Language Arts Studies (grades 6 - 9)

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0 height="100%"><tr> <td valign="top" width=200 BGCOLOR="#006633" TEXT="#F7F7FF" background="0d6d6c00ddvuru.jpg"> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="162" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 130 WIDTH="152"><div> <B>STUDIES IN MEANING</B></div> <div> <B>A Critical-Creative Thinking</B></div> <div> <B>Curriculum</B></div> </tD> </tR> </TABLE></div> <bR> <bR> <div> <B>The contents of this website are traced through the following</B> <B>sequential links.</B><FONT SIZE="3" COLOR="#FFFFFF" FACE="Times New Roman" > </FONT></div> <bR> <div> <B>I</B><FONT SIZE="4" COLOR="#FFFF00" FACE="Times New Roman" ><B> </B></FONT></div> <bR> <div> <B>A CRITICAL-CREATIVE THINKING EDUCATION</B><FONT SIZE="3" COLOR="#FFFFFF" FACE="Times New Roman" > </FONT></div> <bR> <div> Studies in Meaning <A HREF="id2.htm" TARGET="_top" TITLE="OVERVIEW"><U><B>OVERVIEW </B></U></A></div> <bR> <div> Studies in Meaning <A HREF="id3.htm" TARGET="_top" TITLE="Studies in Meaning BOOKLET "><U><B>BOOKLET </B></U></A></div> <bR> <div> <B>II</B><FONT SIZE="3" COLOR="#FFFFFF" FACE="Times New Roman" > </FONT></div> <bR> <div> <B>SAMPLES</B> </div> <bR> <div> <B>1.</B><B> </B><A HREF="id4.htm" TARGET="_top" TITLE="1. Beginning Reading Studies "><U><B>Beginning Reading Studies </B></U></A></div> <bR> <div> <B>2. </B><A HREF="id5.htm" TARGET="_top" TITLE="Language Arts Studies (grades 3 4) "><U><B>Language Arts Studies</B></U></A><B> </B></div> <div> <B>(grades 3 - 4) </B></div> <bR> <div> <B>3. </B><A HREF="id6.htm" TARGET="_top" TITLE="Language Arts Studies (grades 6 9) "><U><B>Language Arts Studies </B></U></A></div> <div> <B>(grades 6 - 9) </B></div> <bR> <div> <B>4. </B><A HREF="id7.htm" TARGET="_top" TITLE="4. Contemporary Novels Studies "><U><B>Contemporary Novels Studies </B></U></A></div> <bR> <div> <B>5.</B><A HREF="id8.htm" TARGET="_top" TITLE="Vocabulary in Context "><U><B> Vocabulary in Context </B></U></A></div> <div> <B>Studies</B></div> <bR> <div> <B>6. </B><A HREF="id9.htm" TARGET="_top" TITLE="6. Multiplication Tables Study "><U><B>Multiplication Tables Study </B></U></A></div> <bR> <div> <B>7. </B><A HREF="id10.htm" TARGET="_top" TITLE="7. ESL STUDIES "><U><B>ESL STUDIES </B></U></A></div> <bR> <div> <A HREF="id1_olympic.htm" TARGET="_top" TITLE="HOME"><U><B>8. OLYMPIC INGLES</B></U></A></div> <bR> <div> <B>9. </B><A HREF="id24.htm" TARGET="_top" TITLE="SAT / ACT Vocabulary In Context"><U><B>SAT/ACT</B></U></A></div> <div> <A HREF="id24.htm" TARGET="_top" TITLE="SAT / ACT Vocabulary In Context"><U><B>Vocabulary in Context Studies</B></U></A></div> <bR> <div> <B>10. </B><A HREF="id11.htm" TARGET="_top" TITLE=" SAT / ACT Junior Prep"><U><B>SAT / ACT Junior Prep Studies</B></U></A></div> <bR> <bR> <div> <B>III</B><FONT SIZE="3" COLOR="#FFFFFF" FACE="Times New Roman" > </FONT></div> <bR> <div> <B>SELECTED ACADEMIC EVALUATIONS</B> </div> <bR> <div> <A HREF="id12.htm" TARGET="_top" TITLE="Level 2 (grades 2 3) "><U><B>Level 2 (grades 2 - 3) </B></U></A></div> <bR> <div> <A HREF="id13.htm" TARGET="_top" TITLE="Level 3 (grades 4 5)"><U><B>Level 3 (grades 4 - 5) </B></U></A></div> <bR> <div> <A HREF="id14.htm" TARGET="_top" TITLE="Level 4 (grades 6 9)"><U><B>Level 4 (grades 6 - 9) </B></U></A></div> <bR> <bR> <div> <B>IV</B> </div> <div> <A HREF="id15.htm" TARGET="_top" TITLE="Ethics and Logic in High School"><U><B>Ethics and Logic in High School</B></U></A></div> <bR> <div> <B>V</B></div> <div> <A HREF="id17.htm" TARGET="_top" TITLE="STUDYBOOK CATALOG "><U><B><U>STUDYBOOK CATALOG </U></B></U></A></div> <bR> <div> <B><U>___________</U></B><FONT SIZE="3" COLOR="#FFFFFF" FACE="Times New Roman" > </FONT></div> <bR> <div> <A HREF="id18.htm" TARGET="_top" TITLE="Founders Professional Backgrounds "><U>Founders'</U></A><FONT SIZE="3" COLOR="#FFFFFF" FACE="Times New Roman" ><A HREF="id18.htm" TARGET="_top" TITLE="Founders Professional Backgrounds "><U> </U></A></FONT></div> <div> <A HREF="id18.htm" TARGET="_top" TITLE="Founders Professional Backgrounds "><U>Professional Backgrounds</U></A><FONT SIZE="3" COLOR="#FFFFFF" FACE="Times New Roman" ><A HREF="id18.htm" TARGET="_top" TITLE="Founders Professional Backgrounds "><U> </U></A></FONT></div> <bR> <div> <A HREF="id19.htm" TARGET="_top" TITLE="SITE INFORMATION"><U>Site Information </U></A></div> <bR> <div> <A HREF="id20.htm" TARGET="_top" TITLE="Related Links"><U><B>Related Links</B></U></A></div> <bR> <div> <A HREF="http://theconscioustransformation.net" TARGET="_top" TITLE="http://theconscioustransformation.net"><U><B>The Conscious Transformation</B></U></A></div> <bR> <bR> <bR> </td> <td valign="top" BGCOLOR="#FFFFFF" TEXT="#080000"> <div> <B>Studies in Meaning   </B><B>home</B></div> <bR> <div> <IMG SRC="0a5b4b40.png" border=0 width="180" height="180" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <div> <B> <A NAME="language_arts_studies"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>L</B><B>anguage Arts Studies</B></div> <div> <B>(Grades 6 - 9) </B></div> <bR> <bR> <div> <B><U>Level 4</U></B><FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <bR> <bR> <div> The following sample is one unit of <U>level 4</U><B> </B>(approximate grades:6th - 9th) of the five <I>Studies