Office of English/Language Arts. Sample Middle School Writing Prompts

Office of English/Language Arts Sample Middle School Writing Prompts

Henry County Schools 6-8 Text-based Writing Prompts Informative Grade 6 Explain what an aurora borealis is using information from both passages. Why was the 2011 event in Arkansas so unusual? Cite specific evidence from the passage and maintain a formal style. PREWRITING

When the Sky Turned Red and Green OZARK, Arkansas (Achieve3000, December 1, 2011). On the night of October 24, 2011, people in several states were treated to a rare event. The dark sky glowed red and sometimes green. It was like someone putting on a light show. In fact, this was a show of nature called an aurora borealis. A solar storm had pulled colorful northern lights unusually far south. They could be seen in Arkansas, Alabama, Georgia, and Kentucky. "[Northern lights] are very rare events," said NASA scientist Bill Cooke. "We don't see them this far south that often." An aurora begins when a storm on the sun produces a solar wind. Solar wind is made up of tiny electrically charged electrons and protons. (Electrons have a negative charge and protons have a positive charge.) The solar winds go by Earth. Then, the very tiny electrons mix with Earth's magnetic field 1. That excites the electrons and protons. They move toward Earth's North and South Poles. The electrically charged pieces go through Earth's upper atmosphere. That's where they meet up with oxygen and nitrogen. The mixing with these gases produces the colorful lights of an aurora. An aurora can be a mixture of colors. Sometimes, it seems to extend straight down from the sky toward the ground. It can look like a giant curtain. Other times, an aurora is the shape of a rainbow. The electrons from the solar wind usually end up at the poles. That's why auroras are normally seen near the North Pole (the aurora borealis) and South Pole (the aurora australis). The location of the October aurora borealis surprised scientists. They had tracked the solar wind as it traveled to Earth. They knew there would be an aurora borealis. They also knew that it would be visible fairly far south. Bob Rutledge is an expert on space weather. He said the solar storm that caused this aurora was only average in size. Given this, scientists were surprised that the lights were visible south of Iowa. Often, solar storms cause damage to satellites and power grids. That's because the electrons and protons generate a great deal of electrical power. This storm didn't do any damage, however. Rutledge said the storm's effects reached Earth eight hours faster than expected. That timing was great for U.S. viewing, he said. "The peak of the intensity happened when it was dark or becoming dark over the U.S., coupled with the clear skies," Rutledge said. People who witnessed the aurora were thrilled. People in several states reported their sightings to television stations. A NASA camera that takes a picture of the sky every minute in Huntsville, Alabama, captured 20 minutes of the exciting red and green aurora borealis. In Arkansas, a photographer named Brian Emfinger was there. He is a storm chaser who usually takes pictures of tornadoes.. But this night he took some pictures of the aurora.

Emfinger called the aurora borealis "a much bigger deal" than a tornado. He sees dozens of twisters every year. This is only the second northern lights in a decade that he has seen so far south. The Associated Press contributed to this story. 1 in space, something that acts like a magnet and pulls things together or pushes them apart

Frequently Asked Questions (FAQ): Aurora Borealis 1. What is an aurora borealis? An aurora borealis is colorful lights in the night sky. The lights appear to be moving across the sky. The lights are also known as the northern lights. 2. Where can an aurora borealis be seen? An aurora borealis is usually near the North Pole. Canada and the northern United States are good places to see the northern lights. 3. What causes the northern lights? The sun sends energy to the Earth. The energy gets trapped close to Earth s North and South Poles. The energy mixes with air and makes light. 4. What colors can an aurora borealis be? Northern lights can be shades of green, yellow, blue, red, and violet. Sometimes they appear as one color. Other times, they are more than one color. 5. What different shapes can the northern lights be? The northern lights can be seen as spots, streamers, rays, and banks of light. They can be solid and bright enough to light the night or faint glowing lights. They re different every time. Sources: www.britannica.com; www.astronomy-for-kids-online.com. Photos: AP

Henry County Schools 6-8 Text-based Writing Prompts Informative Grade 6 Citing information from the article Story on Saturn!, compare and contrast storms on Saturn with storms on Earth. PREWRITING

