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Contents
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
The William and Mary Center for Gifted Education Units . . . . . . . vi
Correlation to the Common Core State Standards . . . . . . . . . . xvii
SECTIon
1
SECTIon
2
SECTIon
Copyright © Kendall Hunt Publishing Company
3
Unit Introduction and Curriculum Framework
Introduction to the Unit . . .
Rationale and Purpose . . . .
Goals and Outcomes . . . . .
Letter to Teacher . . . . . . .
Unit Reading and Resource List
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Teaching Tips for Implementing This Unit
Classroom Guidelines for Unit Implementation . . . . . . . . . . . . . . . 7
Teaching Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Lesson Plans
Unit Planner . . . . . . .
Unit Vocabulary List . . . .
Glossary of Literary Terms
Letter to Family . . . . . .
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. 34
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Introduction and Preassessment . . . . . . . . . . . .
Cyclic Patterns of Change . . . . . . . . . . . . . . .
Introduction to the Study of Grammar and Vocabulary
Introduction to Literary Analysis . . . . . . . . . . . .
Introduction to the Unit Novels . . . . . . . . . . . . .
Persuasive Writing . . . . . . . . . . . . . . . . . . .
Concepts and Graphic Organizers . . . . . . . . . . .
Cycles in Art and Poetry . . . . . . . . . . . . . . . .
Reasoning . . . . . . . . . . . . . . . . . . . . . . .
Cyclic Imagery . . . . . . . . . . . . . . . . . . . . .
Introduction to Research . . . . . . . . . . . . . . . .
First Novel Synthesis . . . . . . . . . . . . . . . . . .
Developing Symbolic Understanding . . . . . . . . . .
Writing a Persuasive Essay . . . . . . . . . . . . . . .
Symbolism in “A Bouquet of Wild Flowers” . . . . . . .
Persuasive Speaking . . . . . . . . . . . . . . . . . .
Earth Cycles in Literature and Music . . . . . . . . . .
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. 53
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Lessons
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18.
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SectIon
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SectIon
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Grammar Study
Teacher Instructions . . . . . . . . . . . . . . . .
Grammar Preassessment . . . . . . . . . . . . . .
Grammar Preassessment Answer Key . . . . . . . .
Grammar Postassessment . . . . . . . . . . . . . .
Grammar Postassessment Answer Key . . . . . . .
Inspecting Our Own Ideas: Student Grammar Study
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Bibliographies
Student Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240
Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
Appendices
Appendix A: Alternative Novels and Related Activities
Appendix B: Novel Lexile Information . . . . . . . .
Appendix C: The Concept of Change . . . . . . . .
Appendix D: The Nature of Metaphor . . . . . . . .
Appendix E: Blackline Masters . . . . . . . . . . . .
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Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
Copyright © Kendall Hunt Publishing Company
SectIon
Preparing Research Products . . . . . . . . . . . . . . . . . .
Cycles and Symbolism in “Walking” . . . . . . . . . . . . . .
Second Novel Synthesis . . . . . . . . . . . . . . . . . . . .
Cyclic Imagery in a Sonnet . . . . . . . . . . . . . . . . . . .
Presentation of Research . . . . . . . . . . . . . . . . . . . .
Closing Discussion of Cyclic Patterns of Change . . . . . . . .
Postassessment of Literary Interpretation and Persuasive Writing
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The William and Mary Center for
Gifted Education Units
Teachers who participate in our program have access not only to quality literature and content,
but to the expertise of one of the nation’s foremost centers for gifted education. In accordance
with considerable research and evidence of effectiveness, a series of teaching models has
been developed which provides scaffolding and support to students’ work throughout the
units. The program’s emphasis on persuasive writing has resulted in great gains in student
performance on writing tasks. Students are also held to unusually high standards in reasoning
and research; Paul’s Reasoning Model provides a method of inquiry that permeates analytical
and communication tasks, while the Research Model combines stringent reasoning criteria
with formal scholarly practices. As an added bonus, the Curriculum Guide assists teachers not
only in understanding and implementing the units, but in differentiating instruction to reach
a variety of learners, as well as evaluating and monitoring the effectiveness of language arts
curricula. In addition to the language arts units, the Center for Gifted Education offers series in
other subject areas including science and social studies, so teachers can have access to the same
support and wealth of resources across the curriculum.
