Classroom Supplement Level C: Structure and Style Pacing ......Model reading and annotation of source (Student Handout 5.1). Model identifying possible topics. Choose one. Model creating

© 2014 Institute for Excellence in Writing, L.L.C. All rights reserved. Duplication prohibited.

35

*Note: Lessons marked with an asterisk have a model for imitation. See page 10 for more details.

C

Classroom Supplement Level C: Structure and Style Pacing Chart Weeks 1–15

Recommended Pacing of Structural Units Move through all nine units every year.

Possible Pacing of Stylistic Techniques Concept introduced upon mastery

WEEK STRUCTURAL MODEL SOURCE TEXT or PROMPT MECHANICS STYLISTIC TECHNIQUES GRAMMAR AS NEEDED

1* Units 1 & 2: KWO and Summarizing

Music, Jeff., & Dec. of Independence, Our First President, Andrew Jackson

complete sentences, punctuation, capitalization

DU: who/which DU: strong verbs

nouns, verbs, agreement, synonyms/antonyms

2* Unit 3: Summarizing Narrative Stories The Miller, His Son, and Their Donkey use of quotation mks. DU: “-ly” adverbs adverbs, “-ly” imposters

3 Unit 3: Summarizing Narrative Stories King Midas homophones: to/two/too

there/they’re/their DU: quality adjective adjectives, comma, coordinating conjunctions

4* Unit 4: Summarizing a Reference

Plants Respond to Music; Notes from a Lecture (Music and Rats) topic/clincher rule invisible who/which clauses, appositives

5* Unit 4: Summarizing a Reference Bad Vibes, Advances in Medicine

bibliography it’s/its, and other contractions

DU: adverb clause with because clause (www.asia.b)

dependent & independent clauses, subordinating conjunctions

6* Unit 5: Writing from Pictures Chandelier pictures SO: (1) subject

SO: (2) prepositional opener prepositions, and prepositional phrases

7* Unit 5: Writing from Pictures Ring Bearer pictures SO: (3) “-ly” adverb opener it’s/its, and other

contractions

8* Unit 6: Summarizing Multiple References Apes bibliography page SO: (5) clausal opener

(www.asia.buw) main clauses/dependent clauses

9* Unit 6: Library Research Reports Seals quotations and footnotes

lead-ins, citations SO: (6) VSS (very short sentence)

sentence variation, parallelism

10* Unit 6: Library Research Reports Clara Barton SO: (4) “-ing” opener gerunds, participles,

infinitives

11* Unit 7: Creative Writing Prompt: Write an essay on ________ (Descriptive Essay)

Dec: question, quote, conversation, 3 sss, dramatic opening/closing

punctuation

12* Unit 7: Creative Writing TRIAC Model Dec: simile/metaphor, alliteration simile and metaphor

13* Unit 7: Creative Writing Letter to the Editor [T] transitional starters invisible #2 opener transitions

14 Unit 7: Creative Writing Prompt Based Writing (Argumentative) duals

15 Unit 7: Creative Writing Prompt Based Writing (Motivational) invisible -ing opener SO: -ed

present, past, and dangling participles

This lesson shows you what you can expect in the 5th week of the year. Students will learn to extract important and interes:ng facts to accurately summarize an author.

Sample

These are Sample Pages for preview only! Copyrighted Materials!

© 2014 Institute for Excellence in Writing, L.L.C. All rights reserved. Duplication prohibited.

36

*Note: Lessons marked with an asterisk have a model for imitation. See page 10 for more details.

C

Classroom Supplement Level C: Structure and Style Pacing Chart Weeks 16–30

Recommended Pacing of Structural Units Move through all nine units every year.

