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Name: ________________________________________________________ Date: ______________
Activity: “Grammar Gets Real” • Skill: Commonly Confused Words, page 1 of 2
Who vs. Whom
Use who to refer to the subject of a sentence or
clause. (The subject is the “doer,” the person who
is doing or being something.)
Use whom to refer to the object of a sentence
or clause. (The object is the person or thing
receiving the action.)
Examples:
“Who won the race?” asked Mikey.
Examples:
“Whom did you call today?” asked Lucille.
I’m the one who walks the dog every morning.
I opened the door and, finally, there was Lisa,
whom I’d been expecting for more than an hour!
Tatiana, who is from Costa Rica, is a great surfer.
My grandpa, to whom I often turn for advice, is
very wise.
And here is a trick you can use to figure out whether to use who or whom:
He = Who
Him = Whom
If your sentence is a question, and you can answer
it with he (or she, we, I, or they) use who.
If your sentence is a question and you can answer
it using him (or her, us, me, or them), use whom.
Examples:
Who/Whom called my name?
Answer: He did.
Correct: Who/Whom called my name?
Examples:
From who/whom did you receive this gift?
Answer: I received it from him.
Correct: From who/whom did you receive this gift?
Who/Whom wants to go with Ali?
Answer: She does.
Correct: Who/Whom wants to go with Ali?
Who/Whom can I expect to be there?
Answer: You can expect them to be there.
Correct: Who/Whom can I expect to be there?
If your sentence is not a question, you can still use this trick, but instead of answering a question,
you’ll need to restate your sentence so that it uses either he or him.
Example:
Matt, who/whom lives next door to me, is my
best friend.
Restated: He lives next door to me.
Correct: Matt, who/whom lives next door to me,
is my best friend.
Example:
Dan played soccer with a kid who/whom he met at
camp last summer.
Restated: Dan played soccer with him.
Correct: Dan played soccer with a kid who/whom
he met at camp last summer.
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The words who and whom are both pronouns (words that can take the place of nouns) and are
often mixed up. Here’s what you need to know to use them correctly:
Activity: “Grammar Gets Real” • Skill: Commonly Confused Words, page 2 of 2
Directions: Circle the correct boldface word in each sentence below.
1. Meryl Streep, who/whom won a Best Actress Oscar for the third time this year, is one of my favorite stars.
2. Sandra, who/whom used to babysit my sister and me, invited us to her wedding.
4. My cousin Samir, who/whom I’ve never met, is coming to visit next week.
5. I don’t know who/whom made this lasagna, but it is delicious!
6. Violet is the girl I was telling you about—the one who/whom broke her ankle during practice.
Directions: Put a check mark next to the sentence that is grammatically correct.
7. a ____ Who do I hear singing in the backyard so late at night?
2. b ____ Whom do I hear singing in the backyard so late at night?
8. a ____ My parents, both of who were sick with the flu, canceled their trip to New York.
2. b ____ My parents, both of whom were sick with the flu, canceled their trip to New York.
9. a ____ Henry, who grew up in London, has a strong British accent.
2. b ____ Henry, whom grew up in London, has a strong British accent.
10. a ____ Who should I invite to the movie on Friday—Maya or Faith?
2. b ____ Whom should I invite to the movie on Friday—Maya or Faith?
Directions: For each sentence below, fill in the blank with either who or whom. Then at the end, write your
own sentence using either who or whom.
11. Isaac, ________________ was planning to spend the afternoon at the park, moaned when he heard the forecast.
12. ________________ ate the last slice of pizza? I was saving that!
13. ________________ does Emilio want to ask to the dance on Friday?
14. Fred, ________________ looked rather pale yesterday, stayed home sick today.
15. The trip was a lot of fun for the students, many of _________________ had never been camping before.
16. ____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
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3. I hope the police catch the kid who/whom stole my bike!
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Name: ________________________________________________________ Date: ______________
nonfiction: “How to Save a Baby Elephant” • Skill: Key Ideas and Details, page 1 of 3
Indian political and spiritual leader Mahatma Gandhi said, “The more helpless a creature, the more it is entitled
to protection by man from the cruelty of man.” Fill in this graphic organizer to show how each group of people
mentioned in “How to Save a Baby Elephant” and “Ivory BUST!” either offers protection to elephants or shows
cruelty to elephants. Directions: For each group of people below, check one of the boxes, then use details from
the articles to explain how those people either offer protection or show cruelty to elephants.
Members of the team that rescued ishanga
protect elephants
show cruelty to elephants
__________________________________________________________________________________________________
__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
poachers
protect elephants
show cruelty to elephants
__________________________________________________________________________________________________
__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
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Humans and Elephants
nonfiction: “How to Save a Baby Elephant” • Skill: Key Ideas and Details, page 2 of 3
KEEPERS AT THE DAVID SHELDRICK WILDLIFE TRUST
show cruelty to elephants
__________________________________________________________________________________________________
__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
members of the task force behind “Operation LUCky dice”
protect elephants
show cruelty to elephants
__________________________________________________________________________________________________
__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
people who sell ivory
protect elephants
show cruelty to elephants
__________________________________________________________________________________________________
__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
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protect elephants
nonfiction: “How to Save a Baby Elephant” • Skill: Key Ideas and Details, page 3 of 3
people who buy ivory
show cruelty to elephants
__________________________________________________________________________________________________
__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________
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protect elephants
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THE LANGUAGE ARTS MAGAZINE
Name: ________________________________________________________ Date: ______________
NONFICTION: “How to Save a Baby Elephant” • Skill: Reading Comprehension
Directions: Read “How to Save a Baby Elephant” in this issue of Scope. Then answer the multiple-choice
questions below.
1.In the introduction, the author depicts Tsavo
National Park as
A menacing.
C calm and peaceful.
B full of life.
D arid.
2.You can infer that the lion attacked Ishanga
because
A Ishanga was weak and small—easy prey.
B the lion didn’t want the humans to get Ishanga
first.
C the lion was fighting other big cats for a meal.
D the lion was trying to trap Ishanga’s rescuers.
3.Which of the following BEST summarizes the
section “A Race With Death”?
A A wildlife preserve rehabilitates elephants and
releases them in the wild.
B A special place for orphaned elephants is
described in detail.
C Ishanga is wounded by a lion.
D Ishanga is rushed to a special elephant
orphanage, where keepers try to save her life.
4.Consider the last line of “The Giant Rescuers”:
“But time was running out.” The author MOST
LIKELY included this sentence to
A assure readers that Ishanga was going to be OK.