Due to the popularity of the first edition of William and Mary language arts units, we have
created a second edition with even more teacher support. While the quality content has
been retained, new features to help the teacher prepare, plan, and succeed have been added,
including unit and lesson overview features, a section with helpful background information,
more cross-curricular connections, additional consumable student activity pages, and a system
of design elements to make the lessons easier to follow. In addition, we have put directions into
more concise and teacher-friendly language and updated our literature offerings. The result is a
program that has the same core teaching philosophy and wealth of activities that made the first
edition so popular, but is easier to use and provides substantial support for a teacher who may
not have a background in gifted education.
Copyright © Kendall Hunt Publishing Company
At the College of William and Mary’s Center for Gifted Education, we believe in investing in
the realization of each gifted student’s potential. Our award-winning language arts units provide
teachers with the concrete tools they need to unlock and nurture students’ nascent analytical
and writing capabilities. Anchored by guided discussions and structured around advanced
literature, the lessons are designed to allow considerable intellectual freedom to students and to
encourage original thought. While the format of lessons allows learning to unfold in an organic,
spontaneous manner, the planning behind the activities is rigorous. Each discussion question,
activity, and project is precisely aligned to the analytical, communication, and reasoning skills
that gifted students most need to participate and succeed in society’s highest levels. These skills
include literary analysis and interpretation, persuasive writing, linguistic competency, listening/
oral communication skills, reasoning skills, and concept development.
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Literature and Discussion
All of the William and Mary units feature
advanced reading selections chosen for their
complexity, depth, relevance to issues facing
our society, and capacity to provoke interpretive
behavior and contemplative thought. A wide
range of genres is explored; in addition to core
novels, students read historical documents,
poems, essays, speeches, and plays, as well as
explore other forms of media such as visual art,
music, and advertisements.
Examples of Literature Used in
William and Mary Units
• The poems of Langston Hughes
• Hiroshima by John Hersey
• Animal Farm by George Orwell
• Esperanza Rising by Pam Muñoz Ryan
• The poems of Emily Dickinson
• Billy Budd by Herman Melville
• Rising Voices: Writings of Young Native
Americans by Arlene Hirschfelder and
Beverly Singer
Copyright © Kendall Hunt Publishing Company
• Maus II by Art Spiegelman
• The Diary of Anne Frank by Anne Frank
• Essays for and against censorship
• Martin Luther King’s “I Have a Dream” speech
• Autobiograpical writings of Beverly Cleary,
Eloise Greenfield, Isaac Singer, and
Lawrence Yep
The William and Mary lessons provide teachers
with targeted discussion questions that will
form a foundation for students’ development
as critical thinkers. In addition to providing
opportunities for higher-order analysis, these
questions cross into the reasoning and concept
dimensions. Students have the opportunity to
apply rigorous reasoning standards as well as
concept generalizations to a variety of situations
in literature and society.
DiscussionQuestions
Literary Response and Interpretation
Questions
• What adjectives would you use to describe
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the character of Tom Sawyer, based upon the
excerpt you just read? What evidence from the
story supports your description?
What was Tom’s “great, magnificent
inspiration”? How did he “put the thing in
a new light”?
Tom found the world “not so hollow” after all.
What does he mean by that statement?
How does Aunt Polly perceive Tom? In what
ways is this different from how he perceives
himself? Are either of their perceptions more
accurate? Why or why not?
What title might you give to this excerpt from
the book? Give reasons for your selection.
Reasoning Questions
• What was Tom’s problem? What was his first
solution? What was his second solution?
• How were the consequences of Tom’s eventual
solution different from the consequences he
would have faced if Jim had agreed to trade
places with him? Which solution was a better
one for Tom?
• Tom’s solution to his problem was based on
certain assumptions or guesses he made about
the other boys. What did Tom assume about the
other boys? What is meant by the words, “He
had discovered a great law of human action,
without knowing it—namely, that in order to
make a man or a boy covet a thing, it is only
necessary to make the thing difficult to attain”?
• Would you have been persuaded by Tom’s
argument? Why or why not?
• What can distinguish persuasive techniques from
being dishonest to get one’s way?
Change Questions
• What techniques did Tom use to change
people’s minds?
• Would you classify the changes that took
place in the story as positive or negative for
the people involved? Why? In what ways was
the whitewashing arrangement thought to be
positive by everyone?
