punctuation.

• Don’t take the grammar book too seriously. If yours is like most, you can poke fun at a
  number of things. For example, the sentences in the exercises are often excruciatingly dull,
  dated, or even rather bizarre. Don’t be afraid to laugh at them. I once found myself shak-
  ing my head at some sentences about frozen vegetables in a grammar book. I wondered
  why on earth the textbook authors thought such a subject would be interesting to ninth
  graders. I said as much to my students and, surprisingly, found them paying more atten-
  tion after that. It became a game to find and point out sentences just as boring as the
  frozen vegetable sentences. The game helped many students keep from completely tuning
       Another thing you can laugh at is the way the explanations and rules are often written.
  It sometimes seems as if the book is trying to make things as difficult as possible.
  Challenge your students to rewrite material so that it makes sense to young people. For
  younger students, try introducing an imaginary character like Seymour Fendlehessy, the

   worst English student in the world. Have the students rewrite a lesson in the book so that
   even Seymour can understand it. To do that, of course, the students will be forced to pay
   close attention, sorting out the material first for themselves.

• Students are bound to complain about all the exceptions to the rules. Try telling them this:
  “This rule or guideline won’t work all of the time, but it will work about 95% of the time,
  which isn’t bad. And by the way, 95% is an A.”
      Or, if you are brave, have them try to look for exceptions to the rules. It will help them
  pay attention.

• Trust your instincts. If something seems impossible for your students’ skill level, it probably
  is. Don’t try to do the impossible.

• Don’t get bogged down in rules. Students aren’t likely to remember rules. Instead, they
  need a “feel” for doing things correctly.
       For example, I once tutored remedial writing students on a college campus and had a stu-
  dent whose writing was simply terrible—a hodgepodge of sentence fragments that made little
  sense. The boy couldn’t understand what was wrong, and yet he knew this rule well: A com-
  plete sentence has both a subject and a verb. The problem was that he found subjects and verbs
  everywhere. He thought every noun he saw was a subject. He saw gerunds and thought they
  were verbs. He found verbs in subordinate clauses and thought the clauses were complete
  sentences. He knew the definition of a sentence, but he had no sense or feel for a sentence.
       I had to unteach the boy, insisting that he forget the definition he knew so well.
  Instead, I had him read aloud lists of sentences, then lists of fragments. Almost immedi-
  ately, he heard the difference. He couldn’t explain the difference, but he heard it. After
  more practice in just hearing the difference, he was able to distinguish between complete
  sentences and fragments. Soon he eliminated the problem he had been having with sen-
  tence fragments, and his writing quickly improved.

• Try not to feel frustrated that your students have so much trouble with grammar. Students
  have trouble learning something before they are ready for it, and perhaps elementary, mid-
  dle school and junior high students today just aren’t ready for grammar. Let’s face it;
  today’s video game generation has little experience with the written word. Often our stu-
  dents are struggling with the very basics of writing while we are trying to teach them to
  identify participial phrases and subordinate clauses.
      Perhaps the study of grammar needs to be limited to older students who have already
  mastered the basics of composition. Children learning to talk don’t have to analyze what
  they are doing. Perhaps children learning to write need the same freedom.

                                                   Name ______________________________________________________________________

Prepositions Are Boring Words
Prepositions are boring words. Of, on, after, into and with are all prepositions, and they are not
very interesting. Interesting words are words like giggle, millionaire, crunch, Mars, pizza, howl,
wow, gigantic or puppy. Interesting words are never prepositions.
    Although prepositions are boring words, they are also very important words. They are
everywhere. Look at this list of frequently used prepositions:

              about • above • across • after • against • along • among
             around • at • before • behind • below • beneath • beside
                    between • beyond • by • during • for • from
                  in • inside • into • like • near • of • off • on
                over • out • through • to • toward • under • until
                           upon • with • within • without

     These are words that we see, read, hear and say a lot. They aren’t very exciting words, but
they certainly are useful. We use prepositions primarily to show relationships between words.
What does that mean? It means that a preposition can show where something is in relation to
something else.
     For example, imagine a desk. Now imagine a book. Where could that book be in relation
to the desk? It could be on the desk, in the desk, beneath the desk, near the desk, above the
desk, beside the desk, below the desk, etc. On, in, beneath, near, above, beside and below are
prepositions showing where the book can be in relation to the desk. Another way to think of
it is like this: A preposition often shows the position of something.
     Important hint: One of the most commonly used prepositions is of, which just doesn’t fit
the description of a preposition very well at all. You just need to remember that of is one of
the most common (and most boring!) prepositions of all.

Practice with prepositions.
1. Use all of the prepositions in the list above in sentences. However, see how few sentences
   you can use. Can you use them all in just seven sentences? Five sentences?

2. See if you can write five sentences about a person—but without using any prepositions. Make
    each sentence at least seven words long.

Prepositional phrases. A preposition usually needs to be completed. It isn’t enough to say
beyond or near or without or through. Beyond what? Near what? Without what? Through what?
    Prepositions need to be completed because they usually occur in prepositional phrases. It’s
not enough to say the keys are in. In what? If they are in the car, you have a prepositional
phrase. A prepositional phrase begins with a preposition and ends with a something, i.e., a
noun. The phrase includes all the words in between that preposition and the noun.
    For example, we might say, “The keys are in the new car,” or “The keys are in the shiny
new car.” In the new car and in the shiny new car are both prepositional phrases. If we say, “The
keys are in the car with the sun roof,” we have two prepositional phrases. Can you tell what
they are?
    Here are some more examples of prepositional phrases:

       over the rainbow                  in my shoes                       of the United States
       with the principal                after the dance                   inside a cardboard box

    Prepositional phrases often occur in “strings,” one right after the other. Can you pick out
the prepositional phrases in the following string?


More practice with prepositions. Find the prepositional phrases in the sentences that follow.
(Not all sentences have them.) Remember—a prepositional phrase begins with a preposition
and ends with a noun. Put each prepositional phrase in parentheses, like this: I pledge alle-
giance (to the flag) (of the United States) (of America) and (to the Republic) . . .

1. Joshua sat at a desk at the back of a math classroom.

2. He ignored his teacher and stared at the girl in the next row, who was sitting beside a win-
   dow and doodling in her notebook.
3. The girl had a rose tattoo, brown hair with a barrette in it, and a nice smile.

   (Hint: A, an and the are boring words, but they are not prepositions. They don’t show a
   relationship. And is not a preposition either. Check your work so far. Have you marked any
   of these words as prepositions? If so, correct your work.)

4. Suddenly the girl turned and smiled at Joshua.

5. Joshua smiled back and winked.

6. The teacher said, “Joshua, why don’t you stop flirting and concentrate on page 21?”

7. Joshua scowled and looked back at his book.

8. The girl smiled, turned the page of her notebook and started writing a note to Joshua.

9. That night Joshua’s math book sat at home by itself on the floor of his closet.

10. At the local Pizza Hut, Joshua sat beside a girl with a rose tattoo. They were eating a giant
    pizza with pepperoni and mushrooms.

                                                                 Name ______________________________________________________________________

Activities with Adjectives
Did you know that nearly everything you say or write is filled with adjectives? Adjectives are
everywhere, adding interesting spice, color and flavor to our language. If you write a note to a
friend about a funny movie you saw, you are using an adjective. If you complain about a boring
class, you are using an adjective. If you ask for chocolate milk at lunch, you are using an adjec-
    So what are adjectives? Adjectives are describing words. They describe nouns. They give
more information about nouns. Where do you find adjectives? An adjective most commonly
appears before the noun it describes. Look at the examples below.

         fluffy kitten                             fluffy, gray kitten                              a fluffy, gray kitten

    (Note: A, an and the are always adjectives. Sometimes they are also called articles or article
adjectives. When you see a, an or the, you know that a noun is coming up.)

  A.         If a word is an adjective, it will usually sound right if you say it before the noun
             you think it describes.

             Yes:       lively puppy        sleepy puppy
                        frisky puppy        Joshua’s puppy

             No:        trouble puppy

             (Although a puppy may be a lot of trouble, trouble isn’t an adjective because, all
             alone, it doesn’t describe the puppy. It also doesn’t sound right to say “trouble

  Think of four adjectives to describe the halls of your school.
  ______________________ halls   ______________________ halls        ______________________ halls        ______________________ halls

  Think of four adjectives to describe a car.
  _______________________ car    _________________________ car         ________________________ car       ________________________ car

  B.       See if you can find the adjectives in the following sentences. Underline each
           adjective and draw an arrow to the noun it describes.

  1. A green dragon climbed into the dark castle and kidnapped the beautiful, sleeping

  2. A giant, fuzzy spider was crawling in Chad’s hair.

  3. The tall, handsome boy wearing a brown leather jacket walked into the math class-
     room and smiled at Denise.

  C.       Underline all the adjectives in the following paragraph. (Hint: There are 21,
           counting the article adjectives and the possessive pronouns used as adjectives.)

      Michael and his date sat down near the back of the movie theater. He smiled at her as
  they shared a giant-sized box of buttered popcorn and two small Cokes. The overhead lights
  faded, and they turned their attention to the wide screen. Then Michael heard a familiar voice.
  “Hi!” whispered his little sister and her best friend, slipping into the seats right behind him.
  Michael groaned and muttered, “Why me?”

  D.       Write a paragraph about a musical group or a television show that you like. How-
           ever, see if you can use no adjectives, except for a, an and the.

  E.       Sometimes an adjective occurs after the noun it describes.

           Mary is brave.
           Joe looks puzzled.
           I am tall.

      Write five sentences with adjectives occurring after the nouns they describe. (Hint: If
  you have trouble, try using some of these verbs in your sentences: is, am, are, was, were,
  looks, feels, tastes, seems.)

  F.       Cut out an article from a newspaper. Underline ten adjectives in the article.

  G.       See if you can write one sentence with ten adjectives in it.

  H.       Write a menu for a party, using at least ten adjectives.

           tomato soup
           French bread

  I.       Make a poster. Look through magazine and newspaper advertisements and cut
           out ten sentences with adjectives that describe various products. Arrange the sen-
           tences on your poster, along with pictures of the products, and underline all the


Using Quotation Marks
An Introduction

        This is Linda.                   This is David.                          This is a cat.

   Linda likes cats and David does not.

   Now let’s put all this information together into a cartoon.

  It’s easy to see what each character above has said. The “balloons” coming out of their
mouths contain their words.
  Now let’s take David and Linda out of the cartoon and put them in the middle of a story:

       “Oh, what a beautiful cat!” said Linda. “I love cats. They are so smart and independ-
       “Ugh!” David frowned. “Get it away from me. I hate cats. They are so unfriendly and
       “Meow,” said the cat.

    We no longer have balloons to indicate who said what. Instead we have quotation marks to
help us. The quotation marks are used in much the same way as the balloons. They enclose a
speaker’s words, and to do that they must always come in pairs.
    Of course Linda didn’t say the words said Linda. That’s why these words are not enclosed
by quotation marks. She did say, “Oh, what a beautiful cat!” That’s why those words begin and

end with quotation marks. Quotation marks are used only around the words that a character
actually speaks.
     Notice that quotation marks are not used around every sentence. One set of quotation
marks goes at the beginning of a character’s words; another set isn’t needed until the words are
interrupted with material like he said—or when the character is finished speaking.
     Notice also that the paragraph changes each time the speaker changes. The first paragraph
is indented because Linda is speaking. A new paragraph begins when David begins speaking.
Another begins when the cat “speaks.” New paragraphs make it easier for the reader to follow
the conversation, especially if it is a long one.

Direct and indirect quotations. When you use a character’s exact words, you are using a direct
quotation. Sometimes, however, we tell what people say without using their exact words. Then
we are using an indirect quotation. Let’s look at an example.

        Linda saw a cat and said that she thought it was beautiful. She loves cats. David,
        who hates cats, told Linda to get the cat away from him. He thinks cats are
        unfriendly and stubborn. The cat just meowed, expressing no opinion on the subject.

Here we know the ideas Linda and David are expressing, but we don’t know their exact words.
These indirect quotations do not need quotation marks. Here’s another example.

        Indirect:       He told her he loved her.
        Direct:         “I love you,” he said.

    Look at the items below and decide which ones are direct quotations and which ones are
indirect quotations. Put an “I” beside each indirect quotation. Put a “D” beside each direct
quotation and add the quotation marks needed. Remember, quotation marks always come in

1. __________________ Jim’s mother said she would ground him for a month if he didn’t clean his
                     room right away.

2. __________________ Jim’s mother said I will ground you for a month if you don’t clean up this pig-
                     pen of a room. Today!

3. __________________ My sister always wants anchovies on her pizza said Kristen. The rest of us gag at
                     the smell of them.

4. __________________ I hate boys who are conceited remarked Melanie. I also hate it when they show
                     off all the time.

5. __________________ Julie said she was going to go out for basketball, but her father said she would
                     have to bring up her grades first.

6. __________________ Greg was at the mall Friday night when he saw a girl he liked. He asked her to
                     go get some frozen yogurt with him, and she said she would.

7. __________________ Michael didn’t have much confidence. I’m going to flunk. I’m going to flunk.
                     I’m going to flunk, he repeated over and over to himself as he took the math
8. Write an indirect quotation about a movie. Make the speaker a girl named Kaylie.

9. Write a direct quotation about a movie. Make the speaker a boy named Scott.

10. Write a short conversation between Scott and Kaylie, having them discuss a movie.


The Apostrophe
                                  What is an apostrophe?
“Apostrophe” is a big word, but it is a name for something very small. It is the name for a kind
of punctuation mark. Let’s take a look at an apostrophe:

That’s it. An apostrophe is just one little mark. But perhaps you are thinking, “It looks just
like a comma.”
    So it does, at least as it appears above. That’s because it’s just hanging there, in the middle
of nowhere. If it were in a line of print or handwriting, it would be easy to see the difference.
A comma is written at the bottom of a line of print or writing. An apostrophe, on the other
hand, occurs above the line of print. Look at the examples that follow:

        Comma:          Bill lived in Portland, Oregon.
        Apostrophes:    Bill’s mother didn’t live in Portland.

What do you do with an apostrophe? Apostrophes are very important marks of punctuation.
Best of all, they are easy to learn. Here we are not going to learn about every possible, unusual,
once-in-a-lifetime use for the apostrophe. Instead, we are going to learn the basics about this lit-
tle mark. If you learn these basics, you will know all you need to know about apostrophes for
about 95% of the writing you will ever need to do.

