8L2C)pJJJJ IH(ȱH:=IH[H`@HcH  $ +   I/H`JLNGȄBȄF aK  haaFF  mJm# KKJ UJ )J ۈ) ;J3ȱJFȱJGJKaȄM  aaNNJFLGJL LJohnNicole@Mary@BradEricDonna@JoelRosa@EdwinStacy@RobTyroneLucy .ANDREW.MORGAN.)'AWESOMEGO.CART.CAPER'ROBISON)&WP.OVR ! 3)MERGE.OVR d!(LOGO.BIN!@ɰ *TAILOR.HLP!>! (ROBINSON1)/MISTERY.OF.NATY6 +ROBO.DINOS. [['X.WRITE-[[&PRODOS8 }<! -TAILOR.SYSTEMXJ! Ͳ&TAILOR[6i! $)STORY.OVRV! )PRINT.OVR ! ;D200ST3.00' /TEST.CLASS.LIST) *A.RAN.FAST [['B.COBRA-[[)C.GO.CART [[*D.DINOSAUR [[)E.MYSTERY$? &PRODOS `DaElH$?EGvѶK+`L HHLy XP LM ŠϠĠӠS)*+,+`F)) (*=GJFjJJA QE'+ '== `@ STSP8QSS8 m P o R(8R@DavidPikKim@Leslie@ScottWayneKaren@DeanPeterJoshLin@FrankRaymond ROLES=3 DESC { STDNT #'S: MIN=3 MAX=3 REC=3 The C letter and sound are introduced by relating students who have a C in their name to a cobra who makes C sounds. } BEGIN COBRA Source Disk: T202, WE ARE AN ALPHABET BOOK A NOTE FROM THE STORY TAILOR ~ROLE3OOL. We ran past ~STREET. We ran past ~PARK. Past, past, past. We ran past ~FILL. We ran fast, fast, fast. We do not like to be last. (C) 1989 Humanities Software All Rights Reserved t as ~FILL," said ~TEACHER. ~LIST1/Fast, fast, fast. "I ran as fast as ~FILL," said ~PERSON. / Fast, fast, fast. We ran as fast as ~FILL. Ran, ran, ran. We ran past. Past, past, past. We ran past ~TEACHER. We ran past Room ~ROOM. We ran past ~SCH FROM THE STORY TAILOR Read the poem below and find out how fast you and your classmates ran past ~TEACHER, Room ~ROOM, ~SCHOOL, ~STREET, ~PARK and then... ::::::::::::::::::::::::::: RAN FAST Ran, ran, ran. We ran fast. Fast, fast, fast. "I ran as fasROLES=0 LISTS=1 DESC { STDNT #'S: MIN=2 MAX=CL REC=6 Emphasizing the short A vowel sound in the AN and AST word families, through the chant form, students use similes to describe how fast they ran. } BEGIN RAN FAST Source Disk: T101, CATS IN HATS A NOTE Main StreetShady ParkMr. JacobThe Winners2Jefferson SchoolThe TigersStevensonWashingtonMarie@JoeDavidMaxCarrie@Mike, ~ROLE2, and ~ROLE1 say that riding a cold, creepy cobra is like riding down a crooked, crawling water slide! ::::::::::::::::::::::::::: CREEPY COBRA The day Room ~ROOM Went to the zoo, Our teacher, ~TEACHER, Told us what not to do. ~TEACHER said, "  workshop And onto the grass. "Where can we go?" asks ~ROLE3. "Who can we show?" asks ~ROLE4. " ~PERSON and ~PERSON Will want to know," shout ~ROLE3 and ~ROLE4. The engine is purring, The skid marks are black. ~ROLE2 is driving And ~ROLE1 sits in b purring, The pipes give out smoke. "Hey, ~ROLE2," says ~ROLE1, "You said the cart broke?" "We fixed it! It's working!" ~ROLE3 and ~ROLE4 shout. "Now that it's working, Let's all take it out!" They put on the wheels And fill it with gas, Drive out of thehe pliers, Hits on the rim And takes off the tires. ~ROLE2 checks the pedals And finds they work fine. ~ROLE3 starts the engine And ~ROLE4 hears it whine. ~ROLE1 takes the knob And puts it in 'park,' The go-cart chugs And lets out a spark. The engine ise workbench Goes the cart. ~ROLE2 gets tools So ~ROLE1 can start. ~ROLE3 comes in with ~ROLE4 alongside. They see the go-cart And want a ride. "Can't," says ~ROLE2, "The cart won't go. ~ROLE1 is here To fix it though." ~ROLE1 takes the hammer And also tra Harrison " ~ROLE1," says ~ROLE2, "You're so smart. Help me take My go-cart apart." "I'll try," says ~ROLE1, "But it looks hard. We'd better go to ~ROLE3's back yard." They go to ~ROLE3's Where in the back ~PRO/He/She/ has made A workshop shack. On thTAILOR When ~ROLE1's go-cart breaks down, ~PRO/he/she/ asks ~ROLE2 to help fix it. Do you think ~ROLE2 and ~ROLE1, with some help from their friends ~ROLE4 and ~ROLE3, will fix the broken go-cart? ::::::::::::::::::::::::::: THE BROKEN GO-CART by BarbaROLES=4 DESC { STDNT #'S: MIN=6 MAX=6 REC=6 This playful story emphasizes various word families. The children get the broken go-cart to run and they all think it's lots of fun. } BEGIN GO-CART Source Disk: T301, GRINS ON OUR CHINS A NOTE FROM THE STORY 989 Humanities Software All Rights Reserved ave as a cobra, As brave as a wave. So they said, "Hey, ~TEACHER, Just watch this." And ~ROLE2, ~ROLE3 and ~ROLE1 Gave the cobra a kiss. Then the cobra gave ~ROLE1, ~ROLE3 and ~ROLE2 a ride. It was like riding down A crooked, Crawling water slide! (C) 1~ROLE1, ~ROLE2 and ~ROLE3, Don't catch cold, Creepy cobras!" The cobra said, "Coco, coco." "Look out for that cobra Coiled in that cave. It will creep on your arm Like a crawling wave," said ~TEACHER. But ~ROLE3, ~ROLE2 and ~ROLE1 were brave, As brack. With ~ROLE3 on the left, And ~ROLE4 on the right, The quick little go-cart Disappears out of sight. ::::::::::::::::::::::::::: WRITING CHALLENGE FROM THE STORY TAILOR Make a list of all the rhyming words in this poem. You will see that these words come from word families that have other rhyming words in them. Brainstorm and add to your list all the rhyming words you can think of. Use