• How does the classification of something as
either work or as play change the way you feel
about it?
Literature and Discussion sample from Persuasion unit
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Oral communication Strong emphasis is given to oral communication, as it is an essential part
of the professional lives of adults. Students explore the importance of sound reasoning and
substantial support as well as the art of persuasion and delivery through oral activities ranging
from presentations to debates.
Assessment
Name: ______________________________________________ Date: ______________________
Assessment in the William
and Mary units is ongoing and
comprised of multiple formative
and summative options.
Persuasive Writing Preassessment
1D
Directions: Write a paragraph to answer the following question. State your opinion,
include three reasons for your opinion, and write a conclusion to your paragraph.
Do you think the poem “The Road Not Taken” by Robert Frost should be required
reading for all students in your grade?
• Pre- and Postassessments for Literature
• Pre- and Postassessments for Writing
• Pre- and Postassessments for Grammar
• Rubrics for teacher/student conferences
• Rubrics for Self-, Peer, and
Teacher Evaluations
• Rubrics for performance in
Copyright © Kendall Hunt Publishing Company
Each assessment tool is accompanied by
substantial teacher support. Rubrics are
detailed and include samples of scored
responses.
Copyright © Kendall Hunt Publishing Company
group discussions
Teacher Resource Page
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Correlation to the
Common Core State Standards
The Common Core State Standards in English Language Arts for grades K–5 and 6–12 define
what students should understand and be able to do by the end of each grade. They correspond
to the College and Career Readiness (CCR) anchor standards. The College and Career Readiness
(CCR) anchor standards provide broad standards, that, together with the grade level standards,
define the specific skills and understandings that all students must demonstrate.
This correlation will provide the correlation of the William and Mary language arts units to the
College and Career Anchor Standards for ELA.
Copyright © Kendall Hunt Publishing Company
College and Career Anchor Standards
for Reading
William and Mary
Language Arts Units
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.
Major goal related to analysis and
interpretation of literature. (Goal 1)
Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
Major goal related to analysis and
interpretation of literature. (Goal 1)
Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
Major goal related to the concept
of change in the language arts.
(Goal 6)
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.
Major goal related to developing
linguistic competency. (Goal 3)
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.
Major goal related to analysis and
interpretation of literature. (Goal 1)
Assess how point of view or purpose shapes the content and style
of a text.
Major goal related to analysis and
interpretation of literature. (Goal 1)
Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
Major goal related to reasoning
skills in the language arts. (Goal 5)
Analyze how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the
authors take.
Major goal related to analysis and
interpretation of literature. (Goal 1)
Read and comprehend complex literary and informational texts
independently and proficiently.
Broad-based reading in poetry,
short story, biography, essay, and
novel forms.
Use of the change matrices
supports the analysis of
multiple texts.
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College and Career Anchor Standards
for Writing
William and Mary
Language Arts Units
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
Major goal related to persuasive
writing. (Goal 2)
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
Major goal related to persuasive
writing. (Goal 2)
Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
Major goal related to persuasive
writing. (Goal 2)
Conduct short as well as more sustained research projects
based on focused questions, demonstrating understanding of
the subject under investigation.
Research project focuses on these skills.
Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source,
and integrate the information while avoiding plagiarism.
Major goal related to reasoning skills in
the language arts. (Goal 5)
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Major goal related to analysis and
interpretation of literature. (Goal 1)
Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes,
and audiences.
Major goal related to persuasive
writing. (Goal 2)
Major goal related to reasoning skills in
the language arts. (Goal 5)
Research project focuses on these skills.
College and Career Anchor Standards
for Speaking and Listening
William and Mary
Language Arts Units
Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others’ ideas
and expressing their own clearly and persuasively.
Major goal related to listening/oral
communication skills. (Goal 4)
Integrate and evaluate information presented in diverse media
and formats, including visually, quantitatively, and orally.
Major goal related to reasoning
skills in the language arts. (Goal 5)
Evaluate a speaker’s point of view, reasoning, and use of evidence
and rhetoric.
Major goal related to reasoning
skills in the language arts. (Goal 5)
Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose,
and audience.
Major goal related to listening/oral
communication skills. (Goal 4)
Make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations.
Research project focuses on
these skills.
Copyright © Kendall Hunt Publishing Company
Research project focuses on these skills.
