Welcome Animo Students #3 and #4

I am really excited for the upcoming school year.  Here is how the next month is going to look

Mondays- Skills/ Fitness
Tuesdays- Pre-Fitness Assessments
Wednesdays-Skills/ Activity
Thursdays-Pre-Fitness Assessments
Fridays-Game Days

The Units we will be covering for the first quater include: Volleyball (learning the skills with a balloon/beach ball/then volleyball)  Eventually playing class tournaments.  Football (learning the skills with a nurf football, then a real football) and eventually class tournaments.  Health we will be discussing hydration, hygeine, and safety during the first quater. 

The class has daily routines of copying our homework/topic into our planner.  Proceeding to the do now (which is usually a quote of the day, or a skills test review), and then changing.  After the students change into their gym clothes we warm up, stretch, and do fitness/sports activities.  We cool down, review the days lesson, and change for our next class. 

May 31st Lesson

Quote of the day:

“ It takes courage to grow up and become who you really are.”

-E.C. Cummings

>Write 3 to 5 sentences, or draw (accommodationing special needs students) a time when you needed courage in a situation.

Objective: Students will discover the year of the first Olympic games and 1st modern games through a trivia challenge. 

HW: 40 sit ups, 20 push ups have parents sign agenda for credit

Schedule:

Write Daily Objective and HW into your Agenda (leave agenda open on desk)\

Do Now: Quote of the Day

Olympics trivia

1)What sport is played with stones and brooms?

2)What new women’s team sport was played on the sand at the 1996 summer Olympics?

3)In which city was the first MODERN Olympic games held?

4) What year was the first MODERN Olympic games held? 

5) What year was the first ANCIENT Olympic games held?

10 laps

Stretch

Basketball, Soccer, Handball, or Football

Pickle ball Rules

Game and Match

.....In tournaments, a match will usually consist of the best 2 out of 3 games to 11. A game is finished when one player or team reaches 11 points and is leading by at least two points. If the score is tied at 10-10, then the game continues until one player or team wins by two points. Players switch sides after the first game. If a third game is needed, the players will switch sides after the first player or team gets to 6 points, and the game will then continue to its conclusion.

.....For consolation events, or when time is short, matches often consist of just one game to 15 points. The winner in this format must also be ahead by two points. In a 15 point game, players should switch sides after one team gets to 8 points, and the game will then continue to its conclusion.

Serving

Pickleball is similar to Volleyball in that a player or team can only score points when serving.

Prior to 2007, players were allowed to step over the baseline with one foot when serving, as long as they kept at least onefoot behind the baseline until after they contacted the ball. However, the rule has been changed by the National Pickleball Association (USAPA) so that now both feet must remain behind the baseline until after the ball is struck.

• Players must announce the score prior to serving. Always call the server's score first!
• The serve must be made with an underhand stroke so that contact with the ball is made below waist level.
• Underhand Defined: The arm must be moving in an upward arc and the paddle head shall be below the wrist when it strikes the ball.
• Serves must travel diagonally and land between the non-volley zone and the baseline of the service court opposite of the serving player.

Each player is allowed only one serving attempt unless it is a “let” serve. A let serve occurs when the serve hits the net and still lands in the correct service court. If this occurs, the serve is played over. Each player will continue to serve until he does not win a point.

Serving in Doubles

• At the start of each new game , only one player on the first serving team is allowed a service turn before giving up the ball to the opponents. Thereafter both members of each team will have a service turn before the ball is turned over to the opposing team.
• In doubles , the player on the right at the start of a service turn, will be the first person to serve for their team and will continue to serve until he or she does not win a point. Then his or her partner will serve until he or she does also does not win a point. Then it is the other team's turn to serve.
• When the serving team scores a point, the server moves to the other side of the serving team’s court. The receiving team should never switch sides.
• If the serve rotation is done properly in doubles, the serving team's score will always be even when the player that started the game on the right side is on the right side and odd when that player is on the left side .

Serving in Singles

• In singles, the server will serve from the right when he has an even number of points (0, 2, 6, 10). The server should serve from the left when he has an odd number of points (1, 3, 7, 9). The receiver should adjust their position according to where the server stands.