your rhyming word list to write a poem or story about you and your friends. Perhaps you are fixing a go-cart or, why don't you continue reading. [ ~ROLE1, seeming to believe that ~PRO/he/she/ is a full-grown tyrannosaurus rex, stalks around the classroom looking at ~PRO/his/her/ classmates.] ~ROLE1 [bellowing]: I am the king -- the mighty tyrannosaurus rex. OthK, now. Calm down. We all know how much ~ROLE1 loves dinosaurs. ~PRO/He/She/ is just using ~PRO/his/her/ imagination, which is good. But the fun's over and it's time to get back to the story. ~TEACHER [to ~ROLE1]: Now, ~ROLE1, since you're standing up ~PERSON and ~PERSON whisper to each other. Some students look afraid. Others look confused. ~TEACHER doesn't laugh or get angry or threaten to get the principal, but just stands there looking at ~ROLE1 in disbelief.] ~TEACHER [addressing the class]: O [ ~ROLE1 gets out of ~PRO/his/her/ seat and stands very tall.] ~TEACHER: You're not ~ROLE1? ~ROLE1: No. I am a tyrannosaurus rex, king of the dinosaurs! [bellowing]: ROAR! [ ~ROLE1's classmates don't know what to think. ~PERSON begins to laugh. us rex.] ~ROLE1 [bellowing from ~PRO/his/her/ seat]: ROAR! [Everyone in the class turns and looks at ~ROLE1. ~TEACHER walks over to ~ROLE1's desk.] ~TEACHER [to ~ROLE1]: Yes, ~ROLE1, did you have something you wanted to say? ~ROLE1: I'm not ~ROLE1!r, but ~TEACHER calls on ~ROLE2.] [While ~ROLE2 is reading, ~ROLE1 starts to daydream about being the dinosaur in the story. In fact, ~PRO/he/she/ can feel ~PRO/himself/herself/ changing at that very moment, changing into a giant, meat-eating tyrannosaururs when ~PRO/he/she/ is supposed to be reading.] ~ROLE1 [excitedly to ~PRO/his/her/ friend, ~PERSON]: Oh boy! This is better than reading some dumb old story about ~FILL. ~TEACHER: Now, who would like to read first? [Almost all hands go up in the aill. [ ~ROLE1 is very happy and has a big smile on ~PRO/his/her/ face. ~ROLE1 is happy because ~PRO/he/she/ loves dinosaurs. ~PRO/He/She/ knows everything there is to know about dinosaurs. In fact, there are days when ~ROLE1 is drawing pictures of dinosaing on the chalkboard when students' voices are heard coming down the hall. Walking to the door, ~TEACHER greets students as they enter the room.] ~TEACHER: Take your seats, everyone. We're going to read a story about the biggest, meanest dinosaur of a !"OM THE STORY TAILOR Read the play below and decide for yourself whether ~ROLE1 has really become the king of all dinosaurs, Tyrannosaurus Rex. ::::::::::::::::::::::::::: THERE'S A DINOSAUR IN ROOM ~ROOM by C.P. Smith [Recess is over. ~TEACHER is writROLES=2 DESC { STDNT #'S: MIN=5 MAX=8 REC=6 A fun play, for group reading, describes a classroom setting where a student becomes the king of all dinosaurs, Tyrannosaurus Rex. } BEGIN DINOSAUR Source Disk: T320, CLITTER CLATTER WHAT'S THE MATTER A NOTE FR fixing something else that is broken. Go to the "X.Write" file, and use the computer to write your good ideas. (C) 1989 Humanities Software All Rights Reserved er dinosaurs run when they see me coming, because I am the biggest, baddest meat-eating dinosaur there ever was. [ ~TEACHER and ~ROLE1's classmates sit there in amazement. ~ROLE1 isn't reading what they are all reading.] ~TEACHER [seeming a little confused]: Thank you, ~ROLE1. ~ROLE2, why don't you continue reading. Then ~PERSON can read next. [But before ~ROLE2 can open ~PRO/his/her/ mouth and begin reading, ~ROLE1 is continuing ~PRO/his/her/ story.] ~ROLE1: One day, I was out looking for food. A plaws," observed ~PERSON. "The ground isn't pushed down like a hoof print," observed ~PERSON. "No claws, no toes, not a hoof print, and it certainly isn't a fish or a snake," said ~PERSON. "I know. Maybe it's a huge hopping frog who bounces on its roundotprints!" exclaimed ~PERSON. "They sort of look like bear footprints," observed ~PERSON. "They're big and round like bear footprints, but something is different," said ~PERSON, as ~PRO/he/she/ bent down and looked closely at the ground. "There are no cund the side of the building to visit. ~ROLE2 was the first to notice something very peculiar. " ~ROLE1, ~ROLE1, look at this!" exclaimed ~ROLE2. "It looks like footprints!" shouted ~ROLE1. "It looks like footprints to me, too," said ~PERSON. "Weird fo~TEACHER excused the class. ~PERSON was out the door before you could count to ten. ~PERSON ran toward the swings. ~PERSON and ~PERSON went to play kickball. ~PERSON and ~PERSON went ~FILL. ~ROLE1, ~ROLE2 and some of their friends went to the shade aroER MYSTERY by Jon Madian CHAPTER I When the recess bell rang, the students in ~TEACHER's class dropped their pencils on their desks, causing a clatter. Everyone had worked hard all morning and they were ready for a break. As soon as the room was quiet, #%&'()*+ STORY TAILOR ~TEACHER and students in Room ~ROOM, what would you do if you found enormous, round