TeacherWeb

Leslie Wright



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Notes

  1. Parts of Speech (go to workbook and textbook also for study aids)
  2. CRCT STUDY GUIDE SITE
  3. Final exam info
  4. EXTRA CREDIT? only if you have no zeroes for daily grade
  5. Touching Spirit Bear test questions
  6. Flush test questions
  7. Eastern culture oral tradition handout?
  8. Question #8 (blank)
  9. Cuban/Hispanic Culture handout
  10. african/am. culture - waves have whitecaps
  11. African American Culture handout?
  12. American Indian Culture information sheet
  13. Southern culture informaton sheet (winning & losing/ medusa)



Parts of Speech (go to workbook and textbook also for study aids)

study these for March 6 test:

___1.  personal pronouns	A.  a word you can ��do��

___2.  antecedent		B.  means ��for�� a noun; stands 
for or 
replaces a noun

___3.  proper noun		C.  pronouns that refer to 
persons spoken to 
and about.

___4.  relative pronoun	D.  any person, place, thing; never 
capitalized.

___5.  noun			E.  am, is, are, was, were, be, 
being, been

___6.  demonstrative 
            pronoun		F.  pronouns that do not specify 
certain 
person or thing
___7.  collective noun	G.  a particular or specific person, 
place, thing; 
always
					      capitalized
___8.  interrogiative 
            pronoun		H.  a noun made up of two or more 
words
___9.  compound
noun                      I.  A pronoun that begins a dependent 
clause; 
found in the middle of the sentence usually
     ___10.  indefinite pronoun	J.  pronouns that ask questions
     ___11.  common noun	K.  committee, flock, group
     ___12.  pronoun		L.  a pronoun that points out 
person, 
places, things
     ___13.  adjective		M. a word that describes a noun 
or pronoun
     ___14.  action verb		N.  a word that names a 
person, 
place, thing, idea
     ___15.  linking verb	             O.  a word that the 
pronoun 
takes the place of


  

Parts of Speech
Keep this outline in your notes section of your notebook.
Continue this outline with information from the board.


 Parts of Speech
A. Nouns ¡V name persons, places, things, ideas.  (p.310)
  Examples:  girl, school, shoe, friendship
       	1. Proper nouns ¡V name particular persons, places, 
things, ideas; 
       	always CAPITALIZED
  Examples:  Taylor, Greenbrier Middle School, and Nike
      	 2. Common noun - ANY person, place, thing, idea; not 
capitalized
       	3. Compound noun - one person, place, thing made up of 2 
or more 
words
  Example - playground, horseshoe, cul-de-sac, mother-in-law, 
Empire State 
	Building`
	 4. Collective noun - names a group of individual people 
or things
  Example - team, crowd, audience, e-mails, messages


B. Pronouns ¡V take the place of nouns  (page 316 )
	1. Antecedents ¡V the noun that the pronouns refers 
back to
Example - Since the class was quiet, they went outside for a few 
minutes at 
	the end of class.
	2. Personal pronouns - refer to the person speaking, 
person spoken 
to, 
	or the person place or thing spoken about
Examples: 

I		me, my, mine	
You	       	you
He		him, his
She	     	 her, hers
It		it
We		your, yours, us
You	        	y¡¦all, you
They	        	they, them, their, theirs
	3. Demonstrative pronouns- point our (demonstrate) a 
specific 
person, 
	place, or thing.
Example:  This, that, these, those
	4. Relative pronouns - begins a subordinate clause and 
connect it to 
	another idea in the same sentence
Example - who, whom, which, whose, that
	5. Interrogative pronouns - begin a question
Example:  what which who whom whose
	6. Indefinite pronouns - refer to people, places, things 
without 
	specifying which ones
Example:  nobody, no one, one, other, somebody, someone, 
everyone, both, 
	few, many
C. Verbs ¡V show action or state of being
	1. action verbs -  any word you can do (just do it)
Examples:  run, dance, win, shout, think
	2. being verbs ¡V am, is, are, was, were, be, 
being, been
	3. helping verbs ¡V any verb in front of another 
verb ¡V am, is, 
are, 
	was, were, be, being, been, have, has, had, do, does, 
did, can, 
could, 
	shall,  should, will, would, may, might, must
	4.verb phrase ¡V the main verb (action or being) 
plus the helping 
verbs
Example:  might have been going

D. adjectives ¡V describe nouns or pronouns
examples:  pretty girl, She is pretty.
	1. articles ¡V a, an, the function as adjectives
	2. adjectives answer these questions about the 
nouns/pronouns:  what 
	kind, which one, how many
	3. Demonstrative pronouns (this, that, these, those) 
function as 
	adjectives when they come in front of a noun.  Example:  
This school 
is 
	great!

