8L2C)pJJJJ IH(ȱH:=IH[H`@HcH  $ +   I/H`JLNGȄBȄF aK  haaFF  mJm# KKJ UJ )J ۈ) ;J3ȱJFȱJGJKaȄM  aaNNJFLGJL L ---------------- FrEdMail Project ---------------- A Telecommunications Model Lesson for the K-12 Classroom: ELECTRONIC NEWSLETTERS 2MK'NEWS.PF Mڰ#,INTERVIEW.PF Mڰ,,BK.REVIEW.PFMڰ.ABOUT.CRITTERS MM% (CRITTERS.YMM& DISK.4M' *ABOUT.NEWS ML5*NEWSLETTER"@ML,NEWS.ARTICLE6E7ML)INTERVIEWS ML;+BOOK.REVIEWe.ML9*MOUSE.TALK~? &PRODOS `DaElH$?EGvѶK+`L HHLy XP LM ԠΠˮԥS)*+,+`F)) (*=GJFjJJA QE'+ '== `@ STSP8QSS8 m P o R(8R Three Model Lessons by Darien Ainsley Evelyn C. McNeilly Steven Pinney Newslette  3 to 4 weeks SUMMARY: This is an adaptable lesson for student news report writing. A large group lesson is included to emphasize that important information is included in all good news articles. Student teams work together to identify information catesub-lessons for report of information (news), reflective essay (interview) and evaluation writing (book review) are also included. ********** SUB-LESSON 1: Report of Information - News Article GRADES: 4 - 12 TIME: sequencing of project activities and possible options. Class management, disk organization and site directions are also given. Students learn cooperative learning, writing, critical thinking and electronic publishing skills. Stand alone or coordinated a cooperatively built electronic newsletter. This publication can represent the work of one classroom, an entire school, or the work of many geographically diverse classrooms using the FrEdMail system as host. Directions provide suggestions for meetings,-34 Electronic Newsletter TELELESSON ABSTRACTS GRADES: 4 - 12 TIME: 4 - 5 weeks PROJECT SUMMARY: The electronic newsletter project contains three adaptable lessons which may be used in the creation of Summary of Lesson Background Information Prewriting Directions for Writing Rubric Respond/Revise/Evaluate/Publish Prompted Lesson Sample of Student Book Reports Appendix Using Mousetalk with FrEdMail.............27nd/Revise/Publish Sample of Student Interview Sub-Lesson 3 - Book Review:.....................21-26 Overview Audience/Target Population Materials Class Logistics Lesson-Related Jobs Sequence Learning Objectives .16-20 Overview Audience/Target Population Materials Class Logistics Learning Objectives Description of Lesson Background Information Prewriting Directions for Writing Rubric Prompted Lesson Respoformation Prewriting Activity Additional Practice Writing Assignment Writing Situation Writing Directions Rubric Prompted Lesson Sample of Student News Article Sub-Lesson 2 - Interview:......................Options..........................8 Sub-Lesson 1 - News Article:....................10-15 Overview Audience/Target Population Materials Lesson-Related Jobs Sequence Lesson Logistics Learning Objectives Background In..................................6 Project-Related Jobs........................6 Meetings....................................6 Sequence....................................7 Logistics...................................7 TeleLesson Electronic Newsletter Table of Contents Project: Overview....................................5 Audience/Target Population..................5 Skills Addressed............................5 Materials.r TeleLesson Coordinator Steven Pinney TeleLesson Editor Donna Ewing Newport Mesa Unified Schools gories and use local newspapers to practice identifying types. Optional lesson ideas are provided. Students learn critical thinking, summarizing, and writing skills. This can be used as a stand-alone lesson or as part of the Electronic Newsletter lesson. TEACHER/AUTHOR: Steven Pinney ********** SUB-LESSON 2: Reflective Essay - Interview/Feature Article GRADES: 10 - 12 (Adaptable down to grade 5) TIME: Two weeks (varies according to grade level) SUMMARY: This lessoogistics...................................7 TeleLesson Options..........................8 Sub-Lesson 1 - News Article:....................10-15 Overview Audience/Target Population Materials Lesson-Related Jobs Sequence Skills Addressed............................5 Materials...................................6 Project-Related Jobs........................6 Meetings....................................6 Sequence....................................7 L FrEdMail Telelesson Project Electronic Newsletter Table of Contents Project: Overview....................................5 Audience/Target Population..................5 A California AB803 Curriculum Development Project Al Rogers, Director San Diego County Office of Education Distributed Exclusively by CUE, Softswap Project Newsletter TeleLesson Coordinator Steven Pinney TeleLesson Editor Donna Ewing Newport Mesa Unified Schools  !"#$%&'()*+,-./01234S Three Model Lessons by Darien Ainsley Evelyn C. McNeilly Steven Pinney ---------------- FrEdMail Project ---------------- A Telecommunications Model Lesson for the K-12 Classroom: ELECTRONIC NEWSLETTERossible to implement in a single classroom, across all grade levels and wide geographic areas. Literature, the basis of the book reviews, is common throughout. TEACHER/AUTHOR: Darien Ainsley GRADES: 4 - 12 TIME: 1 - 2 weeks, after the books are read SUMMARY: The Book Review section is designed to incorporate the writing process, language arts, and literature, culminating with the writing published in the electronic newsletter. It will be p ROSICKY. Students learn how to lead into direct quotes from interviews and how to reflect on a subject through inductive reasoning. TEACHER/AUTHOR: Evelyn C. McNeilly ********** SUB-LESSON 3: Evaluation - Book Review n provides a model for developing feature articles from interviews for an electronic newsletter. It also provides practice on the reflective essay for the CAP test. The lesson is written as a follow-up activity for HARD TIMES and a lead in to MY NEIGHBORLesson Logistics Learning Objectives Background Information Prewriting Activity Additional Practice Writing Assignment Writing Situation Writing Directions Rubric Prompted Lesson Sample of Student News Article Sub-Lesson 2 - Interview:.......................16-20 Overview Audience/Target Population Materials Class Logistics Learning Objectives Description of Lesson Background Information Prewriting Directions forsletter. It will be possible to implement in a single classroom, across all grade levels and wide geographic areas. Literature, the basis of the book reviews, is common throughout. TEACHER/AUTHOR: Darien Ainsley "Electronic Newsletters uation - Book Review GRADES: 4 - 12 TIME: 1 - 2 weeks, after the books are read SUMMARY: The Book Review section is designed to incorporate the writing process, language arts, and literature, culminating with the writing published in the electronic newa lead in to MY NEIGHBOR ROSICKY. Students learn how to lead into direct quotes from interviews and how to reflect on a subject through inductive reasoning. TEACHER/AUTHOR: Evelyn C. McNeilly ********** SUB-LESSON 3: Evall) SUMMARY: This lesson provides a model for developing feature articles from interviews for an electronic newsletter. It also provides practice on the reflective essay for the CAP test. The lesson is written as a follow-up activity for HARD TIMES and tronic Newsletter lesson. TEACHER/AUTHOR: Steven Pinney ********** SUB-LESSON 2: Reflective Essay - Interview/Feature Article GRADES: 10 - 12 (Adaptable down to grade 5) TIME: Two weeks (varies according to grade levedentify information categories and use local newspapers to practice identifying types. Optional lesson ideas are provided. Students learn critical thinking, summarizing, and writing skills. This can be used as a stand-alone lesson or as part of the Elece GRADES: 4 - 12 TIME: 3 to 4 weeks SUMMARY: This is an adaptable lesson for student news report writing. A large group lesson is included to emphasize that important information is included in all good news articles. Student teams work together to i are also included. "Electronic Newsletters Page 3 FrEdMail Telelesson Project ********** SUB-LESSON 1: Report of Information - News Articls are also given. Students learn cooperative learning, writing, critical thinking and electronic publishing skills. Stand alone or coordinated sub-lessons for report of information (news), reflective essay (interview) and evaluation writing (book review)re school, or the work of many geographically diverse classrooms using the FrEdMail system as host. Directions provide suggestions for meetings, sequencing of project activities and possible options. Class management, disk organization and site direction12 TIME: 4 - 5 weeks PROJECT SUMMARY: The electronic newsletter project contains three adaptable lessons which may be used in the creation of a cooperatively built electronic newsletter. This publication can represent the work of one classroom, an entiDirections for Writing Rubric Respond/Revise/Evaluate/Publish Prompted Lesson Sample of Student Book Reports Appendix Using Mousetalk with FrEdMail.............27-34 TELELESSON ABSTRACTS GRADES: 4 - ook Review:.....................21-26 Overview Audience/Target Population Materials Class Logistics Lesson-Related Jobs Sequence Learning Objectives Summary of Lesson Background Information Prewriting Writing Rubric Prompted Lesson Respond/Revise/Publish Sample of Student Interview "Electronic Newsletters Page 2 FrEdMail Telelesson Project Sub-Lesson 3 - B Page 4 FrEdMail Telelesson Project Telelesson - Electronic Newsletter PROJECT INTRODUCTION OVERVIEW This writing project is designed to stimulate and encourage the writing of students in one classroom, one school, across an entire school district or even, at its most motivating, across a large geographic region. It may be tailored to meet the application for each of these options. Students will, using a at site regardless of personalities. MEETINGS Since face-to-face involvement is so important to beginning telecommunications projects, regular team meetings are essential. We recommend that monthly meetings be scheduled. AGENDAS 1) Meeting rough the Site Editor. The Site Editor will elicit the articles, assign reporters, maintain deadlines, and keep a notebook of downloaded directions, flyers, and announcements from the Project Director. This notebook will ensure consistent procedure for th. MANAGING/SITE EDITORS: Both the Managing Editor and Site Editor positions may be filled by students. The Site Editor's job will be to represent the project at his site. Questions for the Managing Editor and/or Project Director would naturally pass th position is responsible for providing leadership and problem solving. Organizing meetings, planning the project calendar, assigning tasks and providing for desktop publication of the final project (if desired) are some of the jobs of the Project Directort Director and Managing Editor need to be at the same school site since the success of this project depends on their coordinated effort. PROJECT DIRECTOR: A computer literate high school student or teacher should fill the Project Director position. Thisblishing program and printer are required. PROJECT-RELATED JOBS Job descriptions and job responsibilities are very important for successful completion. Project Director, Managing Editor, and Site Editor are the three most important positions. The Projecinal software. Since all files need to be word processed, a classroom-appropriate word processor that can save as ASCII text is required (FrEdWriter is easiest for the Apple computer). This project has a hard copy production