in Meaning</I> <B>orientation </B>and <B>core </B>studybooks. </div> <bR> <div> Each of these studybook levels has ten units for the orientation studies, and five units for the core studies. The orientation studies prepares the students for the core studies. </div> <bR> <div> Each <U>orientation</U> study consists of one-sentence exercises in (1) grammar usage, (2) vocabulary in context, (3) reading topics, (4) writing, and (5) art. </div> <bR> <div> Each <U>core</U> studybook level consists of the same type of exercises, except usage. The reading topics, however, are longer, and exemplify the <B>study-as-you-read</B> learning process, more specifically. </div> <bR> <div> <B>NOTE</B>: Please keep in mind that these orientation and core exercises are aimed exclusively at developing <U>critical-creative thinking </U>ability; whatever grammar or usage, or vocabulary, or any other knowledge, students learn in this process is secondary to this aim.</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <I><B>STUDIES IN MEANING</B></I><FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> <B>LEVEL 4</B></div> <bR> <div> By </div> <div> Joseph Sguigna </div> <div> Sharon Sguigna</div> <bR> <bR> <bR> <div> <U>TABLE OF CONTENTS</U> </div> <div> Introduction </div> <div> <FONT SIZE="4" COLOR="#000000" FACE="Arial" >PART ONE</FONT> <B>(UNITS 1-5)</B> </div> <div> Reinforcement Exercises <B>(UNITS 6-10)</B> </div> <div> Reinforcement Exercises </div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> PART TWO<FONT SIZE="2" COLOR="#000000" FACE="Arial" > </FONT></div> <bR> <div> Core Studies </div> <bR> <bR> <div> <B>PART ONE</B></div> <div> <B><U>Orientation Studies</U></B></div> <bR> <bR> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="384" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 39 ><NOBR><div> <B>Critical-Creative Thinking</B> </div> <div> Grammar <B>/</B> Vocabulary <B>/</B> Reading Topics <B>/</B> Writing / Art</div> </NOBR></tD> </tR> </TABLE></div> <bR> <bR> <bR> <div> <U>UNIT ONE</U></div> <bR> <bR> <div> GRAMMAR-USAGE </div> <div> <B><U>Critical</U></B> Thinking</div> <bR> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="427" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 80 ><NOBR><div>  NOTE: The grammar-usage exercises in this intermediate studybook   </div> <div>  level are a review of information already studied either in the prior <I>Studies </I></div> <div> <I> in Meaning</I> studybooks, or in one's English classes. However, the </div> <div>  GRAMMAR REFERENCE SHEETS at the back of this studybook will </div> <div>  help in the grammar exercises where needed. </div> </NOBR></tD> </tR> </TABLE></div> <bR> <bR> <bR> <div> <U>INSTRUCTIONS</U> </div> <div> For each of the following sentences, (1) underline the designated grammar - <B>part ofspeech </B>(there could be more than one) or part of <B>sentence</B>; and (2) decide whether<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>it is correct or incorrect <B>English usage</B> by writing a check in one of the blanks. If the<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> sentence is incorrect, write the correction in the given blank.</div> <bR> <div> 1. You dance very good. </div> <div> ADJECTIVE / __ correct __ incorrect correction __________<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <bR> <div> 2. Edison invented the electric bulb. </div> <div> NOUN / __ correct __ incorrect correction __________ </div> <bR> <div> 3. The doctors done all they could. </div> <div> COMPLETE SUBJECT / __ correct __ incorrect correction __________ </div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> GRAMMAR-USAGE<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> <B><U>Creative Thinking</U></B></div> <bR> <bR> <bR> <div> <U>INSTRUCTIONS</U>: </div> <div> For each question or statement, answer it according to the same grammar-usage critical-thinking exercise.</div> <div> 1. What makes a person a good dancer? </div> <div> 2. Name the type of person an inventor might be.</div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> VOCABULARY IN CONTEXT<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> <B><U>Critical</U></B><U> Thinking </U></div> <bR> <bR> <bR> <div> <U>INSTRUCTIONS</U>: For each vocabulary word: </div> <div> (1) pronounce it (use the pronunciation key to help you), </div> <div> (2) read the sentence, and from the meaning of the vocabulary word as it is used in the sentence, choose the correct definition at the right-hand column, and </div> <div> (3) write the number of the definition in the blank before the vocabulary word.</div> <div>  </div> <div> <B>NOTE</B>: ONE OF THE DEFINITIONS DOES NOT FIT IN ANY OF THE SENTENCES. </div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="609" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 223 WIDTH="312"><div> <B><U>SET 1</U></B></div> <bR> <div> ___ <B>abandon </B>[uh-<B>ban</B>-don] </div> <div> My sister and I were <I>abandoned </I>by our parents twenty years ago and we haven't seen them since. </div> <bR> <div> ___ <B>abhor </B>[ab-<B>hor</B>] </div> <div> Why do you think most people <I>abhor </I>the thought of touching a snake or a rat or a spider?</div> <div> ...