E. adverbs -  modify verbs, adjectives, and other adverbs and 
answer 
	questions:
	how, when, where, to what extent  
Example:  We walked slowly downtown yesterday.  You say:  
¡¡¡Ówalked how?" = 
	slowly-adverb
	Walked when?  = yesterday, walked where? = downtown
	1. adverbs end in ¡Vly  many times
	2. not, never, n¡¦t are always adverbs
	3. prepositional phrases are not adverbs ¡V 
example  We walked (to 
the 
	store). 
	4. adverbs can be only ONE word that tells when, where, 
how

F. prepositions ¡V show relationship between the 
noun/pronoun object and 
 	the rest of the sentence.
Example:  The squirrel ran _____ the tree.  The blank can be 
filled in with 
	many words;  these words would be prepositions since it 
shows how 
the object 
	(tree) relates to the squirrel.
	1. Some prepositions that don¡¦t fit into 
this magic sentence are:  
of, 
	except, during, but.

G .conjuntions ¡V join or connect words, phrases, sentences.
	1. common coordinating conjuntions:  and, but, or, nor, 
for, so, yet
Examples:  He and I are going home.   She went to the store and 
to the gym.  
	Either we hush, or we won¡¦t go outside.
	2.  subordinating conjuntions:  since, after, because, 
if, before, 
as, 
	until, when, where, though, while.
	a) these conjunctions begin dependent clauses

 H.   interjections ¡V show sudden or strong emotion
	1.  punctuate with an exclamation mark or a comma 
depending on how 
strong 
	the emotion is!   Um, I don¡¦t know.   OH 
NO!  I forgot my math 
homework>


I.  complements
A.  Direct objects - nouns or pronouns that receive the action 
from the 
action verb.  To find it, ask:  verb who or what?
B.  Indirect Object -  noun or pronoun between the action verb 
and direct 
object that answers:  to/for whom or what was the Direct Object 
Verb.
see unit 19 in textbook
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CRCT STUDY GUIDE SITE

http://www.gadoe.org/DMGetDocument.aspx/Grade%208%20Study%20Guide%
202008.pdf?
p=6CC6799F8C1371F6A7D52D7C83FF7376A7F380FFA38D8218E1A240C0A23119D5
&Type=D
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Final exam info

 grammar:  review in your workbooks identifying verbals, direct 
and indirect objects, all types of pronouns, predicate nouns and 
adjectives

see Touching Spirit Bear questions at this site

see Flush questions at this site
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EXTRA CREDIT? only if you have no zeroes for daily grade

WRITE A FIVE PARAGRAPH ESSAY ON ONE OF THESE TOPICS:
1. Some people suffer from what is called "winter 
depression." Does the 
weather affect people¡¦s moods? If you believe it 
does, write an essay
explaining this phenomenon. 
2. What has been the biggest change in your personality from last 
year to 
this year. Discuss yourself in terms of motivation and behavior. 
Provide 
examples.

3. With summer coming up in the near future?, many students are 
faced with 
the decision of whether or not to get a job. Some of you already 
have jobs. 
In an essay, present an argument to your parents either for or 
against teen 
employment.

4. Write an essay accepting an award that someone else has given 
to you. 
Name the award, explain the award, and provide an example 
explaining why you 
deserve the award. Use appropriate content.

5. Some of the blame for the high school shooting tragedy that 
took place at 
Columbine High School in Littleton, CO is being placed on the 
music the 
shooting suspects listened to. That argument is that music with 
violent 
lyrics and aggressive style contributes (not causes) to a 
person¡¦s violent 
behavior. Write an essau discussing the issue from your point of 
view.

6. What is one place everyone ought to visit? Write an essay 
explaining 
where this place is and why the reader should make a point to 
visit there 
someday.