B evoke emotion.
C build suspense.
D foreshadow what happens to Ishanga later.
5.Read this sentence from the article:
To keep elephants from becoming too attached to
one person, keepers take turns caring for them.
In which sentence does the word attached have
the same meaning as in the sentence above?
A The corporal attached Private Stu to a new unit.
B Rosa and Jeremy are very attached to each
other; they have been best friends for years.
C Will you help me attach this picture to the wall?
D I don’t attach much importance to other
people’s opinions.
6. How is this article mainly organized?
A A problem is identified and solutions are
outlined.
B Events are listed in order of importance.
C Events are described in the order in which
they happened.
D Two sides of an argument are presented.
7.The tone of this article is
A haughty.
C informal.
B serious.
D ironic.
8.Both “How to Save a Baby Elephant” and “Ivory
BUST!” make it clear that
A poaching has far-reaching effects.
B poaching is under control.
C no one is doing anything to stop poachers.
D smugglers can’t be trusted.
Directions: Answer the questions below on the back of this page or on another piece of paper.
9. Both “How to Save a Baby Elephant” and “Ivory
BUST!” contain examples of teamwork. Provide
two examples of teamwork from each selection.
10. W
hy do you think the editors of Scope chose to
pair “Ivory BUST!” with “How to Save a Baby
Elephant”? Hint: How does “Ivory BUST!” add
to your understanding of the plight of African
elephants?
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Elephant Quiz
Name: ________________________________________________________ Date: ______________
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Nonfiction: “How to Save a Baby Elephant” • Skill: Critical Thinking
Critical-Thinking Questions
“How to Save a Baby Elephant”
2. Who first helped Ishanga? What challenges did they face?
3. How did people at the Wildlife Trust help Ishanga? What do you think motivates them
to help elephants?
4. In what ways do elephants seem similar to humans? Do you think poachers would kill
elephants if they saw these similarities? Why or why not?
5. How does “Ivory BUST!” show that people both endanger and protect elephants?
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1. What threat to elephants is described in the first section? Why does this threat exist?
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Name: ________________________________________________________ Date: ______________
Nonfiction: “How to Save a Baby Elephant” • Skill: Reading Comprehension, page 1 of 2
Read, Think, Explain
Exploring the facts and ideas in a nonfiction article will help you understand it better. Use this worksheet to help
you understand “How to Save a Baby Elephant” in the April 2, 2012, issue of Scope.
A. BEFORE READING
1. Read the headline, or title, of the article. Write it here:___________________________________________________
Now look at the photographs and read the captions. What do you predict the story will be about? Circle one of
the choices below and explain.
A person If so, who?_______________________________________________________________________________
An event If so, what?_______________________________________________________________________________
Something else If so, what?_________________________________________________________________________
B. DURING READING
Read the subtitle, or heading, of each section. Then complete the following:
2. The first section is the introduction. It is mainly about (summarize):_____________________________________ __________________________________________________________________________________________________ .
3. The second section is called ______________________________. It is mainly about (summarize):_________________
__________________________________________________________________________________________________ .
4. The third section is called ______________________________. It is mainly about (summarize):___________________
__________________________________________________________________________________________________ .
5. The fourth section is called ______________________________. It is mainly about (summarize):_________________
__________________________________________________________________________________________________ .
6. The fifth section is called ______________________________. It is mainly about (summarize):___________________
__________________________________________________________________________________________________ .
7. Look at the photos throughout the article. What do they show? How do you feel when you look at the images?
__________________________________________________________________________________________________
__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
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Identifying Nonfiction Elements
Nonfiction: “How to Save a Baby Elephant” • Skill: Reading Comprehension, page 2 of 2
C. AFTER READING
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
9. A narrative is an account of a sequence of related events—in other words, a story. Which of the following
describes the narrative contained in “How to Save a Baby Elephant”? (circle one)
the information
about poaching
Ishanga’s rescue
and rehabilitation
the comparison
between elephants
and humans
D. TEXT TO TEXT
10. Summarize the information presented in “Ivory BUST!” on page 9. _________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
11. What is the connection between “Ivory BUST!” and the main article?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
E. MAKING CONNECTIONS
12. Here’s how this article relates to (fill in at least two):
Something else I read: _____________________________________________________________________________
_________________________________________________________________________________________________
Something else I know about:______________________________________________________________________
_________________________________________________________________________________________________
Something in my own life: _________________________________________________________________________
_________________________________________________________________________________________________
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8.Write down three facts from the article that you didn’t know before you read it.
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Name: ________________________________________________________ Date: ______________
nonfiction: “How to Save a Baby Elephant” • Skill: Vocabulary Acquisition, page 1 of 2
Vocabulary:
1. baobab (BEY-oh-bab) noun; a tree native to tropical Africa that has white flowers, a thick trunk,
and an edible fruit referred to as “monkey bread”; also called a “monkey bread tree”
example: Jimmy took many pictures of baobab trees while on the safari.
2. bloated (BLOH-tid) adjective; swollen and puffed-up
example: Sarah felt bloated after finishing the five-course Easter dinner.
3. buck (BUHK) 1. verb; (for an animal such as a horse) to spring into the air with the back arched and
land with the head down and the front legs stiff, in order to throw off a rider; 2. noun; a male deer,
antelope, or rabbit
example 1: The horse bucked wildly and threw the cowboy off its back.
example 2: During our hike, I spotted a buck with large, beautiful antlers.
4. clamp (KLAMP)1. noun; a tool for holding things firmly in place; 2. verb; to fasten or hold with,
or as with, a clamp
example 1: Laurey used a metal clamp to hold the two pieces of wood together.
example 2: I watched with fascination as the Venus flytrap clamped its leaves around the spider.
5. communal (kuh-MYOO-nuhl) adjective; shared by several people
example: We were expecting our hotel room to have a private bathroom, but it turned out that we
had to share a communal bathroom in the hall.
6. culprit (KUHL-prit) noun; a person guilty of or responsible for an offense
example: The detective had narrowed it down to three suspects—but which one was the real culprit?
7. deteriorate (di-TEER-ee-uh-rayt) verb; to become worse or of less value
example: The weather forecaster warned that road conditions would deteriorate overnight.
8. guzzle (GUH-zuhl) verb; to eat or drink something quickly and/or noisily
example: Frank guzzled bottle after bottle of water after running the marathon.
9. slink (SLIHNK) verb; to move or go sneakily; creep along
example: I tried to slink away, but Aunt Bernice saw me and exclaimed, “THERE you are!”
