English Revision Study Guide (Midterm Exam)

Date & Time November 23, 2023

Standards  Reading Standards:

RL 1: Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
RL 2: Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
RL 3: Analyze how and why individuals, events, and ideas develop and interact over the
course of a text.
RL 4: Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
RL 5: Analyze the structure of texts, including how specific sentences, paragraphs, and
larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each
other and the whole.

 Writing Standards:
W 1: Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
W 4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
W 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach. Reading:

 Grammar Standard:
LF 1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.

Topics/Concepts Reading:
 Themes;
 Story Elements;
 Plot Diagram;
 Making Inferences;
 Direct and Indirect Characterization;
 Types of Irony;
Writing:
 writing relevant and supporting evidence, examples, and details
for a PEEL paragraph
 incorporating linking words to create smooth transitions between ideas
and sentences;
 planning, drafting, revising and editing a paragraph;
Grammar:
 Parts of speech: This includes nouns, pronouns, verbs, adjectives,
adverbs, prepositions, and conjunctions (coordinating;
subordinating; correlative);
 Parts of a Sentence: This include simple and complete subjects and
predicates.
 Phrases: This include prepositional phrase, participles, participial
phrase, gerunds, and gerund phrase;
 This broad overview covers almost all specific topics and skills that could be included in
your English midterm exam. Therefore, it is fundamental for you to review your course
materials, lecture notes, handouts, revision worksheets, links, and PowerPoints provided
and uploaded by your teachers in the corresponding folders on Schoology for a more
detailed and accurate review. Good luck with your exam preparation!

 Students are able to:

Learning
Objectives/Skills Reading:
 cite textual evidence;
 make inferences based on clues from the text;
 use context clues to identify the meaning of unfamiliar;
 make logical connections and draw conclusions;
 determine central ideas or themes of a text;
 interpret words and phrases including figurative meaning;
 identify different types of poetic and literary devices;
 analyze and interpret poems using poetic device;

Writing:
 write arguments to support claims;
 incorporate relevant and supporting evidence, examples, and details
 produce clear and coherent writing;
 write a clear topic sentence and a concluding statement;
 create smooth transitions between sentences using linking words;
 construct clear and varied sentences;
 plan, draft, revise, and edit a paragraph;
Grammar:

 understand the different parts of speech and how they function in a

sentence, including nouns, pronouns, verbs, adjectives, adverbs,
prepositions, and conjunctions;

 identify the differences between adjectives and adverbs, including their

forms and how they modify nouns, pronouns, adjectives, adverbs, and
verbs respectively;

 learn about coordinating conjunctions, subordinating conjunctions, and

correlative conjunctions;

 identify the differences between gerunds and participles, including their

forms and functions;

 General Study Tips:

1. Study early and often;
2. Make connections between key concepts and ideas/experiences outside the class;
3. Participate in study groups with other students;
4. Review past formatives and summatives;
5. Find a quiet place to study so that you avoid distractions;
6. Establish a routine and create a schedule/plan;
7. Ask your teachers and classmates if you are struggling with a particular subject or concept;
8. Eat healthy meals and get enough sleep;
9. Break down your study material into manageable chunks.
10. If you have any questions or need clarification on certain topics, do not hesitate to reach out to your
teacher or classmates for assistance.
  READING SECTION:

I- Read the following texts/passages below, and then answer the questions that follow.

 Passage One:

After Twenty Years

The cop moved along the street, looking strong and important. This was the way he always moved. He was not
thinking of how he looked. There were few people on the street to see him. It was only about ten at night, but it
was cold. And there was a wind with a little rain in it. He stopped at doors as he walked along, trying each door
to be sure that it was closed for the night. Now and then, he turned and looked up and down the street. He was a
fine-looking cop, watchful, guarding the peace.

People in this part of the city went home early. Now and then, you might see the lights of a shop or of a small
restaurant. But most of the doors belonged to business places that had been closed hours ago. Then the cop
suddenly slowed his walk. Near the door of a darkened shop a man was standing. As the cop walked toward
him, the man spoke quickly.