7. Write an essay about a cable channel you¡¦d like 
to see formed. name the 
channel, explain the focus of the channel, and give an example of 
a show 
that would be on this channel. Use appropriate content.

8. Write a well-developed essay on something that 
you¡¦ve been thinking 
about lately. Use appropriate content.
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Touching Spirit Bear test questions

Touching Spirit Bear                        TEST             you 
may use 
your notes��  name_______________________________


	1.  Who were the only people Cole could trust? a) Enemies 
b) his 
	parents  c) those who fear him  d)  himself
	2.  Nathaniel Blackwood is the ___hired by Cole��s 
parents. a) 
counselor 	b) sponsor  c)  lawyer   d)  parole officer
	3.  What is Devil��s Club? a) a poisonous plant  b) a 
club Cole 
belonged 	to at school c) a huge piece of wood used as a 
weapon  d) 
none of 	above
	4.  What did Garvey give to Cole to take care of?  a) his 
pet beaver 
b) 	 	blanket c) his skiff  d) his cabin
5.	What did Cole do with the contents of the brown paper 
bag?  a) sold 
it b) threw it all over c) made dinner  d) none of above
6.	  What does the feather symbolize in Circle Justice? a) 
trust b) 
freedom c) respect  d) honesty
7.	Where did Cole end up swimming to? a) nearby island b) 
Minneapolis 
c) no where d) a rescue boat
8.	Tell about the one time Cole��s mom tried to intervene 
when Cole was 
being beat? a) she called the police b) the dad said he��d beat 
her too c) 
Cole didn��t need her help  d) none of the above.
9.	When Cole realizes where he was after being attacked by 
the bear, 
what are the sea gulls doing? a) playing in the sand b) fighting 
over his 
flesh c) doing the gull dance  d) none of above
10.	After the bear attacks Cole, a storm comes and lightening 
strikes a) 
a tree where baby sparrows lived b) the ground near Cole c) the 
cabin where 
he stayed d) none of the above
11.	What did Cole eat to survive after the bear attacked him? 
a) worms 
and frogs b) mice, worms, grass c) baby birds d) nothing
12.	How did Cole get water? a) from his canteen b) from the 
rain c) from 
the Spirit Bear d) none of the above
13.	Why does Cole throw away his only proof that the Sprit 
Bear was 
real? a) no one would believe him anyway b) his words would be 
his only 
truth c) none of the above d) spirit bear told him to
14.	What did Cole��s dad do for him during his 
hospitalization? a) 
visited him daily b) never visited him c) visited him once before 
having to 
go to jail for child abuse d) paid for all the expenses
15.	What information does his mom reveal to him a bout his 
dad? a) he��s 
part Indian b) he had to be banished to the island as a child c) 
he was 
beaten by his dad d) none of the above
16.	What did Edwin��s demonstration prove? a) that life is 
full of 
choices b) that ingredients were like people c) that near death 
experiences 
can change people overnight d) that Cole should go back to the 
island
17.	Describe how Garvey��s meal was different from Coles. A) 
it��s like a 
box of chocolates b) it was a celebration c) it tasted better d) 
none of the 
above
18.	What new experience did Edwin introduce Cole to at dawn? 
a) swimming 
with whales b) doing the wolf dance c) swimming in a pond d) 
carving totem 
poles
19.	Who paid for all the new supplies and cabin materials? A) 
Cole��s dad 
b) Edwin  c) Garvey  d) Cole
20.	Describe a typical day for Cole on the island? A) eating 
strange 
things  b) swimming, rolling ancestral rocks, doing animal 
dances  c) 
building the cabin d) waiting for Garvey to deliver supplies
21.	 How does Cole become invisible? A) clears his mind and 
scent b) 
paints his body with Devil��s Club c) puts on wolf��s skin d) 
none of above
22.	 What surprising information did Edwin bring to Cole 
about Peter 
during one of his visits? A) his dad died b) Peter attempted 
suicide c) the 
circle justice gave up on him d) none of abo e
23.	How did Cole plan to help Peter heal? A) do a healing 
dance for him 
b) invite him to the island c) send the spirit bear to him d) 
none of above
24.	 Who accompanied Peter to the island? a) his guard dog b) 
his 
counselors c) his parents  d) no one
25.	 What do the two boys carve together in the totem? A) a 
spirit bear 
b) wolf  c) island  d) circle
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Flush test questions