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College and Career Anchor Standards
for Language
William and Mary
Language Arts Units
Major goal related to developing
linguistic competency. (Goal 3)
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Major goal related to developing
linguistic competency. (Goal 3)
Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing
meaningful word parts, and consulting general and specialized
reference materials, as appropriate.
Major goal related to developing
linguistic competency. (Goal 3)
Copyright © Kendall Hunt Publishing Company
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
xix
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appropriate literature for students is that the age of the central protagonist provides
an indication of the target audience for the book. For example, Jonas, in The Giver,
is 12. Although the Lexile level for this book is indicative of upper elementary
age students, the concept of utopia that is covered in this book is appropriate for
students in higher grade levels. Both content and Lexile level should be taken into
account when selecting literature for students, but one should not automatically
eliminate a book from being used. However, if a child reads something that he or
she is not ready for, he/she may want to abandon the book, skip the section that he/
she is not comfortable with, or he/she may want to discuss it with an adult.
Assessment approaches in the unit include pre- and postassessments in reading,
writing, and grammar, writing evaluations, an assessment for the research
presentation, and portfolio work to be collected and evaluated in each lesson.
Specific information about implementing the unit may be found in Section 2,
“Teaching Tips for Implementing This Unit.” Teachers are encouraged to read this
section and also, if possible, to attend an implementation workshop on the units.
(Contact the Center for Gifted Education at [email protected] for more information.)
In addition, the Guide to Teaching a Language Arts Curriculum for High Ability Learners
includes detailed information about the curriculum framework for the William and
Mary units, research evidence of effectiveness, instructional support for special needs
learners, and frequently asked questions about the curriculum.
We thank you for your interest in our materials!
The Center for Gifted Education Curriculum Development Team
Copyright © Kendall Hunt Publishing Company
Sincerely,
4 Patterns of Change
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Other Required Readings
The following short stories and poems are provided in the Student Guide.
Location
“New feet within my garden go …” by Emily Dickinson
Student Guide p. 19
“On the Pulse of Morning” (excerpt) by Maya Angelou
Student Guide p. 23
“The Helpful Badger” by Laurence Yep
Student Guide p. 31
“all ignorance toboggans into know” by e.e. Cummings
Student Guide p. 67
“In the Windowsill” by Mary Pleiss
Student Guide p. 68
“A Day” by Emily Dickinson
Student Guide p. 83
“The Sleeping Flowers” by Emily Dickinson
Student Guide p. 84
“The Wind Is Blowing West” by Joseph Ceravalo
Student Guide p. 85
“A Bouquet of Wild Flowers” by Laura Ingalls Wilder
Student Guide p. 121
“Buffalo Dusk” by Carl Sandburg
Student Guide p. 135
“Below” by Joseph Bruchac
Student Guide p. 136
“Walking” by Linda Hogan
Student Guide p. 153
Sonnet II by William Shakespeare
Student Guide p. 163
“Little Gidding” (excerpt) by T.S. Eliot
Student Guide p. 175
Recommended Dictionaries
Dictionary
The American Heritage Dictionary of the English Language (Fifth Edition)
Merriam-Webster’s Collegiate Dictionary (Eleventh Edition)
The American Heritage Dictionary for Learners of English (This may be useful in classrooms with
ESL students.)
Copyright © Kendall Hunt Publishing Company
Title/Author
6 Patterns of Change
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• World Wide Web
• Word processing software: writing, revising,
and editing written work
• Presentation software: developing the final
product produced in the research strand
• Wikis: writing workshops/peer editing
• Blogs: collaborative learning related to issues
in the unit
• Concept mapping software: designing
concept maps and developing webs for prewriting work
Copyright © Kendall Hunt Publishing Company
Collaboration with Library
Media Specialists
Because literature and information play
key roles in the search for meaning, this
unit depends on rich and extensive library
resources. Working with library media
specialists is essential for both teachers and
students throughout the unit. Teachers
and library media specialists should work
together in the planning stages of the unit
to tailor the literature and research demands
to the interests and abilities of the students.
Because many of the resources suggested in
this unit exceed the scope of school library
media centers, public and university library
media specialists should also be involved in
the planning and implementation. Library
media specialists can suggest resources,
obtain materials on interlibrary loan, and
work with students on research projects.