10. teem (TEEM) verb; to be very full of something; overflow; swarm
example: His apartment was teeming with roaches; they were absolutely everywhere.
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“How to Save a Baby Elephant”
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THE LANGUAGE ARTS MAGAZINE
Name: ________________________________________________________ Date: ______________
nonfiction: “How to Save a Baby Elephant” • Skill: Vocabulary Acquisition, page 2 of 2
Vocabulary Practice:
Directions: Complete the sentences using a form of the vocabulary words listed in the Word Bank. You will
not use two of the words.
Word Bank
baobab
bloated
buck
clamp
communal
culprit
deteriorate
guzzle
slink
teem
11.Ethel’s health __________________, and her trips to the doctor became more frequent.
12.The campground had a __________________ fire that everyone could use to toast marshmallows.
13.“He’s not going to __________________, is he?” Kim asked nervously about the new horse.
14.“Ugh,” moaned Jill, “I am so _________________. I feel like I swallowed a balloon!”
15. In the summer, Block Island ________________ with tourists, but in the winter it’s practically
deserted.
16.When Principal Ricci showed up, the food fight came to an abrupt halt; many of the students
tried to ________________ away.
17.My brother is so embarrassing! He __________________ three sodas and belched so loudly that I
think everyone at the restaurant heard him.
18.Mr. Davis told me to ________________ the pieces of the chair leg together while the glue dries.
Directions: In each row of words, circle the word that does not belong.
9. oak
carrot
baobab
willow
10. slink
dance
sneak
creep
11. deflated
bloated
empty
shrunken
12. wrongdoer
culprit
delinquent
victim
13. communal
exclusive
separate
private
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“How to Save a Baby Elephant”
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THE LANGUAGE ARTS MAGAZINE
Name: ________________________________________________________ Date: ______________
Nonfiction: “How to Save a Baby Elephant” • Skill: Writing an Advocacy Letter, page 1 of 2
In “How to Save a Baby Elephant,” you read about some ways that people are working to protect elephants. One
thing you can do to protect elephants is write a letter to an official, urging her or him to take action to help
these animals. Follow the guidelines below to write a great advocacy letter on behalf of African elephants.

Choose Your Target
The first step in writing an advocacy letter is deciding to whom you will write. You should write to someone
who has the power to make the change you are seeking.
Rob Brandford, the U.K. Director of the David Seldrick Wildlife Trust, recommends that you write to the
United States Fish and Wildlife Service (USFWS), the government agency that protects endangered species.
It helps enforce the Convention on International Trade in Endangered Species (CITES), an international
agreement passed in 1973 to protect animals. You can write to the USFWS’s Division of International
Conservation at this address:
U.S. Fish & Wildlife Service
International Affairs
Division of International Conservation
4401 N. Fairfax Drive, MS 100
Arlington, VA 22203
Rob also suggests writing to your U.S. Representative or Senator to ask him or her to put pressure on the
USFWS. To find the name and address of your Representative, go to www.house.gov. To find the name and
address of your Senators, go to www.senate.gov.
 Ask for Something Specific
Your letter will be most effective if you explain what you want the person to whom you are writing to do.
What action do you want her or him to take? Brandford suggests that in your letter to the USFWS, you write
something like this:
At the next meeting of CITES in 2013, I strongly urge you to publicly oppose all plans for the legal sales of
ivory, through proposed stockpile sales or calls to reopen the trade in ivory.
Vote in favor of the elephants.
As the representatives for the United States of America at CITES, you can be a force for good.
 Include Facts That Support Your Cause
Make clear why it is important to stop the sale of ivory and protect elephants. You can use facts from “How to
Save a Baby Elephant,” “Ivory BUST!” and the Webquest.
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Write for Elephants
Nonfiction: “How to Save a Baby Elephant” • Skill: Writing an Advocacy Letter, page 2 of 2

Make It Personal
Relate the issue to your own experience. Explain why you care. Put ideas into your own words.
 Be Polite
Here is how you can format your letter:
At the top of the page, write
your full name and address.
Melissa Smith
4567 Greenhill Rd.
Evansville, WI 53536
Write the date.
April 2, 2012
Write your reader’s name and
address. Be sure to include
the person’s proper title.
The Honorable Representative Tammy Baldwin
10 East Doty St.
Suite 405
Madison, WI 53703
Use the appropriate
salutation. To write to the
USFWS, you can use “To
Whom It May Concern.”
Dear Representative Baldwin:
First paragraph: State what you want the reader to do.
Second paragraph: Provide facts that support your cause.
Third paragraph: Explain why the cause matters to you and why it should
matter to your reader.
Fourth paragraph: Thank the reader for considering your letter.
Close your letter with
“Sincerely,” followed by your
signature and your printed
name.
Sincerely,
Mel iss a Smi th
Melissa Smith
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A rude letter will be ignored at best, and it could even hurt your cause.
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Name: ________________________________________________________ Date: ______________
play: Hugo • Skills: Symbolism and Theme
In the play Hugo, the automaton has a purpose—something it is meant to do. But the automaton breaks and is
not able to fulfill its purpose. Hugo and Georges each have a purpose too—and like the automaton, each one
“breaks” in some way and is unable to fulfill his purpose. By the end of the story, however, the automaton, Hugo,
and Georges have all been fixed. Directions: Fill in the boxes below by identifying the purpose of the automaton,
Hugo, and Georges, and explaining the way in which each character is broken and then fixed.
His Purpose­—
what It/he is meant
to do
Way in which it/he is Broken
automaton
hugo
georges
Scholastic sCOPE activity • April 2, 2012
what fixes it/him
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Broken/Fixed
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Name: ________________________________________________________ Date: ______________
PLAY: Hugo • Skill: Reading Comprehension
Hugo Quiz
1.In Scene 1, you can infer that Father’s eyes
“sparkle” because
A Hugo has asked an insightful question.
B he is kidding around.
C he enjoys the challenge of repairing
broken machines.
D he believes that the automaton possesses
special powers.
5.Which of the following is the MOST likely reason
that Hugo’s notebook upsets Georges?
A Georges doesn’t know how to solve the mystery
of the automaton.
B Georges feels helpless to stop Hugo from
stealing from his shop.
C The notebook reminds Georges of the
Great War.
D The notebook reminds Georges of all he has lost.
2.The writer describes Claude as “unshaven.”
What clue does this detail give you about
Claude’s character?
A He is fashionable.
B He is a hard worker.
C He winds clocks for a living.