DO NOT WRITE ON THIS…………..FLUSH TEST …..NOVEL

1.  What is the name of the boat that Noah’s father sunk?
a)  Drama Queen  b)  Royal Flush  c)  Corral Queen  d) Royal Pain

2.  Why did he sink the boat?  a)  the owner owed him big money b)
the owner was dumping waste into the ocean  c) he was angry that 
the owner’s kid was beating his son up  d) the owner stole his 
girlfriend

3.  How would you characterize Noah’s dad?  a) a lunatic (b) a 
concerned parent  (c) an environmentalist (d) a humble fisherman

4.  What does Noah offer to Lice Peeking to get him to agree to 
help bust Dusty?  a) all his savings   b) his annoying little 
sister  c) a boat  d) to work for him

5.  Who is Lice’s girlfriend that is also willing to help?  a) 
Abby  b) Donna
c) Shelly d) Agatha

6.  When Abby sneaks out of the house alone, what does she do?  
a) eats all the shrimp they bought for bait (b) spies on Lice 
Peeking  (c) tries to catch Dusty doing his dirty work (d) tries 
to bust her dad out of jail

7.  What is Abby and Noah’s plan called?  a) Operation Flush  b) 
Poopie Be Gone (c) Code Brown  (d) Royal Flush

8.  Describe the plan.  a) videotape the whole operation (b) call 
the coast guard and  alert the newspaper (c) pour colored dye in 
the toilets (d) none of the above

9.  Who is the pirate with the M scar on his face that is always 
saving Abby and Noah from trouble?  a) Lice Peeking who fakes his 
death (b) their grandfather (c) their father dressed up like a 
pirate (d) none of the above

10.  What is the final fate of Dusty Muleman’s boat?  a) the 
coast guard gets it (b) Noah’s family buys it  (c) it blows up  
(d) none of the above
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Eastern culture oral tradition handout?

EASTERN CULTURE

Title ¡V Zen Shorts
Author ¡V John J. Muth

Cultural Background:
„X	Caste system determines social class, marriage, 
occupation.  Based 
on wealth and family
„X	Family important; respect elders, HONOR the family; men 
work; women 
tend to home/children
„X	Religion: Buddhist and Hinduism; zen = form meditation
„X	Economy ¡V manufacturing/ agriculture/farming
„X	Overpopulated country = law is to have only two children 
or they are 
fined
„X	Forces of nature explained through myths/folktales; 
themes ¡V 
struggle between good and evil; themes demonstrate values that 
emerge from 
that struggle: loyalty, generosity, love, patience, willingness, 
faith
„X	Most folktales involve some sort of imaginary creatures 
(panda, 
micemonks, raccoon robber)
„X	Teacher/student relationship
„X	Symbols ¡V moon = wisdom/healing
„X	
Message:
your perspective/altitude greatly effects the outcome
Cultural Characteristics:
„X	Family importance/respect/honor 
(Stillwater¡¦s remembrance of Uncle 
Ry, Karl being mad and then understanding big brother Michael), 
teacher/student relationship (Stillwater and kids; old monk and 
young monk); 
importance of nature/ symbol of moon = wisdom/insight(Uncle Ry 
wished he 
could give the raccoon robber a new perspective=moon); 
Zen/meditation ¡V 
(sharing tea/cake ¡V introspection after actions)
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Question #8 (blank)