Students should be encouraged to become
acquainted with the library media specialists
in their community for several reasons. First,
library media centers are complex systems
of organizing information. The systems
vary from one place to another, and access
via technology to the systems is constantly
changing. Library media specialists serve
as expert guides to the information maze,
and they are eager to assist users. Secondly,
the most important skill in using the media
center is knowing how to ask questions.
Students should learn that working with a
media specialist is not a one-time inquiry
or plea for assistance, but an interactive
communication and discovery process. As
the student asks a question and the media
specialist makes suggestions, the student will
gain a better understanding of the topic and
find new questions and ideas to explore. To
maximize the use of resources, the student
should then discuss these new questions and
ideas with the media specialist. Learning to
use the services of library media specialists
and other information professionals is an
important tool for lifelong learning.
In order to facilitate the research process
outside of school, the teacher may want to
contact the local public library to provide
basic information about the research that
students will be conducting. In order to help
the library media specialists be prepared for
the students who might visit, the teacher
could provide a copy of the research project
guidelines, and an explanation of the types
of sources that students might be exploring.
Assessment
The language arts units include both
formative and summative assessments. Each
unit has pre- and postassessments which are
excellent tools to measure student growth
during the unit instruction. There are other
opportunities for assessment throughout
the language arts units. Evaluation forms
for self, peers, and teachers are included
with the writing assignments. These are
samples and can be adapted to meet the
needs of an individual school or district.
Evaluation forms are also included for the
oral presentations and research assignments.
Finally, informal assessment rubrics allow
teachers to monitor students’ participation
in discussions as well as progress in
independent writing tasks.
Discussion Participation Log
Since discussion plays a prominent role in
the students’ learning, teachers may want
Section 2 · Teaching Tips for Implementing This Unit
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to consider teaching students a specific
process for the discussion elements of the
unit. The Socratic Seminar is one method
for organizing discussions that is often
used when analyzing literature. The teacher
may want to design a chart such as the one
below to give to students to monitor their
contributions during discussions. The date
for the discussion can be written at the
top. The literary selections that are being
discussed can be written beneath the dates.
Have students place tally marks in the boxes
according to their contributions. In this way,
a student and the teacher can monitor the
student’s contributions to discussions about
various types of literature, both through
original contributions and elaboration on
classmates’ comments. (For example, a
student may contribute original ideas often
when examining short stories but rarely
when poetry is the topic of discussion.)
Discussion Participation Log
Date:
Text(s)
Elaborated on
another’s ideas
Used evidence from text
to support ideas
Asked questions that led
to enhanced discussion
and deeper group
understanding
Copyright © Kendall Hunt Publishing Company
Made original
contribution(s)
to discussion
Comments
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Once students become familiar with this
activity, they may use a streamlined version
to accommodate new words they meet in
their independent reading. A vocabulary
section should be kept in a separate place in
students’ notebooks for this purpose. They
need list only the word, definition, and
sentence in which the word was encountered,
plus any additional information they find
particularly interesting, and they may then
develop webs for a few selected words.
The American Heritage Dictionary of the
English Language (Fifth Edition) and the
Merriam-Webster’s Collegiate Dictionary
(Eleventh Edition) are the recommended
dictionaries for use with the Vocabulary
Web. Many online dictionaries are also
suitable for use with the Vocabulary Web.
The American Heritage Dictionary for Learners
of English is another resource that may be
useful in classrooms with ESL students.
Vocabulary Web Model
Word Families
Synonyms
Antonyms
Dictionary Definition
Word
Sentence in Text
Analysis
Part of Speech
Origin
Some resources that are useful for finding
and learning the Greek and Latin stems
of words are books written by Michael
Clay Thompson and available from Royal
Fireworks Press. (See “Teacher Resources” in
the “Bibliographies” section at the back of
this book.)
The Hamburger Model for
Persuasive Writing
The purpose of the Hamburger Model is to
provide students with a useful metaphor
to aid them in developing a persuasive
paragraph or essay. The model should be
introduced by the teacher, showing students
that the top bun and the bottom bun
represent the introduction and conclusion
of any persuasive writing piece. The teacher
should note that the reasons given in
support of the thesis statement are like the
meat or vegetables in a hamburger, providing
the major substance of the sandwich.
Elaboration represents the condiments in
a sandwich, the ketchup, mustard, and
onions that hold a sandwich together, just as
examples and illustrations hold a persuasive
writing piece together.
