VOL. 60 • NO. 1 • ISSN 0036-6412
TEACHER’S
EDITION
®
SEPTEMBER 5, 2011
A SUPPLEMENT TO
SCHOLASTIC SCOPE
MAGAZINE
THE LANGUAGE ARTS MAGAZINE
ISSUE
DATE
SEPT
5
SEPT
19
OCT
10
OCT
31
NOV
21
DEC
12
JAN
9
JAN
30
FEB
20
MAR
12
Jenny
SCOPE
VIDEO
Kristin
Lauren
WELCOME BACK!
Hello, Scope teachers! We hope you had a glorious summer, and that you’re
refreshed and ready for the new school year. We’re certainly jazzed about it.
Here at Scope headquarters, our team has been hard at work. We spent our
summer talking to teachers around the country, meeting with experts, and
obsessing over every detail of this magazine—all so we can give YOU a truly
indispensable teaching tool.
This year, we have some exciting changes to tell you about:
APR
2
APR
23
MAY
14
DON’T
MISS
THIS!
THE AMAZING STORY OF
EDGAR ALLAN POE
Our fabulous freelancer
Rosa Jurjevics has created a
fantastic 3-minute video about
Edgar Allan Poe—perfect for
use with this issue’s Readers
Theater Play, an adaptation
of Poe’s “The Tell-Tale Heart.”
The video recounts Poe’s
woe-filled life, mysterious
death, and lasting literary
legacy. It’s like an E! True
Hollywood story, except,
you know, not so trashy.
POETRY, p. 10. You asked, we listened. Starting this issue, we pair one
poem with our nonfiction article. Great for meeting Common Core
Standards and preparing for cross-genre questions on state tests.
FOCUSED GRAMMAR, pp. 2-3. In each issue, our delightful new grammar
activity focuses on a critical skill your students need to master.
YOU WRITE IT, p. 24. We dreamed up this fun activity to help kids with
write a short article supporting the main idea with details.
You will love it.
We are eager to hear from you—drop us a line and tell us what you think!
Lauren, Kristin, & Jenny
(E-mail the editor at: [email protected])
ISTOCKPHOTO.COM (3)
main idea. Students read an interview with an amazing teen, then
Find us online at www.scholastic.com/scope.
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Scope At-A-Glance
Article
Summary
Primary Skill(s)
Grammar, p. 2
“Grammar Goes to
Hollywood”
Students practice the correct use of affect and
effect while reading fun facts about summer
movies.
• Conventions of standard English
•
Narrative Nonfiction,
pp. 4-10
“The Guys Who Got
bin Laden”
Students consider courage as they read a
nonfiction article about the Navy SEALs, a
true teen story about a girl who lost her father
on 9/11, and Rudyard Kipling’s poem “If.”
• Featured Skill: Making connections across
genres
• Making inferences
• Analyzing the development of major ideas
in a text
• Vocabulary acquisition
• IW PW
• PW S
h
ex
• PW M
• PW W
• PW Vo
• IW Vi
• PW Se
an
• Digi
Readers Theater Play,
pp. 11-15
The Tell-Tale Heart
An adaptation of Edgar Allan Poe’s classic
short story about a man tortured by the
sound of his victim’s beating heart.
• Featured Skill: Understanding mood
• Fluency
• Analyzing character
• Vocabulary acquisition
• PW Q
th
• PW W
• PW Vo
• IW Vi
• IW PW
• Vide
Debate/Essay Kit,
pp. 16-18
“Is Facebook Making
You Mean?”
Is Facebook bringing out the worst in kids,
or helping them build positive connections?
Your students decide.
• Supporting an argument
• Identifying main idea and details
•
Compare & Contrast,
pp. 19-21
“Then and Now:
America’s Bad Habit”
A look at laws and attitudes about smoking,
in the 1950s and today.
• Comparing and contrasting
• Visual literacy
•
•
Contest, pp. 22-23
“Fabulous First-Line
Contest”
Acclaimed YA author Roland Smith explains
how he writes a compelling first line, then
invites students to enter our contest.
• Understanding author’s purpose
• Writing hooks
• Slide
• PW C
You Write It, p. 24
“Winning Friends on
American Idol”
Students write a short article based on our
interview with a teen who auditioned for
American Idol.
