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SKILLS GALORE: Writing, Reading Comprehension, Critical Thinking, Vocabulary-Building JANUARY 23, 2006 www.scholastic.com Reading, Writing, & Reality for Teens TM TM SPECIAL PLAY WITH GRAPHIC ILLUSTRATIONS come e b o t o g e h d How far woul d? Perform n King of Scotla ptation with da a l a i c e p s s i h t nd out! i f d n a s s a l c your PLUS TRUE TEEN: Shakespeare Changed My Life STUDENT WRITING: Having Your Say NONFICTION: Winter Olympics FICTION: Gary Paulsen WORDHUNT: Hilary Duff VOL. 54 NO. 10 ISSN 0036-6412 14 ® JANUARY 23, 2006 SHAKE IT UP WITH SHAKESPEARE 4 4 MACBETH: READ-ALOUD PLAY FOR THE CLASSROOM CLASSIC PLAY Bring the classic play to life and find out how one man would stop at nothing to become king. SKILLS: Understanding character motivation • No-Sweat Test Prep • Reading comprehension 11 WILL POWER: HOW SHAKESPEARE CHANGED MY LIFE TRUE TEEN STORY A middle-school student explains how learning about Shakespeare continues to affect her life. SKILL: First-person narrative 13 HAVING YOUR SAY STUDENT WRITING The SCOPE 100 14 WINTER OLYMPICS: MIND GAMES NONFICTION What does it take to participate in the Olympics? For athletes hoping to compete in next month’s Winter Olympics, it has as much to do with preparing their minds as their bodies. SKILLS: Understanding main idea • Reading comprehension 18 SPEED DEMON AUTOBIOGRAPHICAL FICTION An excerpt from Gary Paulsen’s short story, “How Angel Peterson Got His Name.” SKILLS: Relating text to self • Write Now (writing activity) WRITER’S TOOLBOX Fragments and run-ons SCOPE 100 Quiz yourself on this issue’s vocabulary words. DEBATE Should the driving age be raised? WORDHUNT Catch up with superstar Hilary Duff! COMING UP>>> February: Celebrate Black History Month with a special tribute to Rosa Parks March: Women’s History Month WORDS TEENS NEED TO KNOW Increase your vocabulary with 100 words you’ll need to know for the SAT and ACT by the end of the school year. The words below appear throughout this issue, highlighted in red. chaos [KAY-oss], n. complete disorder S YNONYM : confusion dilemma [duh-LEM-uh], n. problem SYNONYM: predicament dominate [DOM-uh-nate], v. to have control over SYNONYM: command illusion [i-LOO-zhuhn], n . false image SYNONYM: mirage manipulate [mah-NIP-yuh-late], v. control, change SYNONYM: influence stamina [STAM-uh-nuh], n. strength or energy SYNONYM: endurance To request a copy of the SCOPE 100, e-mail us at [email protected]. For practice with these words, turn to p. 21. Write to us at SCOPE, 557 Broadway, New York, NY 10012-3999, or send us e-mail at [email protected]. DOUGLAS C. PIZAC/AP WIDE WORLD (ST. ONGE); ROBERT TRACHTENBERG/OUTLINE/CORBIS (DUFF). Introducing a brand-new page of student writing with poetry and reviews written by readers like you! SKILLS: Responding to literature • Writing for pleasure • Forming opinions PLUS: 20 21 22 23 23 AW NG UI T DIS TI ARD PUBLISHED BY SCHOLASTIC INC. • MAURICE R. 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All Rights Reserved. SCHOLASTIC, SCOPE, and associated designs are trademarks/registered trademarks of Scholastic Inc. Member Audit Bureau of Circulations. Material in this issue EN ED A C HIE V E M PRINTED IN USA 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, call 1-800-Scholastic. CLASSIC PLAY Understanding character motivation Macbeth and his friend Banquo ride wearily across the heath. Who are these weird sisters? Speak, if you can! Hail, Macbeth, Lord of Glamis! Hail, Macbeth, Lord of Cawdor! Hail, Macbeth, future King of Scotland! CHARACTERS Write your initials next to the character you’re going to read. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ *NARRATOR 1 (N1) *NARRATOR 2 (N2) *NARRATOR 3 (N3) *NARRATOR 4 (N4) *MACBETH, a Scottish lord *LADY MACBETH (LADY M), his wife DUNCAN, the King of Scotland MALCOLM, Duncan’s older son DONALBAIN, Duncan’s younger son WITCH 1 WITCH 2 WITCH 3 *BANQUO, Macbeth’s best friend *MACDUFF, a Scottish lord ROSS, a Scottish lord ANGUS, a Scottish lord LENNOX, a Scottish lord SOLDIER DOCTOR MAID MURDERER 1 MURDERER 2 SPIRIT 1 SPIRIT 2 SERVANT *Starred characters are major roles. 4 SCHOLASTIC SCOPE JANUARY 23, 2006 I’m Lord of Glamis, but not Lord of Cawdor, and I can’t imagine becoming king! Watch out, Macbeth. Those witches are evil. I could become king, if Duncan was out of the way… BY WILLIAM SHAKESPEARE ADAPTED FOR SCOPE BY RACHEL WAUGH THE BRITISH ISLES: Modern Day How far will Macbeth go to fulfill his ambition to be King of Scotland? Read this adaptation of Shakespeare’s classic play to find out. Atlantic Ocean Inverness SCOTLAND NORTHERN IRELAND ILLUSTRATIONS BY BOB MCLEOD SCENE 1 NARRATOR 1: Three witches meet on an area of wild empty land, called a heath, in Scotland, almost a thousand years ago. WITCH 1: When shall we three meet again? WITCH 2: In thunder, lightening, or in rain? N2: Nearby, Scottish soldiers fight off Viking invaders. The fiercest Scottish warrior is named Macbeth. WITCH 3: After the battle is done, let’s meet Macbeth on this heath! N3: The witches cackle and disappear. N4: A wounded soldier stumbles into the Scottish camp. King Duncan greets him. DUNCAN: Hail, brave friend! How is the battle going? SOLDIER (exhausted): We lost a lot of men, but we won, thanks to your cousin Macbeth, Lord of Glamis. He’s a fearless fighter. N1: The King is pleased. DUNCAN: Good work! Lord Ross, SAY IT ! wounded — WOOND-id please tell Macbeth that, from now on, I’m making him Lord of Cawdor, as well as Lord of Glamis. N2: Ross goes in search of Macbeth. SCENE 2 N3: Macbeth and his friend Banquo ride wearily across the heath. They see the three witches. BANQUO: Who are these weird sisters? MACBETH: Speak, if you can! WITCH 1: Hail Macbeth, Lord of Glamis! WITCH 2: Hail, Macbeth, Lord of Cawdor! WITCH 3: Hail, Macbeth, future King of Scotland! N4: Macbeth shivers. BANQUO: Macbeth, what’s wrong? Those predictions sound good. N1: The witches start to fade away. MACBETH: Stop! Tell me more. I’m Lord of Glamis, but not Lord of Cawdor, and I can’t imagine becoming King! BANQUO: Where did they go? N2: Ross arrives, and pats Macbeth on the back. Edinburgh UNITED KINGDOM Belfast Dublin ENGLAND IRELAND WALES 0 *The lines in pink are direct quotes from Shakespeare’s original play. North Sea 0 London 50 MI. 100 KM. FRANCE English Channel ROSS: The King was so impressed with your fighting today that he’s making you the Lord of Cawdor! MACBETH (to himself): The witches were right! BANQUO (whispering): Watch out, Macbeth. Those witches are evil. Don’t let them manipulate you. N3: But Macbeth is lost in thought. MACBETH (to himself): I could become King, if Duncan was out of the way . . . ROSS: What’s on your mind, Macbeth? MACBETH: Nothing, nothing at all. Let’s go meet King Duncan. SCENE 3 N4: The next day, Macbeth’s wife welcomes him home to their Castle at Inverness. At this time, all of Scotland’s powerful warlords