</div> </tD> <tD VALIGN=TOP><NOBR><div> <B><U>Definitions</U></B></div> <bR> <div> 1. on fire; afire; burning<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> 2. to leave something or someone intending   </div> <div>     never to return; to desert<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> 3. outside one's country<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> 4. to shrink from with disgust; hate; detest </div> </NOBR></tD> </tR> </TABLE></div> <bR> <bR> <bR> <div> VOCABULARY IN CONTEXT<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <bR> <div> <B><U>Creative</U></B><B> Thinking</B> </div> <bR> <bR> <div> <U>INSTRUCTIONS</U>: </div> <div> (#1): For each of the 3 vocabulary words taken from the critical thinking exercises,<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>answer the question or statement with an interesting and creative explanation. </div> <div> <B>For #2 of the </B><B><U>odd</U></B><B>-numbered units</B>: </div> <div> Choose any three vocabulary words from the critical thinking exercises; write each<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>word in the blank, and write an original sentence for it with the meaning of the word in<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>your sentence.</div> <div>  <B>For #2 of the </B><B><U>even</U></B><B>-number units:</B> </div> <div> Choose any word from the critical thinking exercises and use it as a theme (or topic<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>idea) for a composition. You can use any other word(s) from the vocabulart exercises to help develop your theme. Write a title for your composition. </div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>1</B><FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <bR> <div> <B>abandon </B></div> <div> Why might parents abandon their child even if they are capable of the child? </div> <bR> <div> <B>abhor </B></div> <div> What is it about a snake, or a rat, or a spider that repulses us?</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>2</B></div> <bR> <div> word: ________________________ </div> <bR> <div> sentenc _____________________________________________________________________________</div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>READING TOPICS</B><FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> <B><U>Critical</U></B> Thinking</div> <bR> <div> <B>SECTION 1</B></div> <bR> <bR> <div> <U>INSTRUCTIONS</U>: </div> <div> Read each of the two topics, and for each sentence below it, if it agrees with - or has<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>the same meaning as - what is being said in the passage, write <B>A </B>in the blank; and if it disagrees with what is being said in the passage, write <B>D</B> in the blank. </div> <bR> <bR> <div> <B>SCIENCE</B> </div> <div> The stars lie so far away across the depths of space that it seems most unlikely that people will ever be able to reach them. Yet on the other hand, could man even approach a star, however advanced his technology?</div> <div> 1. __ People will never be capable of reaching the stars. </div> <div> 2. __ The stars are far away. </div> <div> 3. __ It is a question whether man could even get near a star.</div> <bR> <div> <B>LOGIC</B> </div> <div> There are at least 20 people in the next room. Therefore:</div> <div> 1. __ There are 20 people in the next room. </div> <div> 2. __ There are less than 20 people in the next room. </div> <div> 3. __ There are more than 20 people in the next room. </div> <div> 4. __ There could be more than 20 people in the next room. </div> <div> 5. __ There could be less than 20 people in the next room.</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="566" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 511 WIDTH="556"><div> <B>ANSWER KEY </B></div> <div> for The Two Reading Topics<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <bR> <div> <B>NOTE: </B>I include the answer key for the reading topics to indicate the careful reading (fine distinctions, etc.) that the student engages in order to </div> <div> <U>understand </U>the reading material.</div> <bR> <div> <B>SCIENCE </B></div> <div> 1. <B>D</B> </div> <div> EXPLANATION: People most likely will never...stars. </div> <div> 2. <B>D</B> </div> <div> EXPLANATION: not just "far" away, but "so far away" across...them </div> <div> 3. <B>A</B> </div> <div> EXPLANATION: a restatement</div> <bR> <div> <B>LOGIC </B></div> <div> 1. <B>D </B></div> <div> EXPLANATION: not definitely 20 people, because there could be more people. </div> <div> 2.<B> D </B></div> <div> EXPLANATION: "at least" 20 people means that there can't be less than 20 people. </div> <div> 3. <B>D </B></div> <div> EXPLANATION: There could be more than 20 people, but not necessarily. </div> <div> 4. <B>A </B></div> <div> EXPLANATION: See explanation #3. </div> <div> 5. <B>D </B></div> <div> EXPLANATION: There could not be less than 20 people, since the statement says there are at least 20 people.