footprints at ~SCHOOL? As you read this story, see how good you and your classmates are at solving a mystery. ::::::::::::::::::::::::::: THE COOKIE MONSTROLES=2 DESC { STDNT #'S: MIN=8 MAX=CL REC=CL In Chapter I, students are introduced to scientific, deductive reasoning as they follow a trail of crumbs around their school yard. } BEGIN MYSTERY Source Disk: T440, THE COOKIE MONSTER MYSTERY A NOTE FROM THEights Reserved I bet you can! Do you think ~ROLE1 really thought ~PRO/he/she/ was a dinosaur? Perhaps you would like to describe what might have happened next. Go to the "X.Write" file, and use the computer to write your good ideas. (C) 1989 Humanities Software All Rto ~PRO/his/her/ seat.] ~ROLE2 [to ~ROLE1]: Were you just play-acting or did you really think you were a dinosaur? ~ROLE1 [smiling]: ROAR! ::::::::::::::::::::::::::: WRITING CHALLENGE FROM THE STORY TAILOR Can you write a conclusion to this play? . [The classroom is quiet.] ~ROLE1 [in a normal voice]: I had you worried for awhile, didn't I, ~TEACHER? ~TEACHER [smiling]: Yes, you did, ~ROLE1. You had us all believing you were a tyrannosaurus rex. You were very convincing. [ ~ROLE1 goes back terodactyl was flying overhead. I didn't really want to eat a pterodactyl. I had one yesterday. ~PERSON [making a disgusted looking face]: Yuck! ~TEACHER [sternly]: OK, Rex. I've let you have your fun, but enough is enough. Now go back to your seat belly," ~PERSON said, laughing. "It would have to be as round as a giant beach ball. But the hole isn't deep in the center. It's flat, like a giant lily pad," observed ~PERSON. "Do you think this is the footprint of some kind of giant walking flower?" asked ~PERSON. ~PERSON walked over, bent down, and touched the indented earth. "Look. There are some golden brown, almost ginger colored rocks," ~PRO/he/she/ said. "I never saw rocks that color of brown, not mixed with this dark brown dirt," said ~PERing is left on the screen. PRINT the file. Share your writing with a friend. (C) 1989 Humanities Software All Rights Reserved k on it some more. As you rewrite, add more details so your reader can imagine the scene clearly. Use the STORY TAILOR "Draw Frame" option so you can illustrate your ideas. SAVE your work. DELETE all of "A Note From The Story Tailor," so only your writwrite these ideas into a story, poem or play. ::::::::::::::::::::::::::: ~FILL ::::::::::::::::::::::::::: A NOTE FROM THE STORY TAILOR When you finish writing, scroll up and read what you wrote. Are you happy with your writing? If not, then wor,./yes and imagine the subject you will write about. What do you see... hear... smell... taste... feel? When you have clear pictures in your mind, open your eyes. Brainstorm ideas and write them as words, phrases or complete sentences below. Then simply reROLES=0 DESC { STDNT #'S: MIN=1 MAX=CL The built-in word processor enables students to expand on the personalized literature and to create their own stories, poems or plays. } BEGIN WRITE Source Disk: All Titles A NOTE FROM THE STORY TAILOR Close your ehts Reserved s, your best hypotheses, or best guesses. Then go to the "X.Write" file, and use the computer to write your good ideas. Describe your best hypotheses, and be sure to explain your reasons for making these hypotheses. (C) 1989 Humanities Software All Rige limited information," said ~PERSON. "Our best hypothesis?" asked ~PERSON. ::::::::::::::::::::::::::: WRITING CHALLENGE FROM THE STORY TAILOR What do you think caused the big, round dents in the ground? Think about, and perhaps discuss with classmatebest chocolate chip cookies I've ever tasted," exclaimed ~PERSON. "What are we saying here, that we've got a giant footprint of some sort that's filled with cookie crumbs?" asked ~PERSON. "I think ~TEACHER would say that's our best hypothesis based on thmed ~PERSON. "Tastes like ginger snaps," said ~PERSON, licking ~PRO/his/her/ fingers. "Tastes like oatmeal cookies to me," laughed ~PERSON. "Banana cookies to me," laughed ~PERSON. "Tastes like creamy, delicious peanut butter," observed ~PERSON. "The mmm, smells sweet," said ~PERSON. "I'm starting to drool." ~PERSON put some in ~PRO/his/her/ mouth. "These aren't rocks! These are cookies!" ~PRO/he/she/ exclaimed while slowly chewing, making little munchy, crunchy sounds. "Let me taste that!" exclaiSON. "Those rocks aren't round like rocks. They're too flat," observed ~PERSON. "And they're broken along some of the edges... broken and crumbling," observed ~PERSON. "That's the same color of brown as something I like. It reminds me of something. HTate E.David L.Baryn B.Brandon L.Brandon C.Joey W.Caitlin C.@Andrew L.Allison R@Trista R.