live in castles. LADY MACBETH: How was the battle? MACBETH: We beat the Vikings. And I have even more good news. Duncan made me Lord of Cawdor. LADY M (thrilled): Now you’ll have more land, and more power! SCHOLASTIC SCOPE JANUARY 23, 2006 5 That evening, Macbeth holds his first feast as King of Scotland. It’s too bad Banquo didn’t make it. Everyone’s here to feast with you, your majesty. A ghostly figure turns and stares at Macbeth. It’s Banquo! Blood drips down his accusing face. Which of you have done this? Sit down, and be quiet! The lords leave the hall, disturbed by what they have seen and heard. Macbeth barely notices them go. You need to sleep. What, my good lord? PLAY POINT: The word “blood” appears in the play Macbeth 24 times—more than in any other Shakespeare play. I’ll do whatever it takes to hold on to my power! N1: Macbeth’s tone grows serious. MACBETH: After the battle, Banquo and I met three witches. They can see the future. They already knew Duncan had promoted me. LADY M: What else did they tell you? MACBETH: They said I’d be King one day. LADY M (excited): I’ve always wanted to be Queen! N2: Macbeth looks into his wife’s eyes. Both have murder on their minds. MACBETH: Duncan plans to stay at our castle tonight and leave early tomorrow. LADY M: Oh, he’s not going anywhere. MACBETH: What are you suggesting? LADY M (smiling): Don’t look at me like that. I know you’re thinking the same thing. MACBETH: I’m not sure if we should do it. Duncan is a kind and popular King. LADY M: Don’t look so guilty; you’ll make everyone suspicious. Look like the innocent flower, but be the serpent under it. 6 SAY IT ! suspicious — suh-SPISH-uhss SCHOLASTIC SCOPE JANUARY 23, 2006 SCENE 4 N3: That evening, the King and his lords arrive at Macbeth’s castle. LADY M: Welcome, your Highness. DUNCAN: Thank you, dear lady. N4: Later, while everyone else sleeps, Macbeth creeps out of bed. N1: In the black night, a storm rages. N2: Outside Duncan’s room a ghostly knife appears, floating in the air. MACBETH: Is this a dagger which I see before me, the handle toward my hand? N3: Macbeth tries to grab the dagger, but his hand passes through it. MACBETH (scared): Now blood is dripping from the blade! N4: He takes a deep breath. MACBETH: I’m seeing things. That knife is just an illusion. N1: Macbeth draws his own dagger and sneaks into Duncan’s room. N2: Lady Macbeth slinks out of bed. Lightning flashes. She hears a cry. LADY M (to herself): What was that? N3: Macbeth tiptoes out of Duncan’s room and sees Lady Macbeth. MACBETH (in shock): I have done the deed. I have killed Duncan. N4: He looks at his bloody hands. MACBETH: This is a sorry sight. I’m afraid to think what I have done. LADY M: Don’t think about it. It will make you crazy. Wash your hands. MACBETH: Could an ocean wash this blood clean from my hand? LADY M: Quick, before everyone wakes up! MACBETH: If only Duncan could! ILLUSTRATIONS BY BOB MCLEOD SCENE 5 N1: A few hours later, Lord Macduff and Lord Lennox join Macbeth in the main hall of the castle. LENNOX: Good morning. MACDUFF: Is the King up yet? MACBETH (guiltily): Not yet. MACDUFF: He asked me to wake him. N2: Macduff opens the door to Duncan’s room. MACDUFF: O horror, horror, horror! LENNOX: What’s the matter? MACDUFF: Murder and treason! N3: Lady Macbeth enters. LADY M (innocently): What’s going on? MACDUFF (to Lady Macbeth): I can’t tell you. You’re so sensitive. N4: Next, Banquo arrives. MACDUFF: O Banquo, our royal master’s murdered! LADY M: What, in our house? N1: Banquo is puzzled by Lady Macbeth’s reaction. BANQUO (frowning): It would be terrible wherever it happened. Dear Duff, say it is not so. MACBETH (sincerely): I feel awful. Now that Duncan’s dead, life seems sad and empty. N2: Duncan’s sons, Donalbain and Malcolm, enter the hall. DONALBAIN: What’s wrong? MACDUFF: Your father has been murdered! MALCOLM (horrified): Who did it? LENNOX: We don’t know. N3: They all look at each other, their eyes full of suspicion. Lady Macbeth begins to sway. LADY M: Oh, I’m fainting! N4: While the other lords fuss over her, the King’s sons move aside. MALCOLM (whispering): We’re next in line for the crown. Whoever killed our father will that you wouldn’t PLAY POINT: Macbeth was a real soon come after us. understand. king. He ruled Scotland DONALBAIN (looking MURDERER 2 (shrugging): from 1040 until his death around): Whatever. in 1057. Anyone here might N4: The murderers leave. have done it. In Lady Macbeth walks through the Scotland, we can’t trust a soul. cold castle. She thinks about what There are daggers in Macbeth did in order to be King. men’s smiles. LADY MACBETH (to herself): Now we MALCOLM: Let’s get out of here. have no peace of mind. Was it N1: Donalbain leaves for Ireland, worth it? and Malcolm for England. N1: She tries to smile when she sees Macbeth. LADY M: Dear husband, why are you N2: It is easy for Macbeth to charge always alone and brooding? Duncan’s sons with his murder, What’s done is done. since they are not there to defend MACBETH: O, full of scorpions is my themselves. mind, dear wife! N3: With the King’s sons out of the N2: Outside on the dark heath, the country, the next man in line for murderers cut Banquo’s throat. the throne is Duncan’s cousin Macbeth. A few days later, he is crowned King of Scotland. N3: That evening, Macbeth holds his N4: At Macbeth’s castle, the atmosfirst feast as King of Scotland. phere is heavy, and full of distrust. MACBETH: Welcome all! Sit down. One afternoon, Macbeth sees N4: One of the murderers creeps in. Banquo put on his cloak. MACBETH (whispering to murderer): MACBETH: Banquo, my friend. Where What are you doing here? There’s are you going? blood on your face! BANQUO: I’m going horseback riding. MURDERER: It’s Banquo’s blood. N1: Banquo no longer trusts MACBETH: Good. Now go. Macbeth. He remembers their N1: Macbeth returns to the table, meeting with the witches and trying to hide his guilt. wonders if he should tell the other ROSS: Everyone’s here to feast with lords about it. you, your Highness. MACBETH: Make sure you’re back in MACBETH: It is too bad Banquo didn’t time for tonight’s feast. make it. BANQUO: I’ll be there. ROSS: Yes, it is. Please sit, your N2: Banquo leaves, and Macbeth sits Highness. on his throne, alone. MACBETH: The table’s full. MACBETH (to himself): I think Banquo N2: Lennox points to Macbeth’s chair. suspects me of killing Duncan. A ghostly figure sits in it, his back N3: Two men sneak into the castle. to Macbeth. LENNOX: Here is a place reserved, sir. They are murderers. Macbeth is expecting them. MACBETH: Where? MACBETH: I need to get rid of Banquo. LENNOX (puzzled): Right here. What’s MURDERER 1: Whatever you say. the matter? MACBETH: I have very good reasons N3: The ghostly figure turns and SCENE 6 SCENE 7 SCHOLASTIC SCOPE JANUARY 23, 2006 7 stares at Macbeth. It’s Banquo! Blood drips off his accusing face. MACBETH (terrified): Which of you have done this? LORDS: What, my good lord? MACBETH (to ghost): Don’t look at me like that! ANGUS: Maybe we should leave. LADY M: No, no. Macbeth often has these fits. They are nothing to worry about. MACBETH: It used to be that when you killed someone, he stayed dead! LADY M (to Macbeth, hissing): Sit down, and be quiet! ROSS: What is he looking at? MACBETH: How can you all remain so calm? Can’t you see it? LADY M: He grows worse and worse. Everyone, please leave. Now. N4: The lords leave the hall, disturbed by what they have seen and heard. Macbeth barely notices them go. MACBETH: Blood will have blood. Banquo is taking revenge on me. Everyone is against me. Why do you think Macduff failed to come to our feast? LADY M: You need to sleep. MACBETH (to himself): I must talk to the witches again. I’ll do whatever it takes to hold on to my power! SCENE 8 N1: That night, in a cave on the heath, the three witches work on a spell. WITCHES (together): Double, double, toil and trouble; fire burn, and cauldron bubble. N2: Macbeth approaches the cave. WITCH 1: By the pricking of my thumbs, something wicked this way comes. MACBETH: I need some answers. WITCH 1: Speak. WITCH 2: Demand. WITCH 3: We’ll answer. N3: The witches conjure evil spirits 8 SCHOLASTIC SCOPE JANUARY 23, 2006 Night falls. At the castle Lady Macbeth’s maid and a doctor wait out of the smoky cauldron to outside the Queen’s bedroom. answer Macbeth’s questions. Lady Macbeth has been SPIRIT 1: Macbeth, beware Macduff! sleepwalking every night. MACBETH: I knew it! Look! Here she comes. SPIRIT 2: Macbeth will never be defeated until the trees of the Look how she forest attack his castle. rubs her hands. MACBETH (relieved): That’s impossible. Trees can’t walk! Wait, I have more questions! N4: The spirits and witches disappear. Macbeth runs out of the cave and into Lennox. PLAY POINT: MACBETH: Did you see Shakespeare wrote 37 the witches? plays, but he never pubLENNOX (disgusted): No, lished them. Seven years after he died, Shakespeare’s my lord. I just came friends made sure his to tell you that plays were printed. Macduff has gone to England, to join Malcolm. Out, damned spot! MACBETH (furious): Why did I wait? Yet who would have thought the old man I should have killed him while I to have had so much had the chance. I’ll burn down blood in him? What, will these hands his castle! ne’er be clean? SCENE 9 N1: After his second visit with the witches, Macbeth becomes more violent than ever. Scotland is in chaos. N2: In England, Macduff tells Duncan’s son Malcolm how his people suffer under Macbeth. MACDUFF: Each new morn, new widows howl, new orphans cry. MALCOLM (upset): Our country sinks . . . it weeps, it bleeds; and each new day a gash is added to her wounds. N3: Malcolm plans to rescue Scotland from Macbeth’s evil grip. He raises an army, and they march towards Macbeth’s castle. SCENE 10 N4: Night falls. At the castle Lady Macbeth’s maid and a doctor wait outside the Queen’s bedroom. MAID (whispering): Lady Macbeth has been sleepwalking every night. Here she comes. DOCTOR: Look how she rubs her hands. MAID: She thinks she’s washing them. LADY M: Out, damned spot! Yet who would have thought the old man to have had so much blood in him? What, will these hands ne’er be clean? DOCTOR (shocked): Did you hear that? She has a heavy heart! MAID: Heaven knows what she has known. LADY M: Here’s the smell of the blood still. All the perfumes of Arabia will not sweeten this little hand! DOCTOR: I can’t cure an infected mind. Just keep an eye on her. And let’s not tell anyone what we heard tonight. SERVANT: I thought I saw . . . The wood began to move. MACBETH: Liar! N4: Macbeth looks outside. MACBETH (to himself): Curse those doubletalking witches! I may PLAY POINT: be doomed, but I’ll The plaid skirts worn by Scotsmen are called kilts. never surrender! Malcolm’s army storms the castle. Finally, Macduff finds Macbeth. I have no words; my voice is in my sword. I don’t want to have to kill you, Macduff. Each family, or clan, has its own plaid, called tartan. The Macbeth tartan has a blue background. N1: Malcolm’s army SCENE 13 Victorious, Malcolm and his lords enter the great hall of Macbeth’s castle and meet Macduff. The fake king Macbeth is dead. Scotland is free! Let’s hear it for King Malcolm! Hail, King of Scotland! ILLUSTRATIONS BY BOB MCLEOD SCENE 11 N1: A few days pass. Lords Lennox and Angus decide they can no longer support Macbeth. They gather their soldiers and join forces with Malcolm. N2: The two armies assemble at the foot of the hill below Macbeth’s castle. N3: Malcolm looks up toward the castle. MALCOLM: What’s the tyrant doing? LENNOX: He’s preparing to defend his castle. Some say he’s mad. ANGUS: Now does he feel his secret murders sticking to his hands. MACDUFF (grimly): I hope I’m the one who makes him pay for them. N4: Malcolm prepares to attack. MALCOLM (yelling to his soldiers): Each man, cut a branch and carry it in front of you. Disguised You helped me defeat this dead butcher and his fiend-like Queen. I thank you, and invite you all to see me crowned King. as trees, we’ll sneak up the hill and surprise Macbeth! SCENE 12 N1: In Macbeth’s castle, everyone is nervous, except Macbeth. MACBETH: I’ve nothing to fear until the forest attacks my castle. Isn’t that what the witches said? N2: One of Macbeth’s servants stands watch at a window. SERVANT (shaking): There are ten thousand soldiers down there! MACBETH: Pull yourself together. Give me my armor. Was that a scream? N3: The doctor brings bad news. DOCTOR: The Queen has killed herself. MACBETH: I cannot cry about her death. All life is meaningless. It is a tale told by an idiot, full of sound and fury, signifying nothing. storms the castle. Soon all Macbeth’s men surrender to Malcolm, and Macbeth battles on, alone. MACBETH: I’ll fight to the death! N2: Finally, Macduff finds Macbeth. MACDUFF: Turn and face me, monster! MACBETH: I don’t want to have to kill you, Macduff. MACDUFF: I have no words; my voice is in my sword. MACBETH: I will not yield, to kiss the ground before young Malcolm’s feet. So come on, Macduff, show me what you’re made of! N3: Macbeth and Macduff raise their swords and charge at each other. SCENE 14 N4: Malcolm, Lennox, Angus and Ross enter the great hall of Macbeth’s castle. ROSS: We won! And we’re all still alive. MALCOLM: But where’s Macduff? N1: Macduff walks in, holding Macbeth’s head. MACDUFF: Behold, the fake king Macbeth is dead. Scotland is free! Let’s hear it for King Malcolm! LORDS (together): Hail, King of Scotland! MALCOLM: You helped me defeat this dead butcher and his fiend-like Queen. I invite you all to see me crowned King! ALL: Hurray! ■ SAY IT ! disguised — diss-GIZD SCHOLASTIC SCOPE JANUARY 23, 2006 9 How well did you understand the play? Put your knowledge to the test with these exercises. NO-SWEAT TEST PREP STRATEGY: Notice which type of question is asked (see parentheses)— so you’ll be ready to tackle all questions on the big tests! 