</div> </tD> </tR> </TABLE></div> <bR> <bR> <div> <B>READING TOPICS</B><FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> <B><U>Creative</U></B><B> </B>Thinking </div> <bR> <bR> <div> <U>INSTRUCTIONS</U>: </div> <div> From the three reading topics under critical thinking, one of them is titled for your<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>creative thinking exercises. For each creative thinking exercise - other than "ART"<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>(DESCRIPTION, ASSOCIATION, etc.), write all the thoughts (or ideas) that come to<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> you. Take time to reflect on these exercises so that your answers are interesting and<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>as complete as you can make them.</div> <bR> <div> <B>Science</B><FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> DESCRIPTION </div> <div> Name the physical things that go with SPACE. </div> <div> ASSOCIATION </div> <div> Name as many ideas as you can that you associate with SPACE. </div> <div> INTERPRETATION </div> <div> Do you think space is infinite (unlimited) or finite (limited). Explain your answer. </div> <div> MEANING </div> <div> What does space, or the universe, mean to you? </div> <div> IMAGINATION </div> <div> Imagine you were an astronaut walking in space. What would you <U>think</U>? What would you <U>feel</U>? </div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>READING TOPICS</B><FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> <B><U>Critical </U></B>Thinking</div> <bR> <bR> <div> <B>SECTION 2</B></div> <bR> <div> <B>Study 6 </B></div> <div> Reading Topic: <B>SOCIAL STUDIES</B></div> <bR> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="516" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 98 WIDTH="506"><div> INSTRUCTIONS: Read the topic below, and for each sentence below it, if it <B>agrees </B>with -or has the same meaning as--what is being said in the passage, write <B>A</B> in the blank; and if it <B>disagrees </B>with what is being said in the passage, write <B>D</B> in the blank--(one of the exercises requires you to explain in writing why you chose your answer.) The <U>next-to-last</U> </div> <div> exercise gives one main word or phrase that give <U>part of</U> the MAIN IDEA of the reading topic. Fill in the blank with the word or phrase that completes the MAIN IDEA.</div> </tD> </tR> </TABLE></div> <bR> <bR> <div> The volcano, Vesuvius, near the Bay of Naples, <B>erupted </B>in A.D. 79. It covered the city of Pompeii with thousands of tons of cinders and ash, killing about 2000 people. The smaller city of Herculaneum was buried by the same eruption.</div> <bR> <div> <B><U>Vocabulary</U></B> </div> <div> 1) __ The word "erupt" in this passage means "to explode." </div> <div> 2) __ The word "erupt" in this passage "to break out suddenly and with great force." </div> <bR> <div> <B><U>Grammar</U></B> </div> <div> 3) __ The word "erupt" in the passage is a VERB that shows action </div> <div> 4) __ The word "erupt" is an ADJECTIVE that modifies (or tells about) the volcano. </div> <bR> <div> <B><U>Analysis</U></B> </div> <div> 3) __ Vesuvius, at the Bay of Naples, erupted in A.D. 79. </div> <div> 4) __ Both Pompeii and Herculanteum were buried by the eruption of Vesuvius. </div> <div> 5) __The volcano, Vesuvius, killed about 2000 people. </div> <div> 6) Explain why you chose your answer for exercise "5."<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <bR> <div> <B><U>Synthesis</U></B> </div> <div> 7) One main idea in this reading passage is: POMPEII AND HERCULANTEUM. </div> <div>     The other main idea is: ____________________________ </div> <div> 8) __ A good title for this passage is "The Volcano, Vesuvius." </div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="525" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 321 WIDTH="515"><div> <B>ANSWER KEY</B></div> <bR> <div> 1. <B>D </B></div> <div>     A </div> <div> 2. <B>A </B></div> <div>     D </div> <div> 3. <B>D </B></div> <div> EXPLANATION: "near," not "at" the Bay of Naples </div> <div> 4. <B>A</B> </div> <div> 5. <B>D </B></div> <div> EXPLANATION: The cinders and ash and heat from the eruption of the volcano actually killed the people, not the volcano itself. </div> <div> 6. THE VOLCANO, VESUVIUS </div> <div> 7. <B>D </B></div> <div> EXPLANATION: too broad (or general) of a title - includes more information than given in the passage. </div> <div> 8. SUGGESTED TITLE: "The Eruption of Vesuvius"</div> </tD> </tR> </TABLE></div> <bR> <bR> <bR> <div> <B><U>Creative</U></B><B> </B>Thinking</div> <bR> <bR> <div> <B>Study 6</B></div> <div> <B>WRITING</B><FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <bR> <div> 1. Use the word "erupt" from the reading topic, and write an original sentence. </div> <bR> <div> <B>2. DESCRIPTION </B></div> <div> Describe an eruption of a VOLCANO. </div> <bR> <div> <B>3. ASSOCIATION </B></div> <div> Name all the ideas that you associate with VOLCANO. </div> <bR> <div> <B>4. INTERPRETATION </B></div> <div> It is known that the people living near Vesuvius at the time of the volcano eruption knew beforehand that something was going to happen. Why do you think they didn't leave the vicinity? </div> <bR> <div> <B>5. IMAGINATION </B></div> <div> Imagine you knew that the volcano eruption was going to happen. What would you do? </div> <bR> <div> <B>6. ART</B><FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> Draw one picture of a volcano eruption with a city below.