Storm on Saturn LOS ANGELES, California (Achieve3000, March 16, 2012). A weather storm on Saturn? Impossible! Actually, it's not. Storms can and do occur on planets other than Earth. In fact, they are more common than you may think. Since NASA's Cassini spacecraft began orbiting Saturn in 2004, it has detected 10 lightning storms on the planet. But one storm a "megastorm" that raged on Saturn for much of 2011 was deemed unique. Experts called it a megastorm because it was the most violent storm they had seen on Saturn. The formidable storm was first detected on December 5, 2010, when an instrument aboard Cassini picked up radio outbursts from lightning. Around the same time, amateur astronomers peering through telescopes saw a bright spot in the planet's northern hemisphere. Further observations confirmed that the spot was a brewing storm. Several months later, the megastorm was "still going like crazy," according to Cassini project scientist Linda Spilker of the NASA Jet Propulsion Laboratory. Other, smaller storms also take place on Saturn. One such disturbance was detected in November 2007 and lasted more than five months. That storm, considered very intense compared to Earth's storms, had powerful electrical bursts and was located in Saturn's southern hemisphere in a region that is nicknamed "Storm Alley" because of the tendency of the planet's storms to occur there. Scientists have studied weather on nearby planets for a long time. They have been studying one of the Solar System's most famous landmarks, a hurricane-like storm nicknamed Jupiter's Great Red Spot. The storm has been raging for centuries. Scientists have gathered information about weather on Mars by sending landers and rovers to the planet's surface. These unmanned vehicles have often carried weather stations and sought shelter on Mars during the winter. (Like Earth, Mars has seasons, although the winter on Mars is far colder than any place on our planet.) Studying weather on Earth and other planets has taught scientists that storms on Saturn are different. On Earth, thunderstorms originate where warm, moist air rises into the cooler atmosphere. Although Saturn's storms also begin this way, and the planet's electrical storms resemble earthly thunderstorms, Saturn's violent weather differs from Earth's in significant ways. For one, storms on Saturn occur on a much larger scale than on Earth. For example, the storm in 2011 was eight times the size of Earth's surface. In general, the radio signals produced by lightning on Saturn are thousands of times more powerful than those produced by lightning on Earth. Furthermore, lightning storms on Earth tend to be localized and short lived, lasting only a few hours. Storms on Saturn can last for months. Saturn's storms are also different from Jupiter's, where weather is even more intense and lightning is far more common than on Saturn. Saturn's atmosphere is typically hazy and calm. Scientists don't know exactly what stirs up the megastorms. They believe it could be linked to the change of seasons on Saturn. This would explain why the storms seem appear once every Saturn year, which is about the same as 30 Earth years.

"[The 2011 megastorm was] a one-of-a-kind storm," remarked Andrew Ingersoll, a selfdescribed planetary weatherman who helped discover the megastorm. At the height of the storm, the spacecraft detected 10 lightning strikes per second. The electrical activity emitted by the bursts was 10,000 times stronger than lightning on Earth. "Nothing on Earth comes close to this powerful storm," confirmed Leigh Fletcher. Fletcher is a Cassini team scientist at the University of Oxford in the United Kingdom. "A storm like this is rare," Fletcher said. "This [was] only the sixth [megastorm] to be recorded since 1876, and the last was way back in 1990. We have been observing storms on Saturn for almost seven years. Tracking a storm so different from the others...put us at the edge of our seats." The Associated Press contributed to this story.

Henry County Schools 6-8 Text-based Writing Prompts Argumentative Grade 6 The passages present two different opinions on whether or not college athletes should be paid money for playing a sport. Which side do you support? Make a claim and support your claim with information from the passages. PREWRITING

Should these players be paid? WASHINGTON, D.C. (Achieve3000, November 1, 2011). Picture it: a college near you is having an amazing basketball season, and the stands are packed with fans at every game. When the team makes the finals, the games are broadcast on television. The National College Athletic Association (NCAA), a cooperation of colleges that oversees athletic programs, makes a sizeable amount of money from the successful season. The coach receives a generous salary. The only ones who don't profit from the season are the talented athletes who made it all possible. Now, an athlete advocacy group 1 is saying that's just not fair. The group, called the College Players Association, argued for better player compensation 2 in a report called "The Price of Poverty in Big Time College Sport." The report, written by former UCLA football player Ramogi Huma and Drexel University professor Ellen J. Staurowsky, says that if college sports programs shared their revenues with players the way professional sports programs do, the average Football Bowl Subdivision player would be worth $121,000 per year. The average basketball player at that level would be worth $265,000. In reality, though, college athletes earn no salaries for the contributions they make to their teams. What they do get are athletic scholarships that cover part of the cost of attending school. According to the report, this leaves many of these college athletes living below the poverty line. Huma and Staurowsky argue that the players should receive a portion of the revenues from ticket sales and TV contracts. This money would not be handed to players in the form of paychecks. Instead, it would be put in an "educational lockbox." Players could tap those funds to help cover educational costs, or they could receive the money with no strings attached upon graduating. Huma and Staurowsky also propose that athletes be free to seek commercial deals, such as endorsements, like professional athletes do. (Currently, rules prohibit college athletes from accepting benefits other than from scholarships.) Some of the money college athletes earn could go into the lockbox, with the rest available for the athletes' immediate use. In addition, the report says that schools should pay for a greater portion of athletes' expenses. Athletic scholarships often cover tuition, student fees, and room and board. But the full cost of college includes clothing and last-minute trips home expenses that students must cover. Paying these bills means that students on full athletic scholarships are living below the poverty line at around 85 percent of schools, the report claims. Huma, who graduated from UCLA in 1999, said that he struggled to get by on his full athletic scholarship. Even though the school was providing him with three meals a day, he said, he needed to eat five or six times a day because of the calories he was burning playing football. His family could not afford to pay for the extra food. When he graduated from UCLA, he had $6,000 in credit card debt. The report calls for the U.S. Congress to compel colleges and the NCAA to make the changes it recommends.