	 	The best thing to do when interviewing a source 
is to act 
naturally. An interview does not have to happen in a formal, 
suited 
atmosphere. An interview is just a talk with someone about a 
specific topic. 
But instead of merely hearing, the reporter is listening and 
writing down 
the pertinent details. Reporters must keep their opinions to 
themselves. 
Preparing for the interview
Don't go to an interview unprepared. Check newspaper files and 
the library 
for information on your subject or the topic. Have some 
information in your 
head before you start. For example, if you are interviewing a 
person who 
sells furs and is annoyed by animal rights pickets, it might be 
interesting 
to know if this person has a dog or a cat. 
Have your questions ready. Don't expect your news source to tell 
you 
voluntarily what you want to know. Your questions, although you 
may stray 
from them, help you organize your thoughts. They also will remind 
you to get 
all the answers you want. 
Make an appointment. You can't go into a busy official's office 
and get 30 
minutes of his or her time unless you first set up an 
appointment. Then make 
sure you arrive on time. 
Dress properly. Be prepared and show respect for the source. 
Take three things with you on every assignment: a pencil, a piece 
of paper; 
and a grain of salt. Be a bit skeptical, don't believe everything 
you're 
told. 
Conducting the interview
Introduce yourself and the publication for which you are writing. 
Look your subject in the eye. Don't be so busy taking notes that 
all the 
source sees are your flying fingers and the top of your head. It 
makes some 
people nervous to see every word being written down. 
Often, the first question to ask is how to spell the individual's 
name. 
Don't rely on the spelling you've seen somewhere else because it 
could be 
wrong. A misspelled name is definitely the first way to lose 
credibility. 
Pronounce the name of the respondent correctly and use it from 
time to time 
during the interview. 
Double-check the dates and the spelling of names. Even a name 
like Smith can 
be spelled differently. Don't ever be afraid to ask what you 
might fear is a 
silly question. 
Start with easy, sociable questions to relax the person you're 
interviewing. 
Save the tough questions for later. Avoid questions that appear 
to have 
predetermined answers. Don't let your opinions determine the 
focus of your 
questioning. 
Ask open-ended questions that invite a lengthy answer and can 
bring out 
anecdotes and opinions: ``How did you react?'' or ''Why do you 
think that 
happened?'' Try to take down as many direct quotes as possible. 
Don't ask questions that let your source give one-word answers. 
Don't ask negative questions. That is, don't say,''No news, 
yet?'' Don't 
make it easy for your subject to say ''no.'' 
Let the interviewee know you know something about him or her. 
This is called 
priming the interviewee. It goes like this: Mr. Jones, I 
understand you 
appeared in a movie about the takeover by people under 30. Do you 
believe 
this could actually happen? 
Accept all facts and other data professionally. Do not argue or 
show undue 
shock or surprise. 
Have a note-taking system. For example, write ''rr'' for 
railroad. 
Avoid promising to print remarks a certain way. 
Do not promise to let the interviewee read the story before it is 
published. 
Leave the door open for another talk. Ask the subject if he or 
she would 
mind if you made contact later personally or by phone for a 
follow-up. Get a 
phone number where the source can be reached later. End the 
interview by 
making sure you have a phone number to contact the source later 
for further 
facts or clarification. If you use a tape recorder; don't depend 
on it. 
Batteries run down and tape recorders can malfunction. Take 
notes, even if 
you're using a tape recorder. 
Taking notes
Some kind of shorthand is a must. Most reporters use some form of 
shortened 
writing, such as ''w/o'' for without or ''inc'' for incomplete. 
Initials can 
stand for titles and symbols can be used to refer to 
organizations. 
Set apart direct quotes with circles, quotation marks, stars or 
underlining. 
Taking notes on one side of the paper or pad makes their 
rearrangement to 
fit story structure easier. 
Listen carefully. Don't note unimportant details. 
Ask for the spellings on all names and titles. It is better to 
ask now than 
to have to call back to get them. Or worse, to get them wrong in 
the story. 
Get direct quotations, especially on the main points. 
Observe details about your source and surroundings, and write 
down your 
impressions. 
Concentrate on what you are seeing and hearing. Immediately after 
an 
interview, review and supplement your notes. Arrange your notes 
in order of 
importance. 
It is unnecessary to write complete sentences unless you wish to 
get a 
direct quote in its entirety. 
Write down specific information you cannot trust to memory: ages, 
names, 
addresses, statistics, sums of money. Try to get biographical 
information 
where needed and look for newspaper clips and other material 
which may be 
used for background information. 
Do not be afraid to double-check unclear information even if you 
must make a 
follow-up call to do so. 
Exciting writing is built on exciting anecdotes, so the 
interviewer is 
always listening for them. A really sharp interviewer also 
listens for clues 
to experiences that could make lively anecdotes. Then the 
interviewer 
directs the subject to ''give me an example'' or ''tell me about 
a time when 
that actually happened.'' 
Finding anecdotes
An anecdote is a small story. So, anecdotes can become stories 
within your 
larger story. Often, an anecdote will illustrate something about 
the 
interviewee such as his or her loyalty, bravery, persistence or a 
quality 
which a ''title story'' can illustrate. These must be 
carefully ''mined.'' 
Watch your subject
Observe non-verbals -- body gestures, facial expressions, 
paralanguage (the 
way something is said), artifacts (what the person is wearing), 
movement -- 
of the interviewee. About 70 percent of total communication is 
non-verbal. 
Thus, if you are to tell the complete story, you must provide the 
reader 
with the complete story. 
Study the environment
Bulletin boards, desk tops, pictures on the wall, file cabinets, 
etc. How 
does the sunlight stream into the room? And how does all this 
relate to the 
interviewee? Avoid using description just for the sake of 
description. 
Post-interview interview
Some interviewees are masters at ''pulling the wool'' over 
reporters' eyes. 
So, be ready to check statements or figures with other sources. 
You should 
not take everything at face value. You should be a bit skeptical. 
Remember: ''If your mother says she loves you, check it out!'' 