D He is messy—not a reliable caretaker.
6. W
hich of the following BEST represents a theme
in the play?
A Promises are hard to keep.
B Everyone has a purpose.
C Crime does not pay.
D People need technology to survive.
3.In Scene 2, why was Hugo stealing?
A He needed to trade spare parts for food.
B He couldn’t help himself.
C He needed the parts to fix the automaton.
D He wanted to be like Georges and build toys.
7. Scene 5 could be described as
A the rising action.
B the climax.
C the resolution.
D the exposition.
4. I n Scene 4, you can infer that Isabelle squeezes
Hugo’s hand because
A she empathizes with Hugo’s sadness.
B she is nervous about whether the heart-shaped
key will work.
C she wants Hugo to stop crying.
D she knows what it’s like to try to fix something.
8. W
hich of the following words BEST describes the
mood of Scene 6, when Hugo and Isabelle watch
Georges’s movie A Trip to the Moon?
A tense
B surprising
C boring
D mesmerizing
Directions: Answer the questions below on the back of this page or on another piece of paper.
9. In Scene 4, the automaton makes what look like
meaningless scribbles, and Hugo thinks it is still
broken. Why does this upset Hugo so much?
10. Is Hugo a static or dynamic character? Use at least
three pieces of textual evidence to support
your answer.
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Directions: Read Hugo in this issue of Scope. Then answer the multiple-choice questions below.
Name: ________________________________________________________ Date: ______________
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Play: Hugo • Skill: Critical Thinking
Critical-Thinking Questions
1. Why is working on the automaton important to Hugo and his father? Why is it important to
Hugo after his father dies?
2. Why is the notebook significant to both Georges and Hugo? What does their attachment to it
suggest about them?
3. Hugo says that every person has a purpose. What was Georges’s purpose? What evidence in
the text shows this?
4. In what ways does Hugo’s discovery of the heart-shaped key lead to the resolution of other
problems?
5. Why do you think the author chose to give the automaton a heart-shaped keyhole?
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Hugo
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THE LANGUAGE ARTS MAGAZINE
Name: ___________________________________________________ Date: ______________
Back to Basics:
Literary Elements and Devices
Identifying the basic elements of a work of fiction helps you understand it better. Use this activity to help
you understand Hugo. See Scope’s “Glossary of Literary Terms” for definitions of the words that appear in bold.
Section 1: Characters
1. For the character of Hugo and two characters of your choice: (1) decide whether the character is major or
minor; (2) briefly describe the character, including his or her appearance, age, personality,
and background; (3) decide whether the character is static or dynamic and explain why.
A.
Hugo is a major/minor (circle one) character.
Description: _______________________________________________________________________________________
__________________________________________________________________________________________________
He is a static/dynamic (circle one) character because __________________________________________________
__________________________________________________________________________________________________
B.
is a major/minor (circle one) character.
Description: _______________________________________________________________________________________
__________________________________________________________________________________________________
He/She is a static/dynamic (circle one) character because ______________________________________________
__________________________________________________________________________________________________
C.
is a major/minor (circle one) character.
Description: _______________________________________________________________________________________
__________________________________________________________________________________________________
He/She is a static/dynamic (circle one) character because ______________________________________________
__________________________________________________________________________________________________
2. D
escribe the role of the narrators. What is their purpose in the play?______________________________________
__________________________________________________________________________________________________
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play: Hugo • Skill: Literary Elements and Devices, page 1 of 4
play: Hugo • Skill: Literary Elements and Devices, page 2 of 4
3. Author’s Craft: Consider the characterization of Hugo. Although there are few instances of direct
characterization, we learn much about him through indirect characterization. Identify two examples of
indirect characterization of Hugo.
A. ________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
B. ________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Section 2: Setting
4. Briefly describe the setting. _________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Section 3: Figurative Language
5. Read the following lines from the Epilogue:
Georges: Hugo, you saw a broken machine, and against all odds, you fixed it. It was the
kindest magic trick I have ever seen.
Identify the metaphor in the lines above. Explain what you think the author is trying to communicate or
accomplish with this metaphor. ________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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__________________________________________________________________________________________________
play: Hugo • Skill: Literary Elements and Devices, page 3 of 4
Section 4: Symbolism
6. Explain what ideas or concepts the following objects symbolize.
A. the automaton
__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
B. the heart-shaped key
__________________________________________________________________________________________________
__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
Section 5: Tone and Mood
7.List at least two adjectives that describe the tone of the play. ____________________________________________
Now explain how the writer established that tone. Which words and details tell you how the author feels
about the characters and the subject matter?__________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________ 8. What is the mood of the play? Does it stay the same throughout the play, or does it change? Explain. _________
__________________________________________________________________________________________________ __________________________________________________________________________________________________
__________________________________________________________________________________________________ __________________________________________________________________________________________________
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__________________________________________________________________________________________________
play: Hugo • Skill: Literary Elements and Devices, page 4 of 4
Now explain how the writer established the mood. Which imagery, words, ideas, or aspects of the setting or
plot caused you to feel the way you did? ______________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Section 6: Plot
9. A
plot point is an event that directs the action in a new and perhaps unanticipated direction. Plot points keep
the action moving toward the climax and eventual resolution. Identify two major plot points and explain how
they change the course of action in the play.
A. ________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
B. ________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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__________________________________________________________________________________________________
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THE LANGUAGE ARTS MAGAZINE
Name: ___________________________________________________ Date: ______________
page 1 of 4
alliteration (uh-LIT-uh-RAY-shuhn): When two or more words in a group of words begin with
the same letter or group of letters. For example: Anne’s awesome apple; Fred’s frozen french fries.
See also: figurative language.
antagonist (an-TAG-uh-nist): The opponent or enemy of the main character, or protagonist.