For its part, the NCAA says that college athletes are amateurs and should be treated as such. What does this mean? While athletes with professional status, such as players in the NBA and NFL, can earn salaries, those with amateur status, such as college players and most Olympic athletes, cannot. As amateurs, NCAA officials say, college athletes should not expect to make money. Some colleges also argue that the money they earn from their sports programs is exaggerated. Only a few very successful institutions make millions from their sports programs. Others actually lose money funding these programs. Many people also point out that college athletes are receiving an invaluable benefit from their scholarships: a free education. Many colleges cost more than $25,000 per year to attend; scholarships pay this expense. In addition, colleges and the NCAA say there is nothing stopping college athletes from getting outside jobs to help cover their expenses. But the report states that many athletes don't have time for these jobs. Playing big-time football or basketball, it says, is a full-time job, even in college. A 2011 NCAA study backs that up. It found that players in the Football Bowl Subdivision the highest level reported spending 43.3 hours per week during the season in athletic time commitments. Division I men's basketball players reported 39 hours a week in season. On top of that, students need to devote time to attending classes and studying. In a recent statement, the NCAA said it had not yet reviewed the report. The statement went on to say that NCAA President Mark Emmert and university presidents are committed to evaluating an increase in aid that would cover the full cost of attending college. However, the NCAA added that, "Dr. Emmert has been similarly clear that paying student-athletes a salary is in no way [being discussed]." The Associated Press contributed to this story. 1 people who support a cause 2 money paid in exchange for work

Why Paying College Athletes Is a Bad Idea There has been a push by many to begin paying college athletes. Some experts and players seem to have accepted the idea that college athletes should be paid for their service to the university or be allowed to profit off their celebrity status on their own. However, many experts and fans believe that allowing college athletes to profit in any way will be the beginning of the end of college athletics. There are many problems with the idea of paying college athletes; naming them all is no small task. The first and main issue is the fairness of paying some athletes and members of teams more than others. Schools simply cannot give players a full ride scholarship, which is payment enough, and then cut checks to certain players on certain teams just because they bring in a lot of money to the university. These people are already getting a free education. Plus, the goals of a college and of a professional sports team should be 100 percent different; pro sports teams are trying to provide entertainment and make a profit. Colleges are trying to provide a quality education to their students. Sports can be a part of the educational process. While this is true with respect to high school sports, paying college athletes would make those players professionals. When sports become a business, profits become more important than education. In baseball, you can go right to the minor leagues and develop your skills with other kids your age, but make very little money and get no education. Or you can play college baseball and get an education. Besides, people just aren't going to have the same connection to the New York Giants farm team, the Scranton Scrappers, as they do to the place that they enjoyed some of the best years of their lives. That's what makes college sports awesome for people. That's why they care. There is no fair way to pay college athletes. The sports with larger fan attendance might be paid more money, causing a lack of support for other programs. This would wreck the process of a fair and pure education. It would be a shame to ruin the college system. Adapted from: Geisler, Andrew. "Why Paying College Athletes Is a Bad Idea." The Miami Student 20 Oct. 2011: 1-2. Print.

Henry County Schools 6-8 Text-based Writing Prompts Argumentative Grade 6 Read the passage called Credibility of the Web, then look at the three webpages on endangered animals. Decide which is the most credible website. Use evidence from the passage and the webpages to support your claim. PREWRITING

Credibility of the Web. Many people do research on the web to find answers to questions such as which car to buy, what political candidate to vote for, what would a sore throat and fever mean the list goes on and on. But how can people be sure that the websites they are using are giving them accurate information? The guide below can help web surfers determine if a website is credible, that is, presenting information that is true. 1. Check the domain name. The domain name is found in the URL address of the website (http://www.cia.net, http://webmd.com, http://literacylinkok.org, http://homedepot.com). Domain Meaning.gov.mil Government Military.us United States.edu.org.com Educational Institution Nonprofit Organization Commercial Site Reliable? Yes Almost always. Check to see if the author is clearly identified. Is the author qualified? Check to see if the organization is sponsored by other well-known organizations. Check to see if the purpose of the site is to persuade people to buy something 2. A tilde (~ ) in a web address usually means that an individual has published the site with no connection to a reliable corporation. These sites may not be credible. 3. Check the date on the website. Information that has been published or updated recently is usually more reliable. Also check the links on the page. If they do not work it may indicate that the original web page may be out-of- date. 4. Is the site trying to get you to buy something? If so, the information on it may not be totally reliable. 5. Does the website give facts or opinions? Does the website give support for what it says from outside sources, or does the author use phrases like in my opinion or I think? 6. Does the website give you the information you were looking for, or do you still have questions. If so, it may not be credible.

Last updated: May 15, 2012 Credit: U.S. Fish and Wildlife Service USFWS/Elkins, WV

Bibliography "Bald Eagle." Encyclopedia Americana. International Edition, 1994. Maynard, Thane. Saving Endangered Birds. New York: A Cincinnati Zoo Book, 1993.

Glenn, C. R. 2006. "Earth's Endangered Creatures" (Online). Accessed 5/22/2012 at http://earthsendangered.com.