@Mr. MayoMr. RobinsonSuzie K.L !Cb" %n"o" (#M8( % ) L'"p"q" (\4, )7(P0  ( @p 8  x"!b"i"0 ~&i"0 %r"s" (,) &Սt"u" ( %L'")0I0hx H( +5es are at solving a mystery. ::::::::::::::::::::::::::: THE COOKIE MONSTER MYSTERY by Jon Madian CHAPTER I When the recess bell rang, the students in Mr. Robinson's class dropped their pencils on their desks, causing a clatter. Everyone had worked harMYSTERY Source Disk: T440, THE COOKIE MONSTER MYSTERY A NOTE FROM THE STORY TAILOR Mr. Robinson and students in Room 305, what would you do if you found enormous, round footprints at Clyde Hill? 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Important class list size information is included in the preview information. Continue with ^Procedure.^ Return to ^STORY sub-menu^rGY If the disk does not contain to do this. (Press APPLE-N) After choosing a class list, you will choose a story to merge it with. ^See "Get Library Story"^ ^STORY sub-menu^ Press ESC Key to quit Help.dy Preview Story Brief descriptions of stories on the Sto arrow keys and Return. Files which can be accessed appear in bold. Files which cannot be accessed are non-bold. ^Next Page^ W If the catalog does not contain Class Lists, you can look at the catalog on another disk. Use the New Disk option of previously entered class lists. Continue with ^Procedure.^ Return to ^STORY sub-menu^ Press ESC Key to quit Help.r Y Get Class List Choose the class list to merge with the story. Choose from the scrolling catalog by using thep.ry0Y New Story "New Story" allows the teacher to select a new story from a Story Tailor Library disk, and merge it with a class list. You may choose a list you are currently working on, or 'get another class list' from a catalog to quit Help.ry/Y Old Class List Allows the teacher to modify a list previously created. This includes forming new subgroups or modifying old ones. Continue with ^Procedure.^ Return to ^CLASS sub-menu^ Press ESC Key to quit Helown creation. ^Review MAIN MENU options^%/J$1;F`%s1;& New Class List Allows the teacher to create a new list of students for merging with stories. Continue with ^Procedure.^ Return to ^CLASS Sub-menu^ Press ESC Keyticular printer set-up using "Change Printer". PRINT sub-menu: ^Print:^ ^Change Printer:^ Press ESC to quit Help.y;+!z# DISK Use this option to ^save^, ^catalog^ and ^delete^ files on the Story Tailor Library disk or a ProDOS disk of your list of the students in your class; and create subgroups. CLASS Sub-menu Help: ^New Class List^ ^Old Class List^ Press ESC to quit Help.ywRs" PRINT Print Story Tailor stories and class lists using "Print". Enter information about your par student names. Then they are printed out, or used on screen. STORY Sub-menu Help: ^New Story^ ^Old Story^ ^Preview Story^ XT5q CLASS Use the "Class" option to enter special information about your school and neighborhood; set up aand class lists. ^DISK^ Delete files, save files and catalog files. Press ESC Key to quit Help.%/9ak1 STORY The Story Tailor Library disk contains the stories. Stories are selected by the teacher and merged with lists ofgrams of stories and poems for merging with class lists. ^Next Page^ for PRINT and DISK. %/:U_:W Main Menu Continued ^PRINT^ Enter information about your printer, and print your stories Story Tailor stories, you will see a catalog instead of a preview screen. Insert a disk containing stories, and use the New Disk option (press APPLE-N). When a disk catalog which contains stories appears, the titles will be non-bold. Then, press the ESC key to view the Preview Screen. Continue with ^Procedure^rG Information on minimum, maximum and recommended number of students for each story is provided. Min= minimum number needed to use the story. You need to know this number to choose an a pictures illustrating their stories. ^Return to OPTIONS^  Find Option Enter a word, and Story Tailor will search all the text following the cursor to find that word. Can be used to find text in which a certain student's name appears, to checONS^ Press ESC Key to quit Help. Draw Frame Option Draws a frame for hand illustration on the story printout sheet. A marker appears on the screen showing where frame will be drawn on a printout of the story. Within this frame, children drawrn to OPTIONS^ Press ESC Key to quit Help.y New Page Option Puts a marker on the screen to show where a new page should begin. When printing, the text following the marker starts at the top of the next sheet of printer paper. ^Return to OPTIn a window when the ESC key is pressed. ^Top Line^ ^New Page^ ^Draw Frame^ ^Find^ ^Replace^ ^Quit Story^ ^Story Screen^U_MakQ7mw_-y1GFq[zk^ Top Line Option Returns your cursor to the top line of the story. ^Retusor. Move the cursor with the arrow keys. Insert text to the left of the cursor by typing. ^See Wordprocessor Options^ OPTIONS Editing and formatting options are part of the Story Tailor word processor and appear i title. ^See Story Screen^ ^STORY sub-menu^ Press ESC Key to quit Help.y^y STORY SCREEN The story merged with the students' names appears on the screen. At this point, you can rewrite the story using Story Tailor's word process, or whole paragraphs. ^Return to Procedure^ Press ESC Key to quit Help.U_= New Story Name Before merging a Story Tailor Library story with a class list or subgroup, you need to give the story a new name. It must be different from the originalze activities. The text is marked with a small box to show where the students should enter their words. ^Next Page^W Use the arrow keys to move the cursor to the box. Then type in the student's ideas. Students can enter single words, phrasent, press the Space Bar. To accept the final list of role assignments, move the down arrow key past the last role. ^Return to Procedure^ Press ESC Key to quit Help.