		
Interviewing Tips




	 	The best thing to do when interviewing a source 
is to act 
naturally. An interview does not have to happen in a formal, 
suited 
atmosphere. An interview is just a talk with someone about a 
specific topic. 
But instead of merely hearing, the reporter is listening and 
writing down 
the pertinent details. Reporters must keep their opinions to 
themselves. 
Preparing for the interview
Don't go to an interview unprepared. Check newspaper files and 
the library 
for information on your subject or the topic. Have some 
information in your 
head before you start. For example, if you are interviewing a 
person who 
sells furs and is annoyed by animal rights pickets, it might be 
interesting 
to know if this person has a dog or a cat. 
Have your questions ready. Don't expect your news source to tell 
you 
voluntarily what you want to know. Your questions, although you 
may stray 
from them, help you organize your thoughts. They also will remind 
you to get 
all the answers you want. 
Make an appointment. You can't go into a busy official's office 
and get 30 
minutes of his or her time unless you first set up an 
appointment. Then make 
sure you arrive on time. 
Dress properly. Be prepared and show respect for the source. 
Take three things with you on every assignment: a pencil, a piece 
of paper; 
and a grain of salt. Be a bit skeptical, don't believe everything 
you're 
told. 
Conducting the interview
Introduce yourself and the publication for which you are writing. 
Look your subject in the eye. Don't be so busy taking notes that 
all the 
source sees are your flying fingers and the top of your head. It 
makes some 
people nervous to see every word being written down. 
Often, the first question to ask is how to spell the individual's 
name. 
Don't rely on the spelling you've seen somewhere else because it 
could be 
wrong. A misspelled name is definitely the first way to lose 
credibility. 
Pronounce the name of the respondent correctly and use it from 
time to time 
during the interview. 
Double-check the dates and the spelling of names. Even a name 
like Smith can 
be spelled differently. Don't ever be afraid to ask what you 
might fear is a 
silly question. 
Start with easy, sociable questions to relax the person you're 
interviewing. 
Save the tough questions for later. Avoid questions that appear 
to have 
predetermined answers. Don't let your opinions determine the 
focus of your 
questioning. 
Ask open-ended questions that invite a lengthy answer and can 
bring out 
anecdotes and opinions: ``How did you react?'' or ''Why do you 
think that 
happened?'' Try to take down as many direct quotes as possible. 
Don't ask questions that let your source give one-word answers. 
Don't ask negative questions. That is, don't say,''No news, 
yet?'' Don't 
make it easy for your subject to say ''no.'' 
Let the interviewee know you know something about him or her. 
This is called 
priming the interviewee. It goes like this: Mr. Jones, I 
understand you 
appeared in a movie about the takeover by people under 30. Do you 
believe 
this could actually happen? 
Accept all facts and other data professionally. Do not argue or 
show undue 
shock or surprise. 
Have a note-taking system. For example, write ''rr'' for 
railroad. 
Avoid promising to print remarks a certain way. 
Do not promise to let the interviewee read the story before it is 
published. 
Leave the door open for another talk. Ask the subject if he or 
she would 
mind if you made contact later personally or by phone for a 
follow-up. Get a 
phone number where the source can be reached later. End the 
interview by 
making sure you have a phone number to contact the source later 
for further 
facts or clarification. If you use a tape recorder; don't depend 
on it. 
Batteries run down and tape recorders can malfunction. Take 
notes, even if 
you're using a tape recorder. 
Taking notes
Some kind of shorthand is a must. Most reporters use some form of 
shortened 
writing, such as ''w/o'' for without or ''inc'' for incomplete. 
Initials can 
stand for titles and symbols can be used to refer to 
organizations. 
Set apart direct quotes with circles, quotation marks, stars or 
underlining. 
Taking notes on one side of the paper or pad makes their 
rearrangement to 
fit story structure easier. 
Listen carefully. Don't note unimportant details. 
Ask for the spellings on all names and titles. It is better to 
ask now than 
to have to call back to get them. Or worse, to get them wrong in 
the story. 
Get direct quotations, especially on the main points. 
Observe details about your source and surroundings, and write 
down your 
impressions. 
Concentrate on what you are seeing and hearing. Immediately after 
an 
interview, review and supplement your notes. Arrange your notes 
in order of 
importance. 
It is unnecessary to write complete sentences unless you wish to 
get a 
direct quote in its entirety. 
Write down specific information you cannot trust to memory: ages, 
names, 
addresses, statistics, sums of money. Try to get biographical 
information 
where needed and look for newspaper clips and other material 
which may be 
used for background information. 
Do not be afraid to double-check unclear information even if you 
must make a 
follow-up call to do so. 
Exciting writing is built on exciting anecdotes, so the 
interviewer is 
always listening for them. A really sharp interviewer also 
listens for clues 
to experiences that could make lively anecdotes. Then the 
interviewer 
directs the subject to ''give me an example'' or ''tell me about 
a time when 
that actually happened.'' 
Finding anecdotes
An anecdote is a small story. So, anecdotes can become stories 
within your 
larger story. Often, an anecdote will illustrate something about 
the 
interviewee such as his or her loyalty, bravery, persistence or a 
quality 
which a ''title story'' can illustrate. These must be 
carefully ''mined.'' 
Watch your subject
Observe non-verbals -- body gestures, facial expressions, 
paralanguage (the 
way something is said), artifacts (what the person is wearing), 
movement -- 
of the interviewee. About 70 percent of total communication is 
non-verbal. 
Thus, if you are to tell the complete story, you must provide the 
reader 
with the complete story. 
Study the environment
Bulletin boards, desk tops, pictures on the wall, file cabinets, 
etc. How 
does the sunlight stream into the room? And how does all this 
relate to the 
interviewee? Avoid using description just for the sake of 
description. 
Post-interview interview
Some interviewees are masters at ''pulling the wool'' over 
reporters' eyes. 
So, be ready to check statements or figures with other sources. 
You should 
not take everything at face value. You should be a bit skeptical. 
Remember: ''If your mother says she loves you, check it out!''
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Cuban/Hispanic Culture handout