There are two main uses for the apostrophe. Apostrophes have two main uses. They are
used for (1) contractions and (2) possessives. Contractions and possessives are long names for
some simple ideas. Let’s look at these words one at a time, starting with contractions.

What are contractions? Contractions occur when we contract two words into one. For exam-
ple, most of us wouldn’t say, “We are going to walk downtown.” Instead, we would say, “We’re
going to walk downtown.” We contract we and are into a new word, we’re. The apostrophe
indicates that we left something out, in this case the letter a.
    That is the first use for an apostrophe.

             In a contraction, an apostrophe is used to indicate that letters are left out.
                       The apostrophe takes the place of the missing letters.


    Here are some more examples of contractions: he’s, doesn’t, aren’t. Write four more contrac-
tions in the spaces below:

1. __________________________   2. __________________________   3. __________________________   4. __________________________

What are possessives? When something is ours, we possess it. To possess means simply to
own or to have. When we write, we often use an apostrophe to indicate possession. For exam-
ple, let’s say that a girl named Katie has a cat. When referring to that cat, we might say,
“Katie’s cat.” See that apostrophe? You might think of it as “hooking” Katie to what she owns.
The apostrophe and the “s” connect Katie and her cat, indicating ownership.
    Here are some more examples of an apostrophe and an “s” indicating that someone has or
owns something:

           the police officer’s badge                  Bob’s stereo
           my mother’s secretary                       the teacher’s grade book

    Sometimes it is not a person who owns or has something. For example, you might write
about the factory’s cooling system. The apostrophe and “s” indicate that the cooling system
belongs to the factory. Or you might write about the book’s title page or the painting’s frame or
the truck’s headlights.
    Sometimes the “thing” that is owned or possessed is not something you can see. Some-
times it is a quality or an idea. For example, we might write about John’s love for Mary or Car-
olyn’s idea for the skit or Mark’s goal for the game.
    Let’s review the second use for an apostrophe.

                                An apostrophe is used to indicate possession.

Practice writing possessives. Rewrite each of the phrases below so that you use an apostro-
phe with an “s” to show possession.

     Example:          the car that belongs to John
                       John’s car

1. the new dress that belongs to Tammy

2. the anger Mary has toward Bill

3. the capital of the nation

4. the puppy that belongs to the child

Plural nouns. So far, we have been talking about singular nouns—in other words, one person
or thing owning something. What happens when you talk about plural nouns? In other words,
what happens when more than one person or thing owns something?
    The answer is, “It depends.” Sometimes you add an apostrophe and an s. Sometimes you
add just an apostrophe. There’s a very easy way to tell which to do.
    First, ask yourself, “Who owns or has this?” Then look at the answer. If the word does not
end in s, add an apostrophe and an s. If the word does end in s, simply add an apostrophe.
    For example, suppose we want to write about clothing for men in a department store, and
we don’t know whether to write mens’ clothing or men’s clothing. First we would ask, “Who
owns or has this clothing?” The answer would be the men. Men does not end in s, so we would
add an apostrophe and an s, like this:

                                            men’s clothing

   But suppose we wanted to write about a bicycle that belonged, jointly, to two boys. We
would ask, “Who owns or has this bike?” The answer would be the boys. Because boys already
ends in an s, we just add an apostrophe, like this:

                                            the boys’ bicycle

    Don’t make this more difficult than it needs to be. In other words, don’t do anything but
add an apostrophe or an apostrophe and an s. For example, if you want to write about the tro-
phies that belong to a family, you would write the family’s trophies. You would not do any-
thing else, like change the y to i and add es. Again, all you do is add an apostrophe, or an
apostrophe and an s.

More practice writing possessives. Rewrite each of the phrases below so that you use an
apostrophe with an s, or just an apostrophe to show possession.

   Example:     books that are for children
                children’s books

1. a Christmas party for the family

2. a large crib shared by two babies

3. a Christmas party for three families

4. a locker shared by two students

5. the department for women

The apostrophe disease. Beware! There is danger in studying apostrophes. After they study
apostrophes, many students catch the apostrophe disease. In other words, they start throwing
apostrophes everywhere, whenever they see the letter s. They write about having two sister’s
and two sweater’s and a bunch of pencil’s. One student even wound up writing the word is as
     Please be careful not to catch this disease. Apostrophes do not belong everywhere. They
belong only in contractions and in words that indicate possession. If you are in doubt about
possession, ask who owns what. Examples: Joanie’s car. (Does Joanie own the car? Yes. Joanie’s
is a possessive.) The chairs’ in the room? (Do the chairs own the room? No. The phrase should
read simply the chairs in the room—with no apostrophe.)

                                                                                         Teacher Instructions

Teaching Sentence Structure
Without Teaching a Lot of Rules
Students can learn a great deal about sentence structure without learning a lot of definitions
and rules. The following lesson is designed to do several things:

   • to help students see that sentences have patterns
   • to help students recognize some basic sentence patterns, but without using
     grammatical terminology
   • to give students practice in writing complete sentences
   • to help students see how commas fit into some basic sentence patterns

1. Put the following sentences on the board or on an overhead transparency:

   • Meredith ate a hot fudge sundae.

   • Meredith ate a hot fudge sundae with nuts and whipped cream.

   • Meredith ate a hot fudge sundae with nuts and whipped cream and a cherry on top.

2. Explain that sentences can be like rivers—they flow. Often they flow without bumping into
   anything. The three sentences above are like that; they flow without bumping into any-
   thing. For purposes of this lesson, we will call sentences that flow, with no interruptions,
   main sentences.

3. Explain that sometimes “stuff” interrupts the flow of a main sentence. That “stuff” can
   come anywhere in the sentence—at the beginning, in the middle, or at the end. The “stuff”
   is separated from the main sentence with a comma or commas. Show your students the fol-
   lowing examples:

   • Interruption at the beginning of the sentence:
     Knowing that she would ruin her dinner, Meredith ate a hot fudge sundae.

   • Interruption in the middle:
     Meredith, knowing she would ruin her dinner, ate a hot fudge sundae.


   • Interruption at the end:
     Meredith ate a hot fudge sundae, knowing she would ruin her dinner.

   Prepositional phrases at the end of a sentence are considered part of the main sentence.
However, if a prepositional phrase occurs out of its natural order and introduces a sentence,
then it is considered introductory “stuff.” Show your students the following examples:

   • Main sentence:
     James left for school with a can of Pepsi in his jacket pocket.

   • Interruption at the beginning:
     With a can of Pepsi in his jacket pocket, James left for school.

4. Have the students find the main sentence in each example below:

   • Racing down the hall as fast as he could, Jeremy tried to make it to his first period class
     on time. (Main sentence: Jeremy tried to make it to his first period class on time.)

   • Robert went to the movie early, hoping to get a seat near the front. (Main sentence:
     Robert went to the movie early.)

   • Stacie’s little sister, who was a tattle-tale, ran outside before Stacie could strangle her.
     (Main sentence: Stacie’s little sister ran outside before Stacie could strangle her.)

5. Have the students complete Part A of “Sentence Structure” (page 139). After going over
   Part A, introduce students to sentences that contain two main sentences (compound sen-
   tences). Then have the students complete Parts B and C.

 Note: The concept of “main sentences” is useful only in helping students see patterns in
 sentence structure. Don’t analyze it too much or ask for perfection. Most students will catch
 on quickly and, as a result, have a better understanding of how sentences are constructed.


Sentence Structure
Part A
Underline the main sentence in each sentence below. (Remember: If a sentence has no “stuff”
interrupting it, the whole thing is the main sentence.)

1. The students at Washington Junior High, which is located on the south side of town,
   scored well on the district physical education test.

2. Using her parents’ car for the first time since she got her license, Tammy drove her friends
   to the dance.

3. Smiling at the class, the speaker began his talk with a joke.

4. The first grader eagerly walked to school with his mother.

5. The storm raged across the city, causing the superintendent to cancel school.

6. A dead frog lay on the table in biology class, waiting to be dissected.

7. Jason worked hard to improve his grade in science.

8. When Maria opened the door to her closet, dozens of boxes crashed to the floor.

9. My best friend Linda, seeing that the best-looking boy in the school was standing beside
   the water fountain, decided that she was dying of thirst.

10. Overwhelmed by all the new faces, the new student walked into the classroom, trying not
    to look as nervous as he felt.

Check your work from Part A before you go on to Part B.

Part B
Sometimes two main sentences can occur together in the same sentence, held apart by one of
these words: and, but, or, for, nor (and sometimes yet or so). As you underline the main sen-
tences below, see if you can find the sentence with two main parts.

1. Cruz dropped his books all over the floor.

2. Angela’s favorite teacher, Mr. Garcia, was just elected teacher of the year.

3. Steve sat quietly at his desk, his eyelids drooping.

4. When Melanie walked into the kitchen, her mother sat at the table, the newspaper spread
   out in front of her.

5. To tell you the truth, most teachers don’t particularly like to grade papers.

6. Most students, on the other hand, secretly enjoy homework.

7. Jo Ann went to the game, and there she bought a huge tub of popcorn.

Part C
Now write some sentences of your own, following the instructions below.

1. Write a sentence with interrupting “stuff” at the beginning.

2. Write a sentence with interrupting “stuff” in the middle.

3. Write a sentence with interrupting “stuff” at the end.

4. Write a sentence with two main sentences in it.

                                                                                         Teacher Instructions

The Semicolon
The following lesson is both a lesson in thinking and a lesson in how to use semicolons. Stu-
dents themselves examine material and, with teacher guidance, form and test a generalization
about the primary use for the semicolon. Then they practice using what they have learned.

1. Make a transparency or photocopy of “Impress Someone; Use a Semicolon” (page 143).
   With the class, read aloud the introductory material. Then ask the students to look carefully
   at the sentences in Section A as they read them aloud, looking for what they think the sen-
   tences have in common.

2. List their answers, trying not to judge whether or not their observations are correct. (Kinds
   of responses students might make: All end in periods. All have subjects and verbs. On each
   side of the semicolon, there is a complete sentence. Each side is about the same length. All
   the sentences could have periods where the semicolons are. Each half of each sentence is
   about the same subject as the other half. None of the sentences have little words like and,
   but, or, for or nor connecting them.)

3. Ask the students whether or not they think any of the observations listed are incorrect.
   Eliminate any that the class, as a whole, thinks should be eliminated.

4. Next, give this instruction: Using the information from the list you have just made, take a
   few minutes and see if you can make up a general rule to explain how to use a semicolon.
       Have the students work individually for several minutes on this task; then have them
   share their results. (Kinds of responses students might make: Use a semicolon when you
   think two sentences kind of go together, but a comma isn’t enough. Use a semicolon when
   you want to connect two closely related, complete sentences that each stand alone. Use a
   semicolon when there is no and, but, or, for, or nor connecting two sentences that are on
   sort of the same topic. Use a semicolon when you could use a period, but the sentences
   seem to go together.)

5. Choose (or let the students choose) one rule to work with. Ask if there are any modifica-
   tions the students would like to make to the rule before they test it. Write the finished rule
   on an overhead transparency.


6. Have the students look at the sentences in Section B, which show semicolons used incor-
   rectly. Give this instruction: All the sentences in Section B show semicolons used incor-
   rectly. If the rule you just made up is correct, each of these sentences should violate that
   rule in some way. Do they? If so, how? Do you want to make any modifications to your

7. Have the students do one last check. The sentences in Section C show sentences with
   semicolons used correctly. Ask the students to check to see if their rule holds up with these
   sentences. By this time, the students should have arrived at a rule something like this: A
   semicolon can be used between two complete sentences that are closely related in subject
   matter. The part to the left of the semicolon should be able to stand alone; the part to the
   right of the semicolon should be able to stand alone as well. (You may need to point out
   that the semicolon actually takes the place of a period or a connecting word like and, but,
   or, for or nor. Students should also have noticed that a capital letter is not used after the
   semicolon, unless, of course, the following word is a proper noun.)

8. When everyone (including you!) is satisfied that the rule holds up, pass out student copies
   of “Practice with Semicolons” (page 144). Have the students copy the rule in the space pro-
   vided. Then have them complete the worksheet, using their new rule as a guideline.


Impress Someone; Use a Semicolon
Semicolons are impressive; not many people know how to use them correctly. However, there
is a little-known secret about the semicolon: it is an easy punctuation mark to learn to use. It
can be used in several ways, but it has one primary use—which you will soon discover for your-
     Here is what a semicolon looks like:
                             (like a comma with a period above it.)

Section A (semicolons used correctly)
1. John wanted to rent the DVD Pirates of the Caribbean; Jenny wanted to rent The Sisterhood
   of the Traveling Pants.
2. Today I’m going to make my plans; tomorrow I’m going to act.
3. Jeremy adored his little sister Shelly; in fact, he spoiled her rotten.
4. Sam puzzled over the decision for days; he simply couldn’t make up his mind.
5. Nicole was hoping Michael would ask her to the dance; however, she agreed to go with
   David when he asked her.

Section B (semicolons used incorrectly)
Wrong:      1. There are several ways to ask someone for a date; a phone call, a written invita-
               tion, a simple question, begging.

Wrong:      2. I never want to see you again; and I wish you would go jump in a lake.

Wrong:      3. He raced to the finish line; sweat pouring down his face.

Wrong:      4. I hate apricots; I’m going to get a new coat for my birthday.

Section C (semicolons used correctly)
1. He begged his father to buy him a new car; however, his father refused.
2. Cream the butter and brown sugar; add the milk to the mixture and beat well.
3. She wants to be president of the United States when she grows up; she also wants to be a
   quarterback and a princess.
4. Mr. Cabella loves to watch “Dancing with the Stars” on Monday nights; on Sunday nights
   he loves to watch “Desperate Housewives.”


Practice with Semicolons
Semicolon rule or guideline decided upon by the class:

   Using the rule above, put semicolons wherever appropriate in the sentences below. (Note:
some sentences may not need semicolons at all.)

1. Elizabeth loved Scott Scott loved Karen.

2. John wanted fish, but Casey wanted hamburgers.

3. Emily knew she should be studying for her history test however, she really wanted to pull
   the covers over her head and go to sleep.

