SEPTEMBER 5, 2011

VOL.

60

• N

O. 1

• I

SSN

003

6-64

12

®

THE LANGUAGE ARTS MAGAZINETHE LANGUAGE ARTS MAGAZINE A SUPPLEMENT TO SCHOLASTIC SCOPE

ISSUEDATE

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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.

Find us online at www.scholastic.com/scope.

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:

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

main idea. Students read an interview with an amazing teen, then

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: KELewis@scholastic.com)

TEACHER’SEDITION

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T-2 ScholaStic ScoPE tEachER’S EDitioN • SEPtEMBER 5, 2011

Article SummAry PrimAry Skill(S) Online reSOurceS (www.scholastic.com/scope) key StAndArdS*

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 • PW More practice with affect vs. effect NCTE/IRA: 1, 3, 6Common Core ELA Anchor Standards: R4, L1, L2

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 Multiple-choice and short-answer quiz• PW Short-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, 12Common Core ELA Anchor Standards: R1, R2, R3, R4, R5, R7, R9, W2, W5, SL1, SL2, L4

Readers Theater Play, pp. 11-15The 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 Questions 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, 12Common Core ELA Anchor Standards: R1, R2, R3, R4, R5, R6, R7, R8, W1, SL1, SL2, L4

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

• PW Guided writing: the opinion essay NCTE/IRA: 1, 2, 3, 4, 5, 12Common Core ELA Anchor Standards: R1, R2, R3, R5, R8, W1, W4, W5, L3

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

• PW Guided writing: the compare-and-contrast essay• PW Reading-comprehension crossword puzzle

NCTE/IRA: 1, 2, 3, 6, 12Common Core ELA Anchor Standards: R1, R2, R3, R7, R9, W2, W4

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 Show: What Is a Fabulous First Line?• PW Contest entry form

NCTE/IRA: 4, 5, 12Common Core ELA Anchor Standards: R1, R4, R5, R6

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

• PW Contest entry form NCTE/IRA: 1, 2, 3, 4, 5Common Core ELA Anchor Standards: R1, R2, W2, W4

ScOPe At-A-GlAnce

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

mAurice r. rOBinSOn, 1895-1982, FOunderPuBliShiNg 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 custserv@scholastic.com. 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.

Join the 10th anniversary of 9/11. Teach 9/11 in a consTrucTive way. hTTp://www.scholasTic.com/mygooddeed

SCO01_9-5-11_TE.VF.indd 2 7/14/11 11:23 AM

SEPTEMBER 5, 2011 • ScholaSTic ScoPE TEachER’S EDiTioN t-3

Article SummAry PrimAry Skill(S) Online reSOurceS (www.scholastic.com/scope) key StAndArdS*

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 • PW More practice with affect vs. effect NCTE/IRA: 1, 3, 6Common Core ELA Anchor Standards: R4, L1, L2

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 Multiple-choice and short-answer quiz• PW Short-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, 12Common Core ELA Anchor Standards: R1, R2, R3, R4, R5, R7, R9, W2, W5, SL1, SL2, L4

Readers theater Play, pp. 11-15The 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 Questions 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, 12Common Core ELA Anchor Standards: R1, R2, R3, R4, R5, R6, R7, R8, W1, SL1, SL2, L4

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

• PW Guided writing: the opinion essay NCTE/IRA: 1, 2, 3, 4, 5, 12Common Core ELA Anchor Standards: R1, R2, R3, R5, R8, W1, W4, W5, L3

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

• PW Guided writing: the compare-and-contrast essay• PW Reading-comprehension crossword puzzle

NCTE/IRA: 1, 2, 3, 6, 12Common Core ELA Anchor Standards: R1, R2, R3, R7, R9, W2, W4

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 Show: What Is a Fabulous First Line?• PW Contest entry form

NCTE/IRA: 4, 5, 12Common Core ELA Anchor Standards: R1, R4, R5, R6

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

• PW Contest entry form NCTE/IRA: 1, 2, 3, 4, 5Common Core ELA Anchor Standards: R1, R2, W2, W4

* Find the NCTE/IRA and Common Core Anchor Standards that are listed in the grid on Scope’s Web site.

iW interactive worksheet PW printable worksheet

To find this issue’s answer key, including answers to all online materials, go to: www.scholastic.com/SecretScopeAnswers

AnSWer key

SCO01_9-5-11_TE.VF.indd 3 7/14/11 11:23 AM

T-4 SCHOLASTIC SCOPE TEACHER’S EDITION • SEPTEMBER 5, 2011

L 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.

NARRATIVE NONFICTION, PAGES 4-10

THE GUYS WHO GOT BIN LADEN

Give students a few minutes

to write down their own

definitions of courage.

Have several volunteers write their

definitions on the board. Use these

definitions as a jumping-off point

for a class discussion of courage.

Then ask a volunteer to read the

skills-focus box on page 4.

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’”

worksheet. The critical-thinking

questions at the bottom of the

worksheet provide good fodder for

discussion.

To help students identify

examples of courage in the

Cross-Genre Connections: WHAT IS COURAGE?