Oral Tradition:     Hispanic/Cuban Culture
Title ¡V Growing up Cuban
Author ¡V Carmen Deedy
Cultural Background:
„X	Close-knit family unit includes extended 
family/grandparents
„X	Father (poppy)head of family/mother responsible for home
„X	Honor, good manners, respect for authority/elders are all 
important
„X	Preserving Spanish language important (spoken in home)
„X	Formal in treatment of one another
„X	More relaxed/flexible about time/punctuality 
„X	90% of Hispanics/Cubans are Roman Catholic
MESSAGES OF CARMEN DEEDY¡¦S STORIES:
1.	message of ¡��chicken wings¡¨ ¡V 
be selfless
2.	message of ¡�� Peanut Man¡¨ ¡V 
regardless of cultural or language 
barriers, we speak the same language ¡V love, wanting 
happiness for others, 
care for others, agape!
3.	message of ¡��traffic court¡¨ ¡V 
be determined/stand up for yourself 
¡V 
in a respectful way of courseļ
4.	¡��You¡¦re gonna miss me¡¨- 
be thankful for what you got/grateful for 
the time you have/ family is a precious thing/count your blessings
5.	message of ¡��mangos and magnolias¡¨: 
you don¡¦t have to stop being 
proud of your heritage to change or to be something different/ 
you don¡¦t 
have to forget your life in Cuba to live your life in America
6.	 Martina The Beautiful Cockroach by Carmen Deedy message: 
Grandmothers know best!  Listen to your elders.  Nice guys always 
win.  Good 
vs. bad. Good triumphs. Insincerity is transparent.
Cultural characteristics:  accent/preserving Spanish lang., 
respect for 
others, family, formal manners/etiquette.
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african/am. culture - waves have whitecaps