See also: protagonist.
aside (uh-SAHYD): Words spoken to the audience by a character in a drama that are not supposed
to be heard by the other characters on stage. An aside is usually used to let the audience know what a
character is thinking.
characterization (kar-ik-ter-uh-zay-shun): The means through which an author reveals a
character’s personality. Characterization may be direct or indirect. In direct characterization, the
writer or a narrator tells the reader what the character is like: “Ben was a quiet, serious boy.” In
indirect characterization, the author shows the reader or audience member what the character is like
through (1) the character’s appearance, (2) what the character does, (3) what the character says, (4)
what the character thinks, and (5) how the character affects other characters. From these five things,
the reader or audience member understands the character’s personality.
climax (KLAHY-maks): The point in a play, novel, short story, or narrative poem at which the
conflict reaches its greatest intensity and is then resolved. The climax is also the part of a narrative
when the reader or audience member experiences the most-intense emotions. See also: plot.
conflict (KON-flikt): A struggle between opposing forces. A conflict may be external (between
the character and another person, society, nature, or technology) or internal (a struggle within the
character).
dialogue (dahy-uh-lawg): The conversation between characters in a work of literature.
dynamic character (dahy-NAM-ik kar-ik-ter): A character who undergoes a significant internal
change over the course of a story. This may be a change in understanding, values, insight, etc. See
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Glossary of Literary Terms
Glossary of Literary terms, page 2 of 4
also: static character.
figurative language (FIG-yer-uh-tiv LANG-gwidj): The literal meaning of a word is its
definition as you would find it in the dictionary. Figurative language uses words in some way other
creative way. Examples of figurative language include alliteration, hyperbole, idiom, imagery, metaphor,
onomatopoeia, personification, and simile. (You can find definitions of these words in this glossary.)
flashback (FLASH-bak): When a writer inserts a scene into a story that occurred before the
present time in the story. Flashbacks provide background information about events happening during
the current narration. They may be presented as memories, dreams, or stories of the past told by
characters.
foreshadowing (for-SHAD-oh-ing): When an author provides clues or hints about something
that is going to happen later in the story. Authors use foreshadowing to build suspense and to prepare
the reader for what happens later.
hyperbole (hahy-PUR-buh-lee): Extreme exaggeration used for emphasis or effect; an extravagant
statement that is not meant to be taken literally. For example: “I almost died of boredom.” Hyperbole
is frequently used in humorous writing. See also: figurative language.
idiom (ID-ee-um): An expression that cannot be understood from the meanings of its individual
words. For example, “it’s raining cats and dogs” is an idiom that means it’s raining really hard—but
there is no way to know that from the meanings of its individual words. See also: figurative language.
imagery (IH-muhj-ree): The use of language to portray sensory experiences, or experiences of
the five senses: sight, hearing, smell, taste, and touch. Authors use imagery to describe actions,
characters, objects, and ideas, and to heighten the emotional effect of their writing. One way authors
create imagery is through the use of figurative language. See also: figurative language.
irony (AHY-ruh-nee): There are three types of irony: (1) dramatic irony, when the reader or
audience member is aware of something that the characters are not aware of; (2) situational irony,
when something happens that is the reverse of what you expected; and (3) verbal irony, when the
name or description of something implies the opposite of the truth (for example, calling a very tall
person “Tiny”).
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than for their literal meanings to make a comparison, add emphasis, or say something in a fresh and
Glossary of Literary terms, page 3 of 4
major character (MEY-jer kar-ik-ter): A main or important character; a character who plays
a large role in a story. Major characters usually face some sort of obstacle, and they will be present
throughout all, or almost all, of a story. There may be one major character in a story, or several. See
also: minor character.
or aspect of one of those things. For example, “Karen was a ray of sunshine” is a metaphor in which
Karen is compared to a ray of sunshine. The metaphor suggests that Karen was cheerful, happy, warm,
hopeful—qualities we associate with the sun. Metaphors state that one thing is something else; they
do not use the words like or as. See also: figurative language, simile.
minor character (MY-ner kar-ik-ter): A character who does not play a large role in a story.
Minor characters usually do not face any obstacles during the course of the story, and they usually
do not change during the course of the story. The reader does not usually learn much about minor
characters. They are just there for the major characters to interact with and to help advance the plot.
See also: major character.
mood (mood): The feelings the reader gets from a work of literature. Another way to describe a
story’s mood is atmosphere. When you walk into a place, it has an atmosphere that makes you feel a
certain way; when you “walk into” a story, it too has an atmosphere that makes you feel a certain way.
For example, the mood could be calm, creepy, romantic, sad, or tense. Authors create mood through
word choice, imagery, dialogue, setting, and plot. The mood can stay the same from the beginning to
the end of a story, or it can change.
onomatopoeia (on-uh-maht-uh-PEE-uh): The formation or use of words whose sounds imitate
the sounds of what they describe, such as hiss, murmur, growl, honk, buzz, woof, etc. See also:
figurative language.
personification (per-son-uh-fih-KAY-shun): Describing nonhuman animals, objects, or ideas
as though they possess human qualities or emotions. For example: “the moon smiled down at her,”
“I felt the cold hand of death on my shoulder,” “there is a battle being fought in my garden, between
the flowers and the weeds.”
plot (plaht): The sequence of events in a story. The plot includes the opening event (what happens
at the beginning/the main problem that the main character faces), the rising action (what happens to
intensify the problem), the climax (when the problem reaches its most intense point and begins to be
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metaphor (MET-uh-for): The comparison of two unlike things to illuminate a particular quality
Glossary of Literary terms, page 4 of 4
resolved), the falling action (what happens to solve the problem), and the conclusion (how things end).
point of view (poynt uhv vyoo): The perspective from which a story is toldВ­. In other words, who
is telling the story—a character in the story or an outside narrator. There are several types of point
of view: (1) first-person point of view, where the narrator is a character in the story who describes
point of view, where the narrator is not a character in the story but the narrator can describe the
experiences and thoughts of only one character in the story; (3) third-person omniscient point
of view, where the narrator is not one of the characters and is able to describe the experiences and
thoughts of every character in the story.
protagonist (proh-TAG-uh-nist): The main or central character of a work of literature. Usually,
the main character is involved in a conflict or struggle with the antagonist. See also: antagonist.
setting (seht-ing): The environment in which a story takes place, including the time period,
the location, and the physical characteristics of the surroundings.
simile (SIM-uh-lee): When two unlike things are compared—using like or as—in order to illuminate
a particular quality or aspect of one of those things. For example, “Randy’s voice is like melted
chocolate” is a simile in which Randy’s voice is compared to melted chocolate. The simile suggests that
Randy’s voice is rich, smooth, sweet, warm—qualities we associate with melted chocolate. See also:
figurative language, metaphor.
static character (STAT-ik kar-ik-ter): A character who does not undergo a significant change
over the course of a story. See also: dynamic character.
symbol (SIM-buhl): An object, setting, event, animal, or person that on one level is itself, but that
has another meaning as well. For example, the American flag is really a piece of fabric with stars and
stripes on it, but it also represents the United States and ideals like freedom, patriotism, and pride.