</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>PART TWO</B></div> <div> <B><U>Core Studies</U></B></div> <bR> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="497" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 16 ><NOBR><div> <B>Critical-Creative Thinking</B> Grammar <B>/</B> Vocabulary <B>/</B> Reading Topics <B>/</B> Writing / Art</div> </NOBR></tD> </tR> </TABLE></div> <bR> <bR> <div> <B>SOCIAL STUDIES</B> <B>Study One </B></div> <bR> <div> <B>SECTION ONE </B></div> <bR> <bR> <div> <B>Skim Reading </B></div> <bR> <div>      Most of the Indian tribes of the early American frontier lived by hunting buffalo and other animals. These tribes were wanderers. They were good hunters and fierce warriors. There were a few tribes, however, that did not depend on hunting as a means of securing food. These tribes made their living by farming. They wanted nothing more than rain for their crops, and to till their fields in peace. </div> <div>      One of these groups of farmers was the Hopi Indian tribes that lived and still lives in Arizona and New Mexico. The Hopis did not live in teepees as the nomadic, hunting tribes did. They lived in large adobe houses called pueblos. Many families lived in each pueblo. Their principal food was corn which they grew in communal fields. </div> <div>      Growing corn was a difficult task. The weather was hot and dry, and there was little rainfall. The earth in summer turned to hot, powdery dust, and the corn leaves withered and browned on the stalks. During such years there was little or no harvest, and the Hopis went hungry. Consequently, in some prehistoric time, the Hopis devised a ritual called a <I>Snake Dance </I>to entreat their gods for rain. </div> <div>      Like many primitive people of ancient times, the Hopis believed that a snake was a god with the power to bring rainfall and an abundant harvest of corn. The Hopis of today still perform the <I>Snake Dance </I>as a prayer for rain when the dry season approaches.</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="485" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 82 WIDTH="475"><div> STUDENT INSTRUCTIONS: Skim (read quickly) the reading passage above in a relaxed way to get a beginning, or general, idea of what is being written about. Do not try to fully understand it - what you <I>do </I>understand is fine; what you do <I>not </I>understand is fine also. After you have read it in this surface way, write down </div> <div> in a few words what you think the passage is GENERALLY about.</div> </tD> </tR> </TABLE></div> <bR> <bR> <div> <B>General Idea</B></div> <bR> <div> _________________________________________________________________________________________</div> <div> _________________________________________________________________________________________</div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>SECTION TWO: </B></div> <div> <B>Analytical Reading</B></div> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="579" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 138 WIDTH="569"><div> <B>STUDENT </B>& <B>TEACHER INTRODUCTION:</B> </div> <div> In the second reading of this story, you will be exercised in <B>analytical reading - </B><I><B>at the same time as you read, </B></I>sentence by sentence. This thinking process will train you how to understand what you read by analyzing (1) important <B><U>words </U></B>(vocabulary) and their grammar (parts of speech: <U>nouns</U>, etc.); (2) important <B><U>sentences</U></B><B> </B>and their grammar (parts of the sentence: <U>subject and predicate); </U>and (3) important <B><U>ideas </U></B>that develop the meaning of the reading passage. </div> </tD> </tR> </TABLE></div> <bR> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="582" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 736 WIDTH="572"><div> <B>STUDENT INSTRUCTIONS: </B></div> <div> <B>1</B>. As you read the passage, you will come to <B>words </B>in <U>bold letters</U>. For each of these words, <U>finish reading the sentence in which it is</U>, then turn to its exercise below the passage or on the opposite page, and (1) write its <U>part of speech </U>( "n" for NOUN; "v" for VERB, etc.) in the blank - lf you do not know, or are not sure of, the part of speech, turn to the REFERENCE SHEET at the front of this textbook; (2) write a check next to its correct <U>meaning </U>("a" or "b") as it is used in the reading passage. </div> <div> <B>2</B>. As you read the passage, you will come to <U>numbered</U> <B>sentences </B><U>inside of brackets</U> ( <B>[1... ]</B> ). For each of these sentences, read it carefully, then turn to its numbered <B>analytical reading </B>exercises in the box on you worksheet, or on the opposite page. Write an "<B>A</B>" in the blank if the statement AGREES with-or has the same meaning as-the same numbered sentence in the reading passage; or write a "<B>D</B>" if the statement DISAGREES with the numbered sentence in the reading passage. There is one analytical <U>reading </U>exercise (a) and one analytical <U>grammar </U>exercise (b). </div> <div> _____________________________________________ </div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>TEACHING INSTRUCTIONS: </B></div> <div> <B>1</B>. When students finish one or two pages, they will correct their own work from the answer key by circling <U>only</U> their errors. Have them write the