4. I never saw a purple cow I never hope to see one.

5. Marie likes to do the dishes right after dinner her husband Michael likes to put them off
   until morning.

6. Marie thinks Michael should have to scrub the dried food off the dishes when he insists
   on leaving them until morning, but he thinks they should just buy new dishes.

7. Teachers are wise students are not.

8. Students should not become upset about sentences like #7.

Now write three sentences of your own, correctly using semicolons. Make the sentences about
anyone or anything mentioned in items 1-8, above.


Thank Heaven for Pronouns
Be grateful for pronouns. Imagine how boring and repetitive our language would be if we didn’t
have those noun stand-ins like you, he, she, they, me, your, his, hers, theirs, etc. Here’s how
things might sound:

       Jack was walking with Jack’s cafeteria tray when Jack saw Raina sitting at a table
   with an empty chair beside Raina. Jack smiled at Raina, and Raina smiled back. Jack
   asked if Jack could sit down with Raina. Raina smiled shyly and said, “Sure.”
       Jack and Raina ate quietly for a moment, and then Jack said, “Would Raina like
   some of Jack’s Tater Tots?”
       Raina said, “Yes.” Then Raina said, “Raina’s friends are having a pizza party for
   Raina’s birthday on Friday. Does Jack want to join Raina and Raina’s friends?”
       Jack said, “Sure. Jack thinks going to Raina’s party sounds great.”
       Patrick was sitting beside Jack and Raina. Patrick couldn’t stand it anymore. “Please
   use pronouns!” Patrick yelled. “Stop sounding like idiots!”

   Rewrite the paragraph above so that it includes pronouns. Underline each pronoun that
you use.
   Then add a paragraph that tells what happened after Patrick yelled. Use at least 10 pro-
nouns in your continuation of the story.

for Different
                                                                                         Teacher Instructions

This Year, I Hope
As you begin a new school year with your students, ask them to think about their hopes,
dreams and goals for the next year. Explain that you are going to ask them to write something
to be turned in and used later but that no one else will see without their permission. Then ask
each student to complete the following sentence, in at least ten different ways:

   This year, I hope…

     After students have listed at least ten of their hopes, ask them to study their lists. Which
hopes are impossible hopes? Which hopes might come true? Which hopes depend completely
upon the actions of others and are thus out of the students’ control? Which hopes could their
action, or lack of action, possibly help to come true?
     Ask students to write a paragraph or two about their hope lists. What do they think their
lists tell about themselves, about their lives, about the world around them?
     Have students fold their papers in half and staple them shut, placing their names on the
outside. (Or bring envelopes and have the students put their letters inside, addressing the enve-
lopes to themselves.) Explain that you will save the papers to be given back to the students dur-
ing the last month of school.
     At the end of the year, pass back the lists and have students reread them. Ask them which
of their hopes came true and which ones did not. Ask them how much effect their own ac-
tions had upon whether or not their hopes were realized. Have the students discuss and/or
write about their reactions to reading what they wrote nine months earlier.


September Brain Strain
Can you earn at least 200 points by following the instructions below?

1. Write the word SEPTEMBER across the top of your paper, followed by the same word
   written backwards. You should have this written on your page:


2. Now write a sentence (or several sentences) with words that begin with the letters above, in
   order. (The first word in the first sentence must begin with s, the second word with e, the
   third with p, etc.) Try to use all the letters in as few sentences as possible.
   Scoring: If you are able to use all the letters in one sentence, give yourself 75 points.
               If you are able to use them all in two sentences, give yourself 60 points.
               If you are able to use them all in three sentences, give yourself 50 points.
               If you are able to use them all in four sentences, give yourself 40 points.
               If you are able to use them all in five or more sentences, give yourself 30 points.
   Score (subtotal): __________

3. There are six e’s across the top of your page. Write a sentence that uses at least six words
   that begin with e.
   Scoring: If all the words in your sentence begin with e, give yourself 60 points.
              If only one word begins with a letter other than e, give yourself 50 points.
              If two or more words begin with letters other than e, give yourself 40 points.
   Score (subtotal): __________

4. Write one sentence or more with words beginning with only the consonants across the top
   of your page, in order.
   Scoring: Follow the same scoring as in Item #2.
   Score (subtotal): __________

5. Repeat any of the steps above, using entirely different sentences, to earn more points.

TOTAL SCORE: __________

                                                  Name ________________________________________________________________________

Fears are a natural subject in October. Halloween, after all, has traditionally included many
frightening subjects, such as ghosts, witches, goblins, and monsters.
    Take a moment to think about fears. Then answer the questions below.

1. What are you, or people you know, afraid of? List some common fears in the space below.
   (Examples: spiders, heights, hospitals)

2. You probably listed fears that were on the lists of many others in your class. Now think a
   bit harder. What other fears are shared by many people your age? You might include silly
   fears, embarrassing fears, or very serious fears. (Examples: your mother coming to school
   wearing something weird, having someone break into your house, losing someone you

3. Now think about a time you were very afraid. (Examples: hearing noises late at night after
   watching a horror movie, being in a car accident) Try to recall details of the time you were
   very afraid. Jot down some details that describe how you felt at that time.

4. Can you think of any examples of things people perhaps ought to be more afraid of?
   (Examples: drunk driving, air pollution) Why should they be more afraid than they are?

5. Do dreams ever frighten you? What scares you the most? Do you ever have the same dream
   more than once? What details do you remember about an especially frightening dream?

6. Do your thoughts ever frighten you? Think of a thought that has frightened you, perhaps
   because it seemed evil, unkind, or upsetting in some other way. You may jot down the
   thought below, or you may want to keep it to yourself. If you keep it to yourself, see if you
   can describe why the thought was so frightening.

7. What other thoughts do you have about the subject of fear? Jot down any ideas that come
   to mind, and consider sharing your ideas with the rest of the class.

Writing about fear. Choose a writing topic based on the general topic of fear. Look over your
notes on these two pages, and think about what was discussed in class. Then choose one spe-
cific topic for your paper. Here are just a few ideas, but you will probably be able to think of
many more:

•   What Fears Have in Common
•   The Secret Fears of Teenagers
•   How Fears Are Different at Different Ages
•   The Most Frightening Few Moments of My Life
•   My Most Frightening Dream
•   What Scares Me Most About My Life
•   What Scares Me Most About the World
•   How Fear Can Be Useful


Not for the Squeamish
In October, newspaper ads and feature stories tend to take on a spooky quality, featuring gob-
lins, ghouls, ghosts, and other subjects not for the squeamish.
    Squeamish. Say the word aloud. Listen to it.
    Squeamish. It’s got an interesting sound. So do other words in our language that begin with

Your challenge. Put the 20 sq words below into an October newspaper-style story. Your story
must make sense, though it will probably have to be a bit farfetched in order to include all the
    Newspaper stories answer the questions Who? What? Where? When? Why? and How? They
often include a quotation of some kind by someone involved in the story or by an official
commenting on something about the story.
    Remember also that newspapers have limited space. See how short you can make your
story and still have it make sense. Good luck!

   1. squabble
   2. squad
   3. squalid
   4. squall
   5. squander
   6. square
   7. squash
   8. squeak
   9. squeal
   10. squeamish
   11. squeegee
   12. squeeze
   13. squelch
   14. squid
   15. squiggle
   16. squint
   17. squirm
   18. squirrel
   19. squirt
   20. squish

                                                  Name ________________________________________________________________________

No More Gore
You are a screenwriter specializing in horror films. However, the company that produces your
movies has been receiving a lot of criticism lately about the amount of violence in its films.
Bowing to public pressure, the company has just adopted a new policy: No more gore.
    That means your new assignment is going to be a real challenge. The company wants you
to write a script that (1) will be scary, (2) can be rated “G” and (3) has absolutely no “blood
and guts” scenes in it. You know you can write a movie to fit these requirements, even though
you are used to writing about chain saw massacres and hatchet murders. You will just have to
proceed slowly, step by step:

• First, think about what makes a movie frightening. For example, people often shriek in the
  theater when something or someone jumps out unexpectedly. What else scares people?
  Brainstorm a list of things that can frighten a movie audience.
• Next, imagine what your movie is going to be about. Who will be the main characters?
  Where and when will it take place? How will horror enter the story?
• Finally, write the opening scene, a scene that will get the audience interested—and fright-
  ened—right away. Describe what happens, including dialogue for any characters that speak.
  Follow a format something like the one you used for your previous movie, Killer Pigeon:

        The movie opens with a little girl and a little boy chasing butterflies in a meadow. The
   girl is about five years old, with long, black hair. She is wearing a pink, ruffled dress. The lit-
   tle boy is about the same age. He is wearing a suit and tie, but there is chocolate smeared on
   his face. We know it is late afternoon, for the sun is low in the sky, just about to go behind
   the mountains in the distance. The background music is the sweet sound of violins, coming
   from a wedding reception visible in the distance.

   LITTLE BOY:          I’m going to catch one before you.
   LITTLE GIRL:         No, you’re not! I’m going to be first!

        The little girl reaches up to grab a butterfly in her hand. Suddenly, there is a tremendous
   roar, something like the roar of a lion, only more mechanical sounding. The little girl freezes,
   staring into the distance. She doesn’t move. She doesn’t even blink her eyes. The little boy, on
   the other hand…

• For a real challenge, perhaps as extra credit or a special class project, finish your movie
  script. Make the script appropriate for a short film, ten to twenty minutes long.

                                                  Name ________________________________________________________________________

I’m Thankful forWeekends,
My Kitten, My Baby Brother’s Giggle…
Part I. Many people today believe that American society has become too materialistic. Grade
school children insist on the “right” brand of jeans or sneakers. Teenagers work long hours at
part-time jobs to pay for cars or to buy trendy clothes. Adults go into debt to pay for expensive
cars, homes, furniture, hot tubs, computers, vacations, etc. Some people believe Americans
today value things more than ideas, knowledge or even people.
     Do you agree or disagree that Americans today are too materialistic? Do you think that
young people are more or less materialistic than adults? Discuss your ideas with the class, and
listen to what others have to say. Then write a paragraph or two giving your views on the sub-

Part II. Thanksgiving is traditionally a time when people take a look at all they have to be
thankful about in their lives. Often they tend to look at the big things—their families, their
homes, their health, etc.
     For a change of pace, make a list of the little things in your life that you are thankful for—
nonmaterial things only. In other words, don’t list a new basketball or a new cell phone. Do
list items like these:

• the way my best friend always saves a seat for me on the bus

• my mom’s hug when I tell her about a problem

• the way Mr. Cornwall never makes me feel dumb in math for asking a question

• my friend Jamal’s jokes

• the way the second lunch lady in the cafeteria line always smiles and never gets grouchy
  like the others

                                                                                         Teacher Instructions

Thanksgiving “T” Time
For a Thanksgiving challenge, try this game. Announce a category. Then have students, in
small groups, list as many words as possible that begin with the letter t and fit the category. For
example, if the category is animals, groups might list tiger and tarantula.
    It is important to keep the game moving. As soon as you see students slowing down with a
category, change it. One to three minutes per category usually works well. Groups score one
point for each correct answer.
    Below are some categories to try:

1. Boys/girls names                                  24. Things you can do at a dance
2. Adjectives used to describe a roller coaster      25. Beverages
    ride                                             26. Sounds
3. Things people are afraid of                       27. Words that begin with trans
4. Foods that make your stomach turn                 28. Things you can do in the city
5. Adjectives used to describe basketball            29. Things you can do in the country
    player LeBron James                              30. Adjectives to describe the Empire State
6. Five-letter words                                     Building
7. Names of sitcoms                                  31. Things you don’t like about school
8. What you do on Saturday                           32. Things you do like about school
9. Verbs
10. Words that end in e
11. Adjectives your grandmother might use to
    describe styles she doesn’t like
12. What you do in physical education
13. What you might bring if you go camping
14. Things used in sewing
15. Adjectives used to describe a cowboy
16. “Nice” words to describe your teacher
17. Words that end in ly
18. Synonyms for junk
19. What you do on an average school day
20. Baseball terms
21. Modes of transportation
22. Things that are annoying
23. Games (indoor and outdoor)

                                                                                         Teacher Instructions

Curing December Doldrums
It’s hard to get students to concentrate on anything during December. Their thoughts are
often on the holidays, vacation, parties—anything but school. Composition work, like all work,
can be difficult at this time of the year.
     Try making things easy on the kids—and on yourself—by using all that holiday excitement
as a springboard for writing. For a week, have the students write for ten minutes or so each day
on a different holiday topic, choosing from the ideas listed below and adding ideas of your
own. (It’s a good idea to offer a choice of topics each day.)
     Explain that the audience for the daily writing assignments is ultimately going to be the
rest of the class. Take time to let the students talk about each topic before they begin writing.
     After five days of writing, have the students meet in groups of four to read each other’s
work. Each small group determines which piece in each person’s collection is the most interest-
ing to share with the class.
     Next, each group decides how it wants to present its four chosen pieces to the class. Differ-
ent individuals might read aloud the chosen papers—not necessarily their own. (Students who
die of embarrassment reading their own papers sometimes enjoy reading aloud someone
else’s.) A group might bring in an outside person, like the principal, to read a paper. Another
might choose to type papers, photocopy them and pass them out to the class. Some students
might want to record their papers, perhaps with appropriate sound effects or even videotape
someone reading each paper. Encourage the students to be creative in deciding how to present
their work.
     Don’t feel that you must grade all the papers; December is a busy time of the month for
you, too. Instead, enjoy the sharing that will occur in the class and, with luck, the real efforts
to communicate. If you must give a grade, try giving each group a grade on the effectiveness of
its final presentation (which, of course, will have included the students’ written work).

Writing topics
1. How did you find out the truth about Santa Claus? Explain. How did you feel? What
   did you do? What did you say? How did others around you react?
2. Describe the best gift you ever gave. What made it special? How did the person who
   received it react?
3. Describe the worst, funniest or most unusual gift you have ever received.
4. Think of someone close to you. Now describe the perfect gift for this person, the gift you
   would give if anything were possible.

5.    Describe the worst holiday you remember. What happened? What made it so bad?
6.    Describe the best holiday you remember. What happened? What made it special?
7.    If you could change anything about this time of year, what would it be? Why?
8.    What funny holiday stories are told in your family? Tell your favorite.
9.    Describe your holiday plans—the plans you wish you had.
10.   Describe holiday traditions in your family. Do you share traditional foods? Are there tradi-
      tions you follow, according to your family’s heritage? What about religious ceremonies, rit-
      uals, meals, games, gifts, etc.?