Non-Volley Zone:

To volley a ball means to hit it in the air without letting it bounce. All volleying must be done with the player’s feet behind the non-volley zone.

• If a player's momentum causes them to step on or over the non-volley line after hitting a volley they have commited a fault and lose the point.
• If a player's paddle, clothing, hat, or any part of their body touches any part of the non-volley zone while hitting a volley or because of their forward momentum after hitting the ball they lose the point!
• A player may jump accross the no-volley line after hitting a volley if they don't touch any part of the non-volley zone including the lines while doing so.

Double Bounce Rule:

Each team must play their first shot off the bounce. That is, the receiving team must let the serve bounce and the serving team must let the return of the serve bounce before playing it. After the two bounces have occurred, the ball can either be volleyed or played off the bounce.

Faults

The ball may only bounce once per side. After the ball is hit by a player, it must travel to the other side of the net.

If the ball hits one of the sidelines or the baseline, it is a playable ball. When a player or team fails to win the rally they are said to have made a fault. Some, but not all of the things that cause a fault are listed below:

• Serving the ball into an incorrect area.
• Hitting the ball out of bounds.
• Volleying the ball before it has bounced once on each side.
• Hitting the ball into the net or hitting the net with your paddle or body.
• Hitting the ball while in the non-volley zone before it is allowed to bounce.
• Touching the non-volley zone with your paddle or clothes while attempting to hit a volley.
• Stepping on or over the non-volley zone line on a follow through.
• Missing the ball when you try to hit it.
• Server swings the paddle with the intent of hitting the ball but misses.

Leg Muscles

These muscles will be our focus this week.  We will learn about where they are located and what purpose they serve, also what sports you need them in.  

Gluteals – 

Gluteals--often referred to as "glutes"--consist of the gluteus maximus, which is the big 

muscle covering the buttocks, often referred to as the "butt." 

1. These three muscles are located on the butt:  the gluteus maximus, the gluteus medius, 

and the gluteus minimus. 

2. The gluteus maximus is the biggest and most noticeable of the three. 

3. The medius and minimus aren't as noticeable.  Both are located around the ilium, the large 

bony part of the pelvis. 

4. Together these three muscles help move the thigh out to the side of your body 

(abduction), as well as rotate and extend the leg behind. 

5.A strong butt helps in most all explosive, power activities, such as football, basketball, and 

hiking.  

Quadriceps – 

Quadriceps are located on the front of the thigh.  

The quadriceps' primary function is to flex the hip and extend the knee, very important in 

walking, running, jumping, climbing, and pedaling. 

Hamstrings – 

Hamstrings are located on the back of the thigh.  

The hamstrings consist of three muscles:  the biceps femoris, the semimembranosus, and 

the semitendinosus. 

The hamstrings' primary function is to facilitate flexion of the leg, and medial and lateral 

rotation, which is important in activities such as jumping, pedaling, walking, and running. 

Hip abductors and adductors – 

Hip abductors and adductors are located on the inner and outer thigh. 

The abductors are on the outside and move the leg away from the body.  

The adductors are on the inside and pull the leg across the centerline of the body. 

Calf – 

Calf muscles are located on the back of the lower leg. 

They consist of the gastrocnemius and the soleus.  

The gastrocnemius gives the calf its strong, rounded shape. 

The soleus is a flat muscle running under the gastrocnemius.  These small muscles 

can bear a relatively large amount of weight. 

This Week 3/28-april fools day

Our main focus is still the push for the physical fitness test! I would love to see every student pass 5 out of 6 components.  We will be doing a project on the muscles.  Students will draw out the muscles that connect to the bones they learned about last week.  We will take those drawings and make bodies.  Assessment on the muscles will be in two weeks.  

Mon/Wed

Do Now

Write Daily Objective and HW into your Agenda

Quote of the day

Vocabulary for Ch. 3, Lesson 4

Read Ch. 3 Lesson 4

Answer questions #1-6 on page 83

Gallery Walk on F.I.T.T.