Possible Pacing of Stylistic Techniques Concept introduced upon mastery

WEEK STRUCTURAL MODEL SOURCE TEXT or PROMPT MECHANICS STYLISTIC TECHNIQUES GRAMMAR AS NEEDED

16* Unit 8: Five-Paragraph Essay Biographical Essay

quote/footnote review

17* dual verb and adjective review parallelism phrases and clauses

18* Unit 8: Interview Essay Interview Essay

clincher starters participial phrases

19* em dash and en dash value of the checklist

20* Unit 8: Expanded Essay

Event Essay (Expository, Argumentative, or Motivational)

21* triple extensions (TE) parallelism

22* Unit 8: Super Essay Super Essay

Adv. DU: adjectival teeter-totter

23*

24* Unit 8: Persuasive Essay Persuasive Essay Adv. DU: adverbial teeter-totter

25* Public Speaking (Previous Stories and Essays)

26* Unit 9: Imitation of Style Imitation of Style

27* Unit 9: Formal Critique The Little Mermaid

28 Unit 9: Response to Literature Little Mermaid (Andersen) to Little Mermaid (Disney) Adv. DU: noun clause using that

29 Unit 9: Response to Literature The Last Leaf

30 Unit 9: Response to Literature The Cop and the Anthem Sam

ple


© 2012 Institute for Excellence in Writing, L.L.C. All rights reserved. 101

MFI Lesson Plans

C Teaching Writing: Structure and Style

Unit 4: Summarizing a Reference Assignment Length: two paragraphs

Week 5

Date O

bjec

tives

Student will be able to Independently create an outline for reference Recall important information using outline Choose topics and follow topic/clincher rule Create rough draft using model outline, Unit 4 Include required dress-ups Revise work

Materials Needed Student Reference Handbook SH 5.1: “Bad Vibes” article SH 5.2: Composition Checklist SH 5.3: “Advances in Medicine” article SH 5.4: Composition Checklist

Stru

ctur

al M

odel

s

(See Unit 4 Teaching Procedure on pages 83–84 for overview.) Day 1: Read and Discuss. Key Word Outline. Test by Retelling.

Model reading and annotation of source (Student Handout 5.1). Model identifying possible topics. Choose one. Model creating an outline on one topic. Students test the outline by retelling to a partner. Using the information provided with the article, show your students how to credit a source in a report.

Day 2: Introduce Adverb Clause and Because Clause Dress-Ups. Brainstorm Style. Rough Draft. Introduce the adverbial clause and because clause (www.asia.b). Invite students to add these to the Stylistic

Techniques list in their Student Reference Handbook. Review the style learned thus far. Distribute the checklist (Student Handout 5.2). Students write rough draft.

Day 3: Read and Discuss. Key Word Outline. Test by Retelling. Brainstorm Style. Rough Draft. Distribute “Advances in Medicine” (Student Handout 5.3). Feel free to substitute another article. Students independently or with a partner read and annotate source. Students identify topics and share as a class. Students choose one topic and create a key word outline on that topic. Students test by retelling from the outline to a partner. Distribute checklist (Student Handout 5.4). Brainstorm style. Students write rough draft.

Day 4: Revise and Edit. Write Final Draft. Review crediting a source in a report. Students revise and edit their paragraphs. Utilize peer editors. (See page 22 of the Classroom Supplement.) Students write final drafts.

Day 5: Read Aloud. Submit. Students read their paragraph to a partner who listens for mistakes. Make corrections as needed. Students turn in complete assignment in this order: checklist, final draft, rough draft, and key word outline. Be sure students keep their graded work in their student writing portfolio.

Styl

e

New: Introduce sentence openers. Introduce the adverb clause with because clause. Citation: Credit a source. Include a bibliography.

Review as needed: dependent and independent clauses subordinating conjunctions

Gra

mm

ar Student should be able to

Identify clauses phrases Excellent Satisfactory Needs Mini Lesson

Locate subjects and verbs in sentences

Add word alternatives for banned words

Reminders (Student results, problems, notes, etc.):

Sample



Additional Teacher’s Notes Week 5 Bad Vibes Below is a possible outline based on the “Bad Vibes” article. This exercise can be completed using any newspaper or magazine article that is 500 to 1000 words. Students should create a bibliography to go with their paragraph. Different teachers require various style manuals, but for now, make citations in MLA style. (See footnote, page 103.)

Bad Vibes

I. video games, health problems 1. extended, use, “industrial injuries” 2. vibrating game controls, HAVS 3. realistic, jack-hammer, chainsaw 4. 7 hrs/day excessive, avg. 1-1½ hrs 5. fingers, palms, “Nintendonitis” 6. reports, seizures 7. “video game epilepsy,” diagnosis Clincher

Adverb Clause Dress-Up Have students write the adverb clause starters (when, while, where, as, since, if, although, because) and the acronym (www.asia.b) in a section of the Odds and Ends page. A list is also included on the bottom of the Preposition List (located behind the Style Charts tab of the Student Reference Handbook).