Henry County Schools 6-8 Text-based Writing Prompts Informative Grade 7 Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. The First Amendment to the United States Constitution guarantees freedom of religion. Read the two passages concerning the Amish religion. Do you believe the Amish men who refused to put the reflecting triangle on their buggy should be punished? State your opinion and support it with evidence from the two passages. PREWRITING

History The Amish The Amish people are a religious sect who challenged the reforms of Martin Luther and others during the Protestant Reformation, rejecting infant baptism in favor of baptism (or re-baptism) as believing adults. They also taught separation of church and state, something unheard of in the 16th century. They were later known as the Mennonites, but during the late 1600s a group of devout individuals broke away from the Mennonites, primarily over the lack of strict enforcement of shunning - excommunication of disobedient or negligent members. This group became known as the Amish and, to this day, still shares most of the same beliefs as Mennonites. The distinction between the Amish and Mennonites is largely one of dress and manner of worship. Amish in America The first large group of Amish arrived in America around 1730 and settled in Pennsylvania because of William Penn's 'holy experiment' in religious tolerance. Through the years, Amish have established communities in twenty-four states, Canada, and Central America. The Amish population in the U.S. numbers more than 150,000 and is growing. Amish families have, on average, seven children and 80% remain in the Amish religion all their lives. The majority of Amish belong to one of five religious orders - Old Order Amish, New Order Amish, Andy Weaver Amish, Beachy Amish, and Swartzentruber Amish. These orders differ from each other in the way they practice their religion and conduct their daily lives. The Old Order Amish are the largest group and the Swartzentruber Amish are the most strict. Dress Amish clothing styles encourage humility and separation from the world. The Amish dress in a very simple style, and clothing is made at home with plain fabrics that are usually dark in color. Amish men wear straight-cut suits and coats without collars, lapels or pockets. Young men are clean-shaven prior to marriage, while married men are required to let their beards grow. Mustaches are forbidden. Amish women typically wear solid-color dresses with long sleeves and a full skirt, covered with a cape and an apron. They never cut their hair, and wear it in a braid or bun on the back of the head concealed with a small white cap or black bonnet. Technology The Amish do not use technology because they feel it weakens the family structure. Most Amish cultivate their fields with horse-drawn machinery, live in houses without electricity, and get around in horse-drawn buggies. It is common for Amish communities to allow the use of telephones, but not in the home. Electricity is sometimes used in certain situations, such as electric fences for cattle and heating homes. Windmills are often used as a source of naturally generated electric power.

Shunning Shunning is expulsion from the Amish community for disobeying religious guidelines. When someone is shunned, they have to leave their friends, family and lives behind. All communication and contact is cut off, even among family members. Shunning is serious and usually considered a last resort after repeated warnings.

Which Law To Follow? An Associated Press News Story MAYFIELD, Kentucky (Achieve3000, February 9, 2012). What do you do when the laws of your land conflict with the principles of your religion? For a group of Amish men in Kentucky, the answer was clear: The men would rather go to jail than defy their beliefs. The Amish community is a religious group that stresses the value of simplicity. The Amish follow strict rules regarding modesty and behavior. Most members of the Amish community renounce the use of electricity, plumbing, and appliances. They wear plain clothes and avoid bright colors. Instead of driving cars, most Amish people use horsedrawn buggies. In following these religious rules, however, eight Amish men in Kentucky have broken the law. A Kentucky state law requires that horse-drawn buggies and other slow-moving vehicles be marked with an orange reflective triangle. The eight Amish men refused to place the triangles on their buggies. They consider the bright orange marker too flashy. The men believe they should rely on God, not symbols, for protection. They view the orange triangle as a violation of the simple life their faith requires. For their failure to obey the law, the eight Amish men were handed fines. When the men refused to pay, they were placed in jail. The men's sentences ranged from 3 to 13 days for fines ranging from $153 to $627. "We try to lead a simple, plain life," said Jacob Gingerich. Gingerich is one of the jailed Amish men. "[The triangle] would not leave our buggies plain anymore." Some Amish groups follow the rule with little objection. But Gingerich and the other men belong to an Amish community known as Swartzentruber, which follows especially strict rules on modesty and behavior. Members of Gingerich's group fear they would be treated as outcasts by other Swartzentruber communities if they displayed the orange triangle. "If we go ahead and put it on, the other groups of [Swartzentruber] in other states, they would shun us," said Joe Stutzman. Stutzman is one of the Amish men who were jailed. The issue over the triangle has come up before in other states with Amish populations. Courts in Wisconsin, Minnesota, and Michigan have sided with the Amish. Courts in Ohio, New York, and Pennsylvania have allowed exceptions from similar laws. Authorities in Kentucky, however, take a different view. They argue that the Amish should be required to follow the law. They say the safety triangle helps motorists spot the buggies and avoid collisions.