Teachers should show students examples
of hamburger paragraphs and essays and
have students find the top bun, bottom bun,
hamburger, and condiments. Discuss how
“good” each sandwich is.
Teachers should ask students to construct
their own “hamburger” paragraphs. After
students have constructed their own
paragraphs, teachers may use peer and
self-assessments to have students judge their
own and one another’s writing. This process
should be repeated throughout the unit.
Copyright © Kendall Hunt Publishing Company
the word. Students may also include an
additional spoke on the web for a pictorial
representation of the vocabulary word.
For guiding persuasive writing, it is also
recommended that teachers do the following:
Stems
• Share models or examples that highlight
Student Example
positive aspects of writing or missing
elements.
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3
LessonPlans
The
follow provide some introductory information about the unit lessons.
The Unit Planner gives an overview of the unit’s lessons, including goals, assignments, and
assessment opportunities. Following the Unit Planner are lists of key vocabulary words, a
glossary of literary terms, and a letter to send home to families about the unit. The lesson plans
themselves appear after the letter to families.
pages ThaT
The Unit Planner, which begins on the next page, contains the following information to help
teachers plan:
• Alignment with Unit Goals: This feature allows teachers to identify quickly which major unit goals are
met in each lesson. The goals are:
Content Goals
Copyright © Kendall Hunt Publishing Company
Goal 1 – Literary Analysis and Interpretation
Goal 2 – Persuasive Writing
Goal 3 – Linguistic Competency
Goal 4 – Oral Communication
Process Goal
Goal 5 – Reasoning
Concept Goal
Goal 6 – Concept of Cyclic Change
• Materials: This section includes a list of the items the teacher will need for the lesson, including Teacher
Resources, Student Activity Pages, reading selections, and other necessary supplies.
• Assignment Overview: The major activities of the lesson are summarized here, as well as the estimated
time frame needed to complete the activities, so teachers can see at a glance what each lesson will entail.
• Teaching Models: Any core teaching models employed in the lesson are noted here. The teaching
models used in the William and Mary language arts units include the Literature Web, Vocabulary Web,
Metaphor Analysis Model, Taba Model of Concept Development, Reasoning Model, Hamburger or
Dagwood Model, Writing Process Model, and Research Model.
• Extensions: This section gives a preview of all extension activities, which are optional activities offered
to provide further enrichment or to accommodate expanded schedules. Cross-Curricular Connections
(activities that connect to other subject areas) are noted here.
• Homework: All homework assignments are listed here. In addition to assignments initiated in the
particular lesson, this section also includes reminders about ongoing assignments so teachers can help
students stay on track to complete independent work.
• Assessment: Opportunities for formative and summative assessment are listed here. All assessment
types are supported by resources including detailed rubrics and/or sample responses.
Section 3 · Lesson Plans 33
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• Give students deadlines and explain your
expectations. Explain that you will check
each student’s Literature Journal periodically
and evaluate it, based on completeness, the
level of thinking reflected in the writing, the
connections made between the reading and
personal experience, and the use of wellchosen examples that support the responses.
Tell students where you expect them to keep
their work: in their unit notebook or in a
separate folder, based
on your preference.
Activity
Directions: Think about these questions as you read your novel and work
on the Cycles Matrix for Novels.
Cycles in the story pattern:
• Does the novel follow a home-away-home story pattern?
If so, describe it.
• Do any of the characters “come full circle” physically, emotionally,
mentally, or in terms of setting? In what way?
• Does the author use language or events in a cyclic way? Give examples.
• Is the order of events in the novel related to a cycle, such as the seasons
or the days of the week? If so, describe it.
Cyclic imagery:
• Does the novel include symbols that have a cyclic shape?
What are they?
Tip
Student Activity Page 5F.
Look at and discuss the
While introducing
Cycles Matrix for Novels.
the Cycles
Matrix, discuss
Explain that as students
sample responses
read their novel, they will
drawn from a
complete the matrix by
movie familiar to
students.
noting ideas and examples
about cycles that they find
in the novel. Have students
turn to StudentActivityPage5G. Read and
discuss the questions students should think
about as they work on the matrix.
Questions for the
Cycles Matrix
5G
• Are any symbols repeated in a cyclic way? Describe it.
• Do any metaphors, similes, or other analogies in the novel relate to
cycles? Give examples.
