29
3.
This is Buddha’s palm and the world all at once. This mountain range and Buddha’s palm become the same, the
smallest and largest hand in the world all at the same time. Monkey will always be in Buddha’s world.
4.
Monkey had left a sign on one of the pillars that said “Magnificent Monkey was here.” So his own sign convinced
him that he had not left Buddha’s palm.
5.
Monkey must stay under Buddha’s mountain (in his hand) until he can use his power wisely and usefully – at least 500
years.
6.
AWV.
7.
Monkey’s mistakes are that he has never learned from his mistakes and made trouble throughout heaven. He must
learn to become worthy of respect. Monkey has always though of himself first and others later.
8.
Monkey is definitely an optimist. He is always happy and laughing and find solutions for every problem he faces.
9.
10. AWV.
NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the
cultures of the United States and the world; to acquire new information; to respond to the needs and demands of
society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and
contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many
dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate and appreciate texts. They draw on
their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of
other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter
correspondence, sentence structure, context, graphics.)
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to
communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements
appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation),
media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing
problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint
texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer
networks, video) to gather and synthesize information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects
across cultures, ethnic groups, geographic regions, and social roles.
10. Students whose first language is not English make use of their first language to develop competency in the
English language arts and to develop understanding of content across the curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy
communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning,
enjoyment, persuasion, and the exchange of information).
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