“It’s all right, officer,” he said. “I’m waiting for a friend. Twenty years ago, we agreed to meet here tonight. It
sounds strange to you, doesn’t it? I’ll explain if you want to be sure that everything’s all right. About twenty
years ago, there was a restaurant where this shop stands. ‘Big Joe’ Brady’s restaurant.”
“It was here until five years ago,” said the cop. The man near the door had a colorless square face with bright
eyes, and a little white mark near his right eye. He had a large jewel in his necktie.

“Twenty years ago tonight,” said the man, “I had dinner here with Jimmy Wells. He was my best friend and the
best fellow in the world. He and I grew up together here in New York, like two brothers. I was eighteen and
Jimmy was twenty. The next morning I was to start for the West. I was going to find a job and make a great
success. You couldn’t have pulled Jimmy out of New York. He thought it was the only place on earth.

“We agreed that night that we would meet here again in twenty years. We thought that in twenty years we would
know what kind of men we were, and what future waited for us.”

“It sounds interesting,” said the cop. “A long time between meetings, it seems to me. Have you heard from your
friend since you went West?”

“Yes, for a time we did write to each other,” said the man. “But after a year or two, we stopped. The West is big.
I moved around everywhere, and I moved quickly. But I know that Jimmy will meet me here if he can. He was
as true as any man in the world was. He’ll never forget. I came a thousand miles to stand here tonight. But I’ll be
glad about that, if my old friend comes too.”

The waiting man took out a fine watch, covered with small jewels. “Three minutes before ten,” he said. “It was
ten that night when we said goodbye here at the restaurant door.”

“You were successful in the West, weren’t you?” asked the cop.

“I surely was! I hope Jimmy has done half as well. He was a slow mover. I’ve had to fight for my success. In
New York a man doesn’t change much. In the West you learn how to fight for what you get.”

The cop took a step or two. “I’ll go on my way,” he said. “I hope your friend comes all right.

If he isn’t here at ten, are you going to leave?”

“I am not!” said the other. “I’ll wait half an hour, at least. If Jimmy is alive on earth, he’ll be here by that time.
Good night, officer.”

“Good night,” said the cop, and walked away, trying doors as he went.

There was now a cold rain falling and the wind was stronger. The few people walking along that street were
hurrying, trying to keep warm. And at the door of the shop stood the man who had come a thousand miles to
meet a friend. Such a meeting could not be certain. But he waited.

About twenty minutes he waited, and then a tall man in a long coat came hurrying across the street. He went
directly to the waiting man.

“Is that you, Bob?” he asked, doubtfully.

“Is that you, Jimmy Wells?” cried the man at the door.

The new man took the other man’s hands in his. “It’s Bob! It surely is. I was certain I would find you here if you
were still alive. Twenty years is a long time. The old restaurant is gone, Bob. I wish it were here, so that we
could have another dinner in it. Has the West been good to you?”

“It gave me everything I asked for. You’ve changed, Jimmy. I never thought you were so tall.”

“Oh, I grew a little after I was twenty.” “Are you doing well in New York, Jimmy?”

“Well enough. I work for the city. Come on, Bob, We’ll go to a place I know, and have a good long talk about
old times.”

The two men started along the street, arm in arm. The man from the West was beginning to tell the story of his
life. The other, with his coat up to his ears, listened with interest. At the corner stood a shop bright with electric
lights. When they came near, each turned to look at the other’s face.

The man from the West stopped suddenly and pulled his arm away. “You’re not Jimmy Wells,” he said.
“Twenty years is a long time, but not long enough to change the shape of a man’s nose.”

“It sometimes changes a good man into a bad one,” said the tall man. “You’ve been under arrest for ten minutes,
Bob. Chicago cops thought you might be coming to New York. They told us to watch for you. Are you coming
with me quietly? That’s wise. But first here is something I was asked to give you. You may read it here at the
window. It’s from a cop named Wells.”

The man from the West opened the little piece of paper. His hand began to shake a little as he read.

“Bob: I was at the place on time. I saw the face of the man wanted by Chicago cops. I didn’t want to arrest you
myself. So I went and got another cop and sent him to do the job.
JIMMY.”
1- Identify the main characters: ____________________________

2- Identify one internal conflict:

____________________________________________________________________________________

3- When does the climax of the story occur?