Below are sample sentences you can use to illustrate the concept. Begin with the clause, “I will come/came to class.” I came to class when I found out it would be exciting. I came while my brother went to the zoo. I came to class where the teacher tortured us with adverbial clauses. I came to class as the teacher announced her promotion to principal. I will come to class if the torture decreases. I came to class although I already knew everything my teacher had to teach me. I came to class because I adore grammar, spelling, and literature.

Sample



Unit 4: Models for Imitation Teacher’s Notes Week 5 Except where indicated, continue to use the Models for Imitation Disc 2 for this lesson. From the main menu screen of any DVD, you can click “Scenes,” which will take you to a menu where you can choose the scene you desire.

Week 5: Day 1 Scenes Topic/Clincher Review (1 minute) Reading “Bad Vibes” Article (9 minutes) “Bad Vibes” Outline (14 minutes)

Materials: Student Handout 5.1: “Bad Vibes”

Notes on Topic/Clincher Review Time had passed for the students on the video, so Andrew reviewed the topic/clincher rule in depth. Since students need repetition, you should also review the topic/clincher rule, but you will be able to do so more quickly.

Notes on Reading “Bad Vibes” Article and Outline Andrew announces that the students will need to find an article on a current event because they will be writing a summary of it. Instead of assuming or even asking if they know how to do that, he informs them that they will do one together. This is the guided practice that is missing from other writing instruction. Andrew reads and discusses the article with the students. Most importantly he models his thought process of how he decides to pace himself as he decides the interesting points that he will choose. Allowing the students to choose facts that are interesting to them leads to original thoughts.

Andrew also chose a topic that could be controversial for the students. This forces them to address an issue they might choose to ignore, but he doesn’t preach to them.

Finally, he reminds them that they are not including everything from the growing checklist in their papers because it guarantees a good paper but because they are learning how to make the words do what they want them to do. They are learning to be “masters of their words.”

Week 5: Day 2 Disc 9 Scenes Dress-Up: Adverbial Clause (4 minutes)

Materials Student Reference Handbook Student Handout 5.2: Composition Checklist

Notes on Dress-Up: Adverbial Clause Giving his students a list of adverb clause starters empowers them to achieve this requirement easily. He has them write the list on the “Key Ideas Page,” which has been changed to the “Odds and Ends” page for these lessons. The acronym: www.asia.b will help your students remember the list: when, while, where, as, since, if, although, because. Younger students will learn and practice the adverb and because clauses separately. However, with older students they are combined to move students more rapidly toward the sentence openers.

To encourage his students to learn them, he makes the list a password for class the next day. Plan on using a student to be door monitor for this. Having a weak student serve as door monitor will ensure that he will hear the list over and over and learn it himself!

Due to time restraints, Andrew did not take the time to show students how to use the adverbial clause starters in a sentence. You may wish to do so since you meet with your students daily. Below are sample sentences you can use to illustrate the concept: I will come to class if the torture decreases.

I came to class when I found out it would be exciting. I came while my brother went to the zoo. I came to class where the teacher tortured us with adverbial clauses. I came to class although I already knew everything my teacher had to teach me.

Find this scene on Disc 9 of the Models for Imitation.

Bad Vibes

I. video games, health problems 1. extended, use, “industrial injuries” 2. vibrating game controls, HAVS 3. realistic, jack-hammer, chainsaw 4. 7 hrs/day excessive, avg. 1-1½ hrs 5. fingers, palms, “Nintendonitis” 6. reports, seizures 7. “video game epilepsy,” diagnosis Clincher

Sample



Students should begin work on the “Bad Vibes” summary paragraph.

Introduce the concept of citation of sources. To begin this process, teach students how to create a bibliography page for the report. Specific citations will be explored in Unit 6. For now, simply referencing the source with a bibliography will begin the process. Teaching concepts incrementally is a more effective way to help students internalize the process.

The bibliographic listing to cite the “Bad Vibes” article is located at the end of the article. Take a few minutes to discuss how the reference is formatted: Author. Title. Magazine. Format. Since it was from the Internet, the reference includes the date accessed.