Cycles and you:
• Did you notice any cycles in the world around you as you read
this book?
• How has reading this novel helped you to understand cycles better?
50
Copyright © Kendall Hunt Publishing Company
• Have students turn to
Name: ______________________________________ Date: __________________
Patterns of Change · Lesson 5 · Introduction to the Unit Novels
From Student Guide, page 50
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• Help students select a novel. If you plan to
See Curriculum Guide, Section 1,
“Balanced Literacy” for more information
about independent reading.
Extensions
Connect to
History
• Have students read (or reread) “On the
Homework
• Have students begin the novel assignment.
• Remind students to continue work on the
grammar study, due by Lesson 23.
Pulse of Morning” in its entirety. Tell them
to choose one of the immigrant or Native
American groups named in the poem,
and investigate the role and experiences
of that group in American history. Have
students create a collage of images with
captions identifying when the group
arrived on the continent, how members
of the group interacted with members
of other groups, how their descendants
live today, and other similar information.
Arrange students’ individual collages
in a display creating a class collage
representing the American heritage.
Copyright © Kendall Hunt Publishing Company
implement literature circles (see “Notes to
Teacher”), ensure that enough students select
a given novel to support ongoing discussions
about it.
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NotestoTeacher
• Students should finish reading their novels
and complete the related activities by Lesson
12, in which students will discuss all the
novels together. If possible, schedule periodic
literature circle meetings so that students
reading the same novel can discuss their
questions and ideas.
• Consider sharing the questions in Lesson 12
with students as they progress through their
novels, especially if you are having them meet
in literature circles.
• See “Alternative Novels” in Section 6 for a list
of additional options for the novel assignment.
• Once they become absorbed in a novel,
students often have difficulty stopping to write
a journal entry. Consider giving students the
following schedule of suggested “stopping
points” when introducing the novels.
• The Watsons Go to Birmingham—1963
Entry 1: Chapters 1–5
Entry 2: Chapters 6–10
Entry 3: Chapters 11–15
• A Wrinkle in Time
Entry 1: Chapters 1–4
Entry 2: Chapters 5–8
Entry 3: Chapters 9–12
Copyright © Kendall Hunt Publishing Company
• Chasing Vermeer
Entry 1: Chapters 1–8
Entry 2: Chapters 9–16
Entry 3: Chapters 17–24
• A Long Way from Chicago
Entry 1: Chapters 1–4
Entry 2: Chapters 5–6
Entry 3: Chapters 7–9
• Replay
Entry 1: Chapters 1–13
Entry 2: Chapters 14–23
Entry 3: Chapters 24–38
• The Wednesday Wars
Entry 1: Chapters 1–3
Entry 2: Chapters 4–6
Entry 3: Chapters 7–10
• A Single Shard
Entry 1: Chapters 1–4
Entry 2: Chapters 5–9
Entry 3: Chapters 10–13
Section 3 · Lesson Plans 91
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Spinelli, J. (1990). Maniac Magee. NY: Little, Brown.
Yep, L. (1995). Tree of dreams: Ten tales from the garden of night. NY: Bridgewater Books.
Teacher Resources
Art
Salvi, F. (1994). Masters of art: The impressionists (The origins of modern painting). NY: Peter
Bedrick Books.
Strickland, C. (1992). The annotated Mona Lisa. Kansas City, MO: Andrews & McMeel.
Weldon, J. (1992). Eyewitness art: Monet. London: Dorling Kindersley.
Dictionaries
Houghton Mifflin. (2011). American heritage dictionary of the English language (5th ed.). Boston:
Author.
Merriam-Webster. (2003). Merriam-Webster’s collegiate dictionary (11th ed.). Springfield, MA:
Author.
Education and Learning Theories
Rosenblatt, L. M. (1991). Literary theory. In J. Flood, J. M. Jensen, D. Lapp, & J. R. Squire (Eds.),
Handbook of research on teaching the English language arts (pp. 57–62). NY: Macmillan.
Taba, H. (1962). Curriculum development: Theory and practice. NY: Harcourt, Brace & World.
Language Arts Skills Development (Including: Comprehension, Critical Thinking,
Reasoning, Research, and Speaking Skills)
Anders, G., & Beech, L. W. (1990). Reading: Mapping for meaning. NY: Sniffen Court Books.