____________________________________________________________________________________

____________________________________________________________________________________

4- What is a synonym of the word important as used in paragraph 1?

a. unworthy
b. impressive
c. insignificant

5- Which phrase best describes the neighborhood where the police officer is walking?
a. chaotic and crowded
b. loud and exciting
c. calm and empty

6- The narrator of this story is

a. Silky Bob
b. Jimmy Wells
c. not a character in the story

7- The author develops a theme that the values and choices of people determine their fate. How does the a
author develop this theme over the course of the passage?

a. by making New York the setting of the story.

b. by highlighting the differences between Bob and Jimmy.
c. by emphasizing how both characters made a decision to leave their home.

8- Which sentence best summarizes the irony in the story?

a. Jimmy Wells has turned the man from the West in for a crime that Wells committed twenty years ago.

b. Jimmy Wells has gotten taller over the last twenty years, so the man from the West does not know
that he was the police officer from the beginning.

c. The readers and the man from the West Bob learn that the friend he has been waiting for, Jimmy
Wells, is actually the police officer and has turned him for crimes he committed in Chicago.
9- Which statement best expresses a theme in the story?

a. Money can help one make new friends, but not old.
b. Those who fight for loyalty will always be rewarded.
c. The decision between loyalty and doing what is right is a hard one to make.

10- What surprises the man in the doorway when he begins talking to his old friend?

a. Jimmy is much taller that he remembers.

b. Jimmy has been very successful during his time in New York.
c. Jimmy dresses much differently than before.

11- What is ironic about the relationship of Silky Bob and Jimmy Wells after not having seen each other
for twenty years?

a. Neither of them ever liked the other.

b. One has become a police officer; one has become a criminal.
c. One has grown taller, while the other has grown shorter with age.

12- The man in the doorway immediately explains to the policeman what he is doing standing in the
doorway and why he is there. What does this indicate about the man?

a. He is unfamiliar with the neighborhood.

b. He is nervous about being discovered and doesn't want to make the policeman suspicious.
c. He recognizes the policeman as Jimmy.

13- What traits can you infer about the character of Jimmy Wells?

a. dedicated and compassionate

b. responsible yet dishonest
c. loyal yet careless

14- Which statement from the selection best support your answer?

a. “Bob: I was at the place on time.”

b. “Twenty years is a long time, but not long enough to change the shape of a man’s nose.”
c. I didn’t want to arrest you myself.
  Passage Two:

Redwoods and Arms Races

Redwoods are the tallest trees in the world. They

grow to be as high as 380 feet. Compare that to an
American football field, which is 300 feet long. A
redwood would impress you if you stood near one.
But why do they grow so tall?

It's hard to see from the ground, but the redwoods

are competing. They are fighting with each other
to get the most sunlight. The trees that get the most
sunlight grow taller. Trees that get stuck under
other trees do not get as much light. They lose the
opportunity to grow taller. So redwoods must
We could spend that money on schools, roads, and
grow taller to compete or they will get trapped on
parks. We could spend it on feeding hungry people
the bottom.
or helping the environment. We could spend it on
advancing art, philosophy, or science. So why
Growing so tall is risky. The wind is more
don't we?
threatening to a tall tree. It is also hard to grow so
much. Redwoods use all their energy to grow tall.
The problem is that if a nation has no military,
The trees might be better off if they didn't have to
then they face the risk of invasion. A nation with a
grow so tall to survive. Their lives would be safer
mighty army may take their resources and destroy
and easier. But there is no way for them to
them on a whim.
coordinate. They cannot agree to stop growing as
tall as possible. So, they compete their whole lives.
Like the redwoods, which grow taller to their own
detriment, we are locked in a harmful race. Most
People face similar challenges. For example,
people agree that world peace is better than an
nations spend a lot of money to protect themselves
arms race. In a peaceful world, we could use all
from other nations. The US spends more than half
our resources to make our lives better.
its budget on defense. Most other nations spend
10-30% of theirs on arms and armies. That's a lot
That sounds nice, but what if one nation broke the
of money.
agreement? What if they built an army in secret?
What if they used their secret army to destroy us?
Can we afford to take that risk? Most nations
decide that they cannot. Rather, they choose to
spend a lot of money on defense programs.
15. Why does the author believe that redwoods grow so tall?
a. They are in a life or death fight for sunlight.
b. They want more oxygen, which is higher in the atmosphere.
c. They want more rain, so they race toward the clouds.