In a story or play, rain could be a symbol; the rain would really be rain, but it might also represent an
idea like sadness or leaving the past behind. Symbolize means “to be a symbol of.”
symbolism (SIM-buhl-izm): The practice of using symbols. See also: symbol.
tone (tohn): The author’s attitude toward the subject matter or toward the reader or audience.
Words that could describe tone include doubtful, humorous, gleeful, serious, and questioning. Tone is
conveyed through the author’s word choices and the details that he or she includes.
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things from his or her own perspective and refers to himself or herself as “I”; (2) third-person limited
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Name: ________________________________________________________ Date: ______________
play: Hugo • Skill: Vocabulary Acquisition, page 1 of 2
Vocabulary:
1. apprentice (uh-PREN-tiss) noun; someone who learns a trade or an art by working under the
guidance of a skilled worker or workers
example: As an apprentice, Laura doesn’t make much money, but she is getting a lot of experience
and learning what the job of a lawyer is really like.
2. inquisitive (in-KWIZ-uh-tiv) adjective; questioning or curious
example: The first time I went to Bob’s house, his inquisitive cat kept sniffing me.
3. loom (LOOM) verb; to appear as a shadowy form, especially one that is large, strange, or threatening
example: The shadows of the thunderclouds loom over the baseball field during the last inning.
4. musty (MUHSS-tee) adjective; having a damp, moldy, or stale taste or smell
example: It smells kind of musty in here. I think a pipe might have leaked while we were
on vacation.
5. pioneer (pye-uh-NEER) noun; someone who is the first to do something
example: The Wright brothers were pioneers of flight. They built the first airplane.
6. portable (POR-tuh-buhl) adjective; able to be carried or moved easily
example: My grandmother doesn’t have a portable music player; she says she’s perfectly happy to
sit and listen to music at home.
7.proprietor (pruh-PRI-uh-ter) noun; the owner of a business or property
example: As the proprietor of a pastry shop, Jordan has learned a lot about people’s cupcake
preferences.
8. reluctantly (ri-LUHK-tuhnt-lee) adverb; with an unwilling quality; unenthusiastically
example: Mitch reluctantly turned off the TV when it was time for dinner.
9. stealthily (STELTH-ih-li) adverb; sneakily or quietly
example: Around midnight, Latrice stealthily walked past her snoring father to snag a few cookies
from the kitchen.
10. w
himsical (WIM-zi-kuhl) adjective; fanciful, or playful and imaginary
example: When it comes to fantasy movies, I prefer whimsical films like Shrek over grittier, darker
films like those in the Lord of the Rings trilogy.
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Hugo
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Name: ________________________________________________________ Date: ______________
play: Hugo • Skill: Vocabulary Acquisition, page 2 of 2
Vocabulary Practice:
Hugo
1.Who or what is least likely to be described as
whimsical?
A flying pigs
B a dragon
C the President of the United States
D the Harry Potter series
5.Of the following, who would not necessarily be
considered pioneers?
A the winners of a contest
B the first people to settle in a new territory
C the pilgrims who came to America on the Mayflower
D the first people to travel to outer space
2.Sally says she reluctantly got out of bed to go to work.
Which of the following is LEAST likely to be true?
A Sally wanted to get more sleep.
B Sally does not like her job.
C Sally had a long day ahead of her.
D Sally was looking forward to an exciting day.
6.Which of the following is the MOST portable?
A a mattress
B a swimming pool
C an iPhone
D Texas
3.Which of the following could be done stealthily ?
A falling down stairs
B reaching into someone’s pocket
C making a grand entrance
D galloping on a horse
4. Which of the following would suggest that Sam is an
inquisitive person?
A He eats the same thing for lunch every day.
B He is constantly looking stuff up on the Internet.
C He has a great sense of humor.
D He never raises his hand in class.
7.Select the statement that would MOST likely follow this
sentence: “The clothes I brought down from the attic
were musty.”
A Maybe they’ll fit my little sister, though.
B They smelled like a freshly baked pie.
C I put on one of the shirts right away.
D I threw them all in the laundry.
8. Which of the following is LEAST similar to an apprentice?
A an intern
B an expert
C a student
D a helper
Directions: Use each pair of words below in a sentence.
19. loom, reluctantly______________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
10. proprietor, apprentice_________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
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Directions: Fill in the circle next to the best answer to each question below.
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THE LANGUAGE ARTS MAGAZINE
Name: _______________________________________________________ Date: ______________
Debate: “Are You a Loser?” • Skill: Reflective Essay, page 1 of 6
Directions: Read “Are You a Loser?” on pages 16-18 of the April 2, 2012, issue of Scope. Fill in the chart on
page 18. Then follow the steps below to write an essay answering the question “Are you a successful failure?”
Step 1: consider the arguments
When you write a reflective essay, you write about yourself—your personal experiences and emotions.
Sometimes it is helpful, or even necessary, to do some reading before you start writing. You might read
to gather information about your topic, to find out what other people have said about the topic, or to get
ideas about what types of experiences to write about.
For this reflective essay, you can use the article “Are You a Loser?” to identify good, productive ways of
dealing with failure as well as bad, unproductive ways of dealing with failure. We got you started.
PRODUCTIVE WAYS OF DEALING WITH FAILURE
____________________________________________________________________________________________________________________________________________________________________________________________________________________________
• Don’t quit just because you fail; keep at whatever it is you are working on.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________
UNPRODUCTIVE WAYS OF DEALING WITH FAILURE
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________________________________
__ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________
__ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Write a Reflective Essay
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Debate: “Are You a Loser?” • Skill: Reflective Essay, page 2 of 6
It’s time to start reflecting. Below, take notes on your own experiences with failure. Use what you wrote
in Step 1 for inspiration, and include anything else that helps answer the question of how you react to
failure. You can include single words or even simple sketches—the idea is to get all of your thoughts and
emotions onto the page. Cluster your notes around the category headings provided.
Personal Experiences
stories, memories . . . specific experiences
when I have failed at something
Facts
what experts say about failure and
other facts about failure that are
not related to me
Emotions
my feelings about failure
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Step 2: brainstorm
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Debate: “Are You a Loser?” • Skill: Reflective Essay, page 3 of 6
Step 3: CRAFT your thesis
Your thesis: ____________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 4: Write your hook
The beginning of your essay is called the hook because it “hooks” your readers’ attention. The hook should
relate to the topic of your essay, but it can take many forms. It can be an anecdote (a very short story),
a fact, a quote, or a rhetorical question (a question to which you don’t expect an answer). Here are three
ideas for hooks that could work for this topic. Choose one of the ideas below or use your own idea and
write a hook on the lines provided (1-3 sentences).