Anderson, R., Brinnin, J. M., Leggett, J., Arpin, G. Q., & Toth, S. A. (1993). Elements of literature:
Annotated teacher’s edition. Dallas, TX: Holt, Rinehart, & Winston.
Boyce, L. N. (1997). A guide to teaching research skills and strategies in grades 4–12. Williamsburg,
VA: Center for Gifted Education, The College of William and Mary.
Copyright © Kendall Hunt Publishing Company
Marzano, R. J., Pickering, D. J., Arrendondo, D. E., Blackburn, G. J., Brandt, R. S., & Moffett,
C. A. (1992). Dimensions of learning: Teacher’s manual. Alexandria, VA: Association for
Supervision and Curriculum Development.
Center for Gifted Education. (1999). Guide to teaching a language arts curriculum for high-ability
learners. Dubuque, IA: Kendall Hunt.
Claggett, F., & Brown, J. (1992). Drawing your own conclusions. Portsmouth, NH: Heinemann.
Costa, A. L. (Ed.). (1991). Developing minds. (Rev. ed., Vol. 1–2) Alexandria, VA: Association for
Supervision and Curriculum Development.
Great Books Foundation. (1992). An introduction to shared inquiry (3rd ed.). Chicago, IL: Author.
240 Patterns of Change
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Name: ______________________________________ Date: __________________
Literature Web
Directions: Complete a Literature Web about your reading.
Key Words
Feelings
Images/Symbols
Ideas
Structure
Copyright © Kendall Hunt Publishing Company
Title
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Name: ______________________________________ Date: __________________
Vocabulary Web
Directions: Complete the Vocabulary Web for a word of your choice.
Word Families
Synonyms
Antonyms
Dictionary Definition
Word
Sentence in Text
Analysis
Copyright © Kendall Hunt Publishing Company
Part of Speech
Origin
Stems
Student Example
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Name: ______________________________________ Date: __________________
Hamburger Model for Persuasive Writing
Directions: Use the Hamburger Model for Persuasive Writing to organize
ideas for your essay.
Elaboration
Elaboration
Elaboration
Reason
Reason
Reason
Elaboration
Elaboration
Elaboration
Copyright © Kendall Hunt Publishing Company
Introduction
(State your opinion.)
Conclusion
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Name: ______________________________________ Date: __________________
Metaphor Chart
Directions: Use the chart to identify and analyze metaphors.
VEHICLE
(what the topic is
compared to)
GROUND
(characteristics the
topic and vehicle share)
Copyright © Kendall Hunt Publishing Company
TOPIC of the
comparison
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Name: ______________________________________ Date: __________________
Research Model
Directions: Use the Research Model to help you explore an issue
of significance.
1. Identify your issue or problem.
• What is the issue or problem?
• Who are the stakeholders and what are their positions?
• What is my position on this issue?
2. Read about your issue and identify points of view or arguments
through information sources.
• What are my print sources?
• What are my media sources?
• What are my people sources?
• What primary and secondary source documents might I use?
Copyright © Kendall Hunt Publishing Company
• What are my preliminary findings based on a review of existing sources?
3. Form a set of questions that can be answered by a specific set
of data:
• What would be the results of _________________________________?
• Who would benefit and by how much?
• Who would be harmed and by how much?
• My research questions: ______________________________________
4. Gather evidence through research techniques such as surveys,
interviews, or analysis of primary and secondary source documents.
• What survey questions should I ask?
• What interview questions should I ask?
• What generalizations do secondary sources give?
• What data and evidence can I find in primary sources to support
different sides of the issue?
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5. Manipulate and transform data so that they can be interpreted.
• How can I summarize what I learned?
• Should I develop charts, diagrams, or graphs to represent my data?
6. Draw conclusions and make inferences.
• What do the data mean? How can I interpret what I found out?
• How do the data support my original point of view?
• How do they support other points of view?
• What conclusions can I make about the issue?
• What is my point of view now, based on the data?
7. Determine implications and consequences.
• What are the consequences of following the point of view that
I support?
• Do I know enough or are there now new questions to be answered?
8. Communicate your findings. (Prepare an oral presentation for
classmates based on notes and written report.)
• What data will I use to support my point of view?
• How will I conclude my presentation?
Copyright © Kendall Hunt Publishing Company
• What are my purpose, issue, and point of view, and how will I
explain them?
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