16. Which best describes the author's purpose in the FIFTH paragraph?
a. To propose ways that we could fix the redwoods and save the forests
b. To make a wish list of what he would do if he were the president
c. To list how tax money could be better spent than on defense

17. Why does the author think that it'd be better for redwoods if they were shorter?
a. Growing wider helps the tree to get more sun.
b. Growing tall is dangerous and hard.
c. Growing tall is boring and time-consuming.

18. Which best defines the word detriment as used in paragraph 7? Use the context clues.
a. To make things worse
b. To make things better
c. To keep things about the same

19. According to the text, a nation that doesn't spend on defense faces which risk?
a. They will not be able to control their citizens.
b. They will not be able to invade other lands.
c. Another nation may invade and destroy them.

20. Which statement best expresses the MAIN IDEA of this text?
a. SOME competitions are harmful to ALL competitors.
b. ALL competitions are good for ALL competitors.
c. NO competitions are good for ANY competitors.

21. How does competition affect the lives of redwoods? Use text to support your response.

__________________________________________________________________________________________

__________________________________________________________________________________________

22. How are redwoods and arms races similar? Refer to the text to support your response.

_____________________________________________________________________________

_____________________________________________________________________________
II- Answer the following questions based on your understanding of plot structure and
elements of a short story.

23. The beginning of a story is also known as the:

a. climax
b. rising action
c. exposition

24. A struggle or problem happening to the main character(s) in the story.

a. conflict
b. issue
c. resolution

25. The message, the central belief, moral, or idea that an author tries to convey.

a. tone
b. theme
c. conflict

26. The organized pattern or sequence of events that make up a story.

a. conflict
b. plot diagram
c. setting

27. The suspense builds and the problem gets worse, becoming more complicated for the characters.

a. rising action
b. falling action
c. climax

28. The most exciting part of the story, the turning point, usually where the character experiences a
change.

a. rising action
b. falling action
c. climax

29. Something that needs to be solved by the end of the story. The main part of the story.

a. setting
b. theme
c. conflict

30. What is NOT an example of an external conflict?

a. man vs. man

b. man vs. self
c. man vs. nature
III- Read the following poems, and then answer the questions that follow.
31- An example of an onomatopoeia is:
On a Tree Fallen Across the Road
----------------------------------------------------------------
The tree the tempest with a crash of wood
32- Steer straight is an example of:
Throws down in front of us is not bar
Our passage to our journey's end for good,
a. alliteration
But just to ask us who we think we are
b. assonance
c. allusion
Insisting always on our own way so.
She likes to halt us in our runner tracks,
33- What is the main idea/theme of the poem?
And make us get down in a foot of snow
Debating what to do without an ax.
--------------------------------------------------------------
And yet she knows obstruction is in vain:
--------------------------------------------------------------
We will not be put off the final goal
We have it hidden in us to attain, 34- An example of assonance is:
Not though we have to seize earth by the pole
a. the sound /o/ in always…own
And, tired of aimless circling in one place, b. the sound /i/ in tired…aimless
Steer straight off after something into space. c. the sound /a/ in Debating…what

35- An example of a personification would be:

--------------------------------------------------------------

---------------------------------------------------------------

36-What is the rhyme scheme of the poem?

---------------------------------------------------------------
Dream Deferred 37- The poet reveals the speaker's feelings mainly by?

What happens to a dream deferred? a. Using personification to show the characteristics of a

Does it dry up Like a raisin in the sun? dream
Or fester like a sore – b. Using similes to describe what happens to dreams
And then run? c. Using metaphors to describe what happens to dreams
Does it stink like rotten meat?
Or crust and sugar over – 38- Based on the first stanza, the reader can conclude
Like a syrupy sweet? that the speaker....

Maybe it just sags a. hates having dream

Like a heavy load. b. remembers all his dreams
c. is curious of what happens to dreams
Or does it explode?
39- The repetition of the first sound in: dream deferred
is an example of:

a. alliteration
b. rhyme
c. repetition
IV- Based on your understanding of poetic devices and figures of speech, answer the
following questions.