Creating a new fitness plan based on previous goals, and FITT philosophy

20 buddy run  minute run

Sit Up/ Push Up/ Flexibilty/ Trunk Lift – Tested Individually (continue)

Students can choose from variety of activities while testing is taking place

Basketball revisted

Cool Down 

Tues

Cornell notes  

Create muscles for bones - art project/drawings will be used as a tool 

Thurs/Friday

Do Now 

Write Daily Objectives and HW into agenda

Quote of the day 

Vocab Page 84 (write words 3x)

Read page 84-90

Answer questions # 1-5 on page 90

Continue working on muscles to bones project 

Change

Warm Up 

Roll Call

3 mile run in partners- timed =30 laps 

6th grade first

7th grade 2nd 

basketball/football/soccer/dip it/volleyball after 

Please email Coach I at anytime if you have any questions or concerns about your students.  Ginabnit@laalliance.org

BONES!!!

This week we will be focusing on fitness and bones.  We will be weighing in, running the mile, and continuing our push ups and sit ups.

Let's memorize our bones!


Skull
Sternum
Clavicle
Humerus
Ulna
Radius
Vertebral Column
Femur
Fibula
Tibia
Ribs
Pelvis

Games and test this week on bones!

Quote of the Day

"It's not the size of the dog in the fight, it's the size of the fight in the dog."

Write 3-5 sentences on what the quote means.

Copy Hw/Objectives into agenda
Quote of the day
Lesson 11, Vocab page 328-333
Lesson 11, Read
Lesson 11, Questions #1-6
Final Draft Due
Change
Roll Call
1 mile run
Trunk Lift/Sit ups/Push Ups/Flexibility
Football, soccer, basketball
Closure

Pennies for Patients/Papers

Papers: Due March 10th or 11th (depending on what period you have me)
2 pages typed
Must be on the topic you choose in class
The final draft will be stapled to the bubble map (graphic organizer), outline, and rough draft.
Pictures and graphs can be included for extra points
Graphic Organizer due: 3/1 or 3/2
Outline due: 3/3 or 3/4
Rough draft due: 3/8
Final draft due: 3/10 or 3/11

No excuses for late work!  This will be part of your portfolio so represent yourself well, have fun, and good luck!

What is Pennies for Patients?
Pennies for patients is a foundation to raise money for kids with Leukemia and lymphoma.

What is Leukemia?

Leukemia is a malignant disease (cancer) of the bone marrow and blood. It is characterized by the uncontrolled accumulation of blood cells. Leukemia is divided into four categories: myelogenous or lymphocytic, each of which can be acute or chronic. The terms myelogenous or lymphocytic denote the cell type involved. There are four major types of leukemia.

What is Lymphoma?
Lymphoma happens when two body's cells grow out of control, often causing tumors to grow.  Most lymphomas are made up of white blood cells called either T cells or B cells

Alcohol Unit

It is illegal to drink alcohol at age 17 ?
a) always   b) sometimes  c) never

Alcohol affects the brain soon after it is consumed?
a) always  b) sometimes  c) never

It is okay to get a ride with someone who has only had one drink?
a) always  b) sometimes  c) never

At parties, teens should avoid alcohol?
a) always  b) sometimes  c) never

Page 264- 271 Read
Answer questions #1-6 in groups
#7 design your own t-shirt in composition books


Go to this website and answer the following questions:
(note: you will need my email address and your own email address.. if you do not have one use mine in both spots.  ginabnit@laalliance.org)

http://glencoe.mcgraw-hill.com/sites/0078774497/student_view0/chapter9/student_web_activities__lesson_1.html

Soccer Unit

The 17 Rules for Soccer from the Laws of the Game

This soccer constitution that was the Laws of the Game now holds 17 specific key points that determine the rules of soccer. Let's go through each and explain them in more detail.

1. The Field of Play - The field of play is the surface on which the game of soccer is played on. This law regulates everything regarding line markings, soccer pitch dimensions and how to use them properly. For example, a soccer pitch must be between 90 and 120 meters long and 45 to 90 meters wide. However, it must also have a rectangular shape, so you can't have a square field with a length and width of 90 at the same time.

Other basic rules of soccer and field measurements are specified in this law, such as the dimensions of each goal (7.32 meters long and 2.44 meters high), the diameter of the centre circle (18.30 meters) or the distance between the penalty spot and the goal (11 meters, perpendicularly on the goal).

Click here for more details on soccer field layout...