                                                                                         Teacher Instructions

Always Wear Clean Underwear
Mothers always have advice for their children. They tell them to wear clean underwear, in case
they are in an accident. They tell them not to speak with their mouths full. In answer to
“Everyone else is doing it,” they say, “If everyone else were jumping off a cliff, would you
jump, too?”
    In honor of Mother’s Day, ask your students to think about some of the words of advice
they have received from their mothers or from a mother figure in their lives. Brainstorm with
the class to make a list of things mothers always seem to say. This part of the activity can be
fun; don’t be afraid to laugh at the similarities that are bound to occur. Students may even
wonder if mothers everywhere have a book to consult, perhaps a book called What to Say if
You Are a Mother.
    Then ask students to think more seriously about advice their mothers give them. Ask
them, for the next week, to write down pieces of advice their mothers give them. Have them
spend some time trying to remember good advice from their mothers. Ask them to think of
times they followed their mother’s advice and it paid off—or times when they didn’t and
wished they had.
    At the end of the week, have everyone write a paragraph or two on “My Mother’s Advice.”
You might then put together a handout called “Advice from Our Mothers,” for students to
take home for Mother’s Day. You could include the advice the students brainstormed as a
group, as well as selections from the individual paragraphs.

Variation. After students finish writing about advice from their mothers, ask them to try the
same idea, focusing instead on advice from fathers. Then have them compare the two sets of
advice, discussing the differences between what their mothers tell them and what their fathers
tell them.
     Another idea is to have students interview their mothers, asking them to tell about the ad-
vice they got from their mothers when they were young. Have them discuss how advice from
the different generations is the same, and how it is different.

                                                  Name ________________________________________________________________________

Sports Mania
National Physical Fitness and Sports Month—May
In honor of National Physical Fitness and Sports Month, see how quickly and accurately you
can complete the items below.

1. List 20 different sports.

2. List 20 well-known athletes, 10 female and 10 male.

3. List 20 common terms used in sports. List the term and then the sport it is used in.
   (Example: batting clean up: baseball)

4. List 20 different well-known team names. (Example: Denver Broncos)

5. List 20 places where sports are commonly played. You may list general places like “a base-
   ball field” or specific places like “Yankee Stadium.”

6. List 20 things a person might have to do in a physical education class.

7. Make up a sports category of your own and list 20 items that fit the category.

                                                                                        Teacher Instructions

75 Ideas for the Last Month of School
1. Have the students write about how they have changed this year. What have they learned
   about themselves? Others? How have they grown? What goals have they met? If students
   kept journals or daybooks throughout the year, they might look through them for ideas.
   You might also ask students to consider how their writing itself has changed.
2. Plan a word game day. It might even be a reward for meeting specific classroom goals.
   “English” on page 177 is one suggestion for an absorbing game students will enjoy.
3. Plan an award day. Make certificates and give each student an award of some kind,
   whether serious or just-for-fun. Examples: best job of chewing gum without getting caught,
   most creative compositions, most improvement, funniest class comments, best excuse for
   not turning in work.
4. Have students practice descriptive writing. Spend fifteen or twenty minutes outside, having
   everyone just sit, observe and write about what they see, hear, feel, taste, smell. Students
   will enjoy both the fresh air and a legitimate excuse to be out-of-doors.
5. Plan a trip to Bermuda for the day after school is out. Think about Bermuda whenever
   things get tough.
6. Have each student rank this school year on a scale of 1-10 and tell why he or she chose that
7. Play “Hangman” or “Pictionary” or “Trivial Pursuit” when you have extra minutes before
   class ends.
8. Have a no-talking day where everyone—including you—communicates with writing, sign lan-
   guage (informal or formal), pantomimes, etc.
9. Take snapshots of your class and put them up on a bulletin board. Use them as prizes for
   end-of-the-year activities, but save one to add to a gallery display of all your past classes.
10. Have students bring in baby pictures for a display. Then have them write an early childhood
    memory. After several days of guessing who is who, post the compositions beside their
    authors’ pictures.
11. Give someone a break. Let a student turn in something late. Give someone the extra three
    points needed to earn an “A.” Accept a flimsy excuse. Hope (or even ask) that your kind-
    ness will be passed on to someone else.
12. Remember to smile more.
13. Have students write letters to themselves, to be mailed back in five years. Have each pro-
    vide a self-addressed, stamped envelope. One Colorado teacher does this every year, and
    students are delighted five years later to read their own thoughts about themselves.

14. Spend some time on oral communication. Pick an ordinary paragraph from a magazine.
    Then have students take turns reading the paragraph, altering the wording if desired, and
    pretending to address different audiences: a church congregation, an audience at a rock con-
    cert, a teachers’ meeting, etc.
15. Start an end-of-the-year journal to record your thoughts—positive and negative—about the
    previous nine months. Be sure to record your successes, no matter how small, and also
    include what you would like to do better on next year. Once you get into the habit of sum-
    marizing each year, you will be delighted to look back at your teaching record and see how
    you have changed, how you have improved.
16. Take a field trip. Take a lot of field trips.
17. Pretend that it’s January and do nothing at all out-of-the-ordinary. (Perhaps the students
    won’t notice it’s almost summer?)
18. Start each day with review questions from all year. Make a game or challenge of it.
19. Secretly do something nice for someone else in your school each day. It might be an anony-
    mous gift, a note of appreciation, a small favor. Giving something positive to someone else
    will help you feel more positive yourself.
20. Spend any remaining English department money on a belly dancer to entertain the kids.
21. Just kidding.
22. If you’re feeling brave, try “story time” with your junior high or even high school students;
    it can be great fun. Simply have the students take turns reading aloud children’s books,
    thus giving individuals a chance to “perform” and the class a chance to be entertained.
    (You might even serve milk and cookies!) Follow up by having the students write their own
    children’s books or stories.
23. Have students write about the two or three things they remember most about class this year.
24. Play popular music and have students pick out poetic devices—alliteration, rhyme, meta-
    phor, simile, etc. The students will be reviewing terms from your poetry unit and enjoying
    songs at the same time. (Let the students bring in the music, but screen the songs by insist-
    ing on seeing a written version of any song before you play it. Otherwise you might be in
    for some shocking surprises.)
25. Play a dictionary game. Each student uses the dictionary to find five nouns he or she
    doesn’t know. Then the student writes a multiple choice question about each noun, hop-
    ing to stump the class later. Sample question: Is a mastiff (a) a sail on a ship, (b) a dead
    butterfly, (c) a large dog, (d) a religious ceremony?
26. Get plenty of exercise. It will help your attitude.
27. Consider “forgetting” a set of papers if you get behind (which you will). It isn’t necessary
    to grade absolutely everything you assign.

28. Get in the habit of saving one of your favorite units until May each year. Your enthusiasm
    will help keep students interested in class.
29. Have the students write about “Little Things that Would Have Made this Class Better this
    Year” and “Little Things I Appreciated in Class this Year.”
30. Pat yourself on the back more. Practice saying, “Good for me, I graded all those papers.” or
    “Good for me, I didn’t lose my temper when Kelly asked me the same questions I’d just
    spent ten minutes answering.”
31. Videotape some commercials and do a unit on propaganda techniques. See if students can
    learn to recognize the propaganda techniques they see in commercials.
32. Take a crash course in stress management.
33. Treat the teacher’s lounge to fresh-ground coffee.
34. Invest in a portable fan. If your classroom is miserably hot, it may be worth it. You can
    even resort to bribery then, telling the kids that you will leave the fan on only as long as
    they are calm and on task.
35. Dress up a little. If you start appearing more and more casual as the weather gets warmer,
    you may be sending the kids a signal that things are really over for the year.
36. Avoid strangling anyone. It does not look good on your resume.
37. Make a game out of end-of-year drudgery like check-out sheets. (If you can think of a way
    to do this, please share. We all need to know.)
38. Take time for Warm Fuzzies Day. Give each student slips of paper, one for every person in
    class including yourself. Spend a quiet period in which each student writes at least one pos-
    itive thing—anonymously—about each person in class. Collect and screen the slips; then
    pass them out the next day. The students will love them.
39. Pick a great book and spend a few minutes each day reading aloud. Don’t be afraid to read
    aloud just because your students are out of elementary school. Junior high and high school
    students can surprise you.
40. Have the students write trivia questions about their school. Allow questions about teach-
    ers, the building, classes, or any person likely to be known by most students. Use the ques-
    tions as “fillers” for odd moments, or compile them for a “School Information Scavenger
    Hunt” for your class. You might even save the scavenger hunt questions to use with new
    students next fall, to help orient them to your school.
41. Stop berating yourself for the stack of papers you haven’t managed to file all year. Stop
    worrying that you will have to file them all neatly before you go home for the summer.
    Instead, put them into boxes to be filed next fall, when you are fresher. Perhaps by then
    you will even have the courage to close your eyes, grit your teeth and throw them all away.

42. Have each student write a “letter from my desk” to the unknown person who will sit in the
    desk next year. Have the students give advice, describe what to look forward to, tell about
    what to expect, etc. Then use the letters with your new students next fall.
43. Have some restless students clean out your middle desk drawer, boxing loose paper clips,
    dusting, tossing leaky pens. (Do a quick check first, though. No student needs to examine
    the plastic bag containing an extra pair of panty hose or the overdrawn notice from your
44. If you can, avoid doing anything “final” before the last day of school. For example, a final
    test given three days before school is out can set the wrong tone for the last three days.
45. When your class seems rowdy and out of control, think about the teachers whose classes
    are worse than yours. It won’t make your kids behave any better, but it will make you feel
46. Offer to give your principal some hands-on experience back in the classroom. Surely he or
    she would love to teach a class or two for a change, especially during the last week of
47. Try a discussion day. Have students sit in a circle and take turns completing sentences:
    “The best thing about school is…” “I’m afraid of…” One thing that worries me is…” Let
    students elaborate and discuss the comments after each round.
48. Lighten up. Remember that kids are kids. Too often we expect them to act mature, forget-
    ting that they aren’t supposed to be mature. They are kids.
49. Blank out the words in several cartoon strips and photocopy the cartoons. Have students
    write their own dialogue for the cartoons. Then have them transfer the dialogue to paper
    for practice in writing and punctuating conversation.
50. Introduce a unit on gerunds, infinitives and participles for the last week of school.
51. Do the above only if you are absolutely out of your mind.
52. Have a poetry memorization contest. With a selection of classics for students to choose
    from, see which team of students can memorize the most poems. (Weight the poems, giv-
    ing more points for longer ones, fewer points for shorter ones.)
53. Write a silly letter to the class, mentioning as many student names as possible. (If you do
    this frequently, you won’t have to get all their names in every time.) Fill it with errors of all
    types—spelling, capitalization, punctuation, run-ons, fragments, etc. Divide the class into
    small groups and see if any group can manage to correct everything in the letter.
54. If you keep a file of book reports students have made during the year, spend a period or
    two having the students make notecard-sized book covers to represent each book. Then
    post all the covers on a bulletin board, letting students see how much they have accom-
    plished over the year. (The covers will need to be small so that you have enough room.)

55. Give a lot of lectures about how school isn’t over yet and the kids had better shape up and
    improve their attitudes. (It won’t do any good, and you know that, but you will do it any-
    way. Because the kids hear the same thing all day long from all their teachers, perhaps you
    could pick a student to give the lecture for you now and then, just for variety.)
56. Don’t work on weekends.
57. If you manage the above, please take a bow.
58. Try to avoid having school-aged children of your own to come home to at night. Dealing
    with kids at home and at work is asking a lot of anyone.
59. Play “Newspaper Scavenger Hunt” in Surviving Last Period on Fridays and Other Desperate
    Situations (Cottonwood Press, Inc.) for three days. It keeps the kids absorbed and inter-
    ested, and it gives them practice in skim reading, following directions and working to-
    gether as a team.
60. Set up a fake incident. For example, have the principal come in and yell at you. Argue, get
    upset, and perhaps knock over a vase of flowers, spilling water everywhere. After the inci-
    dent, ask the students to write about what they observed. Read aloud several different ver-
    sions of what happened (They are likely to be very different). Talk about how our powers
    of observation are often less than accurate in emotionally charged situations.
61. Have speakers with “real life” jobs come in and talk about why reading and writing is so
    important in their work.
62. Design a “Pat on the Back” form for students to fill out for anyone who deserves a thank
    you. Give some suggestions to get the students thinking: the school secretary who gave you
    a hug when you came in furious because everything had been stolen from your locker, your
    math teacher for cheerfully giving you extra help at lunch every day until you finally under-
    stood division of fractions, your friend who let you use her biology notes to study for a big
    test after you lost your own notes. Allow the forms to be anonymous or signed. Screen
    them, fold and staple them, and let a team of volunteers deliver them.
63. Talk a lot about the way things were when you were in school and how easy the kids have
    it nowadays. (Students love that. It gives them something to groan and roll their eyes
64. Try this homework assignment: Talk to an adult about one important thing he/she
    learned in school. Why was it important? When did he/she learn it? From whom? Where?
    How has it been useful? Get as many details as possible and then write a paragraph about
    what you learned in your interview.
65. Start class with silent reading for the last few weeks of school. The activity is worthwhile
    and has the added bonus of calming the kids down. For added encouragement, you might
    make your last grade of the year a book report.

66. Have your students spend a period in the library with this assignment: Each of you is to dis-
    cover three truly interesting facts, pieces of trivia, or ideas to share with the class tomorrow.
    Record the source for each. You and the other students are responsible for class tomorrow. If the
    items you choose are boring, everyone will be bored. If the items you choose are interesting, the
    class should be an interesting one.
67. Start class each day with a brain teaser or a puzzle, just for fun.
68. Hug a lot.
69. End class each day with two or three minutes of “improv.” Google “improv theater activi-
    ties” for a wealth of ideas.
70. Have the class practice their writing and speaking skills by producing and videotaping a
    school news program, “This Year at Our School.”
71. Make a class “Memory Book” for the year.
72. Write notes to parents of students you really enjoyed in class this year—but not necessarily
    just good students. Did someone’s sensitivity towards others impress you? Say so. How
    about someone who was especially responsible, someone who stood up for what was right?
    Parents and students both love specific notes of praise and are likely to cherish them for
73. If you feel absolutely frustrated, depressed, stressed-out, or close to tears—try humming. Do
    it under your breath, in the car, in the restroom. It’s hard not to cheer up just a bit when
    you hum, no matter how badly you do it. Make a game of it with other teachers. Hum or
    sing to each other. Don’t be afraid to be a bit silly now and then.
74. Consider paying someone to help you out this time of year. Could a high school or college
    student grade some papers or enter data into your computer, for just a few dollars an hour?
    Could you afford to hire someone to clean house for you, just until school is out? Think
    creatively about ways to lighten your load at a very busy and stressful time of year. The cost
    may be well worth it.
75. Be proud of yourself! You are doing one of the most important jobs in the world: teaching
    young people.