number of errors for each page of exercises on the top of the page, and circle it (for example, -2 , or -0). </div> <div> <B>2</B>. If students have made any errors, first see if they themselves can understand them; if not, then you explain the correct answer. If they understand the correction, write "<B>Und</B>" (understands) next to the error; if they do not understand the correction, write "<B>D-Und</B>" (does <U>not</U> understand) next to the error. </div> <div> <B>3</B>. Choose certain correct answers and have your students <U>orally</U> explain them to you to test their understanding--which will help eliminate guessing or marginal understanding. If they do not understand a given exercise fully enough, write <I>"</I><B>N</B><I><B>/S</B></I><I>"</I> (not sure). </div> <div> <B>4</B>. If students cannot get the answer to any given exercise, but do come to understand it through your teaching, then write <I>"W/H" </I>(with help) next to the exercise. The purpose of this is to let the parents know that their children didn't get the answer on their own. </div> <div> <B>5</B>. By using a RED PEN for all markings, all comment are emphasized and easier to see and explain to parents.</div> </tD> </tR> </TABLE></div> <bR> <bR> <div> Most of the Indian tribes of the early American frontier lived by hunting buffalo and other animals. These tribes were <B>wanderers</B>. They were good hunters and <B>fierce </B>warriors. There were a few tribes, <B>however</B>, that did not <B>depend </B>on hunting as a <B>means </B>of <B>securing </B>food.<B> [1</B> These tribes made their living by farming.<B>]</B> They wanted nothing more than rain for their crops, and to <B>till </B>their fields in peace. </div> <bR> <div> <B>wanderers </B></div> <div> part of speech        __ a) people who travel from place to place without a home </div> <div> ____________       __ b) people who travel from place to place without a purpose </div> <bR> <div> <B>fierce </B></div> <div> part of speech        __ a) frighteningly wild </div> <div> _________             __ b) frighteningly violent</div> <div> <B>however </B></div> <div> part of speech       __<B> </B>a) in spite of that fact; though </div> <div> _________            __ b) but; yet</div> <div> <B>depend</B> </div> <div> part of speech       __ a) get support </div> <div> _________            __ b) to rely or count on<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> <B>mean</B> </div> <div> part of speech       __ a) way that something is brought about </div> <div> _________            __ b) way<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> <B>securing </B></div> <div> part of speech      __ a) getting; obtaining </div> <div> _________          __ b) get; obtain</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="525" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 96 ><NOBR><div> agrees = <B>A </B>/<B> </B>disagrees = <B>D</B></div> <div> <B> </B></div> <div> 1. __ a) The phrase "these tribes" refers to the warriors who hunt for food.</div> <div> 2. __ b) The words "made their living by farming" is the <U>complete predicate        </U></div> <div>               of the sentence.</div> </NOBR></tD> </tR> </TABLE></div> <bR> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="534" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 579 WIDTH="524"><div> <B>ANSWER KEY</B></div> <bR> <bR> <div> <B>wanderers </B></div> <div> PART OF SPEECH :  <B>noun</B>: the name of an idea </div> <div> VOCABULARY :  <B>a</B> the distinction between "home" and "purpose"</div> <div> <B>fierce </B></div> <div> PART OF SPEECH: <B>adjective </B>describes the noun "warriors" </div> <div> VOCABULARY : <B>b</B> The term "violent" refers mainly to humans, not to animals.</div> <div> <B>however </B></div> <div> PART OF SPEECH : <B>conjunction </B>joins words or groups of words </div> <div> VOCABULARY : <B>a</B> "However" means both given definitions; but in the context of the passage, "a" is the correct choice.</div> <div> <B>depend </B></div> <div> PART OF SPEECH: <B>verb </B>shows action; doing something. Is the main verb in the </div> <div> verb phrase "did depend". </div> <div> VOCABULARY : <B>b</B> "depend" means both given definitions; but in the context of the passage, "b" is the correct choice.</div> <div> <B>mean </B></div> <div> PART OF SPEECH : <B>noun </B>names an idea </div> <div> VOCABULARY : <B>b</B> "a" is too broad in its various meanings.</div> <div> <B>securing </B></div> <div> PART OF SPEECH : <B>verb </B>shows action; doing something (is actually a participle) </div> <div> VOCABULARY : <B>b</B> A definition has to be in the same grammatical setting that is being defined.