SEALs article and in the sidebar

about Payton Wall, hand out the

worksheet “Different Kinds of

Courage.” Then discuss how the

SEALs article, Kipling’s poem,

and the story of Payton Wall relate

to the ideas about courage that

students discussed earlier. Did

what they read give them any

new ideas about courage?

Finally, ask students to respond

to the writing prompt on page 10.

Extension Activity: Have

students create collages

representing the different types of

courage they encountered in the

article. They can use images found

in magazines or online, their own

drawings, quotes, key words, small

FEATURED SKILL

A RIVETING NONFICTION ARTICLE, A CLASSIC POEM, AND A TRUE TEEN

STORY SHED LIGHT ON WHAT IT MEANS TO BE BRAVE

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

PRINTABLE WORKSHEETS FOR FEATURED SKILL

objects, etc. (This activity may be

especially engaging for struggling

writers or ELL students.)

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SEPTEMBER 5, 2011 • SCHOLASTIC SCOPE TEACHER’S EDITION T-5

Find all worksheets and other support materials at www.scholastic.com/scope.

Yes, you could spend precious time coming up with

discussion questions, but why should you? We’ve got them

right here—and the answers too! These questions are also

available online as a worksheet (sans the answers) to use for small-group

discussion or as a writing activity.

What can we say?

We’ve got a lot of

ideas for you.

Writing Prompt: PERSONAL ESSAYWrite about a situation you faced

that required courage. Describe

the challenge and how you

handled it, then analyze why your

actions required courage.IT TAKES COURAGEUse 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!

CRITICALTHINKING WORDS AND DEFINITIONS:

Print or project vocab words

from the article before students

encounter them in context.

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 reading-

comprehension quiz, with

questions based on state tests.

Choose between the printable

and interactive versions.

…AND MORE

DIGITAL LESSON

*

*

1 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.

2 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.

3 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 What makes Payton Wall courageous? (drawing conclusions) She

leads the best life she can despite the great feeling of loss she endures.

5 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.”’

*supports featured skill

PRINTABLE SKILLS WORKSHEETS

*

SCO01_9-5-11_TE.VF.indd 5 7/14/11 11:24 AM

T-6 ScholaStic ScoPE tEachER’S EDitioN • SEPtEMBER 5, 2011

Mack 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!

readers theater PLaY, Pages 11-15

The Tell-Tale hearT

UndersTanding MoodFEATURED

SKILL

an atmosphere that makes you feel

a certain way. Ask students to use

the illustrations and the video to

predict the play’s mood. Write their

predictions on the board.

After reading, discuss the play’s

mood as a class, and/or distribute

or project the worksheet “Thinking

About Mood.” Review the

predictions students made before

reading—how accurate were they?

Finally, ask students to respond to

the writing prompt on page 15.

Extension Activity: Have

students work individually or

in groups to create a painting,

drawing, song, or dance that

captures the mood of The Tell-

Tale Heart. Give them the option

For a quick author study and

to build excitement, show

our video biography of

Poe. (See page T-7 for details.)

Then have students open their

magazines to the illustration on

page 11. What does it show? What

feelings does it evoke? Based on

what they learned in the video,

does it seem appropriate for a

work by Poe? Why or why not?

Next, ask a volunteer to read the

skill-focus box at the top of page

12. You might explain that 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

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

to incorporate details from

the play but the freedom to be

abstract. Students should present

their finished works to the class,

providing a brief explanation of

why they chose the images, colors,

words, sounds, movements, etc.

that they did.

PrinTable worksheeTs For FeaTUred skill

teach mood with a taLe bY creeP-master

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SEPTEMBER 5, 2011 • SCHOLASTIC SCOPE TEACHER’S EDITION T-7

Find all worksheets and other support materials at www.scholastic.com/scope.

Yes, you could spend precious time coming up with

discussion questions, but why should you? We’ve got them

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 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.

3 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.

4 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.

5 Do you think there is any humor in this play? If so, where? (mood) Answers will vary; some may find the highly dramatic, in unison-

speaking ravens humorous; some may think the police officers are funny,

in the way they alternate speaking to finish sentences.

*supports featured skill

CRITICALTHINKING

THE AMAZING STORY OF EDGAR ALLAN POEPoor 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:

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?

SCOPEVIDEO

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?

We’ve got a lot of

ideas for you.

CHARACTERANALYSISImagine 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.

…AND MORE

*

*

PRINTABLE SKILLS WORKSHEETS

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SCO01_9-5-11_TE.VF.indd 7 7/13/11 4:38 PM

T-8 SCHOLASTIC SCOPE TEACHER’S EDITION • SEPTEMBER 5, 2011

Be sure to check our

“Fabulous First Lines”

slide show, where we share

some of our favorite first

lines from YA books and

get students thinking about

just what makes a first line

great. Who knows? It just

may give your students

a leg up in our First-Line

Contest! (Download the slide

show from our Web site.)

—Scope

Do you have a tip about using Scope, or something else to post in the lounge? E-mail jdignan@scholastic.com.

Drop in for a cup of coffee and a look at our message board!

TEACHERS’LOUNGE

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

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SCO01_9-5-11_TE.VF.indd 8 7/14/11 11:24 AM