Week 5: Day 3 Scenes No Models for Imitation viewing

Materials Student Handout 5.3: “Advances in Medicine” Student Handout 5.4: Composition Checklist

Follow the lesson plan sheet for this day.

Week 5: Days 4–5 Scenes No Models for Imitation viewing

Follow the lesson plan sheet for these days.

The handouts for Week 5 begin on the next page. The Models for Imitation lessons continue in Week 6 with Unit 5.

Sample



Student Handout 5.1

Bad Vibes Vibrating Video Game Controls May Cause Industrial-Style Injuries by Melinda T. Willis, www.ABCNews.com 02/03/02

Feb. 1 — Video gamers risk more than virtual injury when they play for prolonged periods — the extended use of vibrating game controls could put them at risk for the same injury experienced by operators of power tools like jackhammers.

A letter published in this week’s British Medical Journal describes the case of a 15-year-old British boy who developed what is known as hand-arm vibration syndrome, or HAVS, from the vibration feature on his video game control. Many newer hand held game controls have this feature, which vibrates or “rumbles” in concert with events on the screen, creating a more realistic effect.

Prior to the report, HAVS was recognized only as an occupational hazard more commonly seen in people exposed to excessive levels of vibration from operating handheld power tools such as chain saws or jackhammers.

The syndrome results from the destruction of the small vessels that supply blood to the hand. Symptoms include poor circulation, numbness, and increased sensitivity to heat and cold.

Game Over?

The researchers state that the boy in the current report played video games for up to seven hours a day. While they acknowledge that this exceeds the manufacturer’s recommendations, they also note that it is not an unusual occurrence.

According to the Minneapolis, Minn., based National Institute on Media and the Family, a non-profit organization conducting ongoing research on the effects of the electronic media on children, 84 percent of teens play electronic games, and the average teen plays for one hour at a sitting. The average for boys alone nears 1 1/2 hours.

“I don’t know that there is a clear algorithm for what safe limits of usage are,” says Dr. Michael Rich, a pediatrician at Children’s Hospital in Boston, Mass., who has studied the effects of media on child and adolescent health and behavior. “I haven’t seen anything like that, and I would bet that no one has done the research.”

The authors of the current paper would like to see the game systems come with warnings stating that developing HAVS is a risk associated with play. Other doctors are concerned about the strength of the vibrations to begin with.

“I think that probably the more reasonable response to this ... on a societal level, is to say calm down the vibrations,” adds Rich. “The vibrations are obviously too intense to cause this kind of damage regardless of the number of hours played.”

Sample



Student Handout 5.2 Continued

“Nintendonitis”

Experts say that this unusual side effect of extensive game play sounds plausible. “[The report] sounds real. I haven’t played these games, but I’ve felt the vibrations and they’re pretty intense,” says Rich. “I wasn’t aware that the intensity of the vibration was such that it would cause [HAVS], but it makes reasonable sense.”

While the authors of the report state that this is the first time that video game-related HAVS has been documented, there have been reports of other incidents associated with playing video games either on the computer or other game systems.

“Mechanical damage to fingers or the palm [have been reported], and then there’s sort of a tendonitis, like a tennis elbow, that people have described,” says Rich. This video game associated tendonitis has been described by some as “Nintendonitis.”

Overdevelopment of the arm, back, and shoulder muscles on one side of the body at the expense of the other has also been noted. And mechanical injuries are not the only problem.

“There have been reports in the literature of kids having seizures from playing video games,” says Dr. Miriam Bar-On, professor of pediatrics at Loyola University in Chicago and chair of the American Academy of Pediatrics Committee on Public Education. “Video game epilepsy is almost becoming a diagnosis unto its own.”

Experts are also concerned that the full physical consequences of video game playing have not yet been seen.

“I think as kids are spending considerable amounts of time playing these games that we are going to see a lot of the injury or illness that people have seen in industry with a lot of the different types of repetitive use syndrome,” adds Bar-On. “I am just waiting for the first case report of the development of carpal tunnel syndrome from using one of these video game platforms. I think it’s just a matter of time.”