option; for this a desktop pu, uploading and downloading. "Electronic Newsletters Page 5 FrEdMail Telelesson Project MATERIALS Each participating site needs a computer, compatible modem, and appropriate termappreciation and understanding Social Skills: cooperative learning, leadership, listening, discussing, encouraging, sharing. Technical Skills: word processing, prompted lessons, file management, keyboarding; telecommunications: terminal software commandsditorials. For those wishing to begin on a small scale, most fourth through sixth grade classes should be able to complete these lessons with success. SKILLS TO BE ADDRESSED Academic skills: reading, writing, editing, revising, interviewing, literature ons of the newsletter. AUDIENCE/TARGET POPULATION All grade levels can be represented in this publishing project. It can include the files of first graders writing friendly letters to Santa Claus and lengthy submissions by high school students offering elation is the telecommunications system called FrEdMail. Sites send (upload) their files to a coordinating location. This "hub" system provides a cohesive "team" effect. Responsibilities of the Site Editor at the "hub" can be rotated for successive editiion - book review Each of these sub-lessons is a complete stand-alone unit of instruction designed to be used any time in the school year. Because of the variety of applications, a section of this manual addresses the various options. The vehicle for colvariety of writing directions, create an electronically collated newsletter from any number of sites. This lesson has three sub-lessons: 1) report of information - news article 2) reflective essay - interview/feature article 3) evaluat#1 Introduce members Survey technical skills and schedule training sessions. Introduce project overview - answer questions Describe jobs and get concrete assignments Schedule first project due date and future meetings. (Be sure to have meeting #2 before the project due date). "Electronic Newsletters Page 6 m the option of using a number of available programs beyond the Apple II system. This option would require independent skills, but would provide an obvious link between present forms of publication and telecommunications. A hard copy of this newsletter w printing options exist. Optional printing of the mega-file may be possible for posting. An alternate publishing option would be to desktop publish each of the articles using appropriate desktop publishing software. Telecommunications offers the classroo data disks. Each could be on its own colored data disk labeled /NEWS.1 or /NEWS.2. PRINTING The first edition of the Newsletter would be a posted word- processed document on the FrEdMail e-mail section. Subsequent editions would be the same and thus no a large file that will comprise the final electronic version of the newsletter. This mega-file will be posted as an attached file in the e-mail section to each site. These merged newsletter files can become quite large and therefore may require their ownnow in a glance what was in it. "Electronic Newsletters Page 7 FrEdMail Telelesson Project After each site sends its file to the Managing Editor, the files need to be merged into book review, the file name might be: NEWS3.SMI.BKRVW. (Remember ProDOS filenames must begin with a letter, contain no more than fifteen characters made up of letters, numbers and periods.) The Managing Editor would download the file with this name and k disks could be yellow, all newsletter disks blue, etc. NAMES OF FILES: File names should include the originating site's name and a code for the type of writing involved. For example, if the file from Smith School was for the third newsletter and was aok reviews from Adams School would be saved on the /ADAMS disk. All merged files saved as completed newsletters would be saved on the /NEWSLETTER disk. With the advent of colored data disks, some organizational tasks have been streamlined. All site dataOGISTICS DISKS: The Managing Editor assigns each newsletter to a specific disk. This will facilitate the merging process prior to uploading onto FrEdMail. Each file from a site may be saved on that site's disk. For example, all news, biographies or bo and uploads its text file to the Managing Editor. 5) The Managing Editor merges all the files sent to a masthead file. 6) Each contributing site receives a copy of this mega-file via e-mail. PROJECT Land filled by volunteers. Each site assigns a Site Editor. 2) The team agrees to a tentative due date for its first article. 3) Each site chooses a different writing assignment from the sub-lessons. 4) Each site completes its lessonates merged mega-file to team. Any suggested changes in file format should be discussed at this time. SEQUENCE 1) A meeting is held for all interested parties. Jobs are explained ew problems/successes of first file transfer. Reach consensus on policy regarding editing responsibilities. Schedule next file transfer due date. Project Director demonstr FrEdMail Telelesson Project 2) Meeting #2 Survey technical skills and provide training. Respond to any site problems. Support the project due date. 3) Meeting #3 Reviould also provide exciting evidence to prospective new members. SCHEDULING WITH LIMITED NUMBERS OF COMPUTERS The primary goal of this project is to provide a vehicle for publication. A limited number of computers should not stop a class or school from participating. Volumes of student writing can be combined with news reports written by editing teams. These teams need only send a few articles from their site for inclusion in the newsletter. TELELESSON OPTIONS The following s will then be used by each student to build an article on local school news. AUDIENCE/TARGET POPULATION This telelesson can be taught to any grade. It is most easily taught beginning with the fourth grade and, with varying degrees of sophistication, c5789:;<=>?@ABCDEFGHIJKLMNOPQERVIEW This lesson will promote the use of good reporting skills to create a news article. Prewriting activity includes study of a local newspaper's news items. Each of the selected news articles will be evaluated for writing attributes. These attribute FrEdMail Telelesson Project Telelesson - Electronic Newsletter Sub-Lesson 1: REPORT OF INFORMATION NEWS ARTICLE INTRODUCTION OVites to be word- processed and uploaded. "Electronic Newsletters Page 9 rovide necessary technical assistance. 8. Those district colleagues who wish to be included in the process, but are not yet set up for telecommunications, might be offered the option of sending articles to one of the equipped s Print an attractive hard copy, duplicate and distribute. 7. If initial attempts prove successful, ask each project member to invite a colleague at his site to submit a student article for inclusion. The project member would p and winter, have a special edition in the spring using only one of the sub-lessons as a focus or theme. 6. In lieu of choosing the desktop-publishing option, load the merged file into a word processor offering multiple fonts. the lessons and then post them on FrEdMail. "Electronic Newsletters Page 8 FrEdMail Telelesson Project 5. If two or three issues are successfully completed in the fall 3. Provide a long lead time for the first newsletter's due date. Then organize a face-to-face meeting to evaluate its success. 4. If this project is done within a single classroom, have different teams design articles for each of l news reports. This may decrease the initial staff anxiety. 2. Provide an afternoon telecommunication workshop for all teachers and their Site Editors so that they may meet and have the same hardware and software training. suggestions provide a more tailored approach to this project. You may alter the suggested steps to fit the telecommunications project to your site. 1. Have the first newsletter focus on one type of writing. For example, issue #1 would be alan be used quite successfully at the high school level. MATERIALS Each participating class needs access to a computer and word processor, modem and terminal software, sometime during the lesson. LESSON-RELATED JOBS Each member school needs an assigned Site Editor as well as a teacher responsible for the direct instruction. The primary task of the Site Editor is to collect all the news articles and upload them to the Managing Editor. Additionally, he is responsible for keeping the Site Editor notebook, a cooperative group to generate a news article about a school event. 2) The student will be able to respond to a prompted FrEd TeleLesson. 3) The student will be able to revise the response to the NEWS.PF TeleLesson. 4) The studen also be done on the computer prior to the final draft. "Electronic Newsletters Page 11 FrEdMail Telelesson Project LEARNING OBJECTIVES 1) The student will be able to work in on cooperatively written news items for each site, a computer is needed only for the final edited version. This word-processed file is then sent to the Managing Editor by the Site Editor. If sufficient computers are available, prewriting and revision canic version of the total newsletter and in the desktop-published version of the final newsletter. SCHEDULING WITH LIMITED NUMBERS OF COMPUTERS This lesson can easily accommodate limited computer access. Since teams of reporters will be workingmation. Once completed, this article can be printed for posting in the classroom or school bulletin board. 2) Since this lesson fits into the larger telecommunications project, final publication will inevitably be available in the electro PRINTING There are two publishing aspects of this lesson. 1) Each news article should be printed for evaluation by the authoring team. This peer editing option can provide rich improvement in writing content prior to the final report of infor c) Article type, i.e., BIO for biography, NEWS for news, and BK for book review. (ProDOS filenames must have no more than fifteen characters composed of letters, numbers and periods; must begin with a letter and contain no spaces). onses to these prompted lessons will be saved on data disks with the following information: a) Newsletter edition number, i.e, NEWS.3 or NEWS.4 b) School site abbreviation, i.e., ADM for Adams or IND for Independence. or loading the NEWS.PF prompted file lesson. 3) ProDOS-formatted data disks for saving completed prompted lessons. NAMES OF FILES: Files can be divided into two categories. 1) All files on the Telelesson data disk will end with .PF 2) All respthe final electronic version of the newsletter. LESSON LOGISTICS DISKS: Three kinds of disks should be used for this lesson. 1) FrEdWriter program disks for loading the word processor. 2) FrEd TeleLesson data disks fElectronic Newsletters Page 10 FrEdMail Telelesson Project 5) Once revisions are completed, the file will be uploaded by the Site Editor to the Managing Editor for inclusion in rt. This pre written work will be printed and critiqued by the other members of the reporting team. 4) Comments by team members will be used to revise the pre written work and then the article may be printed again for team response. "sing the listed attributes from the prewriting lesson, each team of reporters will design questions to elicit an informational response. 3) Each team reporter will use the TeleLesson NEWS.PF file to help build the prewriting version of his repo a collection of directions and procedures from the Project Director. SEQUENCE 1) Following the directions in the prewriting lesson, the students will examine the attributes of good news reporting (who, what, when, where, why and how). 