40- The sweet fragrance of honeysuckle always reminded 46- It is the repetition of consonant sounds at the
me of my mother's perfume. This sentence is an beginnings of words.
example of:
a. metaphor
a. visual imagery b. allusion
b. olfactory imagery c. alliteration
c. both (a) and (b)
47- When two words sound the same, especially
41. Which sentence is an example of hyperbole? at the end of each line, what do we call this
term?
a. My suitcase was hard to carry because it weighed a
ton. a. alliteration
b. My sister ate the last bag of candy. b. rhyme
c. The squirrel ate the entire basket of nuts. c. repetition

42. Which is an example of personification? 48- It is poetry that has no fixed pattern of
meter, rhyme, line length, or stanza
a. The snow leaped from the pavement as the snow arrangement.
blower cleared a path.
b. My mother was so angry she could not see straight. a. stanza
c. I sleep the best on a rainy night. b. free verse
c. rhyme scheme
43- It is the central/main idea of a text.
49- The rhyme scheme of the following lines is:
a. tone
b. mood I wandered lonely as a cloud
c. theme That floats on high o'er vales and hills,
When all at once I saw a crowd,
44. Which sentence is an example of allusion? A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
a. The flowers danced to the wind.
b. My siblings are late for school today.
a. AABBCC b. ABABCC c. ABBACC
c. You don’t have to be William Shakespeare to write
poetry.
50- The warden’s keys clanked as he walked
45. Which is an example of simile?
past the cells. This sentence is an
example of:
a. I am too tired to play the game.
b. My father has eyes like a hawk.
a. visual imagery
c. I sleep the best on a rainy night.
b. auditory imagery
c. both (a) and (b)
  GRAMMAR SECTION:

V- Choose the letter that best identifies the underlined word(s) in the following sentences.

51. One of the girls agreed to drive her own car. 58- Stacy is washing her dirty dishes.

a. possessive pronoun a. main verb

b. relative pronoun b. linking verb
c. reflexive pronoun c. helping verb

52- Everybody except him had predicted a 59- Dan will arrive late for work today.
miserable record.
a. main verb
a. verb phrase b. linking verb
b. linking verb c. helping verb
c. action verb
60- Nancy feels a bit sick today.
53- Standing behind him in the long line at the
seafood restaurant were his former neighbors. a. main verb
b. linking verb
a. common noun…possessive pronoun c. helping verb
b. proper noun…relative pronoun
c. linking verb… possessive pronoun 61- Everyone has the right to his or her own
opinion.
54- Ken is a sales representative, and he thrives on
it. a. indefinite pronoun… complete predicate
a. verb phrase b. indefinite pronoun… simple predicate
b. linking verb c. reflexive pronoun… complete predicate
c. action verb
62- Standing behind him and Susie in the long
55- Everybody except him had predicted a line at the seafood restaurant were their
miserable record. former neighbors.

a. indefinite pronoun…simple predicate a. demonstrative pronoun

b. relative pronoun…complete predicate b. possessive pronoun
c. indefinite pronoun…complete predicate c. relative pronoun

56- The man in front of me at the market had a
heap of groceries in his cart, which delayed
my work.
a. possessive pronoun…possessive pronoun
b. possessive noun…relative pronoun
c. personal pronoun… relative pronoun
57- The cup of coffee every morning tastes great.
a. simple subject…verb phrase
b. complete subject…linking verb
c. simple subject…linking verb
63- The kindergarten children had not met the
new principal.
a. complete subject…common noun
b. simple subject …proper noun
c. complete subject…linking verb
64- The teachers finally made their decision.
a. action verb
b. linking verb
c. helping verb
65- We have reached our destination.