                                                  Name ________________________________________________________________________

Spring 100 Challenge
The goal of the “Spring 100 Challenge” is to earn 100 points by writing sentences with words
that begin with the letters in SPRING, in order. Here’s how to score points:

10 points. Score ten points for each six-word sentence. The first word must begin with S, the
second word with P, the third word with R, the fourth word with I, the fifth word with N, and
the sixth word with G.

   Example: Someone predicted rain in northern Georgia.

• All sentences must make sense, even if they are a little strange.
• Each sentence must be substantially different from the other sentences you write.
  (“Substantially different” means that no more than two words can be the same. In other
  words, if you receive 10 points for a sentence that begins “Sarah paid…,” you cannot
  receive another 10 points for a sentence that is exactly the same except that it begins,
  “Spencer paid…”

Less than 10 points. If you write a sentence that begins with the letters of SPRING, in order,
but you need to add some other words in between to have it make sense, subtract one point
per word added. For example, if you add 2 extra words, your score will be 10 minus 2, or 8

        Example: Six politicians (were) re-elected into (the) new government. (8 points)

5 points. You may also write six-word sentences that begin with the letters in SPRING, but in
any order. For example, the first word in the sentence might begin with G, followed by words
beginning with P, N, R, S, and I. (The same rules about making sense and being substantially
different apply.) Each sentence is worth 5 points. You may add extra words without subtracting
a point.
        Example: Gum never is right (to use in) public school. (5 points)

   How many points can you score?

   Hint: It helps to make a list of all the verbs you can think of for each letter. Each sentence
   has to have a verb, and verbs are harder to think of than nouns.

                                                  Name ________________________________________________________________________

“Verbing” Down the Alphabet
Write a story that uses verbs that begin with all the letters of the alphabet, in order. After a
verb that begins with a, use a verb that begins with b, then a verb that begins with c, etc.
(There can be other verbs in between. In other words, your story can have many more than 26
    For example, you might start a story like this:

       Sabina adored cats and brought her darling Puffmellow with her everywhere. One day,
   she was cruising down the highway in her Honda when she saw a sign that said, “Cats for
   Sale.” She had always dreamed of having another cat, so she immediately pulled over. “I
   think you may soon have a sister. It will be wonderful!” she exclaimed to Puffmellow.
   Puffmellow frowned and gave her a look that said, “Put that idea out of your head immedi-

                                                  Name ________________________________________________________________________

Longer and Longer
A Letter at a Time
See how long a sentence you can write, having each successive word one letter longer than the
     Start with three letters. The first word should have three letters. The second should have
four letters. The third should have five letters, and so on. Score one point for each letter you

   The tall hiker yelled angrily. (25 points)

   Then try the same thing, but beginning with one letter, then two letters, etc.

Challenge. Try to earn 100 points by writing more than one sentence following the guidelines

                                                  Name ________________________________________________________________________

Vocabulary Puzzle
Use a dictionary or to answer the questions below.

1. Which of the following doesn’t belong? Why?
                                       yew, yohimbe, yagi, yarrow
2. List 25 words that begin with t and can be used as nouns.
3. Put the following words in alphabetical order:
     industrious, indented, gentle, immaculate, ink, intestine, inevitable, incredible, insight, cow,
4. Which one of these would you definitely not find in a musical group?
                                   theorbo, bodhran, ocarina, ocelot
5. Which one of these might be considered unsafe?
                                 pannier, parapet, paraquat, patagium
6. Rewrite the following sentence so that it is easier to understand:
                       When the curmudgeon encountered the beneficent crone,
                       he experienced transient tachycardia and became enamored.
7. Which of the following would best describe a good speaker? Why?
                               verbose, obtuse, articulate, sesquipedalian
8. List the 12 signs of the zodiac in alphabetical order.
9. Define adze, and then name three professions that would be likely to use one.
10. Use rabbit and rabbet correctly in one sentence.
11. Which of the following words has one syllable? Two syllables? Three syllables? Four syllables?
         emulate, mollusk, flapjack, salamander, grommet, squelch, pendulum, emu, goblin,
                     spatula, oblong, haddock, knoll, smidgen, flipper, peppercorn
12. Would you rather be a spelunker or a numismatist? Tell what each does, and then explain your
13. Which word doesn’t belong in the following list? Why not?
                         algid, hiemal, sweltering, gelid, brumal, rimy, niveous
14. Name ten things that are xanthic.
15. Which two of the following words should you never use in writing or speech? Why?
 exigency, exorbitant, expedite, exasperate, excape, exuberant, excerpt, exculpate, expecially, excoriate

                                                  Name ________________________________________________________________________

“I hate it when...”
Tyler and Brooke like to complain. Wherever they go, they whine about little things. People
have started to groan whenever they see Tyler and Brooke. They are tired of listening to all
their complaints.
     One day their teacher decided that Tyler and Brooke needed help. She said, “I want you to
make a list of all the little things in the world that bother you—all of them. Get the whining
out of your system.”
     Tyler and Brooke came up with a long list. However, they did not proofread their list. See
if you can locate and correct the 50 spelling errors in Tyler and Brooke’s list. Don’t guess. Be
sure your corrections are correct.
1. I hate it when the pizza crust is soggie. I also hate it when the hot cheeze burns the roof of
   you’re mouth.
2. I hate it when you think your opning a plastik contaner of leftover tuna and it turns out to
   be a contaner of something green with purpel fuzzy mold growing on it.
3. I hate it when the seatbelt in the car hits me in the neck becuz I’m to short.
4. I hate it when I can’t find the remoat control.
5. I hate it when my sister is watching something stoopid and won’t give me the remoat con-
6. I hate it when my mom puts tofoo in things and hopes I wont notice.
7. I hate it when the peperoni on the pizza isn’t evenly devided and I get a slice with only
   won peice of peperoni on it.
8. I hate it when it’s time too go and my mom cant find her keys.
9. I hate it when my cat upchucks a hairball on my bed.
10. I hate it when someone finishs the milk and puts the empty cartun back in the refrigerater.
11. I hate it when my parents try too act cool around my freinds.
12. I hate it when I get a pimple rite between my eyebrouws.
13. I hate it when I get a pimple any where.
14. I hate it when someone steps on the back of my shoe and makes it come of.
15. I hate it when my parents are on a diet and we have to eat baked fish.

16. I hate it when my parents turn off my stereo and say, “Aaaaah . . . . silunce!”
17. I hate how my friend eats her Reese’s Peanut Butter Cups by nibling the choclate
    completely off before she gets to the peanut buter part.
18. I hate it when my dad asks quesions like, “Who is this Tommy Hilfiger?”
19. I hate it when my sister gets on the phone and it kiks me off the Internet.
20. I hate how my sister chews off all of her fingernales instead of cuting them like a normal
21. I hate it when the mashed potatos touch the peas on my plait.
22. I hate it when my shoelases get cought in my bicicle spokes.
23. I hate it when my mom makes me bring my little brother along when my friends and I go
    to the maul.
24. I hate it when I’m trying to read and the nieghbor’s dog wo’nt stop barcking.
25. I hate it when my teacher makes me right a list of all the things I hate.

Now add 10 items you hate to the list. Be sure to proofread your work, of course.

                                                                                            Teacher Instructions

A lipogram is a sentence or paragraph that does not include a certain letter of the alphabet.
Create a lipogram by rewriting the following sentence to eliminate the letter t:

           Robert took his time reading the cartoon pages in the Saturday morning paper
                              while he ate his toast and drank his tea.
Possible answer:
             On a morning following Friday, Bob slowly read comics from a newspaper
                             while he consumed his crispy-surfaced bread
                   and drank his cup of H2O flavored by a small herb-filled bag.

Create a lipogram by rewriting the following sentences, eliminating the letter indicated.

1. Eliminate the letter c. After snoozing on the cushy carpet and consuming some catnip, my crazy
   cat likes to chase mice.

2. Eliminate the letter f. Billy often has fun frolicking with his frisky puppy and throwing a frisbee
   for him to fetch.

3. Eliminate the letter s. Julie doesn’t like to study on Saturday or Sunday night because she’s tired
   after attending college classes all week.

4. Eliminate the letter w. Sam wanted to take a walk around the lake, but the wind was blowing
   too hard.

   Now create some lipogram puzzles of your own to share with the class. Be sure to include a
possible solution to each puzzle.

                                                                                         Teacher Instructions

For each category on the left, think of an appropriate word that begins with the letter at the
top of the column.

                                                                                         Teacher Instructions

Did You Really Fall Into a Vat of Anchovies?
Using Little-Known Facts for Classroom Exploration                                     C.M. Thurston

A student once told me that, as a child, she had fallen into a vat of anchovies in San Francisco.
So I told her about the dimple I have, made by a screen door hook that caught in my open
mouth and poked itself all the way through my cheek. Then I told her about my childhood
school bus driver who later wound up on the FBI’s most wanted list. (I probably didn’t mention
that I had a crush on him. How was I to know he was going to turn out to be a criminal?)
     Such oddball facts fill all of our lives, though we may not recall them at a moment’s
notice. Recalling them, however, can have a lot of possibilities for the classroom. Follow the
directions below and see what develops. You are likely to hear some fascinating tales, laugh a
lot, and make some interesting discoveries.

Directions.  Ask your students to brainstorm facts about themselves, facts that others might be
surprised to know about them. The facts can be trivial, important, funny, serious—whatever.
Ask them not to share their facts with one another as they brainstorm.
    Of course, it may be hard to come up with unusual facts without a bit of thought. Suggest
that students think about the following: places they have visited or lived, things they love,
things they hate, people they have met or known, something they wish or long for, awards they
have won, unusual injuries they have received, sights they have witnessed, misfortunes they
have overcome, unusual facts about relatives, ancestors or friends.
    After they have brainstormed for a while, give them this assignment:

        List five “facts” that you are willing to share about yourself, facts that you think are
   unknown to most of the class. However, there is a catch: one of the “facts” must be a
   lie. (Don’t worry; the lies are only temporary. The class will try to guess which of your
   “facts” isn’t really true.)

     It is a good idea to give students time to think about the assignment, writing up their lists
for homework and perhaps enlisting the help of family members. You might also suggest that
students base their temporary lies on something that is true but about someone else.
     For example, I once told a class that I met my husband because of a high school letter
jacket from Afghanistan. I was attending a dance in America and saw a young man wearing a
letter jacket from the high school I had attended in Afghanistan, where my father was sta-
tioned. I introduced myself and found out that we had attended the same school, but at differ-
ent times. We got to talking; one thing led to another; and eventually we wound up husband
and wife.

    This story is not true about me, but it is true about a woman I know. Remind your stu-
dents that truth often really is stranger than fiction. If they need some examples to get them
thinking, you might share these facts written by one student:

•   I rode my first snowmobile at the age of one month.
•   My step-father once walked on the Great Wall of China.
•   I was once a junior rodeo queen at the Bonneville Stampede in Idaho.
•   A navy lieutenant once interviewed me as the only eyewitness to a terrible collision
    between two navy vehicles in Washington.

    (The lie: being a junior rodeo queen.)

    Here are facts from another student:

• My hard-of-hearing grandfather has ten telephones in his house, all connected to lights
  that go off when the phone rings.
• For six months, I had a pet tarantula named Boris.
• I was once in a Taos bookstore at the same time as Arnold Schwarzenegger and Maria
• Once while in the attic, my dad fell through on my visiting aunt’s head.

    (The lie: having the pet tarantula.)

    After all of the students—and you, too—have their “facts” listed, have them get into small
groups to share their lists and to have others guess which of their “facts” are really lies. Many
of the facts will have stories behind them, and students will want to hear the stories. When the
class gets back together, ask groups to share some of the more interesting stories. Better yet, if
your class is small enough, have each student share his or her “facts” with the whole class.
    Finally, have your students discuss their reactions to the assignment, orally or in writing.
What surprised them? What did they learn? What generalities can they make? Are there any
lessons to be learned from the activity? (The questions make a perfect subject for exploration
in student journals.) You might also ask each student to write the story behind one of his or
her “facts.” (How did it come about? Why? What were the circumstances?)
    It’s also fun to type up a list of facts (the true ones!) about your students and share them
with other teachers and/or parents.

                                                                                         Teacher Instructions

Using List Mania
There are several ways to use “List Mania” and “More List Mania,” pages 181-182. One way is
to have students get into small groups. Then pass out copies of “List Mania” to each group.
Announce that students have one class period to complete as much as possible of as many lists
as possible, receiving one point for each correct item on a list.
    Explain that when students “grade” each other’s papers, they will be able to circle any
answer that is unreadable, that doesn’t make sense, or that doesn’t fit the list requirement.
You, the teacher, will then decide whether or not to award points for those answers. Allow at
least one period for list-making and a half a period for checking in class.
    More “List Mania” can be used on another day. Or, if you really want to challenge stu-
dents, give them “List Mania” and “More List Mania” at the same time and announce that the
winner will be the first group to complete all of the lists of 15—not an easy task. (Allow at least
two class periods and one night of work at home.) Or, instead of having one winner, make
every group that completes all of the lists a winner.

                                                                                         Teacher Instructions

List Mania
See if you can complete the following lists. Title each list and number the items you include,
using your own paper.