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2. The Ball - Throughout the time, the rules for soccer regarding the football remained the same, but the way in which they were applied was on a constant change. The rules state that the soccer bull must have a circumference between 68 and 70 centimeters and a weightbetween 410 and 450 grams but they also state that the ball can be made out of "leather or any similar material". 

Well that "any similar material" bit constantly improved over time and nowadays soccer balls reached near-perfection. Almost each World Cup brought a new type of soccer ball, with improved characteristics, although all of them stayed inside the official soccer rules stated in the Laws.

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3. The Number of Players - According to the official soccer rules, a team can bring in 10 outfield players and one goalkeeper on the pitch and can have several substitutes on the bench. The numbers of benched subs as well as the actual number of substitutions that are allowed in a single match vary with the type of the game played. For example, in official matches only 3 substitutions are allowed, with 5, 7 or 9 players on the bench.

In friendlies however, a coach can fit in as many players as he wants on the bench and usually he can also make as many substitutions as he needs. In the past, the official soccer rules regarding substitutions were a lot stricter than this.

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4. The Player's Equipment - Just like with the soccer ball, soccer equipment maintained most of the original rules in the Laws of the Game, but the way people interpret them today is quite different from how they did back in 1863. Basically the rules of soccer say that a player must wear a shirt or jersey, footwear, shin pads, shorts and socks and the two teams must have different equipment so that they can be differentiated on the pitch.

Back then however, a soccer jersey was a largely uncomfortable one and it was very simple, without too many details strapped on it. Today's jerseys are very light and comfortable and on many occasions they have the club's sponsors imprinted on them, they have the number of the player (and the name in some cases) on the back and the club's badge on the chest. These are not enforced by the soccer rules, but they have become common standards in today's game.

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5. The Referee - Well the man in black (or more recently phosphorus green) is probably the biggest "invention" that came with the initial soccer rules constitution and his role is to enforce these official rules of soccer "in connection to the match he has been appointed to".

The center referee is accompanied and helped by two assistant referees (one on each side of the pitch) and a fourth one that handles small issues like showing injury time duration, checking a substitute player's equipmentand replacing one of the three main referees if they can't continue the game.

Click here for more details on soccer referees...

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6. The Assistant Referees - As I explained above, the assistant referees are placed on the sides of the pitch (one each) and their main role is to help the main referee with some decisions. Actually, the assistant referee has no decision power, he can only signal a game issue (an offside, a foul, handball and so forth) but it's up to the central ref if he's or she is going to take up the assistant's advice.

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7. The Duration of the Match - Standard adult games are limited by the official soccer rules to two halves of 45 minutes each, separated by a 15 minutes break. This is not the actual time of play, since this 90 minute clock ticks even when the ball is out of play, during substitutions and so forth. In order to try to balance this timing a bit, the end of each half also brings a few minutes of "injury time" on the table.

In some cases, when the match must have a winner (a knockout match for example), two extra mini-periods of 15 minutes each, with no break between them are added. If the match is tied at the end of extra time as well, the players go on for a penalty-shootout that will eventually decide the winner.

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8. The Start and Restart of Play - There are 8 reasons for which the game can be stopped and similarly, 8 ways to restart it. Each period of time starts with a kick-off (1) and the game is also restarted with a kick-off if a team scores a goal. If the ball goes out on the side lines, the player who last touched the ball conceded a throw-in (2). The game is restarted with the other team throwing the ball back into play.

The goal kick (3) is awarded to the defending team, if the attacking team took the ball out of play on the defending team's goal line. The game is restarted with the goalkeeper kicking it from within the safety box. If the defending team touches the ball last and it goes over their own goal line, outside of the goal itself, then the opposing team earns a corner kick (4) and they will be required to restart the game from the corner nearest to where the ball went out.

An indirect free kick (5) is awarded when a team produces a non-penal foul (dangerous play or offside for example) and the game is restarted with a ground kick that cannot be taken towards goal (if a player scores directly from an indirect free kick, without another player touching the ball, the goal won't stand). A direct free kick (6) is caused by a foul or handball and unlike the indirect free kick it can be struck directly towards the goal.