Willis, Melinda. “Bad Vibes: Vibrating Video Game Controls May Cause Industrial-Style Injuries.” ABC News. Web. 03 Feb. 2002. Sam

ple



Student Handout 5.2 Composition Checklist

Name: ____________________________________Date: ___________________ Source: Bad Vibes q Composition is double-spaced. q Dress-ups are marked with underline. q Sentence openers are numbered in margin or in brackets in front of sentence. q Name is on paper as directed. q Title is centered. q Topic and clincher sentences repeat or reflect 2–3 key words (highlighted or bold). q Title repeats key words of final sentence. q Checklist on top, final draft, rough draft, key word outline. Dress-Ups (underlined) I who/which clause (or invisible) strong verb “-ly” adverb quality adjective adverb clause (www.asia.b)

Mechanics and Grammar (correct usage) I proper punctuation of quotations commas citation of source

Banned Words:

Sample



Sample



Student Handout 5.3

Advances in Medicine by Jill Pike

Although people today become nervous when a doctor mentions surgery, we do not experience half the fear people felt a hundred years ago. The discovery and improvement of anesthetics, blood transfusions, and antiseptics has brought great relief to patients in recent years.

“Anesthesia” comes from a Greek word meaning “loss of feeling.” Before anesthetics, patients had to be strapped to an operating table and held down by strong men. Surgeons had to be fast to get the job done. Then chemists discovered that nitrous oxide and ether could deaden pain. Dr. William Morton was the first one to use ether on a patient to deaden pain when he pulled a tooth. He sealed a glass jar containing several ether-soaked sponges and capped it with an air valve with a hose leading to a mouthpiece. His patients were grateful to be unconscious for their procedures. Unfortunately, ether had a bad smell and irritated the lungs. Soon chloroform was discovered. James Young Simpson, a Scottish doctor, pioneered the use of chloroform as an anesthetic that was particularly useful during childbirth. Its use for this purpose became more common after Queen Victoria used it during the birth of her seventh child, Leopold.

If people lose too much blood due to injury or surgery, they will die. Doctors didn’t think about replacing blood until the seventeenth century. In 1665 Dr. Richard Lower performed successful dog-to-dog transfusions. The first transfusion to a human was performed in 1667 by Jean-Baptiste Denis. After practicing on animals, he successfully gave a fifteen-year-old boy blood from a lamb. However, most people who received blood from an animal died. Soon animal-to-human transfusions were outlawed. Even human-to-human transfusions often resulted in death. This puzzled doctors until 1901, when Dr. Karl Landsteiner discovered that there were different types of blood. We now know there are four main types of blood: A, B, O, and AB. Some blood types are compatible; some are not. When people receive blood from an incompatible donor, they die. Once blood types were discovered, physicians could successfully replace lost blood. Countless lives have been saved as a result.

In the past, patients undergoing surgery not only had to endure pain, but half of them died for unknown reasons. Doctors did not know about bacteria in those days. They believed that the raw flesh and oozing pus from wounds was normal to the healing process. A British surgeon named Joseph Lister decided to find a way to kill the bacteria located on medical instruments and personnel. Discovering that carbolic acid was very effective in preventing infection, Lister insisted on a rigorous antiseptic routine at his hospital. Instruments, dressings, and wounds were all thoroughly cleaned. Realizing that bacteria could be carried by doctors and nurses, he insisted that medical staff regularly clean their hands with disinfectant. More people began to survive surgery. Lister also published articles about his antiseptic techniques in a British medical magazine, The Lancet. In time his ideas became widely accepted, making surgery much safer.

Information from:

Tiner, John Hudson. Exploring The History of Medicine. Green Forest: Master Books, 1999. Print.

Sample



Sample



Student Handout 5.4 Composition Checklist

Name: ____________________________________Date: ___________________

Source: ___________________________________________________________

q Composition is double-spaced. q Dress-ups are marked with underline. q Sentence openers are numbered in margin or in brackets in front of sentence. q Name is on paper as directed. q Title is centered. q Topic and clincher sentences repeat or reflect 2–3 key words (highlighted or bold). q Title repeats key words of final sentence. q Checklist on top, final draft, rough draft, key word outline. Dress-Ups (underlined) I who/which clause (or invisible) strong verb “-ly” adverb quality adjective adverb clause (www.asia.b)

Mechanics and Grammar (correct usage) I proper punctuation of quotations commas citation of source

Banned Words:

Sample


©2014 Institute for Excellence in Writing. All rights reserved. Duplication prohibited.