"You get behind one of the buggies at night [and] you can't see it," said Sheriff DeWayne Redmon. "We're citing them for their own safety as well as the safety of others." Kentucky lawmakers point to the fact that collisions of motor vehicles with Amish buggies are often fatal. In November 2011, a teenager using a horse-drawn carriage was killed in Kentucky. He was struck from behind by an SUV. The buggy did not have a safety triangle. "We feel that the reflective triangle is the best way...to be able to see those slow- moving objects on the road," said Kentucky police officer Dean Patterson. Nevertheless, the Amish men stand firm in their refusal to display the triangle. The men have sued over the law, arguing that requiring the Amish to display the brightly colored triangle intrudes on their civil liberties. The Kentucky Supreme Court has agreed to hear the case later this year. In the meantime, lawmakers in the state are considering an amendment to allow the Amish to outline buggies with gray reflective tape as an alternative to displaying the orange triangle.

Henry County Schools 6-8 Text-based Writing Prompts Informative Grade 7 Many people talk or text on cell phones while driving. Write an explanation of why using cell phones can be dangerous while driving using information from both passages. PREWRITING

No Phones, Safer Roads NEW YORK, New York (Achieve 3000, January 27, 2012). You've seen those people the ones who talk on their cell phones while driving. They have little or no awareness of other vehicles, stop signs, even children attempting to cross the street. In an effort to keep these drivers focused on the road, many states have prohibited the use of hand-held cell phones. Now, a transportation safety group is recommending that states go a step further. The group wants states to ban all cell phone use while driving, including hands-free devices. The suggestion was made by the National Transportation Safety Board (NTSB). The NTSB made the suggestion after research showed that driving while talking on any kind of cell phone is distracting and dangerous. Studies found that drivers were four times more likely to have a crash if talking on a cell phone. This was true regardless of whether the phone was hand-held or handsfree. Other research revealed that both types of devices have the same effect on drivers as drinking alcohol does. Deborah Hersman is chairperson of the NTSB. She explained that it's about concentration; it's not where your hands are, but where your mind is that counts. Hersman's claim is supported by an experiment led by brain researcher Marcel Just. Just's team used special machines to recreate the experience of driving. The team compared drivers who could hear someone talking to them through headphones to drivers not engaged in conversation. Drivers took the tests inside a device that recorded images of changes in their brains. The tests revealed that the brain's focus on driving was 37 percent lower in the drivers who could hear someone talking to them. Drivers who could hear someone talking also showed lower levels of driving skill. This left them more likely to weave between lanes and drift off the road. "When someone is speaking your native language, you can't will yourself to not hear and process it. It just goes in," Just said. Of course, drivers don't have to be using cell phones to have conversations; they talk with passengers all the time. But talking to an adult passenger doesn't involve the same risk as a phone conversation. That's because passengers are engaged in the driving experience with the driver. If they see a danger, they'll usually warn the driver. Passengers also tend to automatically adjust their conversation to the level of traffic and other difficulties the driver is dealing with. Since recommending a ban on all cell phone use while driving, the NTSB has been flooded with calls, e-mails, and tweets from drivers. The responses both praised and condemned the notion. Anne McCartt is a vice president at the Insurance Institute for Highway Safety. McCartt supports prohibiting all cell phone use while behind the wheel to increase highway safety. "There is a large body of evidence showing that talking on a phone whether hand-held or hands-free impairs driving and increases your risk of having a crash," McCartt said. Others, however, oppose the NTSB's recommendation. These people are unconvinced that using cell phones while driving is unsafe. In a survey of 6,000 drivers, 40 percent said they consider it safe to talk on hands-free cell phones while driving. Twelve percent saw no safety risk in talking

on hand-held phones while driving. Critics of the recommendation also cite the lack of hard evidence that cell phone use causes accidents. They argue that more research is required. Just isn't surprised by the criticism of the NTSB's recommendation. He says people don't think hands-free cell phone talking is dangerous. This is because they don't understand that their conversation is draining brain power away from their driving. "The human mind can multitask 1, Just said, "but each task is performed with less brain power and lower [skill]." The Associated Press contributed to this story. 1Do two or more things at one time.

Skills needed by a driver include: What skills does a driver use? Visual (Seeing) Skill Examples watching the road (in front and around the vehicle) using mirrors, shoulder checks checking gauges, speedometer, etc. Auditory (Listening) Biomechanical ('Doing', Activity, Handeye coordination) squealing of brakes the sirens of an emergency vehicle vehicle sounds turning the steering wheel activating signals, headlights, horn, etc. pressing the accelerator, brakes, clutch anticipating any future movements assessing situations such as movement of Cognitive (Thinking) other vehicles, weather conditions, etc. preparing to avoid hazards To use a cellular telephone, the operator also needs all of these skills: Visual - locating correct buttons, scanning screen Auditory - listening to conversation Biomechanical - pressing buttons, holding phone Cognitive - engaging in conversation What are some common causes of driver distraction? It is not known how much distraction a driver can "handle" before he or she loses focus on the road. We probably have all seen examples of activities that can distract drivers such as: Eating/Drinking/Smoking Reading (including looking at a map, book, etc.) Applying makeup/shaving Adjusting radio/cassette/cd/mp3, DVD players, climate, or other controls Adjusting features such as pedals or steering wheel Watching a person, object or event outside the vehicle