A penalty kick (7) is similar to a direct free kick in that it is caused by a foul or handball, but the offence occurs inside the defending team's penalty area. The game is restarted with one of the attacking team's players shooting for goal from the penalty spot (11 meters, perpendicularly on goal), with nothing but a goalkeeper to beat.

 
The last of these eight soccer rules is rarer and it's called the dropped ball (8). The dropped ball occurs when the referee stops the game for a special reason (an injured player, ball becoming defective or the interference of an external factor) and the game is restarted with him dropping the ball from shoulder height in front of two players who will battle for possession (sort of how basketball matches decide initial possession).

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9. Ball In and Out of Play - According to the official soccer rules, the ball is in play all throughout the match duration, except when it passes a bounding line (goal lines and touch lines), when an offence occurs or when play is stopped by the referee. In these particular cases, the ball is out of play and the soccer players cannot score goals or interact with the ball. In addition, substitutions can only occur when the ball is out of play according to the rules for the game of soccer.

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10. The Methods of Scoring - As long as the ball is in play and no infringements of any soccer rules are being made, the players can score goals. A goal is considered when the ball crosses one of the goal areas with its entire circumference. Goals can be scored from action, from penalty spots and direct free kicks.

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11. The Offside - Since this is one of the trickiest rules of soccer today, I've decided to explain it in detail in a separate article on offside soccer rules.

Click here for more details on offside rules...

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12. Fouls and Misconduct - There's a difference between fouls and misconduct that many people fail to understand. A foul can occur when a player tries to get the ball from his opponent and kicks him or pushes him away accidentally, whereas misconduct means that a player willfully targets his opponent and punches, kicks or pushes him away.

Fouls can only occur when the ball is in play, but misconduct can occur when it's out of play as well. Depending on the seriousness of the foul or misconduct, the referee can penalize it with a yellow or red card in addition to a free kick or penalty kick.

Click here for more details on soccer fouls...

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13. Free Kicks - I've explained most of the soccer rules regarding free kicks in "Soccer Rule Number 8 – The Start and Restart of Play".One additional soccer rule worth mentioning is that players from the opposing team must be at least 9.15 meters away from the position where the free kick will be struck. Also, the player that kicks the ball initially on a free kick cannot touch it again until a teammate or opposing player touches it.

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14. Penalty Kicks - Penalty kicks are conceded when a defended player fouls or commits handball inside the 18 yard box (commonly known as the penalty box). It's important to know that not all offences inside the penalty box are punished with a penalty kick. For example, if a player commits dangerous play inside his own penalty box, the referee will award an indirect free kick from the place that the offence occurred.

When the penalty kick is taken, the only two players in the 18 yard box are the penalty taker and the defending team's goalkeeper. Everyone else must sit outside the box and can only move towards the ball once it is kicked. So if the penalty is saved by the goalkeeper or strikes the bar, a player could run from the edge of the box and gain possession.

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15. The Throw In - When the ball goes out of play on the side lines, the opponent of the player who last touched the ball will take a throw in. The throwing method has to follow some rather strict rules; otherwise the referee might dictate a throw in for the other team. The player taking the throw must keep his feet outside the side line, with the sole on the ground and the actual throw must be executed with the ball over the thrower's head.

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16. The Goal Kick - The goal kick is a means of restarting play after the attacking team took the ball over the defending team's byline. The goal kick acts as a direct free kick, so if a player would kick the ball so hard that it would reach the opposing team's goal and score, the goal would count. 

One extra soccer rule regarding the goal kick states that the kick must be powerful enough to pass the penalty area. So in case the goalkeeper executes the goal kick and passes the ball to a teammate in his own penalty box, the goal kick is re-taken.

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17. The Corner Kick - The last of the 17 rules of soccer refers to the corner kick, which occurs when the ball passes over the defending player's goal line, with a defender having touched the ball last. The corner kick acts as a direct free kick taken from the corner of the pitch (if the ball passes the line on the left of the goal, the corner is taken from the left corner and if it passes on the right, the corner is taken from the right corner).

 
The same rules as for a direct free kick apply, in that opposing players must be at least 9.15 meters away from the corner, the corner taker may score directly from the corner kick and the kicker can't play the ball a second time until it's touched by another player. The only additional rule is that the ball be placed in the corner arc.