<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <bR> <div> <B><U>CRITICAL THINKING</U></B> </div> <div> 1. D EXPLANATION: refers to <U>farming </U>tribes </div> <div> 2. A </div> </tD> </tR> </TABLE></div> <bR> <bR> <bR> <div> <B>SECTION THREE:</B></div> <div> <B>Synthetical Reading / Writing</B></div> <bR> <div> <B>STUDENT INSTRUCTIONS</B>: Read the original passage again - and, if necessary again and again -this time for the purpose of understanding the few most important ideas that develop the main topic. Using those ideas as your guideline, <B><U>summarize</U></B><B> </B>the passage in a few sentences Next, write a<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>summary for the passage, again byusing those few most important ideas. </div> <bR> <div> SUGGESTION FOR HOW TO WRITE YOUR SUMMARY: As you read the<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>passage, (1) find the MAIN idea-the most important idea that the passage is<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>about; then (2) look for and underline only the central ideas that support, or help build on, that MAIN idea. This is called <B>OUTLINING. </B></div> <bR> <div> From the following list, write a check in the blank next to the kind of <U>supporting ideas</U>that build on the MAIN idea-there might be more than one kind of<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>supporting idea. Use the most important of these supporting ideas for your<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> summary. </div> <DIV ALIGN="LEFT"></DIV> <div> __ examples __ reasons / causes __ description __ explanations </div> <bR> <div> <U>EXAMPLES: </U>one or more things that is similar to the main word or idea - apples, oranges, bananas are <U>examples </U>of the main word FRUIT; father, mother, sister, brother, uncle, are <U>examples </U>of the main word FAMILY MEMBERS; kissing, hugging, caring, holding hands, are <U>examples </U>of the idea: LOVE </div> <bR> <div> <U>REASONS: </U>One or more statements that helps prove or show that an IDEA or ACTION is true -"slept in" is a <U>reason </U>for being late; "He loves her" and "She loves him" are two <U>reasons </U>why John and Mary will probably get<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>married. </div> <bR> <div> <U>CAUSES: </U>One or more statements that helps prove or show that a PHYSICAL ACTION or THING is true - An electrical spark <U>caused </U>the fire. Poison<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT><U>caused </U>his death. Worrying too much can <U>cause </U>a headache. </div> <bR> <div> <U>DESCRIPTIONS: </U>One,or more statements that give a picture of something in words - The statement "Macy is tall; has black hair; is pretty, and very<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>intelligent." give <U>descriptions of Macy</U>.<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <bR> <div> <U>EXPLANATIONS: </U>One or more statements that helps make something plain or clear, that tells the meaning of, or how to do, something. The statement "The way you do this problem is add 5 and 6, then subtract 5." <U>explains</U> how to do a particular math problem.<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> <B>_______________________________________________________________</B></div> <bR> <div> <B>For the Teacher: </B>Writing summaries is perhaps the most difficult part of this study for most students. That they have to reread the passage again is<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>enough of a consternation for them let alone having to capsulate it in a few<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>sentences. Your firmness in getting across the importance of "getting the<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>meaning" of a reading passage is of the utmost importance. Accordingly,<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>students might have to rewrite their summary until its right. One way to help<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>students get underway in their summary is to have them ORALLY summarize it for you; and if they are "getting it" orally, have them immediately write down what they said. In this way, they will find that summaries are not so forbidding.<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>With both a good <I>analytical </I>and <I>synthetic </I>understanding of a reading passage,<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>students will then be in the right frame of mind to <B><U>critically</U></B><B> </B>read it on their own for its truth value, and effectiveness of assertion. </div> <DIV ALIGN="LEFT"></DIV> <div> <B>______________</B></div> <bR> <bR> <div>      Most of the Indian tribes of the early American frontier lived by hunting buffalo and other animals. These tribes were wanderers. They were good hunters and fierce warriors. </div> <div>      There were a few tribes, however, that did not depend on hunting as a means of securing food. These tribes made their living by farming. They wanted nothing more than rain for their crops, and to till their fields in peace. </div> <div>      One of these groups of farmers was the Hopi Indian tribes that lived and still lives in Arizona and New Mexico. The Hopis did not live in teepees as the nomadic, hunting tribes did. They lived in large adobe houses called pueblos. Many families lived in each pueblo. Their principal food was corn which they </div> <div> grew in communal fields. </div> <div>      Growing corn was a difficult task. The weather was hot and dry, and there was little rainfall. The earth in summer turned to hot, powdery dust, and the corn leaves withered and browned on the stalks. </div> <div>      During such years there was little or no harvest, and the Hopis went hungry. Consequently, in some prehistoric time, the Hopis devised a ritual called a <I>Snake Dance </I>to entreat their gods for rain. Like many primitive people of ancient times, the Hopis believed that a snake was a god with the power to </div> <div> bring rainfall and an abundant harvest of corn. </div> <div>      The Hopis of today still perform the <I>Snake Dance </I>as a prayer for rain when </div> <div> the dry season approaches.