322

Grades 9 and 10: Week 4 Sources: “Plants Respond to Music” Lecture: “Music and Rats”

Speaking & Listening Reading Writing Language CCSS.ELA-Literacy.SL.9–10.1 CCSS.ELA-Literacy.SL.9–10.6

CCSS.ELA-Literacy.RI.9–10.1 CCSS.ELA-Literacy.RI.9–10.4

CCSS.ELA-Literacy.W.9–10.2 CCSS.ELA-Literacy.W.9–10.2a CCSS.ELA-Literacy.W.9–10.2b CCSS.ELA-Literacy.W.9–10.2d CCSS.ELA-Literacy.W.9–10.2e CCSS.ELA-Literacy.W.9–10.2f CCSS.ELA-Literacy.W.9–10.4 CCSS.ELA-Literacy.W.9–10.5 CCSS.ELA-Literacy.W.9–10.7 CCSS.ELA-Literacy.W.9–10.9 CCSS.ELA-Literacy.W.9–10.10

CCSS.ELA-Literacy.L.9–10.1 CCSS.ELA-Literacy.L.9–10.1b CCSS.ELA-Literacy.L.9–10.2 CCSS.ELA-Literacy.L.9–10.3 CCSS.ELA-Literacy.L.9–10.4 CCSS.ELA-Literacy.L.9–10.4a CCSS.ELA-Literacy.L.9–10.4c CCSS.ELA-Literacy.L.9–10.4d CCSS.ELA-Literacy.L.9–10.5 CCSS.ELA-Literacy.L.9–10.5b CCSS.ELA-Literacy.L.9–10.6

Grades 9 and 10: Week 5 Source Texts: “Bad Vibes” “Advances in Medicine”





Grades 9 and 10: Week 6 Source: “Chandelier” set of pictures


Not Applicable CCSS.ELA-Literacy.W.9–10.2 CCSS.ELA-Literacy.W.9–10.2a CCSS.ELA-Literacy.W.9–10.2b CCSS.ELA-Literacy.W.9–10.2d CCSS.ELA-Literacy.W.9–10.2e CCSS.ELA-Literacy.W.9–10.2f CCSS.ELA-Literacy.W.9–10.4 CCSS.ELA-Literacy.W.9–10.5 CCSS.ELA-Literacy.W.9–10.10


Sample


©2014 Institute for Excellence in Writing. All rights reserved. Duplication prohibited.

350

Grades 11 and 12: Week 4 Sources: “Plants Respond to Music” Lecture: “Music and Rats”




CCSS.ELA-Literacy.L.11–12.1 CCSS.ELA-Literacy.L.11–12.1b CCSS.ELA-Literacy.L.11–12.2 CCSS.ELA-Literacy.L.11–12.4 CCSS.ELA-Literacy.L.11–12.4a CCSS.ELA-Literacy.L.11–12.4c CCSS.ELA-Literacy.L.11–12.4d CCSS.ELA-Literacy.L.11–12.5 CCSS.ELA-Literacy.L.11–12.5b CCSS.ELA-Literacy.L.11–12.6

Grades 11 and 12: Week 5 Source Texts: “Bad Vibes” “Advances in Medicine”





Grades 11 and 12: Week 6 Source: “Chandelier” set of pictures


Not Applicable

CCSS.ELA-Literacy.W.11–12.2 CCSS.ELA-Literacy.W.11–12.2a CCSS.ELA-Literacy.W.11–12.2b CCSS.ELA-Literacy.W.11–12.2d CCSS.ELA-Literacy.W.11–12.2e CCSS.ELA-Literacy.W.11–12.2f CCSS.ELA-Literacy.W.11–12.4 CCSS.ELA-Literacy.W.11–12.5 CCSS.ELA-Literacy.W.11–12.10


Sample


Christy

Lacking Mere Enjoyment

[1] Not many teenagers today know that they risk serious injury when they play video

games. [5] Although video games are exciting and distracting, they can cause a disease

known as HAVS, which is jokingly called Nintendonitis. [4] Playing Nintendo games

with vibrating hand controls, you can permanently cause damage to your muscle tissue.