1. ANECDOTE: Choose one of the experiences you thought of during Step 2. Describe that experience
briefly, using sensory details to help the reader imagine himself or herself in your place.
2. SURPRISING FACT: Find a fact that will raise your readers’ eyebrows. Several surprising facts are
included in the article. You can also do some research to find a surprising fact that is not included
in the article.
3. QUOTE: Quote a statement from “Are You a Loser?” or another magazine or newspaper article about
failure. Then explain how that statement applies to you.
Your hook: _________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 5: Start writing
Now that you have the key ingredients for your essay, you are ready to start writing. On the next page,
you’ll find guidelines for how to organize your ingredients, as well as hints about what else you’ll need to add.
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It’s time to decide: Are you a successful failure? In other words, do you use failure to your advantage,
or do you let it get in your way? Whatever you conclude, your thesis should be a clear, strong statement
of that conclusion—your central idea. The thesis is where you tell the reader what your essay is going
to be about.
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Debate: “Are You a Loser?” • Skill: Reflective Essay, page 4 of 6
Directions: Follow the guidelines below to write a strong reflective essay on whether you are a successful
failure. You will use what you wrote on the first three pages of this activity.
Open with your hook from Step 4.
Write a transition sentence that relates your hook to your thesis.
(See Scope’s handout “Great Transitions” for some ways to link your ideas.)
Finish with your thesis from Step 3.
BODY PARAGRAPHS
Here’s where you write out the information you brainstormed in Step 2. You don’t need to
include every single thing you wrote down; rather, review your notes and decide what your reader
will find most interesting and what most strongly supports your central idea. Then think
about the best way to arrange your information—how you can group your ideas in a way that
makes sense. For example, if you have two experiences of quitting an activity because you didn’t reach
the goal you’d set for yourself—or two experiences where you failed but picked yourself up and tried
again—it probably makes sense to put them in the same paragraph.
CONCLUSION
Use 2-3 sentences to remind your readers of your main points.
Finish with a strong final sentence. Looking for an idea? Try referring to your hook, finding a quote,
or stating how you intend to deal with failure in the future.
Read and Revise
Use Scope’s “Reflective-Essay Checklist” to evaluate and edit what you have written.
Make any necessary changes and write a second draft.
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INTRODUCTION
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Name: _______________________________________________________ Date: ______________
Debate: “Are You a Loser?” • Skill: Reflective Essay, page 5 of 6
Transitions are like bridges between your ideas—they help your readers move from one idea to the next.
Here are some transition words and phrases you may wish to use in your essay. Keep in mind that they
can be used at the beginning of a sentence or within a sentence.
If you are adding information or showing similarity between ideas:
• additionally
• besides
• so too
• first of all/secondly/thirdly
• in addition
• also
• likewise
• to begin with
• as well as
• another
• furthermore
• finally
If you are showing that one idea is different from another:
• however
• even though
• in contrast
• on the one hand/on the other hand
• yet
• despite
• still
• some people say/other people say
• but
• although
• in spite of
• regardless
If you are showing that something is an example of what you just stated:
• for example
• to illustrate
• this can be seen
• for instance
• namely
• specifically
If you want to show cause and effect:
• as a result
• consequently
• it follows that • therefore • so
• eventually
If you want to add emphasis:
• in fact
• of course
• truly
• even
Scholastic sCOPE ACTIVITY • April 2, 2012
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Great Transitions
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Name: ________________________________________________________ Date: ______________
Debate: “Are You a Loser?” • Skill: Reflective Essay, page 6 of 6
Directions: Use this guide to check your own essay, or exchange papers with a classmate and use
the list to check each other ’s essays. In the margins of the essay you are checking, make notes about
anything that needs to be revised.
Introduction
3 Does the first sentence grab readers’ attention?
3 Does the first paragraph provide a general overview of the essay’s topic?
3 Does the first paragraph include a thesis statement that strongly and clearly states your
central idea? Does the thesis clue readers in as to what the essay is going to be about?
Body Paragraphs
3 Do they contain personal experiences that relate to your thesis?
3 Do they describe your emotions related to the topic?
3 Do they contain facts that support your thesis?
3 Is the information arranged in a way that makes sense, with similar experiences or ideas
grouped together?
Conclusion
3 Does the last paragraph remind readers of the main points of the essay, without going
into too much detail and repeating everything readers just read?
3 Is the conclusion free of new information (such as another experience)?
3 Does the last sentence leave readers with a strong final impression?
General
3 Does one idea flow smoothly into the next?
3 Do the sentence structures and lengths vary?
3 Does every sentence relate to the thesis?
3 Does everything make sense?
3 Is the essay honest? Does it truly reflect you?
3 Are the grammar, punctuation, and spelling correct?
Scholastic sCOPE ACTIVITY • April 2, 2012
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Reflective-Essay Checklist
В®
THE LANGUAGE ARTS MAGAZINE
Name: ________________________________________________________ Date: ______________
paired texts: Sadaf Rahimi and Jackie Robinson• Skill: Compare and Contrast
Directions: Read the articles on Sadaf Rahimi and Jackie Robinson in this issue of Scope. Then answer the
following questions.
1.Afghanistan did not participate in the Olympics
from 1999 to 2001. Why?
A Afghanistan didn’t have sufficient resources
to train athletes.
B Afghanistan was barred from the Olympics
because the Taliban prohibited women from
playing sports.
C The Taliban was against having Afghanistan
participate in the Olympics.
D Sports were prohibited in Afghanistan.
2.Read the following sentence from the first
paragraph in the article about Sadaf Rahimi:
“The room is small and dilapidated.”
What does dilapidated mean?
A modern
B crowded
C cold
D run-down
3.Which of the following words would Branch
Rickey MOST likely use to describe Sadaf Rahimi?
A silly, powerless
B cowardly, disgraceful
C courageous, admirable
D senseless, irresponsible
4.Which of the following is true of both
Sadaf Rahimi’s and Jackie Robinson’s
families? A They are extremely supportive.
B They are single-parent households.
C The families are very poor.
D All the family members are very athletic.
5.What do Sadaf Rahimi and Jackie Robinson
have in common?
A Both endured threats and abuse for
continuing in their sports.
B Both demonstrated great talent at a young age.
C Both had to train with limited resources.
D all of the above
6.Some people opposed Jackie Robinson based on
his ________; some people oppose Sadaf Rahimi
based on her _________.
A race; gender
B gender; race
C race; age
D race; race
7.How many years will have passed between Jackie
Robinson joining Major League Baseball and
Sadaf Rahimi competing in the Olympics?