African American Culture

Why the Waves have Whitecaps
by Zora  Neale Hurston                  p. 923

1. What in this story reflects the African American Culture?   
And Tools 
used by author - personification
„X	Dialect/accent
„X	Voice
„X	Dialogue
„X	Word choice
„X	Family
„X	Repetition
2.  message:  Don¡¦t BRAG; be humble/modest
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African American Culture handout?

Oral Tradition handout AFRICAN-AMERICAN CULTURE

Author -  Jackie Torrence
Story Title ¡V ¡¥Brer Possum¡¦s 
Dilemma¡¦ p. 917 in Lit. book
Cultural Background ¡V 
„X	Handed down information, messages, lessons, songs, 
history orally  
using repetition especially.
„X	Faith helped them deal with oppression and what was right 
¡V 
everyone 
is equal in the eyes of God
„X	Family were separated during slavery 
„X	¡¡¡ÓFamily¡¨ extended 
to others ¡V called each other brother and 
sister
„X	Dialect ¡V language from a particular region
„X	Their heroes fought for civil rights and equality

Message ¡V ¡¡¡Ódon¡¦t 
never trouble trouble till trouble troubles you¡¨ = 
don¡¦t go 
looking for trouble
„X	leave things alone that are known to hurt you, even 
though they may 
seem friendly at first 

Cultural Characteristics ¡V
„X	Dialect
„X	Brer = brother (Christian term of kinship/family 
relationship)
„X	Repetition 
„X	Moral/lesson at end
Tools ¡V 
Dialect, word choice, voice inflection, details, moral/lesson at 
end,
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American Indian Culture information sheet

Author-   Chief Lelooska
Story Title-  The boy and the loon
Cultural Background- 
•	Lived off the land (motherEarth) ¡V accommodations 
(pole houses or 
made from skins/economy - farming/religion- great reverence for 
Nature
•	Tribes¡¦ names reflect their way of life
•	Rituals/ceremonies were very serious
•	Respected older members of tribe/leaders
•	Shamans = holy men who could enter the Spirit world
•	Whites attempted to eradicate their culture ¡V 
trail of tears (took 
their land/heritage) relocated, boarding schools, 
¡¡¡Óto civilize¡¨ them to 
wipe 
out their past/make them like us
 
Message-  forgiveness,  extend grace, tolerance of everyone, 
appeal to and 
believe in a higher power when your circumstances get tough; 
passing 
kindness on

Cultural Characteristics-  respect for tribal rituals/procedures, 
nature, 
higher Spirit, shamans, lesson/moral teaching, 

Tools used by the author- alliteration, unusual sentence 
structure, 
interesting details, commonalities with audience, suspense
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Southern culture informaton sheet (winning & losing/ medusa)

Author-  Barbara McBride Smith
Story Title- Medusa
Cultural Background-  see Donald Davis handout


 Message-  Pridefulness/selfcenteredness/ego and selfishness will 
be dealt 
with.  Beauty is only skin deep.

Cultural Characteristics- southern accent, farming/agriculture, 
blue-collar 
humor, clanishness/family sticks together (greek gods)

Tools used by the author-
Humor, sound effects, commonalities, similes, dialogue in 
different voices, 
play on words, new twist on an old myth, descriptions/details, 
inflection



Author- Donald Davis

Story Title- Winning and Losing

Cultural Background- importance placed on faith/religion, family, 
humor/ability to laugh at self, vietnam/korean war impact, 
farming, southern 
hospitality, southern accent

Message- you lose many times before you win; winning feels so 
good, it makes 
you forget the losses, take responsibility for actions

Cultural Characteristics-  
Humor, graciousness/manners, accent, ruralness, family,

Tools used by the author- accent, descriptions, sound effects, 
inflection, 
dialogue-different voice, commonalities, point of view (6 yr old)
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