a. main verb
b. verb phrase
c. helping verb
66- Toothpaste ads on television always feature
models with gleaming, pearly teeth.
a. preposition…preposition…adjective
b. conjunction…preposition… adverb
c. preposition…preposition…adverb
67- The concept of karaoke is not a new one.
a. prepositional phrase
b. subordinate conjunction
c. object of preposition
68- Plenty of vegetables were ready to be picked
in her garden, so Maria did not go to the
farmers' market this week.
a. prepositional phrase…coordinate conjunction
b. coordinate conjunction…prepositional phrase
c. preposition… prepositional phrase
69- I really need a holiday, but I do not have the
money, and I don't have the time.
a. coordinate conjunction
b. subordinate conjunction
c. correlative conjunction
70- I will have a week in Rome, or I will go to
Paris for three days.
a. object of preposition … prepositional phrase
b. preposition…coordinate conjunction
c. object of preposition… coordinate conjunction
71- She jumped up suddenly and left the room.
a. adverb
b. adjective
c. participle
72- Music has accompanied drama since old
times.
a. adverb
b. adjective
c. preposition
74- The flag waving in the wind is inspirational.
a. gerund…linking verb
b. participle…linking verb
c. participle…adverb
75- She has curly blond hair and blue eyes.
a. adverb
b. adjective
c. participle
76- The children, crying and exhausted, were
guided out of the collapsed mine.
a. participle…verb phrase…gerund
b. participle…linking verb…gerund
c. participle…verb phrase…participle
77- Holding the torch steadily, Moni
approached the monster
a. participial phrase…verb phrase
b. gerund phrase… verb phrase
c. participial phrase …action verb
78- The remains of the Roman roads could be
seen in England today.
a. proper adjective…adverb
b. proper noun…adjective
c. adjective…adverb
79- American tourists enjoy going to the Eiffel
Tower.
a. proper adjective…participle…proper noun
b. proper adjective…gerund…proper noun
c. adjective…gerund…proper noun
80- There are many ways of breaking a heart.
a. adjective…verb
b. adjective…gerund
c. adverb…participle
  WRITING SECTION: PEEL

P - Point: Begin the paragraph by stating the main point or argument that you will be discussing. This should be
a clear and concise sentence that summarizes the key idea of the paragraph.
E - Evidence: Provide evidence to support your main point. This can include facts, examples, quotes, or data
from credible sources. Make sure to explain how the evidence supports the main point.
E - Explanation: This is where you analyze and explain the significance of the evidence you provided. Discuss
why the evidence is important, how it relates to your main point, and how it confirms or
supports your argument.
L - Link: The final step is to link your analysis back to the main point of the paragraph and the overall argument
of your essay.

Samples of a PEEL Paragraph.

Yes to a Four-day School Week!

(Hook) Do you sometimes feel like you see your teachers more than your friends and family? Do you
wish you just have more time to yourself (Position/Claim/Topic Sentence) I say we shorten the school week
from five to four days. One reason I think we need a shorter school week is the rising stress levels among kids.
Stress can cause illness, which will make it difficult for students to make the most of their class time because
they are not feeling well. A calm, well-rested student would perform better in school and get more done in
four days than they currently get done in five days. In addition, a shorter school week would provide more
time with family and friends. Good relationships with family and friends build self-esteem and kids need this
more than ever. It is becoming more difficult for working parents to spend time with their children. Some kids
don’t have social success in school, but they make friends through other activities such as sports and drama
and mosques. These friendships are a very positive thing, so time should be made for them. Therefore, I say
yes to a four-day school week. It would reduce stress and fatigue, and this may even lead to better
achievement in school.

Cell Phones – Biggest Distraction in Schools

(Hook) Have you ever wondered how necessary and helpful smart phones have become in education?
There has been a lot of discussion lately whether kids should be allowed to use cell phones in school.
(Position/Claim/Topic Sentence) In my opinion, kids do not need cell phones in school for several reasons.
Today’s modern classrooms have phones that dial out. There is also a phone in the office. If students need to
call their parent in case of an emergency, it can be done from one of the phones in the school. Cell phones can
be a big distraction during the school day. If kids bring their phones to class and start to use them, they will not
be paying attention. There are many games and apps on phones that can distract students that can pull kids
attention away from what they are supposed to be doing in school. Cell phones are another way that kids bully
each other. There are already too many ways kids can be mean to each other at school; phones would just add
another method for mean-spirited kids to harass other kids. I cannot think of any good reasons why kids need
to have cell phones at school. Phones would just be a distraction and could lead to more bullying than already
exists in school.