= Cloze activities Some stories contain completion, fill-in-the-blank, or cloilor can merge student names, these roles must be assigned. The number of roles for the story you have chosen is listed on the screen. ^Next Page^ W You can accept the student shown, or you can select a different student. To change the stude the list, or you can choose to merge a subgroup. Continue with ^Procedure.^ Return to ^STORY sub-menu^ Press ESC Key to quit Help.ry=Y Leading Roles Some stories contain roles which are repeated throughout the story. Before Story Taw Disk option to do this. ^Next Page^ ^STORY sub-menu^ Press ESC Key to quit Help.Wjv Which Students do you want? If you formed subgroups from your class list, they will appear on this menu. You can choose to merge all the students in ^Next Page^ Press ESC Key to quit Help.W5 Catalog files which can be accessed appear in bold. Files which cannot be accessed are non-bold. If the catalog which appears does not contain stories, you may want to look at another disk. Use the Neppropriate class list or subgroup of students for merging with the story. ^Next Page^W) Get Library Story Choose the story from the scrolling catalog by using the arrow keys and Return. The selected story will be merged with the class list. k readability and appropriateness for that student. ^Return to OPTIONS^ Press ESC Key to quit Help. Replace Option Lets you find a word and replace it with another. Can be used to replace one student's name with another. Or use it to replace a word which is new or difficult for a more familiar one. ^Return to OPTIONS^ Press ESC Key to quit Help. Quit Story Option Prompts the user to save the merged and/or rewritten story. Then returns the user to the Main Menu Bar. ^Returnntinue with ^Procedure.^ Return to ^STORY sub-menu^6ak rGYFORTY FIVE catalog by using the arrow keys and Return. If the catalog which appears does not contain Story Tailor stories, you can look at the catalog on another disk. Use threview Story Option^Y Preview Story The screen you were viewing should contain a brief description of stories on the Story Tailor Library disk. Preview Screen DID NOT appear. I need ^Further Help.^ Preview Screen DID appear. Please coer of student names which can be effectively used in the story. Often Max= Cl which means a class list of 30 to 35 names can be used. Rec= the ideal or recommended number of students to use with the story. Often, Rec= Cl (full class list). Return to ^Pt location. ^Return to OPTIONS^ Press ESC Key to quit Help.# Save Settings Save your new settings on your Story Tailor Driver program using this option. ^Return to OPTIONS^ Press ESC Key to quit Help.# Max= the maximum numberface card other than the Apple Super Serial Card, you can designate your interface card. ^Return to OPTIONS^ Press ESC Key to quit Help.# Change Printer Slot If your interface card is in a slot other than slot 1, you can designate the sloquit Help.a Change Printer If you are using a printer other than the ImageWriter II, you can designate your printer using this option. ^Return to OPTIONS^ Press ESC Key to quit Help.# Change Interface Card If you are using an intC Key to quit Help.a Delete Teacher-saved stories and class lists can be deleted from disk using this option. To avoid deleting original Story Tailor stories, please copy and archive your original Library disks. ^Review DISK^ Press ESC Key to as Copy II, or the ProDOS Utilities disk which came with your Apple. ^Review DISK^a Catalog A catalog of files can be accessed using this option. Files on various disks and drives can be easily cataloged. ^Review DISK^ Press ESve Settings^ ^Return to PRINT^mww'y'(pM) Save Stories can be saved on the Story Tailor Library Disk or any data disk formatted for ProDOS. You can format your own disks using a commercial utility program such Change Printer Options Story Tailor is set up to use the ImageWriter II with an Apple Super Serial card in slot 1. Change these settings using the Change Printer options shown below. ^Change printer^ ^Change Interface Card^ ^Change Printer Slot^ ^Sae- results in an 80 column printout. Graphics mode- results in a larger, bold, graphic font similar to the on screen font. The printout is 40 characters wide. Printing is slower using graphics mode. ^Return to PRINT^ Press ESC to quit Help. sed are non-bold. ^Next Page^W], Print Print stories before or after merging them with class lists or rewriting the stories. Print Class Lists as an aid in record keeping. ^Next Page^W! Print two types of text: Text modORY sub-menu^ Press ESC Key to quit Help.ry> Y Load Story Choose an Old Story to load from the catalog of files. The current disk catalog appears in a window. Catalog files which can be accessed appear in bold. Files which cannot be acces to OPTIONS^ Press ESC Key to quit Help. Old Story A teacher can load a story which was previously merged with student names and saved to disk. The story can be used on screen or printed out. Continue with ^Procedure.