[1] Symptoms that Nintendonitis has invaded your systems are poor circulation and

numbness in your hands. Meanwhile, you might also experience a strong sensitivity to

heat and cold. [2] Because some kids play video games for up to seven hours, they have

over development of muscles in their hands and arms, [6] A scary thought. [3] Normally

boys will play a video game for one and one half- hour, while a girl will play for half that

time. Seemingly, there is a lack of care when teenagers continue to risk their health for

the mere enjoyment of playing something exciting like a video game.

Criminal Network

[4] Hijacking a plane, a criminal offense worthy of prison and the death penalty, Reid

did not attempt to do, but rather he transformed his shoes into a deadly bomb. [2] On the

bottom of Reid’s scary looking shoes, investigators found a hand print and even a strand

of hair that relate to the people who helped Reid in try to bomb an American Airliner.

December twenty-second on a round trip flight from the US to France, Reid was caught

while trying to strike a match to his shoe. [3] Articulately constructed so that there was

no wire or metal to be discovered by the metal detectors, the bomb still remained

undiscovered when Reid boarded his plane. [1] The pilot quickly rerouted the plane to

Boston where Reid was placed under arrest. Investigators have linked Reid’s attempt to

Bin Laden and his Europe undercover gang. Reid currently awaits trial in a

Massachusetts jail. While paying for his crimes is the least he can do, investigators still

try to get information out of him about the Bin laden network.

Sample


Controlling the Cause

By Jacob

Video game controllers can cause more damage to the human body than most people

realize. Although the realistic vibrations on the controllers seem realistic, the vibrations

can cause Hand-Arm Vibration Syndrome or HAVS. Because of the amount of time that

the average teenagers play in one sitting, which is one to one and a half-hours, the blood

vessel in the hand becomes so stressed that it gives in to the pressure and painfully

ruptures. Interestingly, the symptoms include the following: limited circulation and

numbness. Labeling this phenomenon Nintendonitis, doctors and scientists have realized

the enormity of the problem. There have also been reports of seizures although this is not

common. These video games controllers may seem harmless but really can cause damage

with excessive playing.

Fiction or Prophecy

By Jacob

[1] The Left Behind series is a set of popular prophecy fiction books that stress the

importance of being saved. [4] Selling over 50 million of these books, they have become

popular over the last seven years. [3] Surprisingly, these spectacular books are competing

with the best of Tom Clancy, John Grisham, and X-Men, which was not the idea of the

authors. [5] What is very interesting is that Tim Lahaye gives all of the biblical facts

while Jerry B. Jenkins writes the fictional part. [6] These are very intriguing books. These

books cleverly intertwine fiction with the Antichrist, the Rapture, and the Second Coming

of Christ. [2] Because of these books over 2,500 people have turned to Christ. This

popular series has helped the Christian views about the future through prophecy become

spread through fiction books.Sample


Victoms of The Vibrating Video Game

by

Elizabeth

[5] While playing some harmless video game, who could have

guessed that it could cause serious injury? [1] What innocent youth

while sitting playing his computer game would be anticipating serious

hand problems from extended usage of his new vibration feature?

Using the vibration feature, which rumbles in sync with the action of

the game could cause problems similar to those experienced operators

of powertools such as jackhammers. A fifteen year old British boy

developed what is know as hand-arm vibration syndrome(HAVS)

from the vibration feature on his video game control.[6] The results

were drastic! HAVS results from the destruction of small vessels

which carry the blood to the hand. The symptoms include poor circu-

lation, numbness, and an increased sensitivity to heat and cold. [2] Among

all teens, 84% play electronic games for a one-hour sitting.

[3] Consequently, the arms , shoulder, and back muscles on one side of the

body are over-developded at the expense of the other side.[4] Fearing

futher future problems, experts are especially concerned that the full

physical consequences or the vibrating video games have only budded

and not yet fully blossomed in their victoms.

Sample


Documents

Classroom Supplement Level C: Structure and Style Pacing ......Model reading and annotation of source (Student Handout 5.1). Model identifying possible topics. Choose one. Model creating