 
Well that's pretty much all you need to know about soccer and soccer rules. Most of these rules seem harder than they actually are on paper and if you watch a couple of matches you'll soon get the hang of them naturally. The only one that requires some special attention is the offside soccer rule, which indeed can be harder to understand without the proper explanation, so check out the offside article on the site for a more detailed clarification on that.

Different parts of the body affected by tobacco

Myth Buster :  You can not get sick from someone else's smoke.

Is the statement above a myth or a fact?  Defend your position by writing a topic sentence, and two supporting details on whether you believe that it is a myth or a fact.

In your health books define the 5 words on page 230.

Copy page 233 in your notebook in a creative way.  You can make a graphic organizer, a chart, a flow chart, or any creative way for you to see how the different systems of our bodies are effected negatively by tobacco.

Community projects will be presented today.

Due to the gym being closed until Feb. 19th, today will be the last day of basketball.  Let's have fun with it!

Fill in the Blanks!

The Chew 

Make-A-Story 

Sheet 

Work 

There was once a _______1_________ named ______2______________.  __________3_________ was 

13 years old.  ___________4_________  got pretty good grades in school, liked to swim, had a new friend named 

___________5________, and helped out around the house.  _________6___________ thought that some day 

______7____ would like to be a marine scientist, because the _______8_________ always fascinated _____9_____ 

with its ______10__________ fish and ________11________ plant life. 

One afternoon _________12___________ was just finishing an apple that _____13______ mother had packed 

for dessert when ______14______ noticed _____________15________ opening a little round tin. 

“What’s that?” 

“Chew.” 

“Chew?” 

“Chew.  Chewing tobacco.  Want some?” 

“What do I do with it?” 

_________16___________ laughed.  “You put it in your mouth, _________17______ Brain.  What do you think?” 

_________18___________ stared at the “chew.”  “It looks like dead ______19__________.” 

“Try it,” said _______20____________ and ______21_____ pinched some of the chew and held it out in front of 

__________22__________.  _________23___________ took it. 

Then _________24___________ pinched some more and put it in _____25______ own mouth. 

They both sat there for awhile, tobacco in their mouths.  Then ___________26________ gasped. 

“This is awful!  I think I’m going to ________27____________!” 

boy/girl 1

Name 1 2

Name 1 3

He/She 4

Name 1 5

Name 2 6

he/she 7

noun 8

him/her 9 

adjective 10

 adjective 11

Name 1 12

his/her 13

he/she 14

Name 2 15

Name 2 16

Adjective 17

Name 1 18

noun 19

Name 2 20

he/she 21

Name 1 22

 Name 1 23

Name 2 24

his/her 25

Name 1 26

verb 27

“Did you swallow it?  You swallowed it?  You’re not supposed to swallow it!  Here—watch me.” 

_______28________________ looked around; there were teachers as well as _________29______________ 

in the lunch area. 

Then _______30_____________ did something very ___________31____________.  _______32________ spit a 

gob of  _________33______________ brown liquid all over the ground.  Some of the juice ran over his/her chin, 

and a few drops fell on ______34___________ ___________35_____________ as well. 

“_______36________________!  I can’t believe you did that!  You spit!  That’s _____________37__________!” 

___________38____________  __________39_____________  ___________40____________ chin with a sleeve. 

Some of the brown spit stayed on the sleeve.  When ___________41____________ smiled, ___________42_______ 

noticed yellow teeth. 

School ended for the year, and _________43______________ started swimming more ________44___________. 

_________45______________ wanted to make the team next year, and the only way to do it was to 

__________46_____________. 

___________47____________ tried chewing tobacco one more time, but decided that ______48____________ 

didn’t like the way it tasted, didn’t like puffing ______49_________ cheek out, and absolutely ______50___________ 

spitting.  Besides, _______51___________ parents would be upset.  It just didn’t seem that chewing was very 

_________52______________ for ________53____________.  ________54_______________ didn’t care if everyone 

in the entire ___________55____________ chewed, although it seemed that only a few did it. 

At least once when __________56_____________ saw ___________57____________, it was upsetting.  “Come 

on, what are you afraid of?  It won’t ____________58___________ you,” ___________59____________ had said, 

brown ________60_______________ spittle dribbling from ______61__________  _________62______________. 