</div> <DIV ALIGN="LEFT"></DIV> <div>  </div> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="343" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 64 WIDTH="333"><div> <U>OUTLINE NOTES FOR SUMMARY </U></div> <bR> <div> <U>Diagramming </U></div> <bR> </tD> </tR> </TABLE></div> <bR> <bR> <div> <B>SUMMARY 1</B></div> <div> <B>TITLE 1</B></div> <bR> <bR> <div> <B>SUMMARY 2</B></div> <div> <B>TITLE 2</B></div> <bR> <bR> <div> <B>SECTION FOUR</B><FONT SIZE="2" COLOR="#000000" FACE="Arial" ><B>: </B></FONT></div> <bR> <div> <B>Creative Thinking</B></div> <bR> <bR> <div> 1. <B>INTERPRETATION</B> </div> <div> In your opinion why did the Hopis choose to be a farming tribe rather than a hunting tribe? </div> <bR> <div> 2. <B>ASSOCIATION </B></div> <div> Name as many rituals, or ceremonies, as you can that are in practice today both in your own culture and in one or more other cultures. </div> <bR> <div> 3. <B>DESCRIPTION </B></div> <div> Describe how you imagine the Hopi Indians lived in the past. </div> <bR> <div> 4. <B>WRITING</B> </div> <div> Choose an idea from the reading passage, and write either a story, an article (as for a newspaper or magazine), a letter, a dialogue, or a poem <U>related to the</U><B><U> </U></B><U>reading passage. </U>[NOTE: if you write a story in one study, then you are to write one of the other types of writing in the next study - article, letter, etc.- and so on, rotationally.] </div> <div>      In your writing, be sure to express not only what you <I>think </I>about the topic, but what you <I>feel </I>about it as well. </div> <div>      With your teacher's help, study the following instructions: </div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>INSTRUCTIONS</B> </div> <bR> <div> <B>1</B>. Before writing on your topic, list all the ideas that you can think of that you want to use in your composition. WRITE THESE IDEAS IN WORDS OR PHRASES <B>IN ANY ORDER </B>ON YOUR OUTLINE SHEET. </div> <bR> <div> <B>2</B>. Number these ideas (1,2,3, etc.) in the order that you want to write them<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>in your composition. </div> <bR> <div> <B>3</B>. Write on your topic, keeping in mind the following: a) Write your most important idea in the first sentence of your composition. b) Be sure that every sentence is connected (or related) to the sentence before it, and to the title of your topic. c) Develop your topic by using <U>reasons, </U>and/or <U>examples, </U>and/or <U>explanations</U>. d) Use words that mean (express) exactly<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> what you want to say. e) Be sure to use correct spelling, punctuation, and<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>capitalization. f) Write a concluding sentence that ends your composition<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>smoothly. g) Make your writing clear and interesting. h) After you have finished your composition, read it over carefully, and correct all possible mis-<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>takes or ideas that are not clear to you. </div> <bR> <div> <B>____________________________________________________________</B><FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <bR> <div> <B>FOR TEACHERS</B>: Have students (1) WRITE AN OUTLINE, (2) WRITE A FIRST DRAFT, THEN (3) WRITE THEIR FINAL DRAFT. </div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>COMPOSITION</B>: First Draft</div> <bR> <bR> <div> Title _________________________________</div> <bR> <div> _______________________________________________________________________________________________________</div> <div> _______________________________________________________________________________________________________</div> <bR> <bR> <bR> <div> <B>GRAMMAR REFERENCE SHEETS</B></div> <div>  </div> <bR> <div> Simple, extended explanations and examples of the eight parts of speech and the parts of the sentences are placed at the end of this studybook for needed reference.</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <U>See BOOK CATALOG for orderi</U><A HREF="id17_studybook_catalog_.htm" TARGET="_top" TITLE="STUDYBOOK CATALOG "><U><U>STUDYBOOK CATALOG </U></U></A><U>ng information.</U></div> <bR> <bR> <div> The following link leads to the academic evaluation (or assessment) for pupils to take at this level 4. </div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>Evaluation: Level 4 (grades 6 - 9)</B></div> <bR> <bR> <div> <A HREF="id17.htm" TARGET="_top" TITLE="STUDYBOOK CATALOG "><U><U>See BOOK CATALOG for ordering information.</U></U></A></div> <bR> <bR> <div> <A HREF="#language_arts_studies" TITLE="Language Arts Studies (grades 6 9) "><U>Return to top of page</U></A></div> <bR> <bR> <div> <A HREF="mailto:thepublicbenefit@roadrunner.com" TARGET="_top" TITLE="mailto:thepublicbenefit@roadrunner.com"><U>thepublicbenefit@roadrunner.com</U></A></div> <bR> <bR> <bR> </td> </tr></table></body>