Moving objects in the vehicle (food containers, insects, etc.) Talking with other people, especially if the driver turns to those in the back seat of the car Dialing and talking or texting on a cellular telephone, and Using CB radio or other communication devices Newer in-vehicle technologies such as those below will only add to the demands on a driver: Advanced features of cellular phones and other wireless communication devices including Internet, e-mail, fax, etc. (mobile office) Other wireless devices such as laptop computers, palm pilots, etc. In-vehicle navigation systems (GPS systems, etc.), and Night vision systems Canadian Centre for Occupational Health & Safetyhttp://www.ccohs.ca/oshanswers/safety_haz/cellphone_driving.html

Henry County Schools 6-8 Text-based Writing Prompts Argumentative Grade 7 Do you believe that there should be a tax on junk food? Make a claim and support it using information from both passages. PREWRITING

Junk Food We see junk food almost everywhere we go in grocery and convenience stores, fast-food restaurants, on television and it looks very tempting. But just what are the facts about junk food? What is junk food? Soft drinks, potato chips, ice cream, candy bars, hamburgers, hot dogs and other kinds of fast food are called junk food. What's wrong with junk food? Junk foods such as hamburgers, pizza, fried chicken and chips usually contain a lot of saturated fats. Too much saturated fat in the diet causes people to put on weight and get fat or obese (very fat). Being overweight is a risk to heart health and can cause other diseases. Also, junk foods often have too much salt. There's a lot of salt already in foods such as bread and breakfast cereals. So people are getting more salt than they need when they eat junk food. Too much salt is not healthy for the heart. Soft drinks, cookies, cakes and candy all have a lot of sugar. That's what makes them taste so good! But too much sugar makes people fat, causes tooth decay, is bad for the blood and may cause other diseases. Junk food does have some of the good things that the body needs for good health, and everyone needs some salt, fat and sugar for energy to burn while we work and play. Too much salt, fat, and sugar is bad for our health, however. Eating lots of junk food overloads your body with these things. It is all right to eat junk food sometimes, but most of the time people should look for foods that are low in fats and salt and sugar. Stay away from fried food like fried chicken and hamburgers. Instead, choose grilled chicken and fish. Consider eating pizza with vegetables (like mushrooms and onion) instead of pizza with fatty meats (like hamburger or sausage).

Tax on Junk Food LINCOLN, Nebraska (Achieve3000, March 15, 2012). It's easy to fall in love with junk food. Soft drinks, candy, and chips are not only delicious, according to people who love them, but also relatively inexpensive. However, junk food is unhealthy. It is also contributing to obesity and other health issues. Now, there's a movement to make these foods a little less appealing by requiring consumers to pay taxes on them. Is this a good idea? How would a tax on junk food work? A consumer living in a state with a junk food tax would purchase the food at the price shown on the price tag. In addition, the consumer would pay a tax consisting of a certain percent of the price. Suppose, for example, that a bottle of soda cost $1, and there was a 10 percent tax on it. The customer would pay $1.10, because 10 percent of $1 is 10 cents. The 10 cents tax would go to the state government. Suggestions to tax junk food are popping up in many states. In 2010, New York Governor David Patterson suggested adding an 18-percent tax to the price of soft drinks (though that proposal was abandoned). In 2012, Nebraska State Senator Bill Avery proposed a tax on soft drinks. Around the same time, a group representing hospitals in Illinois also suggested taxing junk food. Some people support the idea of a junk food tax. Others oppose it. These two groups disagree on the possible effects of such a tax. Supporters of these taxes say that making unhealthy foods more costly would mean people would buy and eat less junk food. They point to studies showing that increases in the cost of junk food lead to decreases in the number of people who buy it. Advocates say these studies indicate that a junk food tax would reduce how many calories people take in (because junk food is high in calories). It would therefore reduce the rate of obesity. Obesity, or being very overweight, has been linked to health problems such as diabetes and heart disease. That would mean a healthier population. It would also mean that people spend less money on doctor visits. They would be less likely to need hospital visits. Some people, however, oppose a junk food tax. They argue that if certain junk foods, like soda, were taxed, consumers might switch to other foods, like sports drinks, that actually have even more calories. If this is true, then a junk food tax would not help resolve the obesity issue. Opponents also believe that consumers should have the freedom to buy the foods they like. They should not have to pay more for certain foods simply because those foods may be unhealthy. Opponents say that a junk food tax would be particularly unfair to Americans who have less money to spend on groceries. Some people eat junk food because it is cheaper than healthy food. (It costs less to produce the ingredients of burgers, chips, and soft drinks than it does to produce fruits, vegetables, and lean meats.)

However, supporters of the junk food tax say that the tax would actually lead all Americans to eat healthier foods. They argue that with a tax in place, the prices of healthy and unhealthy foods would become more equal. Then, more people would choose healthier foods and would be healthier overall. Advocates and opponents agree on one thing. People who want to be healthier should be eating less junk food.