2) Unt will be able to send this news article via modem to the Managing Editor. SUMMARY OF LESSON Students will use the categories of good reporting (who, what, when, where, why and how) to write their own school-centered newsletter article. Teams of 3 or 4 students will write the articles for compilation. BACKGROUND INFORMATION 1) This project is a major writing assignment designed to provide classroom activities to support the writing of REPORT OF INFORMATION. 2) At the 7th g makes the decision. Visit each team to restate the direction and check for understanding. Choose a few teams to share their categories and information and ask the whole class to respond. If time permits, have each team work together to categorize a secoh 6 lines between each. Direct the teams to look at the categories written on the board and discuss which facts and statements on the board might best fit into each category. The recorder writes the statements under the correct category name as the groupacts will be compared to see if there are any common categories. All good news items have 6 major pieces of information: Who What When Where Why How Have each team appoint one recorder to write these categories on a piece of paper witpleted the oral reading, have one member share the information with the entire class by summarizing the important facts. As they do, write these facts on the board. NEWS ARTICLE SUB-CATEGORIES After all groups have reported on their news articles, the f articles by name on the board. Assign the articles, one to each team and give them time to have one team member read the article aloud to the group. If they decide that they no longer like the article, have them choose another. When all groups have comr. Allow enough time for them to read the headlines from each of the newspaper's sections. As you read a few of the headlines, have them identify the ones they think they would like to read more about. Ask them why they chose these articles. List these FrEdMail Telelesson Project PREWRITING ACTIVITY INTRODUCTION TO THE NEWS IN A LOCAL NEWSPAPER Place your students into cooperative working groups of 3, 4 or 5. Give each team a copy of the local newspapepropriateness of topic and ability of author to make his point known. On-going evaluation of writings could be included in the publication of future newsletters. "Electronic Newsletters Page 12 access FrEdMail and a desktop-published version of the same text files with graphics. 11) Evaluation of this project can also be a worthwhile classroom tool, as students can use these writings to evaluate writing style, apny word processor that can produce ASCII test files (FrEdWriter is easiest) can be used for this project. 10) The finished product has two parts: an electronic downloadable version of a newsletter (merged text files) available to all whollation and publication of the newsletter will require yet another 3 or 4 days. 8) Minimal equipment: one computer per class. More computers will enable the lesson to move more quickly and/or involve more students. 9) A prior to this project. 6) Each team of students should have access to a student or teacher team leader or editor. 7) The prewriting exercise should take about 3 or 4 days and the composing and revision another 3 or 4 days. Cohers across a large segment of a city or state. 4) This project is appropriate for grades 4 through 12. 5) A collection of news from state and national sources could be used by teachers for other assignments in social studies or mathrade level it will require about 10 to 12 days for completion. 3) This project can be done within one classroom, between two teachers at the same school, among a number of teachers at many school sites or an entire network of teacnd article to be shared with the whole class. ALTERNATE/ADDITIONAL PRACTICE IDEA Have each team cut out the headline of an article that they like. Have them paste the headline on the top of a lined piece of paper and pass the paper to the next team. Team #2 will use the categories on the board to list the important information from the newspaper for each category for that article. "Electronic Newsletters Page 13 FrEdMail Tele the first sign of the eruption. After the quakes, an explosion of rock and debris that could be heard across the western states occurred. Then came the lava - millions of cubic feet of it shot into the sky at 100 miles per hour. Luckily the eruption hapst of the earth that kept this lava in place underground. The pressure was too strong for the remaining rock to hold it down, and it burst. Great, powerful earthquakes in Washington, measuring around 6.4 on the Richter Scale, for about 3 to 4 minutes wereto the sky. The geologists believe the cause of this eruption was the weakening of a huge, unknown pressurized 'pool' of lava hundreds of feet under the mountain. The mountain's eruption in 1981 came from a different source, but definitely carried away mo June. It started at 5:00 in the morning, and lasted 15 minutes. That dreadful Friday morning, before the sun came up, the already battered mountain created three serious earthquakes, and then spouted millions of tons of molten lava three thousand feet inlens erupted with the force of 1000 hydrogen bombs. That eruption devastated a once-beautiful wilderness area. In seven years the area, including Spirit Lake, has made considerable progress in repairing itself. The eruption occurred on Friday the 17th of FrEdMail Telelesson Project Sample NEWS ARTICLE Mt. Saint Helens - A Day to Remember! By Seth Blumenthal Mt. St. Helens, Washington State: In 1981, Mt. St. Heequent paragraphs. 4) The writer includes a paragraph on the possible impact this news may have on an individual, the school, or the community. "Electronic Newsletters Page 14 iter provides an eye-catching headline as well as byline with the author's name. 2) The writer opens with a lead paragraph including information stating who, what, when, where and why. 3) The writer includes supportive details in subs, e.g., SCHOOL.NEWS and print one copy. RUBRIC If writing meets all four points, the grade is an A, if three the grade is B, etc. Also, students may be graded on each step of the process. Less skilled writers could thus raise their grades. 1) The wrough draft. When you have completed this file, print your news item and share your work in a read-around group. Use the suggestions your writing team has provided to help you edit your rough draft. When complete, save your file with the "news" extensionnclude paragraphs with supportive details. Finally, provide a comment about what you believe to be the impact this event may have on your school, its students, or the community. Use the FrEdWriter prompted lesson called NEWS.PF to help write your first ra and perhaps even Russia are eagerly awaiting their copy of this exciting publication. WRITING DIRECTIONS Write a five-paragraph news report about an important event at your school. Include an eye-catching headline, a byline and a lead paragraph. Also ind writing directions. WRITING SITUATION An international group of students publishes a newsletter every month. Your classmates are interested in having news from your school included in the next edition of that newsletter. Students from Canada, Australilesson Project WRITING ASSIGNMENT After ample practice time has been given (an additional writing period or two), prepare the class for writing an actual news item on an event that has happened on your campus. Copy and distribute the writing situation apened on a Friday, so only 3 people were on the mountain. They were evacuated before the actual eruption. "I was sleeping in my bed, when all of a sudden the house started to shake harder than I ever imagined possible," said one mountain resident. "Immediately I called and was rescued. The moment we took off, my house collapsed." We talked with some people who saw the eruption, from about 200 miles away. "The ground shook a tiny bit for a second," said Vern Stacy, local resident. "I was outside, so I FrEdMail Telelesson Project (ProDOS filenames must have no more than fifteen characters composed of letters, numbers and periods; must begin with a letter and contain no spaces). PRINTING Schedule use of printers. While printing, have hS.4 b) School site abbreviation, i.e., ADM for Adams or IND for Independence. c) Article type, i.e., FA for Feature Article. "Electronic Newsletters Page 16 divided into two categories. 1) All files on the Telelesson data disk will end with .PF 2) All responses to these prompted lessons will be saved on data disks with the following information: a) Newsletter edition number, i.e, NEWS.3 or NEW. 1) FrEdWriter program disks for loading the word processor. 2) FrEd TeleLesson data disks for loading the INTERVIEW.PF prompted file lesson. 3) ProDOS-formatted data disks for saving completed prompted lessons. NAMES OF FILES: Files can be s on the computer alone or shares with one other student. Large group: Use LCD viewer and one computer to project prompted lesson from overhead projector. Students would have to write on paper. DISKS: Three kinds of disks should be used for this lessoneds at least one computer and compatible modem, terminal software such as FrEdSender, a printer and a copy of FrEdWriter. CLASS LOGISTICS COMPUTER MANAGEMENT Individual/team: Take students to a computer lab where each student writen in a week. It can be adapted for grades 4 - 8 by allowing more time for each step of the lesson. (Attached article by sophomore Tuan Pham illustrates similar assignment given originally without reflective section.) MATERIALS Each participation site neRTUVWXYZ[\]^_`abc INTRODUCTION OVERVIEW This sub-lesson is a unit of instruction that emphasizes use of direct quotations and inductive reasoning through reflections. AUDIENCE/TARGET POPULATION High school students can accomplish this lesso FrEdMail Telelesson Project TeleLesson: Electronic Newsletter Sub-Lesson 2: REFLECTIVE ESSAY INTERVIEW/FEATURE ARTICLE "HARD TIMES" c Newsletters Page 15 n and radio treated the occurrence like it was an everyday incident. They gave all the necessary information, but nothing else. This news, with the memory of the 1981 eruption, could keep tourists away from the St. Helens area for some time. "Electronilooked around, and there was this big 'flame' in the sky. It lit up the entire place a dark red. It took about a minute for the sound to get to me from the mountain, so I saw the 'flame' before I heard anything." The eyewitness news reports on televisioigh school students read MY NEIGHBOR ROSICKY by Willa Cather. LEARNING OBJECTIVES 1) Students will cooperate to generate pertinent interview questions. 2) Students will conduct interviews, retaining information and direct quotes. 3) Students will write feature article from interview notes. 