^ Return to ^STe New Disk option to do this. ^Next Page^ Press ESC Key to quit Help.yWS- Directly below the catalog window, and beside the diskette icon, is information on the current disk-- disk volume name, disk size, slot, and drive. Change to a different disk by using the New Disk option. (Press Apple N) ^Next Page^ Press ESC Key to quit Help.Wt.forty-eight STORY SCREEN The story merged with the students' names appears on the screen. You can rewrite the story using Story Tailor's word Class List" Option Prompts the user to SAVE class lists and changes to class lists. Returns the user to the Main Menu. ^Return to OPTIONS^ Press ESC to quit Help.0 Note: If you make a mistake and need to delete a student name, press the Dup to delete: An entire subgroup can be deleted using this option. Choose the subgroup you want to delete by using the arrows and Return key. ^See "Quit Class List" Option^ ^Return to CLASS LIST Options^ Press ESC to quit Help.y;0 "Quit To REMOVE a student from the subgroup, use the arrow keys to highlight the name. Then press the Space Bar. ^See "Delete Subgroup" Option^ ^Return to CLASS LIST Options^ Press ESC to quit Help.y:0 "Delete Subgroup" Option Select Subgro review: Choose the name of the subgroup you want to review. Scroll through the catalog using the arrow keys. Then press Return. ^Next Page^W9 To ADD names to the subgroup, use the arrow keys to highlight the name. Then press the Space Bar.r Library stories in the same way as a class list. Press Escape when finished choosing your subgroup. ^See "Review Subgroup" Option^ ^Return to CLASS LIST Options^ Press ESC to quit Help.y90 "Review Subgroup" Option Select Subgroup tor Old class lists. Individuals can be placed in subgroups by reading groups, interests, friendships, etc Use arrow keys to scroll through the class list. Press Space Bar to choose. ^Next Page^W7 This subgroup can be merged with the Story Tailo Name: Subgroups can be created from the class list of all students. A unique name needs to be given to the subgroup. ^Next Page^ Press ESC to quit Help.W6 "New Subgroup" Option Student Data: New subgroups can be formed from members of New oacters or less in length. Enter the student's gender using B or G. Continue until all students in your class are listed. Then press Escape. ^See "New Subgroup" Option^ ^Review CLASS LIST Options^<0 "New Subgroup" Option New Subgroupt Data: The first name and gender of each student in the class is entered using this option. These names will be merged with Story Tailor Library stories. ^Next Page^yW4 Type the first name of the student and press return. Names can be 15 charial data. Edit your typing by moving the cursor up and down with the arrow keys, and using the Delete key. Each entry can contain 15 characters. ^See "Student Data" Option^ ^Review CLASS LIST Options^ Press ESC to quit Helpy30 Studenames of school team, town, state, park, street, etc. which may be used in certain of the Story Tailor Library stories can be entered using this option. Special Data for existing (Old) class lists can be modified. ^Next Page^W2 Type in the specNew Subgroups^ from class list ^Review Subgroups^ add delete names ^Delete Subgroups^ when not needed ^Quit Class List^ when finished ^Review CLASS LIST^ Press ESC to quit Help#g1%/k31;t5=G8IS:U_z; Special Data: Nue name. Type the classroom teacher's name, or any other name which identifies the class. ^Next Page^ ^Review CLASS LIST^ Press ESC to quit Help.W0vR Class List Options: ^Special Data^ school, state, team ^Student Data^ name, gender ^ processor. Move the cursor with the arrow keys. Insert text to the left of the cursor by typing. ^See Wordprocessor Options^ Press ESC to quit Help. New Class List Name: The class list you are about to create needs a uniqelete key until the name is gone. Then press an arrow key, to remove the gender. ^See "New Subgroup" Option^ ^Return to CLASS LIST OPTIONS^ Press ESC to quit Help.y50 Some stories contain ^Leading Roles^ which are assigned to students on the class list. Some stories have a ^Cloze^ activity feature which allows the student to enter their own ideas. ^Next Page^ Press ESC Key to quit Help.