Name 2 28

 plural noun 29

Name 2 30

 adjective 31

He/She 32

his/her 33

noun 34

adjective 35

Interjection 36

Name 2 37

 verb 38

his/her 39

Name 2 40

 Name 1  41

Name 1 42

adverb  43

verb  44

He/She  45

Name 1 46

he/she  47

his/her 48

verb  49

his/her 50

adjective 51

him/her 52

Name 1 53

noun 54

Name 1 55

Name 2 56

verb 57

Name 2 58

adjective 59

his/her 60

noun  61

adjective 62

“How’s your sore?” ____________63___________ said, changing the subject.  ___________64____________ 

had developed some white spots in ____________65___________ mouth that just wouldn’t go away. 

“Don’t ____________66___________ about my sore.  It’s just a sore.” 

“_____________67__________, how long have you been chewing?” 

“About a year.  Maybe two.  Listen, it’s just tobacco.  It’s not like I’m smoking or anything.  This is 

___________68____________ stuff.” 

“Your tongue looks _________69______________ too.  Maybe you should see a __________70____________.” 

“I’m __________71_____________, I tell you.  How about a pinch?” 

“No, how about some food instead?  I could really go for a _________72______________.” 

“Oh, I can’t get into food these days.  It all tastes the same to me.  Maybe I caught a ________73___________. 

Come on, have some of this.” 

“I don’t want that, _____________74__________.  I mean, what for?  You’re my ___________75____________ 

and all, but I don’t think you look very ____________76___________ chewing tobacco.  And if it’s tobacco, then 

it must have nicotine in it as well as a bunch of stuff that causes __________77_____________.  What’s the 

difference if you smoke it or ___________78____________ it?” 

The school term began again, and ________79_______________ made the swimming team. 

___________80____________ missed a lot of school because of doctor appointments.  One evening 

___________81____________ got a phone call. 

“I heard you made the swimming team,” said ___________82____________.  “Congratulations.” 

“I haven’t seen you in a week or two.  What’s up?” 

“I have to have an operation.” 

“An operation?  Why?” 

Name 1 63

Name 2 64

his/her  65

verb  66

Name 2 67

adjective  68

adjective 69

noun  70

adjective 71

noun  72

noun 73

Name 2 74

noun 75

adjective 76

noun 77

verb  78

Name 1 79

Name 2 80

Name 1 81

Name 2 82

“My tongue, my ___________83____________.  I’m kind of _____________84__________ I guess. 

The ____________85___________ says it’s oral cancer.” 

There was a silence from both ends of the __________86_____________.  ___________87____________ didn’t 

know what to say. 

“The _________88______________ says it’s because of the chew.  I’m not sure I really agree with 

______________89_________.  I mean, it’s just __________90_____________!” 

“I’m ___________91____________ you’re having such trouble,” said __________92_____________ 

______________93_________.  “I hope you’re okay after your _________94______________.” 

“Well,” said ___________95____________, “me, too.  I just hope they don’t cut out too much of my 

____________96___________.  You’ll visit me, won’t you, ___________97____________?” 

“Of course I will.  Hey, give me a __________98_____________ after the __________99_____________. 

Let me know what I can do.” 

The next ____________100___________  _________101______________ looked in the mirror. 

_______102__________  ___________103____________ were white, ________104__________ gums felt 

___________105____________, and ___________106____________ smelled good, like a __________107_____________. 

___________108____________ was glad that ________109____________ took care of ________110____________ body. 

___________111________ made a little rhyme:  “________112_______________ is not for you!” 

Then ________113____________ went to pack up ______114______________ swimsuit. 

noun 83

adjective 84

noun 85

noun 86

Name 1 87 

noun  88

him/her 89

noun  90

adjective 91

Name 1 92

adverb  93

noun  94

Name 2  95

Name 1 96

noun  97

noun  98

noun 99

Name 1 100

noun 101

plural noun 102 

His/Her 103

his/her  104

adjective 105

he/she 106

noun  107

Name 1 108

he/she 109

his/her  110

He/She 111

noun  112

he/she 113

 his/her  114