4) Students will select articles for electronic newsletter and upload them. DESCRIPTION OF LESSON Geared toward high school students, this lesson can be modified for younger students by a18 FrEdMail Telelesson Project RUBRIC: If writing meets all four points, the grade is an A, if three, the grade is B, etc. Also, students may be graded on each step of the process. Less skilled writers could thus raise lude a specific incident in light of the total phase the person described, direct quotes properly paragraphed, and your own reflection on the process of creating this column. "Electronic Newsletters Page bout hard times in their lives, written specific questions for your interview, and conducted the interview. DIRECTIONS FOR WRITING Write approximately three-hundred words in an article about the hard time of the person you interviewed. Make sure you incd. PRE-WRITING Read models from Stud Terkel's HARD TIMES. Create interview questions from prompted lesson on planning an interview. Conduct interviews; take notes. PROMPT Situation: you have read feature articles from interviews with various people ants will be given writing prompt and four point rubric for evaluation (grade). In read-around groups, students will choose the paper(s) they want to publish in the electronic newsletter. Students will deliver articles they wrote to people they interviewecould then demonstrate how to lead into direct quotes, how to paragraph for reader ease, what to delete to highlight inherent drama. If such a projector is unavailable, the teacher could pair the strongest writers with the weakest for peer tutoring. Studetudents will need more time. Students will need models to read and Fredwriter for their prompted lesson. Since writing is idiosyncratic, the teacher could use LCD screen to project one or more student's drafts from computer to large screen. The teacher INFORMATION The time allowed for this lesson should be at least one week, two days in class to read models and create pertinent interview questions, outside class time to conduct interviews, and three days at computers to write, revise and ship. Younger s lesson itself leads directly into MY NEIGHBOR ROSICKY by Willa Cather suitable for high school students "Electronic Newsletters Page 17 FrEdMail Telelesson Project BACKGROUND read or hear selections from Stud Terkel's HARD TIMES, then cooperate with peers to develop pertinent, specific questions for the interviews, construct the articles, and print drafts for revision and editing before sending to the electronic newsletter. Theforty--economic, personal, professional--and wants to tell his story, it will be easy for students to interview adults and collect a wealth of data. It won't be quite so easy to shape the data into readable form. To lead into the lessons, students should develop social skills in the interview process, writing skills (how to lead into a quote), technical skills in word processing, punctuation, and in transferring files electronically. Since everyone has experienced his own definition of hard times by age to his feature article with reflective statements on his experience conducting the interview and on hard times in general. These objectives fit higher order thinking skills within language arts curriculum--inductive reasoning. In addition, students willllowing more time for each step. The students will write feature articles on "hard times" for the electronic newsletter from interviews with adults about specific times in their lives that were difficult. Each student will use direct quotes and add depththeir grades. 1) The writer opens with a hook (line of high reader interest) 2) The writer includes a specific incident in the interviewee's period of hard times. 3) The writer includes properly punctuated and paragraphed direct quotes. 4) The writer includes a thoughtful reflection on hard times in general. RESPONDING Using rubric, evaluate your classmates' papers. REVISING Analyze your classmates' critique of your article and revise as you see fit. PUBLISHING Setal newsletter will depend on those participating. The books to be reviewed will differ, depending on the age of the reviewers. The California State core book list, as outlined in the Model Curriculum Standards and Guidelines is a good source for titles.ls for inclusion in their newsletters. AUDIENCE/TARGET POPULATION All grade levels can participate in these book review lessons, but we feel they are most appropriate for grades 4 through 12. The level and sophistication of the reviews as well as the toliterature, the basis of the book reviews, is common throughout. This lesson, although part of a larger TeleLesson project, can be used on its own. The result can be published locally in a classroom or school newsletter or telecommunicated to other schoodfghijklmnopqrstuvwxyz{| to incorporate the writing process, language arts, and literature, culminating with the writing published in the electronic newsletter. It will be possible to implement in a single classroom, across all grade levels, and across wide geographic areas as FrEdMail Telelesson Project TeleLesson: Electronic Newsletter Sub-Lesson 3: EVALUATION/BOOK REVIEW INTRODUCTION OVERVIEW This Book Review section is designedu know." My sister stopped a while, then said softly, "That is why we are here now...." "Electronic Newsletters Page 20 n we were asked to come to a place where everybody was given some small amount of money. "I was in despair. I wondered how long our family was going to survive. In fact, everybody was in the same situation, but nobody dared to say a word. No freedom, yoin the newspaper that nobody was allowed to go anywhere until noon. Everybody must stay home! "The reason was the monetary system being used was declared no more valuable. The news scared me to death. Just imagine all your savings lost in one day. The forget the day when the communists declared they would change the monetary system. We were in our country and you were a little boy of three years old. "Can you imagine it? One day I woke up and there was an announcement on the radio and on the TV and Sample INTERVIEW by Tuan Pham (from writing directions that did not include reflection) Yesterday I interviewed my sister about one of her especially hard times in her life. She answered quickly, "I will probably nevernd to Managing Editor of electronic newsletter and/or submit to person you interviewed. "Electronic Newsletters Page 19 FrEdMail Telelesson Project MATERIALS Each participation site needs at least one computer and compatible modem, terminal software such as FrEdSender, a printer and a copy of FrEdWriter. The modem need not be in the room, as disks can be made, saved, and printed or sent via modem later. CLASS LOGISTICS DISKS: Three kinds of disks should be used for this lesson. 1) FrEdWriter program disks for loading the word processor. 2) Student FrEd TeleLesson data disks for loading the BK.REVIEW.PF prompted fito the Managing Editor to be included in a newsletter. BACKGROUND INFORMATION The project interfaces with the language arts curriculum, especially the State-mandated Language Arts Framework, Model Curriculum Standards and the Guidelines. The central corhe book, and give value judgements. SUMMARY OF LESSON The lessons will reflect the skill and knowledge necessary to write and edit a book review, to work in cooperative groups, use Fred prompted lessons, word process and send the final copy via FrEdMail and draw conclusions from it. Synthesis: plan the review: formulate a beginning, middle and end, then abstract from this work. Evaluation: compare works of literature, judge the pros and cons, assess t Page 22 FrEdMail Telelesson Project Analysis: relate incidents in the work, characterize the author's purpose and character's actions; discuss the work : ability to identify, locate information and describe the book. Application: ability to choose passages and sequence them, organize the information, and summarize data. "Electronic Newsletters review. 5) The student will be able to send the review, via telecommunications to the newsletter Managing Editor. 6) The student will improve thinking skills: Knowledge: how to categorize and outline Comprehensiono edit a rough draft of a book review. 3) The student will be able to use a prompted lesson to write a first draft of a book review, using FredWriter as a word processor. 4) The student will be able to remove the prompts, edit and print the be put on disk and saved. 6) Reviews will be sent, via modem, to the Managing Editor. LEARNING OBJECTIVES 1) The student will be able to work in a cooperative group to generate a draft book review. 2) The student will be able t reviewed. 2) Review teams will read and discuss the chosen book(s). 3) The writing process will be discussed, and teams will write a rough draft. 4) Teams will edit reviews, then rewrite. 5) When revisions are complete, reviews willw in sequential order. This can be done as a cooperative group, working, writing and editing together. Books for younger students can be read and reviewed by older students, as well. SEQUENCE 1) Students decide on the number and types of books to ben with a letter and contain no spaces). LESSON-RELATED JOBS Each member school will have an assigned editor for each book to be reviewed. The editor will work with several students or the whole class to select the book, read it, then organize the revie b) School site abbreviation, i.e., ADM for Adams or IND for Independence. c) Article type, i.e., BK for book review. (ProDOS filenames must have no more than fifteen characters composed of letters, numbers and periods; must begided into two categories. 1) All files on the Telelesson data disk will end with .PF 2) All responses to these prompted lessons will be saved on data disks with the following information: a) Newsletter edition number, i.e, NEWS.3 or NEWS.4 le lesson. 3) ProDOS-formatted data disks for saving completed prompted lessons. "Electronic Newsletters Page 21 FrEdMail Telelesson Project NAMES OF FILES: Files can be divie literature will be used for the books to be reviewed. This will encompass all types of literature, for all ages. Literature will be read, reread, reviewed and discussed. The project will make Literature a living part of the curriculum, and the technology will increase this understanding for all students. The time to compile reviews and finish the newsletter will take approximately 4 to 6 weeks. Once the literary work has been chosen and read, writing will take several periods. The prompted draft and fwas very detailed. I would recommend the book because it is so exciting. By Amber Regnier and Jill Holmes THE LITTLE PRINCE The author is Antoine deSaint Exupery. He thinks kids think more clearly than adults. He shows thisls ham and gets arrested and goes to prison camp. The boy goes out every day and tries to find the father. The most exciting part of the story was when the dog got shot, because it kept you on the edge of your seat. I thought it was interesting bacause it t 12 years of age. The boy and his family were very poor. The boy seemed always sad and lonely. Other characters in the story are his father and Sounder his dog. Sounder helps the family hunt for food. The father takes care of the family. The father steathe book is Sounder. The author is William H. Armstrong. Fifty years ago William Armstrong began to read. His teacher was a gray haired man. The book was published in 1969, by Scholastic Book Services. The main character of Sounder is a young boy abouhe newsletter. "Electronic Newsletters Page 24 FrEdMail Telelesson Project Sample BOOK REPORTS SOUNDER The name of te the book reviews. REVISING The student will revise his/her review, using the editing suggestions from the evaluative groups. EVALUATING Each group will evaluate the review of another cooperative group. PUBLISHING The reviews will be published in tynopsis of the story. 3) The review contains complete sentences and is punctuated properly. 