1. List 15 sports.
2. List 15 annoying habits.
3. List 15 items of clothing, other than underwear.
4. List 15 green vegetables.
5. List 15 well-known animal characters from books, movies or cartoons.
6. List 15 creative excuses for not having your homework finished. (Note: “My dog ate it”
   is not creative!)
7. List 15 words that end in p and that are at least four letters long.
8. List 15 facts about your state.
9. List 15 words and phrases from baseball, other than team positions.
10. List 15 verbs that could sensibly be used instead of the word talked.
11. List 15 famous women, other than singers.
12. List 15 brand names of soaps.
13. List 15 musical instruments.
14. List 15 text message abbreviations and what they mean.
15. List 15 brand names of cars.

                                                  Name ________________________________________________________________________

More List Mania
using your own paper.

1. List 15 reasons why snakes make good pets.
2. List 15 famous entertainers whose last names begin with the letter c.
3. List 15 animals commonly found in a zoo.
4. List 15 boys’ or girls’ names that begin with a vowel.
5. List 15 words that rhyme with flame.
6. List 15 kind adjectives about your teacher.
7. List 15 NFL teams.
8. List 15 countries on a continent other than yours.
9. List 15 things people commonly put on their feet.
10. List 15 autographs many people in this class would love to get.
11. List 15 characters from nursery rhymes or fairy tales.
12. List 15 colors.
13. List 15 “weather” words.
14. List 15 things you have to plug in to use.
15. List 15 summer or winter Olympic sports.

                                                 Name ________________________________________________________________________

The Name Game
Many ordinary words in the English language are also common male and female names. Can
you find a name to match each definition in the puzzle below? The first item is completed for
you, as an example.

1. A school subject that is often a favorite Art
2. Something that your parents hate to get in the mail
3. What people sometimes do when they are cheated in a business deal
4. An adjective that might be used to describe a top professional athlete
5. What a teacher sometimes makes with a red pen
6. What people often sing during the Christmas holidays
7. A plant used for Christmas decoration
8. What everyone needs, even in the worst of times -
9. What a genie might do with a wish
10. What someone might do for an apple at Halloween
11. A shrub with lavender flowers
12. A word that often begins questions
13. What people often need on the back
14. It is good to have one of these signed before you die
15. What you’re being when you are very open and honest
16. What you get when you go trick-or-treating
17. Used to amplify the voice
18. A piece of sunlight
19. A month noted for showers
20. A notch or a ship
21. The winner
22. Like a beach

23. A thin, straight stick
24. A flower that often comes in dozens
25. In a marathon, you run twenty-six of them
26. A steel-headed spear
27. A white substance used as a gem
28. The wedding month
29. Something a ballet dancer needs
30. A spice used in cookies
31. What a thief does
32. Used for changing a tire
33. British slang for a policeman
34. A tune
35. Basil or parsley or oregano

    For each item below, see if you can find a name that sounds the same as a common Eng-
lish word that fits the definition, but that is spelled differently. The first item is done for you.

36. What a grave digger did yesterday Doug (dug)
37. A Chevrolet or a Porsche or a Buick or a Toyota
38. What you might hide the house key under
39. Someone who never shaves
40. A place for working out
41. To grow gradually smaller
42. What a river does
43. To move or take
44. A strong wind
45. A meal in a dish

Answer Keys
 and Sample Answers
Cars, page 20
Answers will vary. Sample answers:

                              C                     A                    R                     S
   Makes of cars          Chevrolet               Audi              Rolls-Royce             Subaru

   Adjectives that
                             cool               awesome                rented                sleek
    describe cars

   Colors of cars           cream                avocado                red                  silver

  Verbs that tell
                            careens               angles                races                slides
  what a car does

   Parts of a car          camshaft                axle               radiator           speedometer

 Adverbs that tell
  how someone             cautiously             adeptly               rudely                safely
 might drive a car
 Cities in America
 where you might          Columbus              Amarillo            Rapid City          San Francisco
     drive a car

The Truth vs. the Whole Truth, page 38
Answers will vary. Sample answers:
1. Mom had told him three times to empty the dishwasher. The last time, she said that if he didn’t
   empty it, he would be grounded for a month. So he was warned.
2. The black eye was accidental. He opened the door just as she was grabbing the doorknob to come
   in. The door smacked her right in the face.
3. They won’t let her go to school because she has been suspended for three days.
4. He picked her up at the police station because, thankfully, the police had rescued her from the
   man who had kidnapped her.
5. Felicia’s mother only had 50 cents to lose.
6. The substitute was following the teacher’s instructions. The teacher felt she needed more time to go
   over the material with them.
7. The daughter had already written one paper on polar bears, and the teacher felt she should expand
   her horizons.
8. She was with him when he was getting the tattoo, and they didn’t get home until 3:00 a.m.

You Can Prove Anything If You Want, page 39
Answers will vary. Sample answers:
1. The teacher had on a new outfit on Monday. She must have come into some money.
   Her hands had some funny dye on them. She said it was from a magic marker, but maybe it was
   from marked money.
   She lives within a block of the robbery and would have easy access to a hiding place.
   Someone saw her in front of the bank right before it was robbed.
2. It’s a secret training center. That’s why we don’t know where it is.
   I know a girl who won’t say what her dad does for a living.
   I hear clicks on our phone line sometimes. I think they are training spies to listen in.
3. They always turn the lights off at the pool at night. That’s so no one sees the monster.
   The custodian often carries around a bucket of something. I think he’s secretly feeding the monster.
   I know someone who heard splashing at the pool one night. It was really loud, so it had to come
   from something huge.
   The pool manager visited Loch Ness last year. Who knows what he might have picked up?
4. No cooks would ever intentionally make food that bad. I think some spirit or ghost is getting into
   the food and messing it up.
   One of the cafeteria worker’s hair was so wild last week. She must have seen something that made
   her hair stand up on end.
   We have all heard that strange squeak whenever the intercom in the cafeteria comes on. It’s the
   moaning of a ghost.

Writing Clearly, pages 47-49
1. I do not like her.
2. I saw a cute guy and I wanted to meet him.
3. The principal announced over the intercom that students were to stop running to the lunchroom
   at noon.
                                             The Party
The party in the garage was very noisy. Loud music came from the windows. Teenagers shrieked as they
threw pop and chip dip at one another. When an elderly woman looked inside the garage, she gasped,
shocked by what she saw. Then she screamed and fainted in the driveway.

S-S-S-S-S-Secret Message, page 50
Answers will vary. Here is one possibility:
Dear Clifford,
     Can you come to a birthday party for Mr. Wiley? I know you are having fun in Italy. However,
when I tell you where the party will take place, you will want to drop what you are doing and get on a
train. The party will take place in beautiful Ireland.
     I hope you can attend. We would love for you to be there.
Lady Wellington

Mythological Monsters, page 59
1. Argus: monster with a hundred eyes. Hermes put him to sleep and cut off his head. Hera scattered
    the eyes in a peacock’s tail.
2. Cyclops: giants with one eye in the middle of the forehead.
3. Chimera: fire-breathing monster with the head of a lion, the tail of a dragon and the body of a
    shaggy goat.
4. Centaur: half man and half horse.
5. Cerberus: three-headed dog that guarded the entrance to the underworld.
6. Gorgons: three sisters who were so ugly they could turn anyone who looked at them into stone.
    They had snakes for hair, bronze hands and golden wings.
7. Griffin: had the head and wings of an eagle and the body of a lion. It guarded a great store of gold
    in a country called Scythia.
8. Hydra: serpent or dragon with many heads. One of the heads could not die, and the rest grew back
    as soon as cut off.
9. Harpies: smelly monsters, half woman and half vulture. They tear at their victims with claws.
10. Minotaur: monster with the head of a bull and the body of a man. Kept in the Labyrinth, a maze-
    like building, it was said to feed on human flesh.
11. Pegasus: immortal winged horse, offspring of Medusa and Poseidon.
12. Phoenix: large bird that lived exactly 500 years (or 97,200 years, according to some sources). At the
    end of its life cycle, the bird burned itself on a funeral pyre. A new phoenix rose from the ashes
    and carried the remains of its father to the sun god.
13. Sirens: sea nymphs who lived on an island. Their singing lured sailors to their shores, where the
    men forgot home and friends and starved to death. Or, according to some accounts, the Sirens
    would pounce and rip the men apart.
14. Sphinx: a creature with the body of a lion, the head of a woman, two wings and a serpent’s tail.
15. Titans: strong giants who battered gods and savored human flesh.

Twenty-Five Words or Less, page 67
Answers will vary. Some possibilities:

• The deadly brown recluse spider slowly inched its way up the woman’s sleeve as she innocently
  snoozed in her overstuffed chair.
• As the Monarch butterfly balanced on the exotic pink blossom, its delicate orange and velvet black
  wings fluttered in the gentle May breeze.
• The mossy slime oozed out from under the lid of the 2002 cottage cheese container lurking in the
  back of the refrigerator.

One Syllable Challenge, page 68
Answers will vary. One possibility:

I love cats much more than dogs. They warm my heart when they sit on my lap and purr. They are
smart. They know how to get what they want with a stare or the bat of a paw. They do as they please,

and that makes me mad once in a while. Still, it shows they have a mind of their own and can’t be
bought off with a treat. A dog, though, will sell its soul for a pat on the head.

Toenails and Juice Boxes, 69
Answers will vary. One possibility:

Kitty scratching in her litter,                        Kitty’s paws are pooper scoopers,
First one way and then the other.                      Flinging clumps both left and right,
Sure would like to hide it better.                     Noisy as a whirly chopper.
Think I’ll put it under cover.                         Think I’ll put her out tonight.

Ridiculous Similes, page 70
Answers will vary. One possibility:
1.  The garbage disposal churned on like a thundercloud rumbling.
2.  The white iPod wires coming out of his ears looked like long strands of overcooked spaghetti.
3.  After the wax job, the car looked as smooth and glossy as a just-opened container of vanilla yogurt.
4.  The mountain climber hung on the side of the cliff like a piece of lint on a sweater.
5.  The child was as tense as a toaster about to pop.
6.  From high atop the mountain, the lake looked like a black button sewn onto a crisp green shirt.
7.  As I closed my eyes to take a nap, the calming silence enveloped me like a bun covering a hamburger.
8.  The toothbrush bristles were as worn-down as the treads on an old pair of sneakers.
9.  She tried to pay attention to the teacher, but her boredom smothered her like thick, sticky peanut
10. The mop swept into the room’s nooks and crannies like a lobster looking for a place to hide.

The Candidate, page 74
Answers will vary. Here’s one example:
     Presidential candidate Sandra Nation strolled confidently onto the stage as the audience members
stomped their feet, applauded, and chanted “Sandra Nation! Sandra Nation!” She gripped the sides of
the podium, leaned into the messy tangle of microphones, and said, “The world is finally ready for a
female president!” The crowd exploded with cheers and tossed red, white, and blue confetti into the
air. Nation’s crazy-curly hair caught a bunch of it, but she just flicked it away. “Welcome to the future!”
she said, looking out at the sea of supporters. Thousands of balloons cascaded from the ceiling as the
crowd surged forward, shouting, “Nation for our nation! Nation for our nation!”

Moving My Curfew-Questions, page 82
1. For several reasons, it is clearly time to move my curfew to 12:30 on weekends.
2. (a) I need practice handling the greater freedom that goes along with being an adult.
   (b) I am an active student.
   (c) I can be trusted to handle a later curfew.

3. When they go away to college, some students can’t handle the extra freedom. They get into trouble
   partying too much, neglecting school work and sometimes even breaking the law.
4. (a) Other students must take over for me when I have to leave early, and this is unfair to them.
   (b) I am embarrassed because my friends think my parents don’t trust me.
5. (a) I have never been in serious trouble, either at school or in the community.
   (b) I hold a part-time job and still manage to maintain a “B” average in school.
   (c) When it’s my turn to cook dinner at home, I always remember to do it and have it on the
        table on time.
6. It is clear that my curfew should be moved to 12:30. (OR) I hope you will act right away to change
   my curfew.

I’ll Take a Cat—Questions, page 84
1. Cats make better pets than dogs.
2. (a) Cats don’t make as much mess.
   (b) Cats are more suitable for urban life.
   (c) A cat’s love is easier to take.
3. For (a): Dogs chew anything they can get a hold of; cats chew only their dinners; dogs are a mess to
   housebreak; cats just need to be shown the litter box; dogs gallop through the house with muddy
   feet; cats lick themselves clean.
   For (b): Dogs have to be walked; cats walk themselves; dogs bother the neighbors by barking,
   munching tomatoes from their gardens, leaving piles and spreading garbage all over; cats stroll
   politely, bothering no one.
   For (c): Puppies jump on you and ruin your tights; a cat rubs softly against your legs; dogs give wet,
   slobbery kisses; a cat climbs in your lap, cuddles and purrs.
4. But when compared to cats, they come up losers in the pet department.

Introduction to Plenzenarks, page 89
Answers will vary. Some possibilities:
The attention-getter:
   Did you know that the future of the planet depends on something called “plenzenarks”? Most peo-
   ple don’t know about plenzenarks and have no idea how important they are, but if they did, they
   would make them their top priority. The most effective way to save our planet is to make people
   aware that plenzenarks exist.

A quotation:
   “Anyone who doubts the existence of plenzenarks is living in a dream world,” says Newton
   Figgleswart, professor of nuclear physics. “They are very real, and they are very dangerous.”
   Professor Figgleswart has made it his mission to spread the word about plenzenarks.

An anecdote:
   Plenzenarks saved my little brother’s life. He was born with a rare disease that has no known cure—
   until now. He participated in a clinical trial that uses plenzenarks to treat various rare diseases.

    Plenzenarks neutralized his disease in a mere month and he is now completely normal. I believe
    that the discovery of plenzenarks will prove to be the most important scientific advancement of the
    last century.

A list or series:
     Plenzenarks make up ninety-nine percent of the Earth’s atmosphere. They make up ninety-five
     percent of the world’s soil. They are in eighty-five percent of the Earth’s water. But only one per-
     cent of the world’s population knows what plenzenarks are. Unless we can raise more awareness
     about these vital particles, our planet is in serious danger.

Present the problem:
    The biggest issue we face today is the disappearance of plenzenarks. Every person on Earth is
    affected by this problem. Unfortunately, most people still question the existence of plenzenarks. If
    we are to solve this crisis, we must convince people that plenzenarks exist.

  Last week, scientists at the Center for New Discoveries in Washington, D.C. found evidence of
  new particles called plenzenarks. The scientists were experimenting with DNA when they
  accidentally stumbled upon the plenzenarks. This discovery is sure to change the world as we
  know it.