1. Which of these is NOT a reason why Macbeth kills Duncan? (understanding character motivation) Macbeth is very ambitious. Duncan is a cruel king. Lady Macbeth wants to be Queen. The witches plant the idea in Macbeth’s mind. 2. When and where is Macbeth set? (setting) in Ireland, in the 18th century in England, during the Renaissance in Wales, in modern times in Scotland, during the 11th century 6. Why does Macbeth have Banquo killed? (inference) Macbeth knows that Banquo plans to kill him. Banquo is in love with Lady Macbeth. Banquo knows Macbeth is not violent. Banquo is the only other person who heard the witches predict Macbeth would be king. 7. Macbeth says his mind is full of scorpions. What does he mean? (understanding literary devices: metaphor) He is tortured by guilt, fear, and doubt. He can’t stop thinking about scorpions. He’s relaxed and enjoys being king. His head is itching. 3. How does Lady Macbeth change during the play? (understanding character development) She encourages Macbeth to be a kinder King. She pushes Macbeth to commit murder then feels overwhelmed by guilt and regret. At first she is very shy. Later she becomes more confident and makes many new friends. She never wanted to be Queen but then finds that she enjoys it. 8. What does Macduff mean when he says, “My voice is in my sword”? (understanding figurative language) He wants to tell a story about his sword. He plans to express his feelings through actions, not words. He wants to talk things over with Macbeth. Macduff is too shy to express his feelings. 9. How will Malcolm’s rule be different from that of 4. What happens first? (sequencing) Duncan rewards Macbeth for his bravery. The witches predict greatness for Macbeth. Macbeth battles the Vikings. Macbeth learns he is now “Lord Cawdor.” Macbeth? (compare & contrast) Macbeth loved power, but Malcolm really cares about Scotland. Malcolm plans to raise taxes. Macbeth was a popular king. Malcolm is not. Malcolm plans to make Scotland a democracy. 5. Why do Malcolm and Donalbain leave Scotland? 10 SCHOLASTIC SCOPE JANUARY 23, 2006 10. Which of these would make a good alternate title for Macbeth? (main idea) Star-crossed Lovers My Kingdom for a Horse Murder Most Foul To Be or Not to Be ILLUSTRATIONS BY BOB MCLEOD (understanding plot) They fear that the person who killed their father will try to kill them too. They need to get back to college. They are tired of the constant bad weather. They are afraid of the three witches. TRUE TEEN STORY First-person narrative Power Will Shakespeare Think could change your life? He did for Tracy Navichoque, a 13-year-old from Los Angeles, California. Tracy talked to Scope about those changes and how Shakespeare is part of her life today. BY TRACY NAVICHOQUE Performing and reading Shakespeare gave Tracy confidence to reach for her dreams. point of acting is that you can become someone else. Learning to play Prince Hal, and the whole experience of performing a Shakespeare play, taught me so many new skills. And they go way beyond the challenge of just saying the lines correctly. I learned how to work in a team—and how great a project can be when a team works well together. About 30 students made up our cast and crew. Performing the role meant I also had to lose my fear of speaking in public. You can’t be shy or softspoken if you’re going to play a prince who goes on to become the King of England! I also found out that hard work pays off in many ways and that doing something that requires a lot of effort can be fun. Once I showed myself I could act in a major role in a Shakespeare play, I knew I could handle other situations. My experience with the Hobart Shakespeareans trained me not to be afraid of speaking up or asking questions, but to be self-confident. For instance, when I interviewed to get into the school I’m in now, the Marlborough School, I found it much easier to speak to the adults I had to meet. Our group traveled through SCHOLASTIC SCOPE JANUARY 23, 2006 ANN SUMMA/GETTY IMAGES E very Saturday I go to “Wake up with Will,” a program that helps students practice for the SATs. We boost our vocabulary by reading Shakespeare and work on math and test-taking strategies. The program’s teacher, Rafe Esquith, introduced me to Shakespeare a few years ago. When I saw his class perform The Merry Wives of Windsor—the music, the poetry, how funny it was—I was captivated! I wanted to read Shakespeare because it was something new that I had never tried before. It seemed so interesting to study literature that was written a long time ago, in poetic language, and some of it about real English history. The next year, I joined the Hobart Shakespeareans, a group Mr. Esquith started for students from Hobart Elementary in downtown Los Angeles that is devoted to learning about and performing Shakespeare. That year, we performed Henry IV Parts 1 and 2. We met every day after school. First we read the play and then we tried out for parts. I didn’t want a big role—I was a little scared—but I was cast as Prince Hal, who later became Henry V. I didn’t mind playing a male role. It was fun interpreting another character as a teenager. After all, the 11 California and Texas performing Acting Shakespeare, a play that Ian McKellan wrote and Mr. Esquith adapted. The show includes short excerpts from Shakespeare’s plays as well as jokes and explanations of some of the scenes we perform. A couple of years ago, we flew to Washington, D.C., and performed it for former First Lady, Barbara Bush, and the director of the National Endowment for the Arts. I loved it! RELATING TO WILL Shakespeare wrote about issues that matter today. His writing is not something distant or ancient, it is a representation of our lives. In Henry IV, for instance, King Henry IV has problems with his rebellious son, Prince Hal. How many parents have not had problems with their children and vice versa? King Lear is another play that’s about family. How poor King Lear suffers because of his daughters! He can’t see that his youngest daughter is really true and faithful, even During the summer, Tracy helps younger students get excited about Shakespeare. though she tries to show him. Lots of people today can’t always see that others are trying to help them—they are too caught up in the problem at hand. Shakespeare also writes about friendship. For example, my favorite character is Horatio from Hamlet. I think Horatio is a great companion and an honest and loyal friend. To find a friend like that is rare. Being part of the Hobart Shakespeareans launched me on a new path and taught me many life lessons. Traveling with the group, I learned skills needed for college, like washing my clothes and spending money wisely. Mr. Esquith also helped me apply and get a scholarship to the Marlborough School. Shakespeare wrote, “We are such stuff as dreams are made on.” My dreams include being the first one in my family to go to college. My parents were