4) The writer includes an opinion and recommendation. RESPONDING Using criteria set in the prewriting activity, cooperative groups of students will evaluagrade is an A, if three, the grade is B, etc. Also, students may be graded on each step of the process. Less skilled writers could thus raise their grades. 1) The writer includes the title and author of the book. 2) The writer includes a brief s. Evaluate the book and tell if you recommend it for others to read. If you have a positive evaluation, the review should be written so that students in other classes and schools will wish to read it, too. RUBRIC: If writing meets all four points, the of class, and write the review to be included in the newsletter. DIRECTIONS FOR WRITING Write a review of one of the books you have read recently, either in or outside class. Include the author, a brief account of the story and your opinion of the book FrEdMail Telelesson Project WRITING SITUATION A newsletter is being compiled and published for students in other schools and grades. Several book reviews are to be included. Student will choose books read and enjoyed, in or outhe attributes of the characters, plot, author, etc. WRITING ASSIGNMENT Using the prompted lessons, each student or co-operative learning group will write a book review. "Electronic Newsletters Page 23 unication software to the Site Editor. WRITING PROCESS PRE-WRITING The students will have read a selected literature work from the core works suggested by the State Language Arts Framework and Guidelines. They will cluster tinal draft will take two more days. Allow one day for final uploading, for a total of approx. 8-10 one-period days for the writing/publishing phase. The teacher will need time to prepare the prompts, edit student work, to guide and to explain the telecomm in different ways throughout the story. The book was published by Harcourt Brace Jovanovich in 1971. The main character is the Little Prince. He lived on a very small planet called B-6-12. He was a young blonde boy with a big curiosity. When he asks a question he will bother you until he gets an answer. Two other characters from the book are a Rose and a Fox. The Rose was fussy and wanted a lot of attention. When the Little Prince left, she complained a lot. She said she was one of a kind but the pron settings? Click OK 2. Choose DIAL SETTINGS Enter the phone number. Use the number you would normally use to dial from that phone, including a "9" to dial out, for example: 5563177 or 95563}LOG ON TO THE BOARD WITH A FEW KEYSTROKES OR CLICKS OF THE MOUSE. THE SOFTWARE WILL DIAL THE BBS, ENTER YOUR PASSWORD FOR YOU AND PRESET SPEED AND OTHER IMPORTANT SETTINGS. 1. Pull down the session menu and choose NEW SESSION. Restore standard sessi FrEdMail Telelesson Project WRITING A MOUSETALK (VERS. 1.3) DIALING SESSION WITH LOG-ON MACROS FOR CMS/FrEdMail LOG-ON MACROS SAVE YOU TIME. FOLLOW THESE INSTRUCTIONS AND YOU CAN e book was interesting with realistic characters, and I recommend it for both boys and girls. by Jessica Liberman "Electronic Newsletters Page 26 s. Leslie is rich and an only child. They develop a very close friendship and create Terabithia. One day Miss Edmunds, the music teacher, asks Jesse to go to the Museum with her. When he returned home he found very bad news waiting for him. I think thfor the fifth grade races. Leslie is a girl that looks and dresses like a boy. She is very rich and is new to the school. The story is about two children and how their lives are changed as a result of their friendship. Jesse is poor and has three sisteracters. She won the Newbery Medal. The book was published by Harper and Row Publishers, in 1977. The two main characters are Jesse Aarons and Leslie Burke. Jesse is a boy who likes to run and draw. Every morning he will go out in the field to practice FrEdMail Telelesson Project BRIDGE TO TERABITHIA The name of this fantastic book is Bridge To Terabithia The author is Katherine Paterson. She is very creative when she writes and can feel the emotion of the charting part of the story was when they found the water. I thought it was a good book and I recommend it for people of all ages. By Brian Suruki and Jeremy Yoches "Electronic Newsletters Page 25 people, each on his own planet. When he got to earth nobody was there, but as he traveled on he met a man stranded in the Sahara Desert. The man was trying to fix his plane. The Little Prince didn't understand where he was and stayed calm. The most exciince finds this not true later. The Fox asked the Little Prince to tame him so they could be friends. When he was tamed, he gave the prince a piece of advice. The plot of the story was that the Prince wanted to see other places. On the way he met many 177 or 3177 Click on Redial (optional), then OK 3. Select SYSTEM SETTINGS, then Add Line Feeds, then OK. 4. Select SPEED: 300, 1200, or 2400 depending on your modem's top speed and baud rate of host computer. 5. Select MACRO EDITOR. On top line, enter: " " [USERNAME:] "MSMITH" [PASSWORD:] "YEHUDI" That's quote-space-quote-space-left bracket-USERNAME-colon- right bracket-space-quote-your username-quote-space-left bracket-PASSWORD-co the e-mail section, respond Y to [Retrieve 1 attached File(s)? Y/N] You will be told the file number, type and length. Then you will see [Retrieve: XTSQ?] if the file is a text (TXT) file, or [Retrieve: XSQ?] if the attached file is a binary file, e.g.o save the file, use the Prefix button in Set Filename to change to another volume, or replace the disk being used with another formatted data disk of the SAME volume name. D. RECEIVE ATTACHED TEXT FILE (FrEdMail) To capture an attached text file inbox. All characters received from the host are now saved to disk. Toggle off by choosing To File or by pressing Open-Apple-I. If your data disk is full or you want to save the file on a different disk, read on... To call up the disk on which you want tine with the To File and Set Filename options. To pick a file name, choose Set Filename or To File from the Receive menu. A dialog box will appear. A file name can be chosen from the scrolling window, or the name of a new file can be typed in the input om the Receive menu or press Open-Apple P. Be sure the printer is on. "Electronic Newsletters Page 28 FrEdMail Telelesson Project C. TO THE FILE Receiving to disk is achieved on-l editor should fill up.) Unless the editor is full, Receive to Editor can be toggled on or off with Open-Apple Y. B. TO THE PRINTER This option is used to get a hard copy of incoming text. To toggle Receive to Printer on or off, choose to Printer freditor buffer is full (over 33,000 characters) MouseTalk will advise you, and the Receive to Editor is automatically shut off. (Incidentally, you can view, print and save to disk any text captured in the Review buffer while on-line, a nice feature if yourive to the editor, printer and disk simultaneously if desired. A. TO THE EDITOR When Receive to Editor is on, all characters received are captured and stored in MouseTalk's editor, to be edited later, then printed, saved to disk, or deleted. When the rs. 12 MouseTalk has grouped all its receiving functions under the Receive Menu: to Editor, to Printer, to File and to File - Protocol. The first three are switched on or off simply by choosing them. A check mark indicates they are "on." You can recey Smith) 8. To use the new session, pull down the PHONE menu, select DO SESSION, and double click on the filename. MOUSETALK (Vers. 1.3) DOWNLOADING OR RECEIVING DATA With FrEdMail/CMS veld be a check in front of it now.) This will capture text for viewing, editing and saving later. 7. From SESSION menu, select WRITE SESSION AS. Enter an appropriate session name such as NMUSD.12.MS (Newport BBS, 1200 Baud, Marpull down SESSION MENU and select LEAVE MACRO EDITOR "Electronic Newsletters Page 27 FrEdMail Telelesson Project 6. Pull down the RECEIVE menu and click TO EDITOR (There shoud the string MSMITH. [PASSWORD:] "YEHUDI" reads "Next wait for PASSWORD: then send the string YEHUDI. If your log-on macro is too long for one line and continues to the second line, affix a plus (+) to the end of line one. To exit, lon-right bracket-space-quote-your password-quote Explanation: The empty " " tells MouseTalk to send a carriage return (first command expected by CMS). [USERNAME:] "MSMITH" reads "Wait to receive USERNAME: from the host, then sen, an AppleWorks word processing file. Text Capture: Type T for a text capture. Then press Return to begin. XModem Transfer: May be used to receive text files and must be used to capture binary or other non-text files; (see below.) Enter an X at the [XTSQ?] prompt. E. RECEIVE ATTACHED AWP or OTHER NON-TEXT FILES . XModem Transfer: With a formatted data disk in one of your drives, pull down the Receive Menu and select Receive to File - Protocol. Type a name in the input box for the file being recyou see a colon (:). Type /end (the slash mark and the word "end" ) and press Return. 9. Type S for Save when prompted. * Note: FrEdWriter files are saved as ASCII or text files and may be uploaded "text" mode witinsure that your file is free of these no-no's) 7. Double click on the name of the file to be sent, or type in the name. You will see the text on the screen as it is being sent. 8. At the end of the message press Return until useTalk also has a Fix Blank Lines option. Selecting this in the Modify dialog box will add a space to blank lines. (FrEdMail/CMS and other systems will not accept blank lines between paragraphs, so here is an easy way to creen. 6. Click on Modify. Notice that the 0 (zero) is highlighted. Type 5 to replace the 0. Click OK. Now you have 5/10 second delay at the end of each line. This delay prevents lost characters in transmission. Mo name. The name of the desired disk now appears after the word "Change:" in the upper left corner. Click Done (you're finished making that selection). 5. /(desired disk name) is now in the upper right corner of the s name in the drives at the same time; your system may "Electronic Newsletters Page 30 FrEdMail Telelesson Project freeze.) Double click on the correct prefix (disk) n the upper right corner of the screen, proceed to step 6. 4. To call up the file, click Prefix once; click on the left arrow. The names of the disks in your drives will appear in the box. (Never have two disks with the sameyou'll see "Send Text (221 lines, 80 Chrs) Type /END or /EXIT when done Begin Sending" 2. Pull down the Send menu; select "from File" 3. If the file to be sent resides on the disk/volume whose name (prefix) now appears i U After you enter the heading (name of the person the file is being sent to and the subject) you are asked [Attach a file? YN]. Type N (unless you want to attach one or more files at the end of the message) Then (If your message or bulletin is longer than two or three lines, you may want to save phone time and type and save it to disk before logging on.) 1. Send a message by typing pload in the E-mail section. [EMAIL: BHKRSTUQ?]EXT (ASCII) FILES FROM DISK USING "TEXT MODE" A. MESSAGE (AND OPTIONAL ATTACHED FILE) UPLOADED FROM DISK To Post a Message in E-mail or Bulletin Board Section that has been prepared off-line and saved as a ProDOS text file on disk.