#n=GmwWWAll Rights Reserved assmates, your best hypotheses, or best guesses. Then go to the "X.Write" file, and use the computer to write your good ideas. Describe your best hypotheses, and be sure to explain your reasons for making these hypotheses. (C) 1989 Humanities Software ed on the limited information," said Nicole. "Our best hypothesis?" asked Garrett. ::::::::::::::::::::::::::: WRITING CHALLENGE FROM THE STORY TAILOR What do you think caused the big, round dents in the ground? Think about, and perhaps discuss with cl "The best chocolate chip cookies I've ever tasted," exclaimed Shuyler. "What are we saying here, that we've got a giant footprint of some sort that's filled with cookie crumbs?" asked Paul. "I think Mr. Robinson would say that's our best hypothesis bas me taste that!" exclaimed Shuyler. "Tastes like ginger snaps," said Paul, licking his fingers. "Tastes like oatmeal cookies to me," laughed Nicole. "Banana cookies to me," laughed Garrett. "Tastes like creamy, delicious peanut butter," observed Aaron.thing I like. It reminds me of something. Hmmm, smells sweet," said Garrett. "I'm starting to drool." Aaron put some in his mouth. "These aren't rocks! These are cookies!" he exclaimed while slowly chewing, making little munchy, crunchy sounds. "Let, not mixed with this dark brown dirt," said Shuyler. "Those rocks aren't round like rocks. They're too flat," observed Paul. "And they're broken along some of the edges... broken and crumbling," observed Nicole. "That's the same color of brown as some this is the footprint of some kind of giant walking flower?" asked Garrett. Aaron walked over, bent down, and touched the indented earth. "Look. There are some golden brown, almost ginger colored rocks," he said. "I never saw rocks that color of brownnow. Maybe it's a huge hopping frog who bounces on its round belly," Paul said, laughing. "It would have to be as round as a giant beach ball. But the hole isn't deep in the center. It's flat, like a giant lily pad," observed Nicole. "Do you thinkhe bent down and looked closely at the ground. "There are no claws," observed Garrett. "The ground isn't pushed down like a hoof print," observed Aaron. "No claws, no toes, not a hoof print, and it certainly isn't a fish or a snake," said Shuyler. "I khouted Jason. "It looks like footprints to me, too," said Aaron. "Weird footprints!" exclaimed Shuyler. "They sort of look like bear footprints," observed Paul. "They're big and round like bear footprints, but something is different," said Nicole, as st went Behind the trees. Jason, Kyle and some of their friends went to the shade around the side of the building to visit. Kyle was the first to notice something very peculiar. " Jason, Jason, look at this!" exclaimed Kyle. "It looks like footprints!" sd all morning and they were ready for a break. As soon as the room was quiet, Mr. Robinson excused the class. Garrett was out the door before you could count to ten. Aaron ran toward the swings. Shuyler and Paul went to play kickball. Nicole and GarretDINOSAUR Source Disk: T320, CLITTER CLATTER WHAT'S THE MATTER A NOTE FROM THE STORY TAILOR Read the play below and decide for yourself whether Jenny has really become the king of all dinosaurs, Tyrannosaurus Rex. ::::::::::::::::::::::::::: THERE'S A yl. I had one yesterday. Anna [making a disgusted looking face]: Yuck! Mr. Robinson [sternly]: OK, Rex. I've let you have your fun, but enough is enough. Now go back to your seat. [The classroom is quiet.] Jenny [in a normal voice]: I had you worou continue reading. Then Kim can read next. [But before Marc can open his mouth and begin reading, Jenny is continuing her story.] Jenny: One day, I was out looking for food. A pterodactyl was flying overhead. I didn't really want to eat a pterodactse I am the biggest, baddest meat-eating dinosaur there ever was. [ Mr. Robinson and Jenny's classmates sit there in amazement. Jenny isn't reading what they are all reading.] Mr. Robinson [seeming a little confused]: Thank you, Jenny. Marc, why don't yeading. [ Jenny, seeming to believe that she is a full-grown tyrannosaurus rex, stalks around the classroom looking at her classmates.] Jenny [bellowing]: I am the king -- the mighty tyrannosaurus rex. Other dinosaurs run when they see me coming, becau Calm down. We all know how much Jenny loves dinosaurs. She is just using her imagination, which is good. But the fun's over and it's time to get back to the story. Mr. Robinson [to Jenny]: Now, Jenny, since you're standing up, why don't you continue rPeter whisper to each other. Some students look afraid. Others look confused. Mr. Robinson doesn't laugh or get angry or threaten to get the principal, but just stands there looking at Jenny in disbelief.] Mr. Robinson [addressing the class]: OK, now. ! [ Jenny gets out of her seat and stands very tall.] Mr. Robinson: You're not Jenny? Jenny: No. I am a tyrannosaurus