Henry County Schools 6-8 Text-based Writing Prompts Argumentative Grade 7 Only half of the eligible voting population under the age of 30 votes. Write an explanation on why this is. Also, list some ways voter turnout can be improved for this age group. PREWRITING

Attention Candidates Do you believe that young people don t vote? Do you think they are too hard to find, and if you do find them, they won t vote for you? Many candidates believe these myths. But consider this: In 2008, more people under the age of 39 voted that those over the age of 65. Also in 2008, 83% of 18-24 year olds voted. In the 2004 presidential election, young people accounted for 17% of the total vote. Young people do vote! Young people can be found in large numbers in high schools and colleges, at concerts and cultural events, and at theaters and sporting events. They are also on their cell phones, Facebook and Twitter. They are not hard to find! When candidates don t target young people, fewer of them vote. Yet these are the very people who will be leading our country over the next 20 to 30 years. Young people will vote for the candidates who show them they care about what matters to the young. Young people will vote for those candidates who value their votes! The largest barrier to youth participation in elections is voter registration. Statistics prove, however, that if they are registered, young people do vote. Candidates can get more votes by informing young people how to register. Candidates can find young people in theaters, churches, malls, concerts, classrooms, and sporting events. They can use social communities such as Twitter and Facebook. Candidates can also gather votes by making phone calls or sending text messages. Personal text messages can increase the voter turnout by 4%, and sometimes that s all that is needed to win an election. Don t assume that young people aren t interested. The more a candidate targets young voters, the more young people will vote. So get going! Let young voters know that what matters to them also matters to you, and you need their support and you ll get it!

Why don t more young people vote? WASHINGTON, D.C. (Achieve3000, January 18, 2008). Many of today's young adults don't vote. In fact, only 49 percent of people under 30 cast their votes in 2004's presidential election. Why? Some say that the political system isn't working. Some express doubts as to whether their votes make a difference. Young adults have access to large amounts of information via ipods, laptops, and cell phones, yet many say that they have too many unanswered questions about the voting process. Young voters have many unanswered questions. Where and how do I register to vote 1? When do I vote? How do I obtain a ballot? The process can be especially challenging for college students. Many aren't sure if they should register where they attend college or in their hometowns. When they realize that they're registered to vote only at home, many don't. Registering in the districts where they attend school can be a complicated process. They'd have to change their official residences. They'd have to get new driver's licenses. Another hindrance for some young voters has to do with the timing and location of voting. Many say that they simply don't know when or where they're supposed to vote. Another obstacle, young voters say, is that they don't know where to find information about candidates. And once they do locate information, they're unsure as to which sources can be trusted. For many young people, the line between fact and opinion becomes blurred as they receive conflicting information from various news sources that present information in a biased manner. Other young voters wonder if voting is worth the trouble at all. Many feel that their votes aren't making a difference. This leads them to believe that the political system isn't working the way it should. As a result, many lose interest in politics altogether. They choose not to waste time on a broken system. Boris Sanders is a 35-year-old chief election officer for a district in northern Virginia. He said that many young people aren't voting because they see it as merely a symbolic gesture. "Whether it's that they believe their vote has no real significance or that somebody else will cancel out their vote or they're just completely [disappointed] with the political system... they choose not to spend the few minutes it takes to come out." Despite these obstacles, however, many young adults are finding ways to educate themselves. Some rely on newspapers for information, while others call the board of elections. Others turn to social networking sites such as Facebook and MySpace, which have emerged as serious campaign tools. Other young people rely on information from family and friends. Yet others rely on Web sites such as the Federal Election Commission's site for answers to their voting questions. There, they can find information on how to register, how to support a candidate, and how to get involved in helping others to vote. 1 Voter registration is the process used by the government to ensure that everyone who votes in an election is legally eligible to do so, votes in the correct location and only votes once.

Henry County Schools 6-8 Text-based Writing Prompts Informative Grade 8 Read the list of skills and personal qualities that an athletic trainer should have: Social skills (ability to work well with others) Communication skills Stress management skills Education Compassion (sympathy) Explain why an athletic trainer would need these qualities using evidence from the passage. PREWRITING