• Identifying main idea and details
• Summarizing
•
Join the 10th anniversary of 9/11. Teach 9/11 in a constructive way. http://www.scholastic.com/mygooddeed
MAURICE R. ROBINSON, 1895-1982, FOUNDER
PUBLISHING INFORMATION: U.S. prices: $8.50 each per year, $5.55 per semester, for 10 or more subscriptions to the same address. 1-9 subscriptions, each: $14.95 student, $24.95 Teacher’s per school year; $9.75 student, $13.00 Teacher’s per semester. Single copy: $5.00 student, $6.50 Teacher’s Edition. A 10% shipping and handling charge
will be added to the total subscription order. (For Canadian pricing, write our Canadian office, address below.) Communications relating to subscriptions should be addressed to SCHOLASTIC SCOPE, Scholastic Inc., 2931 East McCarty Street, P.O. Box 3710, Jefferson City, MO 65102-9957. Canadian address: Scholastic Canada Ltd., 175 Hillmount Rd.,
Markham, Ontario, Canada L6C 1Z7. Available on microfilm through Xerox University Microfilms, Inc., 300 N. Zeeb Rd., Ann Arbor, MI 48l06. Also available on microfiche through Bell & Howell Micro Photo Division, Old Mansfield Rd., Wooster, OH 44691. Printed in the U.S.A. Copyright © 2011 by Scholastic Inc. SCHOLASTIC SCOPE and associated logos are
trademarks and/or registered trademarks of Scholastic Inc. All Rights Reserved. Member Audit Bureau of Circulations. Material in this issue may not be reproduced in whole or in part in any form or format without special permission from the publisher. All student submissions become the property of Scholastic. To order Scope or for customer service, call
1-800-Scholastic (1-800-724-6527), or e-mail [email protected]. POSTAL INFORMATION: SCHOLASTIC SCOPE (ISSN 0036-6412; in Canada, 2-c no. 9230) is published biweekly: Sep., Oct., Jan., and Apr., and monthly: Nov., Dec., Feb., Mar., and May, 13 issues total, by Scholastic Inc., 2931 East
McCarty Street, P.O. Box 3710, Jefferson City, MO 65102-3517. Periodical postage paid at Jefferson City, MO 65102 and at additional mailing offices. POSTMASTER: Send notice of address changes to SCHOLASTIC SCOPE, 2931 East McCarty Street, P.O. Box 3710, Jefferson City, MO 65102-3517.
EDITORIAL: Associate Editorial Director, Language Arts: Lauren Tarshis • Editor: Kristin Lewis • Senior Editor: Jennifer Dignan • Contributing Editors: Robbin Friedman, Rosa Jurjevics, Spencer Kayden, Rebecca Leon • Senior Copy Editors: Ingrid Accardi, Suzanne Bilyeu • Executive Editor, Media:
Marie Morreale • ART: Art Director: Albert Amigo • Photo Editor: Larry Schwartz • PRODUCTION: Production Editor: William McDonald • Digital Imager: Marc Stern • Magazine Group: Executive VP, Scholastic: Hugh Roome • Associate Editorial Director: Margaret Howlett • Creative Director:
Judith Christ-Lafond • Executive Production Director: Barbara Schwartz • Publishing Systems Director: David Hendrickson • Executive Editorial Director, Copy Desk: Craig Moskowitz • Executive Director of Photography: Steven Diamond Circulation and Marketing: VP, Marketing: Jocelyn
Forman • Senior Marketing Manager: Leslie Tevlin • Business Manager: Kevin Taylor • Director, Manufacturing & Distribution: Mimi Esguerra • Manufacturing Coordinator: Georgiana Deen Corporate: President, Chief Exec. Officer, and Chairman of the Board of Scholastic Inc.: Richard Robinson
T-2 Scholastic sCOPE TEACHER’S EDITION • SEPTEMBER 5, 2011
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PW
PW
PW
PW
PW
M
G
G
R
Co
ross
deas
IW
Online Resources (www.scholastic.com/scope)
•
PW
More practice with affect vs. effect
interactive worksheet
PW
printable worksheet
Key Standards*
NCTE/IRA: 1, 3, 6
Common Core ELA Anchor Standards:
R4, L1, L2
• IW PW Multiple-choice and short-answer quiz
• PW S
hort-answer questions to help identify and analyze
examples of courage
• PW Multiple-choice and short-answer quiz on the poem “If”
• PW Writing contest entry form
• PW Vocabulary: definitions and practice
• IW Visually driven vocabulary review
• PW Self-guided activity to build reading-comprehension skills
and strategies
• Digital Lesson Plan: “It Takes Courage”
NCTE/IRA: 1, 2, 3, 4, 5, 6, 8, 11, 12
Common Core ELA Anchor Standards:
R1, R2, R3, R4, R5, R7, R9, W2, W5, SL1,
SL2, L4
• PW Q
uestions to help students identify the play’s mood and how
the writer establishes it
• PW Writing contest entry form
• PW Vocabulary: definitions and practice
• IW Visually driven vocabulary review
• IW PW Multiple-choice and short-answer quiz
• Video: biography and introduction to Edgar Allan Poe
NCTE/IRA: 1, 2, 3, 4, 5, 6, 11, 12
Common Core ELA Anchor Standards:
R1, R2, R3, R4, R5, R6, R7, R8, W1, SL1,
SL2, L4
•
Guided writing: the opinion essay
NCTE/IRA: 1, 2, 3, 4, 5, 12
Common Core ELA Anchor Standards:
R1, R2, R3, R5, R8, W1, W4, W5, L3
Guided writing: the compare-and-contrast essay
Reading-comprehension crossword puzzle
NCTE/IRA: 1, 2, 3, 6, 12
Common Core ELA Anchor Standards:
R1, R2, R3, R7, R9, W2, W4
•
•
PW
PW
PW
• Slide Show: What Is a Fabulous First Line?