rex, king of the dinosaurs! [bellowing]: ROAR! [ Jenny's classmates don't know what to think. Corinne begins to laugh. Sam and yrannosaurus rex.] Jenny [bellowing from her seat]: ROAR! [Everyone in the class turns and looks at Jenny. Mr. Robinson walks over to Jenny's desk.] Mr. Robinson [to Jenny]: Yes, Jenny, did you have something you wanted to say? Jenny: I'm not Jenny [Almost all hands go up in the air, but Mr. Robinson calls on Marc.] [While Marc is reading, Jenny starts to daydream about being the dinosaur in the story. In fact, she can feel herself changing at that very moment, changing into a giant, meat-eating tre days when Jenny is drawing pictures of dinosaurs when she is supposed to be reading.] Jenny [excitedly to her friend, Steven]: Oh boy! This is better than reading some dumb old story about a spider. Mr. Robinson: Now, who would like to read first? everyone. We're going to read a story about the biggest, meanest dinosaur of all. [ Jenny is very happy and has a big smile on her face. Jenny is happy because she loves dinosaurs. She knows everything there is to know about dinosaurs. In fact, there aDINOSAUR IN ROOM 305 by Cam S. [Recess is over. Mr. Robinson is writing on the chalkboard when students' voices are heard coming down the hall. Walking to the door, Mr. Robinson greets students as they enter the room.] Mr. Robinson: Take your seats, ried for awhile, didn't I, Mr. Robinson? Mr. Robinson [smiling]: Yes, you did, Jenny. You had us all believing you were a tyrannosaurus rex. You were very convincing. [ Jenny goes back to her seat.] Marc [to Jenny]: Were you just play-acting or did you really think you were a dinosaur? Jenny [smiling]: ROAR! ::::::::::::::::::::::::::: WRITING CHALLENGE FROM THE STORY TAILOR Can you write a conclusion to this play? I bet you can! Do you think Jenny really thought she was a dinosaur? Perhaps yort? ::::::::::::::::::::::::::: THE BROKEN GO-CART by Barbara Harrison " Morgan," says Andrew, "You're so smart. Help me take My go-cart apart." "I'll try," says Morgan, "But it looks hard. We'd better go to Allison's back yard." They go to Allison's GO-CART Source Disk: T301, GRINS ON OUR CHINS A NOTE FROM THE STORY TAILOR When Morgan's go-cart breaks down, he asks Andrew to help fix it. Do you think Andrew and Morgan, with some help from their friends Travis and Allison, will fix the broken go-caAndrewMorganJohnTrista@Allison@TravisBrandon C.Brandon L.JoeyJamie@Suzie@Caitlin@u would like to describe what might have happened next. Go to the "X.Write" file, and use the computer to write your good ideas. (C) 1989 Humanities Software All Rights Reserved Where in the back She has made A workshop shack. On the workbench Goes the cart. Andrew gets tools So Morgan can start. Allison comes in with Travis alongside. They see the go-cart And want a ride. "Can't," says Andrew, "The cart won't go. Morgan is here MorganAllison@Jamie@JoeyTravis@Brandon C.Brandon::::::::::::::::::::: THE COOKIE MONSTER MYSTERY by Jon Madian CHAPTER I When the recess bell rang, the students in Mr.Robinsons class dropped their pencils on their desks, causing a clatter. Everyone had worked hard all morning and they were ready for THE COOKIE MONSTER MYSTERY Mr. Robinson and students in Room 305, what would you do if you found enormous, round footprin Clide Hill School? As you read this story, see how good you and your classmates are at solving a mystery. ::::::t you and your friends. Perhaps you are fixing a go-cart or fixing something else that is broken. Go to the "X.Write" file, and use the computer to write your good ideas. (C) 1989 Humanities Software All Rights Reserved the rhyming words in this poem. You will see that these words come from word families that have other rhyming words in them. Brainstorm and add to your list all the rhyming words you can think of. Use your rhyming word list to write a poem or story aboukid marks are black. Andrew is driving And Morgan sits in back. With Allison on the left, And Travis on the right, The quick little go-cart Disappears out of sight. ::::::::::::::::::::::::::: WRITING CHALLENGE FROM THE STORY TAILOR Make a list of all put on the wheels And fill it with gas, Drive out of the workshop And onto the grass. "Where can we go?" asks Allison. "Who can we show?" asks Travis. " Brandon L. and John Will want to know," shout Allison and Travis. The engine is purring, The s' The go-cart chugs And lets out a spark. The engine is purring, The pipes give out smoke. "Hey, Andrew," says Morgan, "You said the cart broke?" "We fixed it! It's working!" Allison and Travis shout. "Now that it's working, Let's all take it out!" They To fix it though." Morgan takes the hammer And also the pliers, Hits on the rim And takes off the tires. Andrew checks the pedals And finds they work fine. Allison starts the engine And Travis hears it whine. Morgan takes the knob And puts it in 'park,