born in Guatemala and didn’t have the same opportunities I do. One day, I would also like to buy a house for my family. One of my major dreams is to have a great career that I am passionate about, one that helps other people. I might become a pediatrician, and I’m also interested in psychology. Maybe I’ll be a teacher, like Mr. Esquith. I just want to make a difference. ■ WRITE NOW What experience has had a positive impact on you? _____________________________________________________________ 2. What is the most interesting detail about your experience? _____________________________________________________________ _____________________________________________________________ 3. What positive effect did your experience have on you? _____________________________________________________________ 12 SCHOLASTIC SCOPE JANUARY 23, 2006 Write a first-person narrative about an important experience in your life. Use your answers as an outline and don’t forget to include details such as when the events took place. Send your story to: Scholastic Scope, 557 Broadway, New York, NY 10012, and we may publish it in a future issue. For more writing tips go to Scholastic’s Write It! Web site at: http://teacher.scholastic.com/writeit ANN SUMMA/GETTY IMAGES You just read an example of a first-person narrative. The story was told from Tracy’s point of view about an experience in her life. Think about an important experience in your life and answer the questions below. 1. Learning about Shakespeare was a positive experience for Tracy. STUDENT WRITING Writing for pleasure Having R U O Say Y INTRODUCING: a brand new page just for you! Do you have a strong opinion about something you read in a newspaper? Have you written a poem or story you’re proud of? Is there a great book, movie, CD, or TV show you recommend? Send your essay, review, poem, or story to Scope. You might see it on this page in a future issue! POEM LIARS by 8thgrader Samantha Kaplan I sit with my guitar and amp, on my stage rocking out, until my fingers hurt. But not really. It’s not a stage, it’s my bed and I’m not rocking out, I’m writing. So I guess you could say my guitar is really a pen, and my amp is only paper marked by a story that until now never happened. MOVIE REVIEW by 7th-grader Ming Lee I recommend the book Song of the Lioness Alanna: The First Adventure by Tamora Pierce. The book is about twins named Alanna and Thom. Thom wants nothing more than to become a great sorcerer and healer, but his father sends him off to become a knight. His sister, Alanna, wants to become a great knight, but her father sends her off to become a healer. The twins both long for what the other has been assigned, so Alanna convinces her twin to switch places with her. Alanna also convinces their escorts to go along with the switch, then she sets off to become a knight. She makes friends with Crown Prince Jonathan, Raoul, Gary, Sir Myles, and George. She travels with Jonathan to The Black City, where they fight against the Ysandir. Alanna explains how she came to be disguised as a boy and that she is on her way to knighthood. Jonathan agrees to keep Alanna’s secret. I really liked this book because it’s about how women can be just as strong, and sometimes stronger, than men. It’s about a girl’s journey to find out who she really is. by 8th-grader Sarah Dealy The movie Rent (PG-13), based on the Pulitzer Prizewinning play by Jonathan Larson, tells the story of a group of friends who are struggling to pay their rent in New York City’s East Village in the late 1980s. The characters seem so real and the movie is passionate and beautiful. In this world that seems so uncertain at times, I think Rent’s lyrics of love and hope are truly inspiring. By the end of the movie, everyone [in the audience] was standing and dancing and singing. The fact that the playwright died before his play opened makes his “live in the moment” message even more powerful. After all, as it says in the movie, “There is no day but today.” >>> Submit your writing for possible publication! Send it to Scholastic Scope 557 Broadway, New York, New York 10012 SCHOLASTIC SCOPE JANUARY 23, 2006 13 PHIL BRAY/©2005 REVOLUTION STUDIOS DISTRIBUTION COMPANY, LLC. ALL RIGHTS RESERVED. BOOK REVIEW NONFICTION Understanding main idea MIND For the 2006 Winter Olympic athletes, the road to gold has as much to do with training their minds as their bodies N ext month, 2,500 of the planet’s top athletes will face off in Torino, Italy, for the 2006 Winter Olympics. With the world’s eyes upon them, they will flaunt their extraordinary physical talents as they soar and somersault through the sky on skis and snowboards, and sail across the ice on skates. If you’re one of the millions of spectators who will be watching these athletes on TV, what you won’t see is the mental workout that’s going on inside their heads. Speed skater Chad Hedrick says that it’s the state of his mind, not his body, that makes him an Olympian as opposed to an ordinary athlete. I“ feel like mentally I’m a lot stronger than everybody I compete against,”says Hedrick. Mental Preparedness Think about it. You’re an Olympic skier, perched atop a mountain, waiting to start the race of your life. Around you, flags flap, bells clang, and crowds cheer. Journalists from all across the globe, family members, agents, and sponsors all want a piece of your time. How do Olympic athletes stay focused in such high-pressure situations? Many rely on their coaches, or hire sports psychologists, to help them tune out distractions and overcome anxiety. These athletes know that, just as they train to build stamina and make their bodies strong, they must also train their minds in order to excel. “When athletes start to think too much about the outcome, it can hurt their performance,”says sports psychologist Dr. Gary Beale. M “ ost of what we do is to help athletes get their minds out of the way and let their bodies do what they are trained to do.” Sports psychologists and coaches use many tools to help athletes. Three of these tools are simulation, visualization, and goal-setting. 