• PW Contest entry form
NCTE/IRA: 4, 5, 12
Common Core ELA Anchor Standards:
R1, R4, R5, R6
•
NCTE/IRA: 1, 2, 3, 4, 5
Common Core ELA Anchor Standards:
R1, R2, W2, W4
PW
Contest entry form
* Find the NCTE/IRA and Common Core Anchor Standards that are listed in the grid on Scope’s Web site.
ANSWER KEY
To find this issue’s answer key, including answers to all online
materials, go to: www.scholastic.com/SecretScopeAnswers
SEPTEMBER 5, 2011 • scholastic SCOPE TEACHER’S EDITION t-3
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NARRATIVE NONFICTION, PAGES 4-10
THE GUYS WHO GOT BIN LADEN
L
A RIVETING NONFICTION ARTICLE,
A CLASSIC POEM, AND A TRUE TEEN
STORY SHED LIGHT ON WHAT IT
MEANS TO BE BRAVE
G
Cross-Genre Connections:
WHAT IS COURAGE?
ive students a few minutes
SEALs article and in the sidebar
objects, etc. (This activity may be
to write down their own
about Payton Wall, hand out the
especially engaging for struggling
definitions of courage.
worksheet “Different Kinds of
writers or ELL students.)
Have several volunteers write their
Courage.” Then discuss how the
definitions on the board. Use these
SEALs article, Kipling’s poem,
definitions as a jumping-off point
and the story of Payton Wall relate
for a class discussion of courage.
to the ideas about courage that
Then ask a volunteer to read the
students discussed earlier. Did
skills-focus box on page 4.
what they read give them any
You may want to save the poem
to read and discuss as a class—it’s
challenging. You can also pass
out our “Understanding ‘If’”
new ideas about courage?
Finally, ask students to respond
to the writing prompt on page 10.
Extension Activity: Have
worksheet. The critical-thinking
students create collages
questions at the bottom of the
representing the different types of
worksheet provide good fodder for
courage they encountered in the
discussion.
article. They can use images found
To help students identify
examples of courage in the
in magazines or online, their own
drawings, quotes, key words, small
PRINTABLE WORKSHEETS
FOR FEATURED SKILL
DIFFERENT KINDS OF
COURAGE: Short-answer
questions to help students
analyze the courage shown by the
SEALs and by Payton Wall
UNDERSTANDING “IF”:
Multiple-choice and short-answer
questions about Kipling’s poem
CONTEST ENTRY FORM:
For use with the writing contest
on page 10
LEFT: LEIF SKOOGFORS/CORBIS; RIGHT: U.S. NAVY
FEATURED
SKILL
ast spring, when the Navy SEALs were
suddenly all over the news, we learned that
SEALs are about as close to superheroes
as human beings can get. They’re smart, they’re
strong, they risk their lives for others—they
even keep their identities secret! To us, they
seemed like obvious material for Scope.
Our nonfiction article describes the SEALs’
remarkable history and training, as well as
the Osama bin Laden mission. We’ve paired
it with Rudyard Kipling’s poem “If” and
the story of a teen who lost her
dad on 9/11 to create a
thought-provoking
cross-genre study
of courage.