*sing Open-Apple Period or ESC, a Transfer Cancelled box appears. Click OK and try the transfer again. MOUSETALK (Vers. 1.3) UPLOADING/SENDING Over FrEdMail/CMS Vers. 12 I. TO UPLOAD T to return to terminal mode. "Electronic Newsletters Page 29 FrEdMail Telelesson Project F. Problems If the file transfer is stopped by either computer, due to an error or by preseived. Click OK and press Return to start receiving the file. MouseTalk displays the file name, blocks being received, and any errors. When finished, the Protocol Receive box disappears and a Transfer Complete box appears. Click OK or press Return twicehout conversion. AppleWorks files may be saved as ASCII/text files when printed to disk. Open-Apple P, then "to a text (ASCII) file on disk." "Pathname?" /volume/file (diskname/filename) B. ATTACHED FILE UPLOADED FROM DISK To Attach files to the end of a message typed while on-line: 1. In the E-mail or Bulletin Board section, enter ype a message. Usually a short explanation is given as to the nature of the attached file you are about to send o, consult chapter VIII of the MouseTalk manual. "Electronic Newsletters Page 33 Upload: File visible on screen as it is being sent. Advantages of XModem Upload: XModem has error-checking. Transfer time is shorter. For more detailed instructions on data transferf-line with the AppleWorks Program. Advantages: Maintains AppleWorks format (return at end of paragraph, margins, tabs) Directly readable by AppleWorks Advantage of Text oaded without first converting it to an ASCII/text file. Out of courtesy, you may want to advise the receiver what kind of file is being sent. An AWP (AppleWorks word processing file), once received to disk, can then be loaded and read ofesson Project 7. You should be prompted "Transfer Completed" Click OK. [Rcv'd: ave ancel: SC] Type S to save. Note: An AppleWorks (binary) file, or other non-ASCII file, must be sent XModem and can be upld try again. If it still doesn't work, examine your file for errors (blank lines or no returns at the end of file). "Electronic Newsletters Page 32 FrEdMail Telelhe screen. 5. Double click on the article to be sent or type the name. 6. You will see a dialog box showing name of file, number of blocks to send, and then numerals counting steadily upward. If no numbers appear, cancel an name. The name of the correct disk now appears after the word "Change:" in the upper left corner. Click Done (you're finished making that selection). /(desired disk name) is now in the upper right corner of the left arrow. The names of the disks in your drives will appear in the box. (Never have two disks with the same name in the drives at the same time; your system may freeze.) Double click on the correct prefix (disk) om File - Protocol" 3. If the file to be sent resides on the disk/volume whose name (prefix) now appears in the upper right corner of the screen, skip the next paragraph. 4. To call up the file, click Prefix once; click on tER TYPE FILES FROM DISK USING "XMODEM PROTOCOL" 1. In E-mail section, enter ype a message Attach a file? Y [Protocol: XTQ?] X "Tell your computer to send XModem..." 2. Pull down the Send menu; select "frar editor. Toggle off "Receive to Editor" (no check mark) "Open" file, thereby loading it into editor or type in message beforehand. Pull down Send Menu. Select "from Editor" III. TO UPLOAD TEXT AND OTH Page 31 FrEdMail Telelesson Project 2. Enter T for TXT file upload 3. Follow steps 2 - 9 above. II. TO UPLOAD TEXT FROM THE EDITOR Follow directions in I above, with these changes: Cler post. After the message, press Return 3 times or press Return and type /end. Then... end file You'll see: Attach #1 [Protocol: XTQ?] "Electronic Newsletters   Prompted Lesson for *** NEWS ARTICLE *** (Report of Information)   Electronic Newsletter  TeleLesson Directions: #1 Use the down arrow to move from one prompt box have now told your audience WHO did the news, WHEN it  occurred, WHY it happened and WHAT happened. You also told the reader WHERE it took place.  You have completed the  LEAD paragraph and you have finished Part I ** Explain in a short sentence  what occurred: Almost all news has a reason  for happening. Why something  happened the way it did is  important to the reader.** Tell why this news item occurred: Youws occurred is  important. You need to tell your reader the time and date  of this news.** Write the time of day this news occurred: ** Write the date of this news: Now you need to tell what happened.r thing this news is about: The location of the news is important. You need to tell the reader the location of this news item.** Write a short description of the place where this news occurred. When this ne The first piece of information your news article needs to give is the name of the person or  thing the news is about. Remember! ** means to write AFTER the prompt box.** Write the name of the person o paragraph for your news article. A lead paragraph offers the  reader information in a short,  brief sentence (or two). That sentence answers these  questions: Who? What? Where? When? Why? name after the word BY...then press RETURN once. There are six parts to a news article: who what when where why how Part I Part I will help you write the LEAD. Since this is YOUR news article you need to let the reader know WHO wrote it. The line with your name on it is called the "By" line because it tells BY whom  the article is written.** Write your first and last statement. Examples: Awards Assembly for 8th Grade Fire Burns Library! Trojans Topple Sea Kings in Tennis** Write a strong headline phrase for your news article. When you are finished, press RETURN once This lesson is designed to help you write a news article.  Every news article has a headline to attract the attention of the reader. The headline must state the topic of the news in a strong, short phrase or  o read. #5 If you see these ** it means FrEdWriter wants you to write something after you  read the direction in that box. Remember! You write AFTER  the prompt box. to the next. #2 Hold the Open Apple key to  freeze the screen. #3 Use the up arrow to go back to a prompt box you have already passed. #4 Each box will have a  direction in it for you t.  Part II Part II will help you write the supportive paragraphs for this news article. Supportive paragraphs tell the reader HOW the news occurred.** What was the first thing to  happen?** What happened next?** Continue telling what occurred. Eyewitness accounts to this news may be very interesting to your reader.** Write some of the comments from people who actually saw this news happen. article describing the hard times of the  person you interviewed.    Make sure you include a specific incident that the person related to you, direct quotes properly paragraphed, and your own  reflection on what you learned  about haAFTER the prompt box.   This lesson is designed to help you write a feature article from your interview.  Carefully read the following  directions for writing: You are to write a three hundred (approximately) word direction in it for you to read.  #5 If you see these ** it means FrEdWriter wants you to write something after you  read the direction in that box.  Remember! You write from one prompt box to the next. #2 Hold the Open Apple key to  freeze the screen. #3 Use the up arrow to go back to a prompt box you have already passed. #4 Each box will have a    Prompted Lesson for "Hard Times" *** INTERVIEW/FEATURE ARTICLE *** (Reflective Essay)  Electronic Newsletter TeleLesson    Directions: #1 Use the down arrow to move e right hand.) Now! You are at the END of the  *** NEWS ***  prompted lesson  Press Control - B  to go to the beginning. (Hold down the CONTROL key  with the left hand, while  tapping the B key with th Hold down the Open-Apple key  with the left hand while tapping  the P then the R key with the right hand. The computer will "beep" and then you can choose Y (yes)  to remove the prompts. Press Open-Apple P and Re these prompts, you will be able to work on what you have written here. This program has helped you  write the beginning of a news article. You may add more as you revise your work. To remove these prompts: state what effect this news may have on others.** What might this news event do to the people in the  neighborhood? You have now completed Part II and the entire news article lesson. After you remov What did THEY see happen? Note: Be sure to use quotation marks. What others think of this news is also important.** Write what the eyewitness  thought about this news. As a reporter, you may alsord times in general.** 1. Quickly write -- off the top of your head -- about your interview.** 2. From this quickwrite, write the most interesting part here.** 3. Does it lead into a direct quote? If so, write the lead sentence plus quote here. If not, write a sentence that  leads the reader into your  best quote. Write both here.** 4. Write two or three specific details relating to your opening. to read. #5 If you see these ** it means FrEdWriter wants you to write something after you  read the direction in that box. Remember! You write  AFTER  the prompt box.ox to the next. #2 Hold the Open Apple key to  freeze the screen. #3 Use the up arrow to go back to a prompt box you have already passed. #4 Each box will have a  direction in it for you Prompted Lesson for  *** BOOK REVIEW ***  (Evaluation)  Electronic Newsletter TeleLesson Directions: #1 Use the down arrow to move from one prompt bthe right hand.)at the END of the  *** INTERVIEW *** "Hard Times" prompted lesson Press Control - B  to go to the beginning. (Hold down the CONTROL key  with the left hand, while  tapping the B key with pple key  with the left hand while tapping  the P then the R key with the right hand. The computer will "beep" and then you can choose Y (yes)  to remove the prompts. Press Open-Apple P and R Now! You are your quickwrites, count the number of words and cut or add accordingly.  How many paragraphs do you have? Re-paragraph for clarity and reader interest if necessary. To remove these prompts: Hold down the Open-Aat you learned writing this article and what  you think about hard times in life.15. Remove prompts. (Directions  below), edit then print your  article for peer critique against rubric.  Editing:  Delete e.**11. Quickwrite about hard times in general.**12. Write about a hard time you experienced.**13. What's good about hard times?**14. Conclude your article with a brief paragraph in which you reflect about wh with a scene-setting statement.**10. Re-read the prompts (Control B) and your article so far. Write three possible lead sentences here. Later you will choose the best one and place it at the beginning of your articlescribed his hard times? Was it hushed? Proud? Ashamed? Matter of fact? Explanatory? Preachy?** 8. If the person's tone revealed  his attitude toward life, how  did it?** 9. Lead into your direct quotes  ** 5. Write the name, approximate  age, and a brief description of the person you interviewed.** 6. Write the place, if apt, and time he described -- year and season. ** 7. What tone did the person use when he d A BOOK REPORT: FOLLOW THE PROMPTS** What is the name of the book?** Who is the author? ** Write at least two sentences  about the author.** Who published the book? In what year was it published?** Who is the main character?** Write several sentences about the main character.** Name two other characters  in the story.** Tell about each one. Write at least two sentences about  each one.** Tell about the pwork displayed in classrooms, having work read by peers, and by having work published. 7. Participate in cooperative learning activities. BACKGROUND INFORMATION This exchange was field tested at two junior high school sites in Oceanside Unifiedistening, and speaking skills. 4. Write more and edit more carefully for distant audiences. 