1 Chad Hedrick Speed skater 14 SCHOLASTIC SCOPE JANUARY 23, 2006 Simulation Make-believe Simulation is basically a form of makebelieve. Athletes, like the U.S. Olympic hopefuls shown on these pages who wish to dominate at next month’s Olympic Games, practice simulation AMES By Fiona McCormack Jeremy Bloom JERRY LAMPEN/CORBIS(HEDRICK); EZRA SHAW/GETTY IMAGES(BLOOM); DOUGLAS C. PIZAC/AP WIDE WORLD(ST. ONGE). Freestyle skier weeks and even months before the competition. Coaches or sports psychologists try to replicate the conditions of an Olympic event, and have the athlete perform as if it were the real thing. For example, Olympic skiers might get out on a course that’s as steep and long as the real course will be. Pretending it’s the day of the competition, they ski the course with all their might while their coach times each of them. Simulation often takes place in a variety of weather conditions, at different times of day, and even with different equipment. It can help athletes overcome nervousness right before the competition by making them feel that they have done it before. It also helps them prepare for unexpected situations, like bad weather or a last-minute equipment change. ➜Now you try it! The night before a test, make or find a practice test and time yourself as you take it. If you have a spelling or math bee coming up, stand up while a friend or family member quizzes you. Ryan St. Onge Freestyle aerial skier SCHOLASTIC SCOPE JANUARY 23, 2006 15 Visualization is another tool that Olympic athletes use to get their minds in shape for competition. In this technique, athletes mentally rehearse exactly what they have to do to win. Sports psychologists say that visualization boosts athletes’ confidence by forcing them to picture themselves winning. It also helps them concentrate on their physical moves, rather than on distractions around them. Although it’s called visualizing, psychologists like Beale tell their clients to use all five of their senses for the mental rehearsal. For example, an Olympic ice hockey player would first memorize all the moves she must make to score a goal from the center of the rink: how many strides to take, how to keep the puck moving, and what angle to shoot from. She’d imagine herself making all those moves, thinking about the feel of the ice under her skates, the sound of the puck scooting across the rink, the smell of her helmet, the sight of the goal, and even the taste of perspiration. Many athletes practice visualization frequently in the months and weeks before a competition. Then, right before the big moment, they imagine all their moves again. ➜Now you try it! The next time you have a big challenge ahead of you, such as a music recital, an exam, or a sports event, imagine yourself achieving your goal before you do it. Go through all the moves you’ll make in your mind—and try to do this a few times. The more you practice visualization, the more effective it will be. 16 SCHOLASTIC SCOPE JANUARY 23, 2006 3 Goal-setting One move at a time You may be thinking, “Sure, this all sounds easy to do now, but what about right before the competition, when an athlete’s heart is pounding?” This is the time when many Olympians use their brains to think in the short-term. Rather than worrying about how important the event is, or how they hope not to mess up, many athletes find it helpful to focus on one goal at a time. Instead of thinking, “I have to win this medal,” or “I hope I beat my rival,” an athlete might focus on reaching the next gate, executing a perfect turn, or skating the next lap. ➜Now you try it! Do you ever give speeches or oral reports at school? Many people dread speaking in front of others because they can’t stop thinking of all those eyes out in the audience, staring at them. You can use goalsetting to think about your speech instead of the crowd. Instead of focusing on your performance as a whole, concentrate on one point or paragraph at a time. Think about what you’re saying and why it’s important, and make sure to get your points across, one point at a time. Lindsey Jacobellis Snowboarder Shani Davis Speed skater Simulation, visualization, and goalsetting all work together help Olympians excel. But these tools are only part of the story. To become an Olympian also takes an extraordinary amount of talent, practice, and perseverance. “What sets the greatest athletes apart from ordinary athletes is that they’re willing to do more with what they have,” says Dr. Beale. “Even if they have to go beyond their regular practice time, they will work on any detail that might help them improve. Anyone who is interested in being the best they can be can learn from this—that doing the extra work, going the extra mile, will pay off in the end.” ■ Follow the Winter Olympics with Scholastic Student Reporters. Go to www.scholastic.com/winterolympics. SERGEY PONOMAREV/AP WIDE WORLD(DAVIS); OLIVIER MAIRE/EPA(JACOBELLIS). 2 Visualization See it and be it TEST PREP Reading comprehension LYMPIC O CHALLENGE MULTIPLE CHOICE Kimmie Meissner 1. About how many athletes will participate in the 2006 Winter Olympic games? (reading for detail) 250 2,006 2,500 10,000 You just read about what Olympic athletes do to train their minds. Now flex your own mental muscles by answering the questions on this page. Use complete sentences for the questions below and fill in the circles next to the correct answer for each multiple choice question (right). 2. Why would sports psychologists have athletes replicate an Olympic event? (word meaning) They want the athlete to reply to them. It gives an athlete a chance to practice as if it were the real event. They want to get the event on videotape. It makes the athletes more nervous. SHORT ANSWERS 1. One key to Olympic athletes’ success, according to this article, is “to get their minds out of the way.” What does that phrase mean? How does it help these athletes? (reading comprehension) _______________________________________________________________ _______________________________________________________________ 3. “I feel like mentally I’m a lot stronger,” _______________________________________________________________ says skater Chad Hedrick of his opponents. What does he mean? (paraphrasing) He thinks he’s smarter than they are. He’s not sure he’s physically strong enough to win. His winning attitude will help him succeed at the Olympic games. He’s not concerned about his rivals. 2. These young Olympians deal with a lot of pressure. Name at least two techniques they use to help themselves relax and focus. (supporting details) _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 4. According to the article, which of the 3. Why would simulation help an athlete and a student? (inference) _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 4. Why is mental preparation so important for an Olympic athlete? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ ALLEN CAMPBELL/WIREIMAGE.COM (main idea) statements below is NOT true? (factual information) Olympic athletes must train to think like winners. Olympic athletes have tremendous determination and drive. Olympic athletes don’t need to prepare mentally in order to perform well. Olympic athletes are willing to do more to perfect their performance than other athletes. SCHOLASTIC SCOPE JANUARY 23, 2006 17 AUTOBIOGRAPHICAL FICTION Relating narrative to personal experience SpeedDe A short-story excerpt by GARY PAULSEN Carl “Angel” Peterson lived in a place where there wasn’t a mountain in sight. But that wouldn’t stop him from pursuing his dream of breaking the world N. PUBLISHED GARY PAULSE ION. © 2003 BY ISS N. COPYRIGHT ED BY PERM SE INT UL PR PA RE RY S. NAME BY GA REN'S BOOK SON GOT HIS HOUSE CHILD ANGEL PETER OF RANDOM FROM HOW AN IMPRINT MB BOOKS, LA Y ND WE BY speed record on skis. 18 SCHOLASTIC SCOPE JANUARY 23, 2006 N orthern Minnesota is completely and unbelievably flat. During successive ice ages, it was scoured flat by glaciers bulldozing their way south. When the glaciers melted, the land became an enormous inland freshwater sea called Lake Agassiz, which later receded to form the Great Lakes. The land is so flat that if you cut down the trees and paved the area, you could probably roll a bowling mon ball from northern Minnesota to Montana without half trying. Without television the only news, outside newspapers, came once a week at the theater matinee, when we would watch something called newsreels, short black-and-white film clips of the week’s events. And so in mid-January of 1954, when the Minnesota winter had settled its icy hand on the north country, it came to pass that four of us, all thirteen years old, went to a Saturday matinee showing of a really interesting and informative film about how radiation from nuclear testing (known then simply as ABomb experiments) had caused a species of common ant to mutate and grow to be huge, forty-foot-tall monsters. The radiation also made the ants develop an overwhelming need to eat human flesh. The movie was called Them! and we all agreed that it was well worth the fifteen cents’ admission and the extra dime for popcorn and another nickel for a box of Dots. We were also impressed by how the giant ants, which made a sound strangely similar to small, peeping chicks, could suck all the flesh from a cow’s skeleton (or a human’s, come to that) and leave the bones intact. As we exited the theater, we argued “I don’t care how smooth they are, on flat ground they won’t move—” “Archie,” Carl cut in. “We get Archie to pull me with his car. He’s got a hot car, hasn’t he? We just get him to pull me faster than seventyfour miles an hour and bingo, I’ve got the record.” And then he said the one thing he should never have said. “It can’t miss—what can go wrong?” Every single one of us knew at least one very good reason not to do it—it would break the skis; it would break the car; it would break Carl; it would kill Carl. But not one of us said a word. In all of us was the thirst for what can only be called scientific knowledge, the need to know the answer to the question: What exactly would happen to Carl if he went over seventy-four miles an hour on a pair of army surplus skis? ■ about how we would have handled the ants. As I remember it, the government invaded their nests and very brave men attacked them with flamethrowers.... That is, we all discussed the film except Carl Peterson. He had been strangely quiet since the showing of the newsreel and a short sports film about a man who had gone for the world speed record on skis and exceeded seventy-four miles an hour. We walked along in the steam from our breath, talking about giant ants that sucked flesh from bones, and Carl stopped dead and said, “I can do it.” Gary Paulsen used a blend of imagination and “Do what?” Pete memory to write this short story. It’s a genre Amundsen asked. called autobiographical fiction. Try it yourself! “Break the speed *Think about an adventure or funny experience record on skis.” you’ve had with your friends or family. There was a pause. *Jot down some notes about where, when, why Then, from Pete: “Here? and how it happened. List who was with you. There isn’t a hill for a thou*Create a story outline from your notes. sand miles—maybe two *Now let your imagination go to work. Describe thousand. How are you the setting so that readers can see it. Use going to get up any speed?” descriptive details and dialogue to write a Carl shook his head. “I short story that feels true—but is fiction! don’t need a hill. It didn’t say anything about a hill. It What does happen to Carl Peterson? Find out in just said you have to go fast Gary Paulsen’s short-story collection, How Angel on skis. Well, I’ve got these Peterson Got His Name: And Other Outrageous old army trooper skis and Tales About Extreme Sports. we can smooth them up.” WRITE NOW! SCHOLASTIC SCOPE JANUARY 23, 2006 19 WRITING SKILLS Fragments and run-ons The Writer’s Toolbox When is a sentence not a sentence? The answer is, when it’s a fragment or a run-on. Find out how to identify these errors and correct them to make real sentences. Complete the picture A complete sentence has a subject and a verb, and communicates a complete thought. Incomplete sentences, or fragments, leave the reader with questions, such as who performed an action. Fragment: Decided to kill Duncan. Complete sentence: Macbeth decided to kill Duncan. Your turn Turn these fragments into complete sentences by adding extra information. 1. Because Macbeth wanted to be King. 2.When everyone else was asleep, Macbeth. Comma sense It can be tempting to try to fix a run-on by adding a comma between sentences. This is a mistake! Incorrect: Skiing is fun, it can be dangerous. Correct: Skiing is fun. It can be dangerous. Your turn Circle the run-ons in the paragraph below. My family moved to Wisconsin from Florida. The first time we saw snow we were so excited, before that we had only seen it on TV. My little brother took a snowball to school for show-and-tell, it melted in his pocket. To cheer him up, I let him hit me with a snowball. I didn’t realize it would be so cold! I did a science 1. project on snowflakes, I learned a lot of cool facts. For example, all snowflakes have six 2. points because ice crystals have six sides. Know when to stop When two sentences sit side by side without any joining words or punctuation, they form a run-on. To spot a run-on, look for groups of words that can stand alone as complete sentences. Run-on: Hilary Duff has a new movie out she also just recorded a new album. Complete sentences: Hilary has a new movie out. She also just recorded a new album. Your turn Rewrite this run-on as two complete sentences. Hilary Duff enjoys acting she can also sing. 1. 2. 20 SCHOLASTIC SCOPE JANUARY 23, 2006 Write it right Rewrite the above paragraph by fixing the run-ons. WRITE NOW THE SCOPE 100 Vocabulary VOCABULARY THE SCOPE 100 See if you can remember the new vocabulary words you learned in this issue of Scope. MATCH THE WORDS in Column A to their meanings in Column B. Column A ____ ____ ____ ____ ____ ____ 1. chaos 2. dilemma 3. dominate 4. illusion 5. manipulate 6. stamina Column B A. false image B. have power over, control C. complete disorder D. problem, difficult choice E. strength, endurance F. influence, use, control Write a photo caption here using the word illusion. >>> SAT/ACT Prep! Choose the correct pair of words to fill in the blanks in the sentences below. The words should fit into the blanks in the order in which they are presented. 