T-4 SCHOLASTIC SCOPE TEACHER’S EDITION • SEPTEMBER 5, 2011
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PRINTABLE
SKILLS WORKSHEETS
Yes, you could spend precious time coming up with
CRITICAL
THINKING
discussion questions, but why should you? We’ve got them
WORDS AND DEFINITIONS:
right here—and the answers too! These questions are also
Print or project vocab words
from the article before students
encounter them in context.
available online as a worksheet (sans the answers) to use for small-group
discussion or as a writing activity.
1
2
3
*
What is the main idea of the opening section of the article?
(main idea) The mission to capture or kill bin Laden required the most elite
warriors on Earth: the Navy SEALs.
Why was the mission so important? (summarizing) As the leader
of Al Qaeda and the mastermind of the 9/11 attacks, in which nearly 3,000
people died, bin Laden was for many a symbol of evil and a person who
needed to be brought to justice.
What characteristics—physical, mental, and emotional—
are required to be a SEAL? Which do you think are most
important? Which are related to courage? (analyzing details)
Being a SEAL requires strength, endurance, fearlessness, intelligence,
ability to withstand suffering, etc. Answers will vary regarding courage.
4
*
5
*
VOCABULARY PRACTICE:
Because reinforcement matters
IDENTIFY NONFICTION
ELEMENTS: Looking for a
self-guided, scaffolded activity
to build reading-comprehension
skills and strategies? This is it.
QUIZ: A multiple-choice
and short-answer readingcomprehension quiz, with
questions based on state tests.
Choose between the printable
and interactive versions.
What can we say?
What makes Payton Wall courageous? (drawing conclusions) She
leads the best life she can despite the great feeling of loss she endures.
Which lines in the poem most directly relate to the effort
required of the SEALs during training? (cross-genre connections)
‘If you can force your heart and nerve and sinew/To serve your turn long
after they are gone,/And so hold on when there is nothing in you/Except
the Will which says to them: “Hold on.”’
…AND
MORE
We’ve got a lot of
ideas for you.
Writing Prompt:
PERSONAL
ESSAY
Write about a situation you faced
*supports featured skill
that required courage. Describe
the challenge and how you
handled it, then analyze why your
IT TAKES COURAGE
actions required courage.
Use our multimedia lesson plan to further explore the
meaning of courage. Students contemplate iconic images
of and famous quotations about courage, then use these,
along with “The Guys Who Got bin Laden,” to develop their own definitions
of courage. Perfect for your interactive whiteboard or projector!
DIGITAL
LESSON
Find all worksheets and other support materials at www.scholastic.com/scope.
SEPTEMBER 5, 2011 • SCHOLASTIC SCOPE TEACHER’S EDITION T-5
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readers theater PLAY, pages 11-15
The Tell-tale heart
M
Teach mood with a
tale by Creep-master
edgar allan poe
F
Understanding
Mood
or a quick author study and
an atmosphere that makes you feel
to incorporate details from
to build excitement, show
a certain way. Ask students to use
the play but the freedom to be
our video biography of
the illustrations and the video to
abstract. Students should present
Poe. (See page T-7 for details.)
predict the play’s mood. Write their
their finished works to the class,
Then have students open their
predictions on the board.
providing a brief explanation of
magazines to the illustration on
After reading, discuss the play’s
why they chose the images, colors,
page 11. What does it show? What
mood as a class, and/or distribute
words, sounds, movements, etc.
feelings does it evoke? Based on
or project the worksheet “Thinking
that they did.
what they learned in the video,
About Mood.” Review the
does it seem appropriate for a
predictions students made before
work by Poe? Why or why not?
reading—how accurate were they?
Next, ask a volunteer to read the
skill-focus box at the top of page
12. You might explain that another
Finally, ask students to respond to
the writing prompt on page 15.
Extension Activity: Have
way to describe a story’s mood is
students work individually or
atmosphere. When you walk into
in groups to create a painting,
a place, it has an atmosphere that
drawing, song, or dance that
makes you feel a certain way; when
captures the mood of The Tell-
you “walk into” a story, it too has
Tale Heart. Give them the option
Printable worksheets
for featured skill
Thinking about mood:
A series of questions helps
students identify the play’s mood
and the details that establish it.
Contest Entry Form:
For use with the writing contest
on page 15
Left: lisa k. weber; right: Library of Congress
FEATURED
SKILL
ack Lewis, one of our favorite Scope playwrights, has
hit just the right note with his adaptation of Edgar
Allan Poe’s classic short story “The Tell-Tale Heart”—
somewhere between totally disturbing and totally delightful.
