When Gertrude Grew Great Gertrude was just an average kid with an average life. She lived in an average sized house in an average neighborhood in a totally typical town. At home, she helped out just enough to slide by. At school, she did just enough homework to stay out of trouble. She had straight ‘C’s in all of her classes.
One day Gertrude’s teacher, Mr. Mister, stopped her after class. “Gertrude,” he said, “I know that you can do better. I’ve seen the work you do in class, and some of it is amazing… way better than ‘C’ work.” Gertrude knew that there were moments when she did try a little harder than what everyone expected, like when she put extra elbow grease into some of the dishes to make them really sparkle; or, when she took extra time with her handwriting on a few problems of her homework to make it look fancy. But she just didn’t have confidence in herself. She didn’t really believe that she could change; in fact, she was scared by the thought of having the power to become whatever she wanted. She had done just enough to get by for so long that being mediocre was her lifestyle. She stopped listening to Mr. Mister about half way through and just nodded her head until he stopped. Then, she walked out at an average pace.
That night, Gertrude had a dream. It was ten years into the future and she was still living with her mom in her average neighborhood. She could not find an average job, because even the average jobs were filled by above-average workers: people who did more than what was expected of them. Gertrude loved her mom, but she wanted more for herself. She wanted her own place, her own life. A voice spoke in the dream: “The present is nothing more than the outcome of the choices made in the past. The future will only be the results of the choices we make today.” Gertrude began crying average sized tears, because she knew that she helped shape the world in which she lived, and the choices she made produced the options she had. She woke up with her pillow wet.
Gertrude was relieved to be back in middle school. She took a little more care in getting herself ready that morning, and she looked better than normal. She tried harder in school, and she felt smarter than usual. She helped more around the house, and she felt better than typical. Soon the pattern of success replaced the pattern of mediocrity, and Gertrude became great at everything. Sure, there were still lots of things that Gertrude struggled with, but just trying her best made her feel better when she didn’t succeed, and Gertrude even became great at failing by learning from her mistakes.
Ten years later, Gertrude lived in an average sized house in an average neighborhood in a totally typical town. She was just the average adult, working much harder than average to earn an average living. But her happiness was above average, because her life was hers. She still visited with her mom quite a bit. But when she was done, she was happy to go to her own house. Gertrude was living the great life.

Worksheet

1.Title :

2. Author’s Purpose: to entertain to inform to persuade

Why did the author write this?

3a. Genre: 3b. Subgenre:
Ex: Nonfiction, fiction, or folklore Ex: Autobiography, science fiction, fable, informational writing, etc.

4. Narrator’s Point of View:
1st-person, 2nd-person, 3rd-person objective, 3rd-person limited, or 3rd-person omniscient

5. Summarize the text:
Five key events from beginning, middle, & end.



6. Exposition

6a..Setting:
(When and where does the story take place?)

6b. Conflict:
(Describe the conflict in the story.)

7. Rising Action:( List some events that occur before the climax.)

1.

2.

3.

8. Climax:
(The turning point)
9. Falling Action: (List some events that occur after the climax.)

1.

2.
10.Resolution:
(When the conflict is solved )

1. What is the fourth paragraph mainly about? *

5 points

The reasons why phones are banned from camp

The actions that teenagers take to be able to have their phone at camp

The benefits of having phones at camp

The justification for teenagers having phones even at camp

2. What is Kimberly Fink’s viewpoint on technology for teens? *

5 points

Teens should not go to summer camps that do not allow technology

Teens will make more friends if they go to a summer camp that bans technology

Teens need technology to inform parents about how they are doing

Teens are too dependent on technology

3. What is the eighth paragraph mainly about? *

5 points

The action one camp director takes to reduce parents' fears about their children's safety at camp

The types of electronic devices that are forbidden at the Canteen Roads Teen Travel Camp in New York

The reasons parents inquire about the rules against cell phones before sending their children to camp

The Web site for parents of campers attending the Canteen Roads Teen Travel Camp in New York

4. Which statement from the article best supports the opinion that teens should stop worrying about their gadgets and go to camp? *

5 points

Dr. Michael Assel is a pediatrician at the University of Texas Health Science Center.

The lack of communication can be unnerving for both parents and campers.

"They keep you so busy [and] you are having so much fun [that you] forget about the computer."

"I just thought it was too much for me to handle," Tim admitted.

5. Re-read the following paragraphs from the article, and use context clues from the to select the most logical definition for the word apprehensive? *

5 points

Captionless Image

engaging; catchy

nervous; fearful

excited; thrilled

angry; annoyed

6. According to the article, why do experts think it's a good idea for camps to ban the use of electronic gadgets? *

5 points

Because without their gadgets, teens are more likely to socialize with other campers

Because without their gadgets, teens feel a little strange, as if a part of them is missing

Because without their gadgets, teens will likely tune out from the events happening at camp

Because without their gadgets, teens are prevented from contacting their parents and friends

7. Based on evidence from the article, what inference can we make about how being without devices impacts teens when they are away at camp? *

5 points

They have a hard time to begin with but eventually they strengthen their communication skills and form new friendships.

They grow more and more anxious by the end of their time at camp and desperately need their phones back.

Parents argue they have no way of communicating with their child.

Camps will allow teenagers to have their phones half way through their stay at camp.

8. Which detail from the text supports the claim that teens easily adjust to being without their devices? *

5 points

“Many teens find it hard to imagine going without computers, cell phones, and iPods—so hard that they're reluctant to go to a summer sleep-away camp where these things are forbidden”

“To reassure them, he gives parents his cell phone number and provides campers with a prepaid calling card.”

“It's a "shock to the system" for teens who are digitally dependent to surrender their technology”, said Anastasia Goodstein

“ He said that teens may at first feel a little strange, as if a part of them is missing, but once they get involved in camp activities, these feelings often go away.”

9. Re-read the following paragraph (11) and use context clues to select the most logical definition for the word fleeting. *

5 points

Captionless Image

Permanent

Constant

Temporary

Slow

10. What is the author’s viewpoint on teenagers giving up phones and devices? *

5 points

The author does not express his/her viewpoint in the article.

The author thinks teengaers should have phones and devices while they are at camp.

The author thinks that teens should have a choice about whether or not to give up their devices during their time at camp.

The author thinks that teenagers use their phones and devices too often when they are not at camp.

Explanation:

men had a stronger claim to titles and wealth during the renaissance.