5. Describe things in greater detail when writing to students of other cultures and different backgrounds. 6. Improve self concept by having original 1. Use the computer to practice and improve their skills at word processing. 2. Improve their use of telecommunications as a tool for information exchange. 3. Use the writing process to improve writing as well as reading, l graphics with distant audiences. The final product is a publication of an anthology of students' original work sent from one school to another via computer. OBJECTIVES As a result of their participation in the Creative Critter Exchange students will: are read aloud, displayed on bulletin boards at each site and the best ones are published in a literary magazine. OUTCOMES This project increases students' enthusiasm for writing by using the medium of telecommunications to exchange essays and computer original critters and exchange them via computer with another school. The second school reads the descriptions, draws computer graphics based on the written descriptions, and sends the graphics back to the original school via computer. The final projectsfied School District DESCRIPTION OF THE PROJECT The Creative Critter Exchange is a project that uses telecommunications to exchange students' descriptive writing with students at distant sites. Students from one school write descriptive essays about by Yvonne Andres-Syer Jefferson Junior High Mary Jacks Lincoln Junior High Oceanside Uni ---------------- FrEdMail Project ---------------- A Telecommunications Model Lesson for the K-12 Classroom: CREATIVE CRITTER EXCHANGE * BOOK REVIEW ***  prompted lesson  Press Control - B  to go to the beginning. (Hold down the CONTROL key  with the left hand, while  tapping the B key with the right hand. he left hand while tapping  the P then the R key with the right hand. The computer will "beep" and then you can choose Y (yes)  to remove the prompts. Press Open-Apple P and R Now!  You are at the END of the   **lot of the  story.** What was the most exciting part?** Evaluate the book. Tell what you liked best.** Write your recommendation for the book. To remove these prompts: Hold down the Open-Apple key  with t School District, Oceanside, California over the FrEdMail Network. The project can be adapted to any level, grades 1-12. The Critter Exchange takes between nine and eighteen weeks to complete. The project timeline depends upon the students' grade level, expertise at word processing, graphics and essay writing, and the availability of computer time for students to work on the projects. The bulk of time will be spent training novice students on the graphics programs. hool District, Oceanside, California over the FrEdMail Network. The project can be adapted to any level, grades 1-12. The Critter Exchange takes between nine and eighteen weeks to complete. The project timeline depends upon the students' grade level, expek displayed in classrooms, having work read by peers, and by having work published. 7. Participate in cooperative learning activities. BACKGROUND INFORMATION This exchange was field tested at two junior high school sites in Oceanside Unified Scening, and speaking skills. 4. Write more and edit more carefully for distant audiences. 5. Describe things in greater detail when writing to students of other cultures and different backgrounds. 6. Improve self concept by having original worwill: 1. Use the computer to practice and improve their skills at word processing. 2. Improve their use of telecommunications as a tool for information exchange. 3. Use the writing process to improve writing as well as reading, listomputer graphics with distant audiences. The final product is a publication of an anthology of students' original work sent from one school to another via computer. OBJECTIVES As a result of their participation in the Creative Critter Exchange students rojects are read aloud, displayed on bulletin boards at each site and the best ones are published in a literary magazine. OUTCOMES This project increases students' enthusiasm for writing by using the medium of telecommunications to exchange essays and cs about original critters and exchange them via computer with another school. The second school reads the descriptions, draws computer graphics based on the written descriptions, and sends the graphics back to the original school via computer. The final p by CUE Softswap Project DESCRIPTION OF THE PROJECT The Creative Critter Exchange is a project that uses telecommunications to exchange students' descriptive writing with students at distant sites. Students from one school write descriptive essaye Unified School District A California AB803 Curriculum Development Project Al Rogers, Director San Diego County Office of Education Distributed ExclusivelyNGE by Yvonne Andres-Syer Jefferson Junior High Mary Jacks Lincoln Junior High Oceansid ---------------- FrEdMail Project ---------------- A Telecommunications Model Lesson for the K-12 Classroom: CREATIVE CRITTER EXCHArtise at word processing, graphics and essay writing, and the availability of computer time for students to work on the projects. The bulk of time will be spent training novice students on the graphics programs. It is important for the two participating schools to: 1) Agree on the number of essays and graphics to be exchanged. Teachers may want to have every student write an essay and produce a graphic or they may want to have cooperative groups of 2-3 write (electronic mail) at least twice a week, to see if there are messages from possible collaborators. PROCEDURE Overview of Assignment: This assignment is based on every student in a class of 30 writing a descriptive essay and sending it electronicollaboration. The call for collaboration should include a sample of expected student writing to provide a concrete idea of what kind of writing the project will produce. 3) It is recommended that the teacher then check his/her email ng it on an educational electronic bulletin board. On FrEdMail the file message would be posted in the $IDEAS section. The $IDEAS section is a special section for educators to exchange ideas about telecommunications projects that require cem CALL FOR COLLABORATION 1) The teacher creates a "Call for Collaboration" file. (See SAMPLE CALL FOR COLLABORATION in the SAY IT SURVEY lesson plan) 2) The teacher sends out the call for collaboration, electronically, by postiinitiates the project. sample file - This file contain some finished examples of the activity . telecommunications project - An exchange of writing between students or educators that is conducted electronically, using a computer and a modproject. post electronically - Send a message to a bulletin board using a computer and a modem. project coordinator - An educator who assists in linking together project participants. project originator - The educator or class of students who ience - The class of students who originate a project; the first class merged files - Combining several separately typed files into one single file to be sent or printed. participant - A person who participates in a telecommunications er, literary magazine or other product that was generated by the participants of the telecommunications project. follow-up activity - A thank you message that is sent or activity that takes place at the conclusion of the project. local audtwork - A series of educational electronic bulletin board systems that are linked together for the purpose of exchanging professional information and student writing. FrEd stands for Free Educational. final product - The database, newslette originating class. educational bulletin board - An information service that focuses on the needs of the educational community. email messages/responses - Electronic mail messages that are accessed by using a computer and a modem. FrEdMail Nese is to let someone know you have received the file they sent you. distant audience - The class of students who receive the first classes work; the second class Generally, the job of this audience is to provide a response or feedback to thattached files - Additional information that is attached to the original email message. call for collaboration - A message that is sent out to announce a project that needs participants or collaborators. courtesy message - A message thats purpos. 4) Establish a procedure for publication and distribution of work. 5) Plan a follow-up. 6) Provide each participating school with feedback on the success of the assignments throughout the project. PROJECT VOCABULARY collective essays and produce collective graphics. 2) Decide whether each site will both write stories and create graphics or whether one site will write and the other will draw graphics. 3) Establish reasonable deadlineally to a distant school. The teacher may want to have students work cooperatively in groups of two or three so that only 10-15 essays are sent electronically rather than 30. Class #1 (those initiating project) The assignment is to create a description of a critter. Students must be as precise as possible. The description of the critter is in five paragraphs: Paragraph 1: Introduction Paragraph 2: Head, Face, and Neck Paragraph 3: Body and Arms Paragraph 4: Legs and Feet Paragrats skin? What shape is the body? Students will write the following headings on their papers, and list the characteristics under each heading. head face neck arms body legs feet other xample: How big is it? Does it have hair, scales, fins, wings, claws, fangs, horns, beaks, tails, etc... Does it have ears, mouths, noses? What color is it? What is the texture of iheir critter so the reader will be able to visualize and draw it. Start at the head and move down to the toes. Remember this a non-human creature, so don't think in terms of what humans look like. For e Directed Lesson/ 25 min. Quick Draw: Students take 25 minutes to sketch their critter on paper. BODY 4. Prewriting/ Directed Lesson/ 30 minutes A. Students take 15 minutes to list the unique physical characteristics of tutes Students take 10 minutes to quickly write an introduction. In one paragraph, introduce the critter, describe its homeland and how, why, and when the critter left to have its first encounter with Earthlings. 3. Optional Activity/omeland and circle the names they like the best. E. Take 2 minutes to write some sentences describing this place. F. Ask students to take about 2 minutes to list possible names for their critters. 2. QuickWrite/10 min critter can come from either on this planet or another planet. Have students go through their lists and circle the place they would most like their Critter to come from. D. Have students list possible names for Critters' hs will introduce the critter and tell where it came from. For example, is it from outer space, another dimension, the earth, the ocean, the kitchen sink? Ask students to take about 2 minutes to list possible places a ability groups. 