What Is Plagiarism?, page 98
1. P. (There are only very minor changes from the original.)
2. OK
3. P. (The first sentence is almost identical to the original, and the second sentence is identical to one in the orig
   inal paragraph.)
4. OK
5. OK
6. P. (Whole sentences are copied, with original sentences added in between.)
7. P. (Although quotation marks are used, there is no credit given to the source.)

Parts of Speechless, page 99
Answers will vary. Some possibilities:

1. (no pronouns) A little boy and a little girl were playing fetch with their golden retriever puppy. The
   little boy would throw a stick and the puppy would fetch the stick. Then the little girl would try
   throwing the stick, but the puppy would just jump up and lick the little girl’s face. The puppy
   could smell ice cream on the little girl’s face and preferred to shower the little girl with puppy kiss-
   es, hoping to get a taste of the ice cream. The puppy thought that was much better than chasing
   some stupid stick.

2. (no adjectives) Cheri went looking for Sophie the cat but couldn’t find her anywhere. She called
   and called but Sophie did not appear. Cheri looked in all the closets and drawers and under all the
   beds and chairs. Finally she heard a meow that sounded far away. She followed the sound and it
   led her to a window where Sophie had pushed the screen loose and had crawled onto the roof and
   could not get back in. Cheri recognized the terror in the eyes of Sophie. She quickly scooped
   Sophie back into the house and was immediately rewarded with lots of purring.

3. (no prepositions) There is a great place to eat family meals. It is our kitchen. The food is always
   good and cooked to the right temperature. Meals are the time we share our daily stories and experi-
   ences. We laugh. We think seriously. We get scolded. We respect each other. It is a time we all feel
   connected and loved. Did I say the food is good?

4. (no conjunctions) We have our own battle in our house. Each family member wants to be named
   “The Best Wii Snowboarder,” an award we invented. We compete an hour daily after dinner. It was
   tricky at first, learning to hold the Wii controller the right way. This is how each move is counted.
   We had to learn to move our feet correctly. Each slide is a point. Each knee bent the right way is a
   point. Each body sway is a point. It is really fun. We laugh. We get frustrated. We exercise.

Alphabet Adjectives, page 101
Answers will vary. Here is one possibility:
    When agile George got married, beautiful, talented Mary became his bride. The couple’s unusual
parents, however, made the wedding a curious event.
     Mary’s father showed up in a dumb-looking suit instead of his usually elegant attire. His wife
showed up in a frumpy green dress in a horrible cocker spaniel puppy print, with an immense full skirt,
a jagged hemline, and kicky pleats. Her lemon-colored hat had maroon flowers perched on top, and
her novelty earrings were made out of old golf balls.
    With a patient smile, the quiet couple nodded at Mary’s parents and then turned to greet George’s
mother and father. His father wore a red spotted sweater and tweed pants that were ugly and too short.
His mother wore a violet evening gown with worn-out loafers. She carried Xeroxed photographs of her
darling boy as a baby. As she passed out the pictures of young George, she began, with zestful energy, to
sing, “Baby face. You’ve got the cutest little baby face…”

Verbs Rule! Groking It, page 103
Testing whether or not they “grok” it:

1.    Temperatures rise.                             12.   Computers crash.
4.    Parents yell.                                  13.   Photocopiers jam.
5.    Girls giggle.                                  14.   Storms rage.
7.    Snow falls.                                    17.   Parents listen.
9.    Noses twitch.                                  18.   Brothers fight.
10.   Eyes close.                                    19.   Credits roll.

Hyperbole, page 108
Answers will vary. Some possibilities:
1.    It’s so hot that even the asphalt is complaining.
2.    It’s so cold that you can feel your thoughts freeze.
3.    Amber’s jokes are so funny that it takes you a week to stop laughing.
4.    The movie was so boring that even the popcorn fell asleep.
5.    Chuck is so handsome that even his mirror has a crush on him.
6.    Lisa was thirsty enough to drink all the soda from every 7-11 on the planet.
7.    My mom was so embarrassed she could have crawled inside her purse.
8.    The instructions were so confusing that even Einstein would have given up.
9.    Antonio was so happy that if you told him the sun was going to explode, he would smile.
10.   Mrs. Hampton was so rich that she could afford to put every ant in the world on her payroll.
11.   The jack-o’-lantern was so big that it would have tipped our house over if we had put it on the
12.   The boy was so small that even a flea couldn’t see him.
13.   The man was so angry that he could have crumpled a car in his fist.
14.   Roxy is so trendy even the air she breathes has to have a designer name.
15.   Barb is so shy that she blushes when she writes her own name.
16.   The band was so loud that aliens from another planet called to complain.
17.   My brother’s room is so messy that animals thought to be extinct have been discovered in there.
18.   The cake was so sweet, my teeth rotted on the spot.
19.   Sean’s sister is so hyper, hummingbirds find her annoying.
20.   Libby is so smart that she makes a group of rocket scientists look like a class of remedial preschoolers.

Prepositions Are Boring Words, pages 125-126
More practice with prepositions:
1.    (at a desk) (at the back) (of a math classroom)
2.    (at the girl) (in the next row) (beside a window) (in her notebook)
3.    (with a barrette) (in it)
4.    (at Joshua)
5.    none
6.    (on page 21)
7.    (at his book)
8.    (of her notebook) (to Joshua)
9.    (at home) (by itself) (on the floor) (of his closet)
10.   (At the local Pizza Hut) (beside a girl) (with a rose tattoo) (with pepperoni and mushrooms)

Activities with Adjectives, page 128
1. A and green describe dragon. The and dark describe castle. The, beautiful and sleeping describe

2. A, giant and fuzzy describe spider. Chad’s describes hair.
3. The, tall and handsome describe boy. A, brown and leather describe jacket. The and math describe
Adjectives (in order of appearance): his, the, the, movie, a, giant-sized, buttered, two, small, the, overhead,
their, the, wide, a, familiar, his, little, her, best, the.

Using Quotation Marks, pages 131-132
1. I.
2. D. Jim’s mother said, “I will ground you for a month if you don’t clean up this pigpen of a room.
3. D. “My sister always wants anchovies on her pizza,” said Kristen. “The rest of us gag at the smell of
4. D. “I hate boys who are conceited,” remarked Melanie. “I also hate it when they show off all the
5. I.
6. I.
7. D. Michael didn’t have much confidence. “I’m going to flunk. I’m going to flunk. I’m going to
   flunk,” he repeated over and over to himself as he took the math test.

The Apostrophe, page 134-136
What are contractions?
Answers will vary. Some possibilities: wasn’t, weren’t, isn’t, doesn’t.
Practice writing possessives
1. Tammy’s new dress
2. Mary’s anger toward Bill
3. the nation’s capital
4. the child’s puppy
Plural nouns
1. the family’s Christmas party
2. the two babies’ large crib
3. the three families’ Christmas party
4. the two students’ locker
5. the women’s department

Sentence Structure, page 139
Part A
Main sentences:
1. The students at Washington Junior High scored well on the district physical education test.
2. Tammy drove her friends to the dance.

3.    The speaker began his talk with a joke.
5.    The storm raged across the city.
6.    A dead frog lay on the table in biology class.
7.    Jason worked hard to improve his grade in science.
8.    Dozens of boxes crashed to the floor.
9.    My best friend Linda decided that she was dying of thirst.
10.   The new student walked into the classroom.

Part B
Main sentences:
1. Cruz dropped his books all over the floor.
2. Angela’s favorite teacher was just elected teacher of the year.
3. Steve sat quietly at his desk.
4. Her mother sat at the table.
5. Most teachers don’t particularly like to grade papers.
6. Most students secretly enjoy homework.
7. Jo Ann went to the game. There she bought a huge tub of popcorn.

Practice with Semicolons, page 144
1. Elizabeth loved Scott; Scott loved Karen.
2. Correct.
3. Emily knew she should be studying for her history test; however, she really wanted to pull the cov-
   ers over her head and go to sleep.
4. I never saw a purple cow; I never hope to see one.
5. Marie likes to do the dishes right after dinner; her husband Michael likes to put them off until
6. Correct.
7. Teachers are wise; students are not.
8. Correct.

Thank Heaven for Pronouns, page 145
     Jack was walking with his cafeteria tray when he saw Raina sitting at a table with an empty chair
beside her. He smiled at her, and she smiled back. He asked if he could sit down with her. She smiled
shyly and said, “Sure.”
     They ate quietly for a moment, and then Jack said, “Would you like some of my Tater Tots?”
     Raina said, “Yes.” Then she said, “My friends are having a pizza party for my birthday on Friday.
Do you want to join us?”
     He said, “Sure. I think going to your party sounds great.”
     Patrick was sitting beside Jack and Raina. He couldn’t stand it anymore. “Please use pronouns!” he
yelled. “Stop sounding like idiots!”

September Brain Strain, page 150
Answers will vary. Sample answer:
2. Samantha Evans pretended to eat many beans.
   Eric Rodriguez read Erin’s book.
   Many elephants try pouting every Saturday.
       Subtotal: 50
3. Emily Edwards estimates errors easily on elevators.
       Subtotal: 50
4. Some pigs try munching broccoli.
   Rhonda Reid brought many tropical pink snakes.
       Subtotal: 60
5. Some estimates predict tornadoes each month, beginning early.
   Rodney races each bicyclist.
   Monday, Edward tries parachuting.
   Emilio sings.
       Subtotal: 40

Total Score: 200

Not for the Squeamish, page 153
Answers will vary. Sample answer:

     On Tuesday morning, after a squall damaged area businesses, the police squad was called to
squelch a squabble at the Squirting Squid Restaurant in Harbor Square. According to eyewitnesses, the
restaurant owner was outside cleaning his restaurant sign with a squeegee when a group of protesters
showed up. Apparently, the protesters were squeamish about the name of the restaurant. “We don’t
condone cruelty to sea creatures,” one protester said. “This restaurant seems to believe it’s okay to
squeeze and squish a squirming, squiggling squid until it squirts ink! We demand that the restaurant
change its name and stop squandering our natural resources.”
     Eyewitnesses say a fight ensued when protesters entered the restaurant and began throwing fake
rubber squids at patrons who were dining on “Squash Surprise,” the special of the day. When the
restaurant owner heard squeals from inside his restaurant, he squinted through the window and saw
his patrons being pelted by the protesters. He immediately ran in and called police. “I squirreled away
money for 30 years to turn this squalid building into a squeaky clean restaurant, and I’m not about to
be run off by a few protesters!” said the angry restaurant owner.

Sports Mania, page 160
Answers will vary. Sample answers on next page:

20 different sports:      18. Annika Sorenstam            14.   Boston Bruins          7.    toe touches
1. football               19. Hannah Teter                15.   Colorado Avalanche     8.    log rolls
2. basketball             20. Julia Mancuso               16.   Tennessee Volunteers   9.    pull-ups
3. tennis                                                 17.   St. Louis Cardinals    10.   play kick ball
4. volleyball             20 common terms:                18.   Detroit Tigers         11.   play dodge ball
5. wrestling              1. home run: baseball           19.   Chicago Cubs           12.   run laps
6. skiing                 2. field goal: football         20.   Texas Longhorns        13.   pick teams
7. iceskating             3. rink: hockey                                              14.   jump rope
8. golf                   4. kickoff: football            20 places:                   15.   sweat
9. swimming               5. foul: football, baseball     1. Madison Square            16.   skip
10. bobsledding           6. center ice: hockey               Garden                   17.   play field hockey
11. bowling               7. basket: basketball           2. Conseco Fieldhouse        18.   swim laps
12. karate                8. yellow card: soccer          3. Minute Maid Park          20.   climb the rope
13. boxing                9. penalty box: hockey          4. Yankee Stadium
14. archery               10. free-throw: basketball      5. LA Coliseum               20 things used in sports
15. fencing               11. blocking: football          6. Invesco Field             for “make up a sports
16. gymnastics            12. traveling: basketball       7. Wrigley Field             category of your own”:
17. hockey                13. blitz: football             8. Belmont Park              1. racket
18. soccer                14. drop ball: soccer           9. Churchill Downs           2. ball
19. speed skating         15. fumble: football            10. AT &T Park               3. tee
20. kayaking              16. pitcher: baseball           11. Fenway Park              4. puck
                          17. dunk: basketball            12. Wimbledon                5. helmet
20 well-known athletes:   18. puck: hockey                13. Citi Field               6. mat
1. Cal Ripkin, Jr.        19. save: hockey                14. Lambeau Field            7. paddle
2. Peyton Manning         20. bullpen: baseball           15. Dodger Stadium           8. kayak
3. Pete Sampras                                           16. Rose Bowl                9. life jacket
4. Tiger Woods            20 team names:                  17. Wachovia Spectrum        10. sail
5. George Foreman         1. Oakland Raiders              18. Pepsi Center             11. net
6. Michael Jordan         2. New York Yankees             19. Daytona Speedway         12. golf clubs
7. Matt Holiday           3. Detroit Pistons              20. Indianapolis Speedway    13. bicycle
8. Michael Phelps         4. Los Angeles Kings                                         14. track
9. Andre Agassi           5. Duke Blue Devils             20 things a person might     15. court
10. Lance Armstrong       6. Colorado Rockies             do in a physical educa-      16. gloves
11. Sasha Cohen           7. Indiana Hoosiers             tion class:                  17. race car
12. Bonnie Blair          8. Pittsburgh Steelers          1. jumping jacks             18. saddle
13    Sanya Richards      9. Phoenix Suns                 2. somersaults               19. swimsuit
14.   Tracy Caulkins      10. New York Rangers            3. push-ups                  20. tennis shoes
15.   Shawn Johnson       11. Tampa Bay Buccaneers        4. sit-ups
16.   Maria Sharapova     12. Michigan Wolverines         5. squat thrusts
17.   Gabrielle Reece     13. Green Bay Packers           6. chin-ups

Spring 100 Challenge, page 167
Answers will vary. Here are a few sample 10 point sentences:

1. Small puppies ran into Nancy’s garden.
2. Several people rode in new gondolas.
3. Sam paraded right into Nate’s garage.
4. Sue poured red ink near George.
5. Sally’s parents readily invited ninety guests.
6. Spring pruning really increases new growth.
7. Stupid press releases impede news gathering.