A 138
B 67
C 42
D 16
8.Based on the articles, what can you conclude
about both Jackie Robinson and Sadaf Rahimi?
A Both were determined to succeed.
B Both should have trained harder.
C Both overcame major obstacles.
D both A and C
Scholastic sCOPE ACTIVITY • april 2, 2012
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Now & Then Quiz
В®
THE LANGUAGE ARTS MAGAZINE
Name: ________________________________________________________ Date: ______________
Paired Texts: Sadaf Rahimi and Jackie Robinson • Skill: Compare and Contrast, page 1 of 2
Sadaf Rahimi and Jackie Robinson
Sadaf Rahimi
Place and time she lives in:
Jackie Robinson
plAce and time he lived in:
Afghanistan; the present
her sport:
his sport:
why some people oppose her actions:
why some people opposed his actions:
Obstacles and Risks she faces:
Obstacles and risks he faced:
Scholastic sCOPE activity • April 2, 2012
Continued on Next page >
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Directions: Use the two short articles about Sadaf Rahimi and Jackie Robinson to fill in the boxes below. Compare
and contrast the information you discover, then answer the question on the next page.
Paired Texts: Sadaf Rahimi and Jackie Robinson • Skill: Compare and Contrast, page 2 of 2
Jackie Robinson
Positive feedback or support she has received:
Positive feedback or support he received:
Her goal:
His goal:
Her Impact­—how she has affected the world
His Impact—how he has affected the world
Now use what you entered in the chart as supporting evidence to help you write a brief
essay (on the back of this page or on a separate sheet of paper) that answers the following question:
Why could Sadaf be considered the “Jackie Robinson of Afghanistan”?
Scholastic sCOPE activity • April 2, 2012
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Sadaf Rahimi
В®
THE LANGUAGE ARTS MAGAZINE
Name: ______________________________________________________ Date: ________________
You Write It: “Putting Curiosity to Work” • Skills: Main Idea and Details/Paraphrasing • page 1 of 3
You Write It
1
Directions: Follow the steps below to turn our interview with Angela Zhang into an article.
he headline “Putting Curiosity to Work” tells you the main idea of the interview—and what the main
T
idea of your article should be. Write the main idea, in your own words, as a complete sentence.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
2
ewrite each question-and-answer pair as one paragraph. Your paragraphs should be written from
R
the third-person point of view (using he, she, or they to refer to people—never I or we). You should
paraphrase, or rewrite in your own words, what Angela says. We did the first paragraph for you. (The first
paragraph should include important information from the photo caption as well.)
Paragraph 1: __________________________________________________________________________________
Seventeen-year-old Angela Zhang of Cupertino, California, has created
_______________________________________________________________________________________________
a method that may eventually help treat cancer. Her method uses nanoparticles that
_______________________________________________________________________________________________
find cancer cells, attach to them, then release a drug that kills them.
Paragraph 2: __________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Paragraph 3: __________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Paragraph 4: __________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Paragraph 5: _______________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Scholastic sCOPE activity • april 2, 2012
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Turning an Interview Into an Article
You Write It: “Putting Curiosity to Work” • Skills: Main Idea and Details/Paraphrasing • page 2 of 3
Paragraph 6: __________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Paragraph 8: _______________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Paragraph 9: __________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
3
hoose two sentences from what Angela said in the interview to use as direct quotes in your article.
C
A direct quote is a report of another person’s exact words.
Direct Quote 1: ________________________________________________________________________________
_______________________________________________________________________________________________
Direct Quote 2: ________________________________________________________________________________
_______________________________________________________________________________________________
Note that when you include direct quotes in your article, you must put them in quotation marks and you
must make clear who is saying them. Here are three examples of how to do that:
1. “It uses nanoparticles—chemicals that are many times smaller than the thickness of a single strand of
hair,” Angela explains.
2. “It was intimidating,” Angela says, “but the challenge was exciting.”
3. “But my mom has increased my allowance!” Angela jokes.
4
ick out the information in the interview that you find most interesting. You might choose, for example,
P
that Stanford University initially turned Angela away because she was too young.
The information I find most interesting is: _______________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Scholastic sCOPE activity • april 2, 2012
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Paragraph 7: __________________________________________________________________________________
You Write It: “Putting Curiosity to Work” • Skills: Main Idea and Details/Paraphrasing • page 3 of 3
Opening Paragraph:
• Use your first sentence to hook your reader’s attention. You can do this by stating something that
is surprising, interesting, or moving. Hint: What did you write in Step 4?
• Be sure to let readers know what the article is going to be about. In other words, state the main idea
of the article.
Body Paragraphs:
• Your paragraphs should flow smoothly from one to the next. You may need to write transition
sentences at the beginnings of some paragraphs.
• Don’t forget to include the direct quotes that you chose in Step 3.
Conclusion:
• Wrap it all up. End your article with a strong sentence that will give your readers something to think
about. One option is to end with a quote. Another is to refer to your hook from the opening paragraph.
Scholastic sCOPE activity • april 2, 2012
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5
ow it’s time to put it all together. Write your article on a separate sheet of paper, following the
N
guidelines below.
В®
THE LANGUAGE ARTS MAGAZINE
Name: ___________________________________________________ Date: ______________
WHOLE ISSUE: April 2, 2012 • SKILL: Reading Comprehension
Scope Crossword Puzzle
1
2
3
4
5
7
6
8
9
10
11
12
13
14
ACROSS
4.mechanical man
5.oppressive regime in
Afghanistan
7.the protagonist of
Hugo
10.___ kill more than 100
African elephants a
day.
13.This basketball player
was once called “the
weakest player on the
team.” (last name)
14.Sadaf Rahimi is a
17-year-old ___.
DOWN
1.In the 1930s,
professional baseball
___ did not accept
African-American
players.
2.Jackie Robinson had a
8.Ishanga and Isabelle
3.Steve Jobs, Thomas
9.This fictional film
lot of this.
Edison, and Katy Perry
succeeded because
they weren’t afraid of
___.
6.This prefix
means”billionth.”
(Hint: Carefully read
“You Write It” to find
a word containing this
prefix.)
Scholastic sCOPE activity • april 2, 2012
are both ___.
professor can take you
on a trip to the moon.
11.an elephant poacher’s
trap
12.Ishanga survived an
attack by one of these.
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Directions: See how much you remember from the April 2, 2012, issue of Scope. Put your knowledge to the test
with our crossword puzzle.

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