Get in the Game: Trainers Needed! WASHINGTON, D.C. (Achieve3000, November 17, 2011). With less than 10 seconds left in the varsity basketball game, the team's star player sinks a long jump shot to tie the score, twisting his ankle in the process. He falls to the floor in pain, his injury unnoticed by the ecstatic fans. Within seconds, the school's athletic trainer is on the court with ice, ready to assess the severity of the injury. Sprains and bruises like this one are part of a typical day for many athletic trainers. Trainers help prevent and treat injuries for patients of all ages, from high school athletes to industrial workers. Here's more information about a career as an athletic trainer. Job Duties Athletic trainers specialize in the prevention, diagnosis, treatment, and rehabilitation of muscle and bone injuries and illnesses. Athletic trainers are often the first healthcare providers on the scene when injuries occur. Therefore, they must be able to recognize and examine injuries and provide immediate care when needed. Athletic trainers also help individuals recover from these injuries in a variety of ways. They might apply athletic tape to a sprained ankle, bandage a wound, or fit an athlete with a knee or wrist brace. Prevention is also key for trainers. They educate people on how to reduce their risk for injuries and advise them on the proper use of equipment. They also demonstrate exercises to improve balance and strength. Trainers teach individuals how to perform these exercises at home or as part of therapy programs. Athletic trainers deal directly with a variety of people, and sometimes have to manage difficult situations, such as when disagreements arise with coaches, patients, or parents regarding treatment of the athletes. In addition, they sometimes have to make quick decisions that could affect the health or career of the athletes they treat. Athletic trainers should not be confused with fitness trainers or personal trainers. These are not healthcare workers. Rather, they train people to become physically fit. Work Environment Many athletic trainers work indoors most of the time. Others, especially those in some sports-related jobs, spend much of their time outdoors. Athletic trainers in non-sports settings generally have an established schedule usually about 40 to 50 hours per week with nights and weekends off. Trainers who work with sports teams often have schedules that are longer and vary more often. These trainers must be present for team practices and competitions, which often take place on evenings and weekends. In high schools, athletic trainers who also teach may work 60 to 70 hours a week or more.

Schooling and Training A bachelor's degree from an accredited college or university program is required for almost all athletic trainer jobs. Students in these programs receive instruction in both classroom and clinical settings. Formal education includes many science and health-related courses such as human anatomy, nutrition, and biomechanics 1. According to the National Athletic Trainers' Association, almost 70 percent of athletic trainers have a master's degree or higher. Trainers need a master's degree or doctorate to be eligible for some positions, especially those at colleges and universities Salary According to the latest government data, the median annual wage for athletic trainers is $39,640. The middle 50 percent earns between $32,070 and $49,250. The lowest 10 percent earns less than $23,450. The top 10 percent earns more than $60,960. Job Outlook Employment opportunities for athletic trainers are projected to grow 37 percent between 2008 and 2018, much faster than the average for all occupations. Job growth will be concentrated in the healthcare industry, including hospitals and doctor s offices. Fitness and recreation sports centers also will provide new jobs. There will be fewer positions with sports teams, however, as most professional sports clubs and colleges and universities already have complete athletic training staffs. 1 the scientific study of muscular activity

Henry County Schools 6-8 Text-based Writing Prompts Informative Grade 8 Using the information presented, explain why school districts are opting to remove sugary drinks from their schools. PREWRITING

Sweet drinks drop out of school NEW YORK, New York (Achieve3000, May 25, 2010). Have you tried getting a soda from a vending machine at school lately? If you did, you might not have found one. That's because in U.S. schools, sugary drinks, like cola, have been swapped out for lower-calorie options. Now, following the success of these U.S. programs, which are aimed at keeping kids and teens healthy, PepsiCo plans to remove sugary drinks from many schools worldwide. The company said it will remove full-calorie, sweetened drinks from schools in more than 200 countries by 2012. This marks the first such move by a major soft drink producer. The World Heart Federation has been negotiating 1 with soft drink makers for the past year. It has asked that sugary beverages be removed from all schools. The federation is hoping it will help cut down on childhood health problems. Taking in too much sugar can lead to diabetes, heart problems, and other ailments. PepsiCo's removal of sweetened drinks from some schools around the world is exactly in line with what the World Heart Federation has been seeking. Pekka Puska, who works with the World Heart Federation, said it's great that PepsiCo's actions will affect students through age 18. Why? Many people believe that the marketing of soft drinks including placing them in schools has a direct effect on what children choose to drink, both in and out of school. Puska is hoping other companies feel pressured to make similar moves. "It may be not so well known in the U.S. how intensive the marketing 2 of soft drinks is in so many countries," Puska said. He added that developing countries such as Mexico are particularly affected by this strong marketing. Like PepsiCo, Coca-Cola recently changed its global sales policy. The company will no longer sell any of its drinks worldwide in primary schools unless parents or school districts ask. However, the policy does not apply to secondary schools. Coca-Cola officials were asked if the company would expand its policy to secondary schools. The officials responded that the company believes authorities "should have the right to choose what is best for their schools." PepsiCo's policy means that in primary schools, the company will sell only water, fat-free or low-fat milk, and juice with no added sugar. In secondary schools, it will sell those drinks along with low-calorie soft drinks, such as Diet Pepsi. Sports drinks are permissible when they're sold to high school students participating in sports or other physical activities. There's reason to believe that PepsiCo's new policy will affect the choices that kids around the world make. Both PepsiCo and Coca-Cola voluntarily adopted guidelines to stop selling sugary drinks in U.S. schools in 2006 as part of an agreement with the Alliance for a Healthier Generation. Sales of full-calorie soft drinks fell a whopping 95 percent in U.S. schools between the fall of 2004 and the fall of 2009. This has health officials hopeful about reducing soft drink intake around the world.

Even so, Puska said that defeating childhood health problems isn't as simple as just removing sugary drinks from schools. Students must also exercise and eat better, both at school and at home. But Puska believes that students should learn these habits at school. The Associated Press contributed to this story. 1 trying to make a deal 2 presenting of materials in such a way that people will want to buy them