Longer and Longer, page 172
Answers will vary. Sample answer:
1. I am the only third grader.
2. My mom said, “Haley, forget Anthony!”
3. The girl tells Oliver unusual accounts.
4. Then Betty glided through sunlight.
5. Young pandas spotted friendly, talkative zookeepers.
(Total: 156 points)

Vocabulary Puzzle, page 173
1. Yagi doesn’t belong because it is a short wave antenna and the others are types of plants.
2. tack, taco, tact, tail, tape, tart, taxi, team, tern, test, tick, tide, tier, tiki, time, tire, toad, toga, toll,
    tomb, tome, tune, turf, tusk, tutu
3. cow, gentle, immaculate, improbable, incredible, indented, industrious, inevitable, ink, insight,
4. An ocelot wouldn’t belong because it is an animal, not an instrument.
5. Paraquat might be considered unsafe because it is a toxic herbicide.
6. When the grumpy old man met the kind old lady, his heart skipped a beat and he fell in love.
7. Articulate would best describe a good speaker because it means expressing yourself clearly or effec-
9. An adze is a type of axe for shaping wood, and it might be used by a carpenter, a wood sculptor, or
    a boatbuilder.
10. The carpenter used a rabbet joint to fit the boards together on the rabbit cage.
11. One syllable: squelch, knoll; Two syllables: mollusk, flapjack, grommet, emu, goblin, oblong, had-
    dock, smidgen, flipper; Three syllables: emulate, pendulum, spatula, peppercorn; Four syllables:
12. A spelunker explores and studies caves. A numismatist collects and studies coins. I’d rather be a
    numismatist because searching for valuable coins would be fun. I wouldn’t want to be a spelunker
    because caves are scary.
13. Sweltering doesn’t belong in the list because it describes heat and the other terms describe cold.
14. daffodil, pencil, taxi, banana, canary, cheese, corn, squash, lemon, pineapple
15. You should never use “excape” or “expecially” because they are incorrect. The correct spellings are
    escape and especially.

Whining, page 174
1. I hate it when the pizza crust is soggy. I also hate it when the hot cheese burns the roof of your
2. I hate it when you think you’re opening a plastic container of leftover tuna and it turns out to be a
     container of something green with purple fuzzy mold growing on it.
3. I hate it when the seatbelt in the car hits me in the neck because I’m too short.
4. I hate it when I can’t find the remote control.
5. I hate it when my sister is watching something stupid and won’t give me the remote control.
6. I hate it when my mom puts tofu in things and hopes I won’t notice.
7. I hate it when the pepperoni on the pizza isn’t evenly divided and I get a slice with only one piece
     of pepperoni on it.
8. I hate it when it’s time to go and my mom can’t find her keys.
10. I hate it when someone finishes the milk and puts the empty carton back in the refrigerator.
11. I hate it when my parents try to act cool around my friends.
12. I hate it when I get a pimple right between my eyebrows.
13. I hate it when I get a pimple anywhere.
14. I hate it when someone steps on the back of my shoe and makes it come off.
16. I hate it when my parents turn off my stereo and say, “Aaaaah . . . . silence!”
17. I hate how my friend eats her Reese’s Peanut Butter Cups by nibbling the chocolate completely off
     before she gets to the peanut butter part.
18. I hate it when my dad asks questions like, “Who is this Tommy Hilfiger?”
19. I hate it when my sister gets on the phone and it kicks me off the Internet.
20. I hate how my sister chews off all of her fingernails instead of cutting them like a normal per-
21. I hate it when the mashed potatoes touch the peas on my plate.
22. I hate it when my shoelaces get caught in my bicycle spokes.
24. I hate when I’m trying to read and the neighbor’s dog won’t stop barking.
25. I hate it when my teacher makes me write a list of all the things I hate.

Lipograms, page 176
Answers will vary. Sample answers:
1. After snoozing on the soft rug and eating some herbs that appeal to felines, my goofy kitty likes to
   run after a mouse or two.
2. Billy regularly enjoys romping with his energetic puppy and throwing a plastic disc that he can
   catch and retrieve.
3. Julie would rather not do homework on the weekend in the evening, due to her fatigue after being
   at college all week.
4. Sam thought he might take a stroll around the lake, but the blustery conditions prevented it.

         English, page 177
         Answers will vary. Sample answers:

                                    E             N             G              L               I               S            H
Boys’ names                        Eric          Ned          Greg           Larry           Ivan            Sam           Henry

Five-letter words                 enter          night        groan          locks           imply           sword         happy

Animals                          elephant        newt         gorilla         lion          iguana           sloth         hare

                                equestrian      Nordic
Sports                                                         golf         lacrosse       ice hockey        soccer     hang gliding
                                  racing        skiing
                               Empire State
Proper nouns                                   Norway        Georgia      Louisiana          Israel        Spanish      Hollywood

Things with wheels                engine        Nissan       go-cart      locomotive         Isuzu         stock car      Honda

Fruits                          elderberry     nectarine      grape          lime        Italian tomato   strawberry    huckleberry

Girls’ names                      Emily         Nora          Gwen           Lisa            Irene           Sally        Heather

Words that end in e             eliminate        none         gripe          leave            idle           stone         haste

Countries of the world           England       Norway      Greenland      Lithuania         Ireland          Spain        Holland

Words that might be used          enter          nod           grab          leap          illuminate       slither         hop
as verbs (action words)
                                                Jimmy                                                      SpongeBob
Cartoon characters               Eugene                       Goofy          Lisa            Itchy                        Homer
                                               Neutron                                                    SquarePants
                                  Ella                     Groundhog      Lord of the
Movie titles                                  Naked Gun                                  Indiana Jones       Shrek      Harry Potter
                                Enchanted                     Day           Rings
Last names of nationally-                     Nowitzki,
                                Els, Ernie                 Griffey, Ken   Leslie, Lisa   Iverson, Allen    Sakic, Joe   Hamm, Mia
known athletes                                  Dirk

         List Mania, page, page 181
         Answers will vary. Sample answers:
         1. soccer, baseball, football, tennis, swimming, rugby, skiing, golf, bowling, boxing, wrestling, hockey,
            basketball, cycling, volleyball.
         2. grinding teeth, chewing with mouth open, cracking knuckles, saying “like” all the time, burping,
            tapping fingers, chewing gum loudly, sniffing, whistling, chewing fingernails, picking nose, hum-
            ming same song, saying “huh?” all the time, smoking, chewing tobacco.
         3. shirt, pants, blouse, suit, shorts, socks, skirt, dress, jacket, sweatshirt, coat, T-shirt, pajamas, belt,

4. broccoli, asparagus, green beans, lettuce, chives, brussels sprouts, cabbage, zucchini, bean sprouts,
    artichoke, peas, spinach, celery, cucumber, lima beans.
5. Dumbo, Mickey Mouse, Donald Duck, Mighty Mouse, Big Bird, Miss Piggy, Bullwinkle, Snoopy,
    Garfield, Goofy, Bambi, Thumper, Kermit, Old Yeller, Hobbes.
6. (Kids should have no trouble with this one!)
7. drip, strip, flip, snap, strap, clap, flap, trap, wrap, chip, chap, drop, slop, creep, sleep.
8. Answers will vary, according to the state lived in.
9. balk, batting clean-up, “Texas” leaguer, full count, foul ball, squeeze play, bunt, force out, on deck,
    RBI, home run, bull pen, dugout, curve ball, double play.
10. chattered, gabbed, gossiped, shared, argued, babbled, lectured, droned, explained, said, mumbled,
    shouted, spoke, conversed, discussed.
11. Diane Sawyer, Mother Theresa, Pat Schroeder, Susan B. Anthony, Elizabeth Taylor, Madame Curie,
    Anita Hill, Queen Elizabeth, Sally Field, Oprah Winfrey, Bonnie Blair, Emily Dickinson, Hillary
    Rodham Clinton, Whoopi Goldberg, Barbara Bush.
12. Dial, Irish Spring, Zest, Joy, Dawn, Tide, All, Ivory, Caress, Noxema, Neutrogena, Dove, Cheer,
    Coast, Palmolive.
13. clarinet, accordion, guitar, piano, organ, flute, violin, trumpet, trombone, bass, recorder, banjo,
    mandolin, drum, tuba.
14. BF (best friend), BFN (Bye for now), 10X (Thanks), JK (Just kidding), C&G (chuckle & grin), CU
    (See you), CUL (See you later), D8 (date), DIKU (Do I know you?), LOL (laughing out loud, or lots
    of luck), P911 (parent alert, change subject) LY (Love you), SWAK (sealed with a kiss), UOM (You
    owe me), WOA (work of art).
15. Buick, Chrysler, Dodge, Honda, Hummer, Jeep, Kia, Mercury, Nissan, Prius, Saab, Smart, Subaru,
    Toyota, Volkswagen.

More List Mania, page 182
Answers will vary.
1. No need to walk. Don’t need much food. Don’t need litter box. Don’t bark. Don’t need a fenced
   yard. If they die, can make them into boots. Can curl up beside you. Can help control mice. Travel
   well inside luggage. Shed only once a year. Will eat cheap food. No one else in neighborhood has
   one. Can use snake holes for golf. Handy for Adam and Eve skits. Handy for rain dances.
2. Tom Cruise, Kevin Costner, Bill Cosby, Johnny Carson, Joe Cocker, Nicholas Cage, Natalie Cole,
   Mariah Carey, Tracy Chapman, Michael Caine, Ray Charles, Dana Carvey, Glenn Close, John
   Candy, Macaulay Culkin.
3. elephant, lion, tiger, giraffe, bear, panther, zebra, rhinoceros, gorilla, hippopotamus, cheetah, chim-
   panzee, hyena, kangaroo, leopard.
4. Ed, Ophelia, Abby, Andrew, Igor, Ursula, Emma, Adam, Allan, Ellen, Oscar, Evan, Eleanor, Avery,
5. game, same, tame, lame, name, dame, fame, blame, claim, came, maim, shame, aim, frame,
6. beautiful, helpful, understanding, caring, brilliant, inspirational, lovely, talented, clever, patient,
    funny, witty, perceptive, creative, interesting.

7. Dolphins, Oilers, Steelers, Broncos, Chiefs, Seahawks, Cowboys, Giants, Redskins, Bears, Lions,
    Vikings, Rams, Eagles, Packers.
8. Afghanistan, Belgium, Denmark, Egypt, France, Greece, Iraq, Ireland, Japan, Kenya, Nigeria,
    Pakistan, Rwanda, Peru, Zambia.
9. socks, sandals, nail polish, pumps, loafers, huaraches, sneakers, high heels, nylons, wingtips, slip-
    pers, boots, clogs, thongs, moccasins.
10. (Students will have no trouble with this one.)
11. Miss Muffet, Rapunzel, Rumplestiltskin, Old King Cole, Old Mother Hubbard, Snow White, Jack,
    Jill, Little Red Riding Hood, Little Bo-peep, Georgie Porgie, Jack Sprat, Humpty Dumpty, Wee
    Willie Winkie, Little Jack Horner.
12. red, yellow, blue, black, orange, green, purple, violet, brown, turquoise, pink, magenta, olive, char-
    treuse, tan.
13. tornado, snow, rain, sleet, typhoon, hail, hurricane, blizzard, front, temperature, heat wave, slush,
    cyclone, monsoon, sunny.
14. washer, dryer, dishwasher, toaster, hairdryer, electric razor, mixer, blender, curling iron, computer,
    answering machine, lamp, iron, television, stereo.
15. diving, swimming, archery, badminton, basketball, boxing, canoeing, fencing, field hockey, curling,
    gymnastics, judo, rowing, sailing, volleyball.

The Name Game, pages 183-184
1. Art                10. Bob                19. April            28. June              37. Otto (auto)
2. Bill               11. Heather            20. Nick             29. Grace             38. Matt (mat)
3. Sue                12. May                21. Victor           30. Ginger            39. Harry (hairy)
4. Rich               13. Pat                22. Sandy            31. Rob               40. Jim (gym)
5. Mark               14. Will               23. Rod              32. Jack              41. Wayne (wane)
6. Carol              15. Frank              24. Rose             33. Bobby             42. Flo (flow)
7. Holly              16. Candy              25. Miles            34. Melody            43. Carrie (carry)
8. Hope               17. Mike               26. Lance            35. Herb              44. Gail (gale)
9. Grant              18. Ray                27. Pearl            36. Doug (dug)        45. Stu (stew)

About the Author. Cheryl Miller Thurston is a former teacher and
the author of many books, plays, songs, and musicals. She lives in
Loveland, Colorado, with her husband and two pampered cats.
                                         Have you ever wondered if the authors of some of your text-
                                       books ever actually met a real boy or girl? If so, you will enjoy
                                       Ideas that Really Work! Written by a former junior high

                                       English teacher, this book is easy to use, easy to understand,
                                       often humorous, and always practical. The ideas are classroom
                                       tested, and they really do work.
                                         All materials can be photocopied for use in your classroom.
                                       The book covers a wide variety of subjects, with dozens of ideas
                                       you will find nowhere else. Just a few titles:
                                         • Holiday Newsletters
                                         • Grammar Ideas for Teachers Who Hate Teaching Grammar
                                         • Mythological Monsters
                                         • Slang Is Here to Stay
                                         • What is Plagiarism?
                                         • Using Commercials to Teach Critical Thinking
                                         • Always Wear Clean Underwear in Case You Get in an
                                         • 75 Ideas for the Last Month of School

“I have been using ‘Curing December Doldrums’ from this book for years! I have the kids choose five of the
prompts, respond, illustrate, and create a ‘My Holiday Journal, 2001’ folder for their work. I collect them
and save them for their senior year in high school, at which time I send them to them. They love it! It also
gives me a break from talking (and thinking) during a hectic time of year. As always, thanks for bringing joy
to my work.”
                          Pat Christofferson, Dr. John C. Page School, West Newbury, Massachusetts

“Ideas   that Really Work!   really works. I especially like the lesson on plagiarism with its clear-cut examples
that use the Madonna bio.”
                                    Linda Roeder, Cedarbrook Middle School, Wyncote, Pennsylvania

“I use ‘Homemade Bread and English Compositions’ from Ideas         That Really Work!     every year on
parents’ night to introduce how I grade and how I want parents to help. Parents love it!”
                                                                                  Patsy Shouse, Boise, Idaho

                                     INC .


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