1. Prewriting- Directed lesson/ 15-20 min. A . Read aloud the examples of students' critter essays. (See attached examples) B. Set up a writing folder to keep all prewriting and drafts. C. Studentriptive critter assignment follows five stages of the writing process: prewriting, writing, responding, revising and publishing. All time specifications are approximate and will vary with the number of students, as well as the different grade levels and take up lots of disk space so it is best to send them a few at a time or as the students finish them. It is also a good idea to send Classroom #1 a message beforehand indicating when the graphics are coming. TEACHING PROCEDURE: INTRODUCTION The descne graphic for each essay sent, mount in colorful folder next to essay and display in classroom. (Peers can read the written description to critique the graphic and essay.) Send all the graphics via computer back to the original school. Computer graphicso work cooperatively in groups of two or three on the graphics. Students read the written descriptions of the critters that Class #1 sent via computer, and produce computer graphics using a selected graphics program for the Apple IIE or IIGS. Print out oph 5: Conclusion Class # 2 (those responding to the project) This assignment is based on 30 essays that are sent electronically. However, as noted above, the teacher in Class #1 may choose to send collective stories, in which case, Class # 2 would als B. Quickwrite: Take 5 minutes to write a paragraph describing the head, face and neck. Take 5 minutes to write a paragraph describing the body and arms. Take 5 minutes to write a paragraph describing the legs and feet. (Include size, shape, color, complexion, texture, expression, and posture) CONCLUSION 5. Prewriting/ Directed Lesson/ 10 minutes Quickwrite: Write a concluding paragraph describing the crityour best friend. Send a description of yourself or your friend to a student at a distant school and have them draw a picture from the description. Afterwards, send a real picture of you or your friend. This assignment works well as a w distant school and have them use a graphics program to draw it and return it to you via modem. Later send them an actual picture of your favorite place or room in the mail or send a digitized picture via modem. B. Describe yourself or graphics Modem, phoneline and access to FrEdMail Bulletin Board System. VARIATIONS TO TRY A. Describe your favorite place or room in your house. Send a description of your favorite place or room in your house to a ons Printer Paper Folders to mount essays and graphics Xerox to run publication Hardware: Apple IIE, IIGS Imagewriter Printer Mouse, Joys tick, or Koala Pad for Examples: Broderbund's Print Shop Companion Creature Maker Dazzle Draw Baudville's Blazing Paddles Other: Color Ribbblication in anthology. Each student receives a copy of the publication. Materials Needed: Software: Telecommunications Software FrEdWriter Word Processor Data Disks Graphics Programs: school. Make one copy of each essay, mount in colorful folder and display in room. When the graphic is sent from other school, mount next to essay. PUBLICATION 10. Publication Students' critters and graphics are collected for pu Students make changes based on their own and other student's evaluation of draft. All essays are then saved on one disk. (See MERGING INSTRUCTIONS in BSHAYLER's TeleLesson). Merged files are sent electronically via FrEdMail to distants draft and help them check for misspelled words, punctuation and grammar errors, unclear sentences or descriptions, and assist in the evaluation of overall organization of the essay. REVISION 9. Revision/ 20-40 minutes RESPONSE 8. Responding/ 40 minutes A. Students sit in circle with three members. Each reads one essay and takes 10 minutes to sketch critter from description. Compare and discuss. B. Students each read another student'aft is typed on FrEdWriter Word Processor and saved on data disk. E. Print out copy for evaluation of draft. SELF-EVALUATION OF FIRST DRAFT 7. Evaluating your own draft/ 15 minutes (See attached evaluation form) PEER tion of head, face, neck. Paragraph 3: Description of body and arms. Paragraph 4: Description of legs and feet. Paragraph 5: Conclusion:Where the critter is now. B. Select a title for your essay. C. First drg notes and use them to organize your work into a first draft. Your essay will follow this outline: Paragraph 1: Introduction to critter and description of critter's homeland. Paragraph 2: Descripter's visit to Earth. Explain where the Critter is now. Is it still on Earth or did it decide to return to its homeland? WRITING FIRST DRAFT 6. Planning and Writing Draft/ 40 minutes A. Read over all of your prewritinelcome to a sister school that you plan to exchange with regularly. The picture you send can either be a digitized picture sent via modem or can be an actual photograph sent in the mail. If the students send actual pictures of themselves through the mail, they can paste their pictures in the middle of a piece of blank paper and around their picture they can write their favorite things such as hobbies, interests, foods, classes and sports. C. Describe your school. S for a safe place to live in exile. When Cruton's ship came out of hyperspace, he noticed he was running out of fuel, so he made a quick scan of possible landing sites. The closest place he could land was the tiny, blue planet of Earth. Seeing his's rule, the people were happy and prospered for thousands of years. Cruton's half brother, who was jealous of him, led a rebellion to overthrow him and Cruton narrowly escaped into hyperspace. He traveled through hyperspace for thousands of years lookingled by many aliens who were very cruel to the Spirthtons, so Cruton lead a rebellion to overthrow the evil lords and become king at the young age of one thousand. The planet was a beautiful land of green grass, waterfalls and exotic flowers. Under Cruton computer graphic not included here) THE CRITTER CRUTON FROM THE PLANET SPIRTH Over twenty million years ago, a royal critter from the planet Spirth was born. His name was Cruton. For thousands of years, the planet Spirth was ruCoordinator, Mentor Teacher, BBS SysOp Lincoln Junior High, 2000 California Street, Oceanside, CA 92054 FrEdMail: (619) 439-0614 LINC!MJACKS Voice: (619) 757-0153 or (619) 757-4416 SAMPLE DESCRIPTIVE ESSAY (samplentor Teacher, BBS SysOp Jefferson Junior High, 823 Acacia Street, Oceanside, CA 92054 FrEdMail: (619) 757-3180 OCNSIDE!YANDRES Voice: (619) 757-6061 or (619) 433-3413 Compuserve 71370,103 AppleLink K1430 Mary Jacks, Computer is not possible, have students send class pictures, videotape of class or cassette tape to school. 6. Display the final products around school- in rooms, office, library etc. PROJECT COORDINATORS Yvonne Andres-Syer, Computer Coordinator, Meu's both electronically and by mail. 3. Distribute hard copies of publication to all participants. 4. Arrange for participants to meet in person if possible-(a pizza party, ice cream party or picnic at the park.) 5. If a face-to-face meeting ." Standardized Tests: CTBS (California Test of Basic Skills) CAP FOLLOW-UP ACTIVITIES The following are suggestions for follow-up: 1. Send electronic messages telling the partner school that you received the exchanged work. 2. Send thank yorveys of attitudes toward using the computer for writing, and for attitudes about writing in general. Pre/post writing samples holistically scored. Post writing assignments on the topic of "What Telecommunications (Long Distance Learning) Has Meant to Meis assignment and found that students' writing and attitudes toward writing improved as a result of their participation in this and other telecommunications projects. The following instruments were used and can be used for pre/post evaluation: Pre/post sumagine that you are a scientist and have just discovered a new microscopic organism. Describe it in detail, send it to another school and have them draw it. EVALUATION OF PROJECT Two junior high school sites field tested thr pet. Describe your favorite object or pet, but don't tell what it is. If you have done a good job of describing it, the distant school will be able to draw it and send it back. E. Describe a newly discovered microscopic organism. Iend a description of your school and have another school use a graphics program to draw it and return it. Later send them a picture of your school in the mail or digitize a picture and send it via modem. D. Describe your favorite object o only hope was to make it to Earth, he slipped into orbit for a couple of months until a meteorite hit the ship, causing it to explode into millions of particles. Cruton was shot out of the ship and fell like a shooting star down to Earth, landing somewhere near the Arctic Circle. A hunting party of primitive men found him and honored him as a god of the sky; they painted many cave drawings of him. Cruton lived with these people until a great snow storm hit, covering them with a giant glacier and freezing eoing to change some things in my draft when I revise it. yes no 10. My distant audience will enjoy reading this because it is interesting. yes no y essay. yes no 7. I have checked my essay for any misspelled words. yes no 8. If I were to draw this critter from this description, it would be very easy because I have used many descriptive details. yes no 9. I am gdescribes the body and arms. yes no 4. Paragraph 4 adequately describes the legs and feet. yes no 5. Paragraph 5 clearly explains where the critter is now and concludes the essay nicely. yes no 6. I have a title on mCHECK LIST Read your draft and answer these questions: 1. The introduction is interesting and explains what my essay is about. yes no 2. Paragraph 2 adequately describes the head, face, and neck. yes no 3. Paragraph 3 adequately ay find him roaming the vast reaches of his homeland, looking for a place to live in exile since the overthrow of his tyrant half-brother. Critter created by Dan Rodenberg, Jefferson Jr. High SELF EVALUATION t known if Cruton still exists in the ancient world of Spirth. But if you look up at the stars on a clear night, you can see a star that looks very much like the face of Cruton. Someday, if man is able to travel far enough into the Spirthton Galaxy, we mncil-thin and frog-like; his feet were about six inches long, narrow and had three scaly toes on each. Using his electronic horns, Cruton beamed a message to a distant satellite for a spaceship to come and pick him up on the planet Earth. It is nothose of royal birth. He had two arms on either side of his body with only one hand and two fingers on his left side. He used his fingers to eat bananas--his favorite food. His two legs also had the painted checkerboard markings. His upper legs were pe electronic sounds as he spoke. His nose was one foot long and was shaped like a baseball bat. His torso was round like a ball and had checkerboard marks that were painted in black and white. These markings were made only on as electronic sensors which allowed him to make contact with his planet. His ears were elephant-like and filled with electronic wires for intergalactic communication. He had a small rectangular mouth that looked like a checkerboard and made high-pitched had a round face the size of a soccer ball with two eyes on each side of his head the size of golf balls. His white eyes turned inside out when he talked and glowed in the dark. On top of his head were two sharp, ivory-colored horns. These horns servedpirth, and the primitive men who found him in the Arctic Circle. Cruton wanted very much to return to his homeland of Spirth, but before he did, the explorers wrote down a description of him. Cruton was about three feet tall and two feet wide. Heveryone and everything in sight, including Cruton. There they stayed frozen until a group of explorers found them in 1875. Once thawed out, Cruton was to tell the strange looking earthlings about the history of himself, the people on the planet S