The same goes for Lisa Weber’s wonderful illustrations.
Use the play to introduce your students to Poe and as the
basis for a fun lesson on mood. For a dose of historical context,
direct students to the sidebar
“What If You Lived in 1845?”
on page 15. Before you
get to any of that,
though, you must show
students our fabulous
video biography of
Poe, available on our
Web site!
T-6 Scholastic sCOPE TEACHER’S EDITION • SEPTEMBER 5, 2011
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THE AMAZING STORY OF EDGAR ALLAN POE
Poor Poe. He was a great writer, but the guy never had two pennies to rub together. Then there was
the drinking, the depression, the tragic death of his beloved wife—and his own mysterious demise.
Despite everything, of course, Poe became a literary superstar, famous for his macabre short stories and poems.
We’ve created a superfun video all about poor Poe. Show it to your students before they read the play, then ask:
SCOPE
VIDEO
1. What was Poe’s life like? Provide some examples to support your answer.
2. What kind of stories and poems is Poe best known for?
3. What was the name of the poem that made Poe famous?
Yes, you could spend precious time coming up with
PRINTABLE
SKILLS WORKSHEETS
discussion questions, but why should you? We’ve got them
CRITICAL
THINKING
right here—and the answers too! They’re also available
online as a worksheet (sans the answers) to use for small-
group discussion or as a writing activity.
1
Why does the villain kill the old man? (character motivation)
The old man has a strange-looking eye that the villain perceives as evil
and can’t stand to look at.
*
2
3
LEFT: LISA K. WEBER; RIGHT: LIBRARY OF CONGRESS
4
*
5
How does the sound of the heart affect the tension level in
Scene 2? (mood) Its increasingly fast and loud thumps create more and
more tension leading up to the murder. Immediately after the murder,
the heart becomes softer and then stops, creating calm.
Why does the villain confess? (character motivation) He thinks the
police hear the beating heart, as he does, and concludes that they know he
is guilty and are mocking him with their small talk. Another interpretation
is that the sound of the heart drives him crazy, and he blurts out his
confession to make it stop.
Do you think the heart’s sounds are real, or are they in the
villain’s imagination? (interpreting literature) Answers may vary,
but it seems likely, based on both the police officers’ reactions and the
villain’s unstable nature, that the villain is imagining them.
Do you think there is any humor in this play? If so, where?
(mood) Answers will vary; some may find the highly dramatic, in unisonspeaking ravens humorous; some may think the police officers are funny,
in the way they alternate speaking to finish sentences.
WORDS AND DEFINITIONS:
Print or project vocab words
from the article before students
encounter them in context.
VOCABULARY PRACTICE:
Because reinforcement matters
QUIZ: A multiple-choice
and short-answer reading
comprehension quiz, with
questions based on state tests.
Choose between the printable
and interactive versions.
What can we say?
…AND
MORE
We’ve got a lot of
ideas for you.
CHARACTER
ANALYSIS
Imagine you are one of the police
officers. Write a journal entry about
your visit to the villain’s apartment.
Include your impressions of the
villain, the conclusions you had
drawn before he confessed, and
how you felt after he confessed.
*supports featured skill
Find all worksheets and other support materials at www.scholastic.com/scope.
SEPTEMBER 5, 2011 • SCHOLASTIC SCOPE TEACHER’S EDITION T-7
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LOUNGE
Drop in f
or a cup o
f
coffee an
d a look a
t
our mess
age boar
d!
our
to check
e
r
u
s
e
B
ines”
s First L
u
lo
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b
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F
“
hare
e r e we s
h
w
,
w
o
h
slide s
first
favorite
r
u
o
f
o
some
and
A books
Y
m
o
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f
lines
ab o u t
thinking
s
t
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u
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get s
rst line
akes a fi
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just
It just
k n ow s ?
o
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W
.
t
a
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tudents
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irst-Line
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slide
load the
n
w
o
D
(
!
Contest
eb site.)
m our W
s h ow f r o
—Scope
If you have more students
than parts in a Scope
play, assign some students
roles like “caption reader”
and “scene title reader.”
—Geralynn Schneider,
6th-grade teacher
LaSalle Middle School
Cedar Rapids, IA
WWW.ISTOCKPHOTO.COM
TEACHERS’
Do you have a tip about using Scope, or something else
to post in the lounge? E-mail [email protected].
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T-8 SCHOLASTIC SCOPE TEACHER’S EDITION • SEPTEMBER 5, 2011
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