7. My grandmother looks frail and weak, but that’s just an ___________________. She has tons of ___________________. She can shop for hours. chaos, dilemma illusion, stamina dominate, chaos manipulate, stamina 8. “Take turns speaking in class. When everyone tries to ___________________ the conversation, it can lead to ___________________ ,” said the teacher. dominate, chaos dilemma, dominate stamina, chaos illusion, manipulate 9. Hilary Duff has a ___________________. She can’t choose whether to focus on music or acting. Does she have the ___________________ to do both? dominate, manipulate stamina, chaos chaos, dilemma dilemma, stamina 10. My brother bribed me with candy to do his homework. It was a tough _________________, but I decided not to let him _________________ me. stamina, illusion dilemma, manipulate dominate, dilemma chaos, manipulate >>> Now, choose three words from Column A, and write your own sentence for each one here. 11. SHUJI KOBAYASHI/STONE/GETTY 12. 13. SCHOLASTIC SCOPE JANUARY 23, 2006 21 DEBATE Making judgments Is 16 too young to drive a car? All signs point toward a rise in the driving age to 18 YES: TEENS TOO YOUNG Scientists at the National Institutes of Health (NIH) have found that the part of the brain that weighs risks, makes judgments, and controls impulsive behaviors is still developing during the teenage years. They have also found that a 16-year-old’s brain is generally less developed in this area than that of a teen just a few years older. In fact, 16-year-old drivers crash at far higher rates than older teens. According to the National Safety Council, one in five 16-year-olds will be involved in a car crash within the first year of getting their driver’s license. The high accident rate prompts many people to want to increase the driving age to 18. According to a USA Today poll, 61% of adults say 16 is too young to drive. yes Adults aren’t the only ones who feel this way. Rosie Dodds, a sixth-grader at the Ashford School in Ashford, Connecticut, says raising the driving age is a good idea. “Too many teens are getting into accidents,” she says. “It’s better to be safe than to get independence with a license.” NO: TIME TO DRIVE Jamon Thomas, a senior at Victory Field High School in Vernon, Texas, disagrees. He got his driver’s license when he was 16 and doesn’t see why all teens should suffer for the irresponsible ones. “Many 16-year-olds need their driver’s license to drive to jobs and don’t have parents available to take them,” explains Jamon. “And when a family member has a disability, a 16-year-old driver can be a big help.” Some lawmakers realize that increasing the driving age to 18 would be a burden on many families. Many states are opting to restrict teen licenses instead. In New Jersey, teens get a provisional license at 17. They can carry one teen passenger and can’t drive between 12:01 a.m. and 5 a.m. After a year, at 18, they are permitted to get a basic license. ➤ What do you think? Is 16 too young to drive a car? no One in five 16-year-olds get in accidents soon after they start to drive. Most teens want a license so they can ride around with friends. But many states don’t allow other teens to ride with 16-year-old drivers. Getting a license at 16 may seem cool, but it’s just not worth the danger. Sixteen-year-olds have been driving for decades, and most teens drive responsibly. Many teens rely on driving to get to jobs, to school, to do errands, etc. Maybe lawmakers should create a maturity test that teens need to pass, instead of raising the driving age. IF YOU SAY YES: What if a 16-year-old depends on driving to get to a job? IF YOU SAY NO: What if a 16-year-old you know was in a car accident? WRITE YOUR OPINION! 22 What do you think? Should the driving age be raised? Write a persuasive paragraph explaining your opinion. Then e-mail your name, age, city, state, and response to us at [email protected]. We may print your thoughts in a future issue of Scope! SCHOLASTIC SCOPE JANUARY 23, 2006 SW PRODUCTIONS/BRAND X/GETTY I f you are looking forward to driving when you turn 16, you may want to sit down before you read on. There is a good chance that by the time you turn 16, the driving age will have changed to 18. For years, parents and lawmakers considered 16-year-olds mature enough to handle driving a car. But due to high rates of teen auto accidents, many adults are reconsidering. What do you think? Are 16-year-olds too young to handle today’s roadway risks? WORDHUNT Using context clues A DOUBLE DOUBLE Life Fill in each blank with the best word from the list at right. We’ve done the first one for you. away,” says Hilary. “But I’ll put it all up in a baseball cap and pull it down low and try not to wear 10 .” Wearing shades indoors is a dead 11 that someone famous is around, she says. Between movies and albums, Hilary has found time to help 12 charities. She and her older sister, Haylie, served as the 2005 spokeswomen for Kids With A Cause, which helps underprivileged children. Hilary has also 13 money to the victims of natural disasters. Last September, she gave $200,000 to the American Red Cross and $50,000 to USA Harvest to help 14 of Hurricane Katrina. “I want to do everything I can to help those who have survived 15 their lives,” she says. —SEAN PRICE Hilary stars in three new movies this year and plans to start work on her next album. audiences donated giveaway globe-trotting instance mind popularity rebuild recognizable several situation sunglasses tour transformed victims mind 1. ______________________ 2. ______________________ 3. ______________________ 4. ______________________ 5. ______________________ 6. ______________________ 7. ______________________ 8. ______________________ 9. ______________________ 10. ______________________ 11. ______________________ 12. ______________________ 13. ______________________ 14. ______________________ 15. ______________________ SCHOLASTIC SCOPE JANUARY 23, 2006 23 ROBERT TRACHTENBERG/OUTLINE/CORBIS W hen it comes to her career, 18-year-old Hilary Duff can’t make up her 1 . Surprisingly, juggling two careers creates an unusual dilemma. “Sometimes I’ll be working on a movie,” the former Lizzie McGuire star tells Scope, “and I’m like, ‘I wish I could be on tour [promoting an album] right now.’ And I’ll be on 2 and I’ll be like, ‘Oh, I wish that I could go do a movie.’ I love them both. I can never win with myself.” Actually, Hilary’s dual focus on movies and music has created a winwin 3 for her. Most of her movies, such as Cheaper by the Dozen, have played well with 4 , and her next movie, Material Girls, is set for release later this year. Meanwhile, the 5 tour for her latest album, Most Wanted, produced sold-out shows. In fact, Hilary has come a long way since 2001. That’s when the Disney Channel’s Lizzie McGuire series 6 her from a Houston schoolgirl into everyone’s ultimate girl-next-door. Klutzy and lovable, Lizzie’s 7 made Hilary’s face 8 worldwide. That has been great for selling albums and movie tickets. But Hilary says it comes at a price. For 9 , a trip to the mall with friends can turn into a mob scene when people spot her. “My hair really gives it Hilary’s two careers, movies and music, help her to help others.