Macomb Collaborative
Grade 6 - Unit #1
Appendix
1.
Prompt [Day 1]
2.
Peer Editing Questions [Day 2]
3.
Review of Writing Checklist [Days 1 and 2]
4.
Rubric [Days 1 and 2]
5a-e. “To Build a Fire”, 1902 [Day 3]
6a-b. Genre: Adventure and Student Bookmark [Day 3]
7.
Think Aloud Procedure [Day 3]
8.
Reading Retelling Procedure: Instruction [Day 4]
9.
Retelling Rubric [Day 4]
10a. Focus Question #1 [Day 5]
10b. Focus Question Rubric [Days 5, 6, 7, 10, 11, 12, 13, 14, 16, and 17]
11a. PAVE Procedure [Day 6]
11b. Sample PAVE Map [Day 6]
11c. PAVE Map [Day 6]
11d. Context Sentences for PAVE [Day 6]
12.
Focus Question #2 [Day 6]
13.
Focus Question #3 [Day 7]
14a. Word Study: Vocab-o-gram [Day 8]
14b. Vocab-o-gram Map [Day 8]
15.
Focus Question #4 [Day 8]
16.
Similes and Metaphors [Day 9]
17.
Focus Question #5 [Day 10]
18.
Focus Question #6 [Day 11]
19.
Focus Question #7 [Day 12]
20.
Focus Question #8 [Day 13]
21.
Focus Question #9 [Day 14]
22a. Modeling Linear Array [Day 15]
22b. Vocabulary for Linear Array [Day 15]
22c. Word Cards for Linear Array [Day 15]
23.
Focus Question #10 [Day 16]
24.
Jason’s True Gold – Chart [Day 17]
25.
Focus Question #11 [Day 17]
26.
Focus Question #12 and Checklist [Days 19 and 20]
27.
Response to Reading Rubric [Days 19 and 20]
28a-d. Primary Source Advertisements [Day 21]
29a-b. Panning for Gold [Day 21]
30a-b. “The Cremation of Sam McGee” [Day 21]
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Directions:
What we do when we face difficult problems in life or when we face things we’re afraid
of; this is called facing a challenge. Challenges might include: overcoming fear of
lightning storms, heights, etc., preparing to win a competition, making an important but
difficult decision, or going on a dangerous adventure.
Write about the theme: facing a challenge
Do one of the following:
¾ Write about a time, when you successfully faced something you were afraid to do.
OR
¾ Tell about a time, when you successfully used your brains, determination, and/or
physical ability to accomplish an important goal.
OR
¾ Discuss what a person can learn from facing a challenge.
OR
¾ Describe how a person you admire has faced a challenge.
OR
¾ Write about the theme in your own way.
You may use examples from real life, from what you read or watch, or from your
imagination. Your writing will be read by interested adults.
Use the paper provided for notes, freewriting, outlining, clustering, or writing your
rough draft. If you need to make a correction, cross out the error and write the
correction above or next to it.
You should give careful thought to revision (rethinking ideas) and proofreading
(correcting spelling, capitalization, and punctuation).
(Optional: You may use a dictionary, thesaurus, spelling book and/or grammar book.)
Appendix #1
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Peer Editing Questions
™Is the central idea or point of the writing clear?
™Is the central idea or point supported by important and
relevant details, examples, and/or anecdotes?
™Does the writing begin with an interesting and engaging
lead, continue with a middle that supports and develops the
point, and an end that summarizes the point?
™Is the writing interesting with engaging words and different
sentence lengths and types?
™What do I, as the listener, think is good about the writing?
™Do I have questions and/or suggestions for the writer?
Appendix #2
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Review of Writing: Publishing Final Copy
DIRECTIONS:
Now you will be doing three things: revising your paper (which means to rethink your
ideas); polishing your paper (which means to edit and proofread); and recopying your
paper as neatly as possible.
Use the following checklist as you revise and edit the writing that you have done. When
you are finished revising, you must make a final copy of your paper. Then, proofread
your final copy to make sure that all of your revisions have been made.
CHECKLIST FOR REVISION:
1. Do I have a clear central idea that connects to the topic?
2. Do I stay focused on my central idea?
3. Do I support my central ideas with important and relevant details/examples?
4. Do I need to take out details/examples that DO NOT support my central idea?
5. Is my writing organized and complete, with a clear beginning, middle, and end?
6. Do I use a variety of interesting words, phrases, and/or sentences?
CHECKLIST FOR EDITING
7. Have I checked and corrected my spelling to help readers understand my writing?
8. Have I checked and corrected my punctuation and capitalization to help readers
understand my writing?
CHECKLIST FOR PROOFREADING:
9. Is everything in my final copy just the way I want it?
Reread your writing. You should cross out or erase any errors you make. You will
have as much time as you need.
Appendix #3
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Rubric
Writing from Knowledge and Experience
Characteristics
6
5
Content and Ideas
The writing is
exceptionally clear and
focused. Ideas and
content are thoroughly
developed with relevant
details and examples
where appropriate.
The writing is clear
and focused. Ideas
and content are well
developed with
relevant details and
examples where
appropriate.
Organization
The writer’s control over
organization and the
connections between ideas
move the reader smoothly
and naturally through the
text.
Style and Voice
The writer shows a mature
command of language
including precise word
choice that results in a
compelling piece of
writing.
Tight control over
language use and mastery
of writing conventions
contribute to the effect of
the response.
The writer’s control
over organization
and the connections
between ideas
effectively move the
reader through the
text.
The writer shows a
command of
language including
precise word choice.
Conventions
The language is well
controlled, and
occasional lapses in
writing conventions
are hardly noticeable.
4
3
2
1
The writing is
generally clear and
focused. Ideas and
content are developed
with relevant details
and examples where
appropriate, although
there may be some
unevenness.
The response is
generally coherent,
and its organization is
functional.
The writing is
somewhat clear and
focused. Ideas and
content are developed
with limited or partially
successful use of
examples and details.
The writing is only
occasionally clear
and focused. Ideas
and content are
underdeveloped.
The writing is
generally unclear
and unfocused.
Ideas and content
are not developed
or connected.
There may be evidence
of an organizational
structure, but it may be
artificial or ineffective.
There may be little
evidence of
organizational
structure.
There may be no
noticeable
organizational
structure.
The writer’s command
of language, including
word choice, supports
meaning.
Vocabulary may be
basic.
Vocabulary may be
limited.
Lapses in writing
conventions are not
distracting.
Incomplete mastery of
over writing
conventions and
language use may
interfere with meaning
some of the time.
Limited control
over writing
conventions may
make the writing
difficult to
understand.
Lack of control
over writing
conventions may
make the writing
difficult to
understand.
Not ratable if:
A) off topic B) illegible C) written in language other than English D) blank/refused to respond
Appendix #4
MC6 #1 Appendix
© Macomb Intermediate School District 2006
“To Build a Fire”
For land travel or seafaring, the world over, a companion is usually considered desirable. In the Klondike,
as Tom Vincent found out, such a companion is absolutely essential. But he found it out, not by precept,
but through bitter experience.
"Never travel alone," is a precept of the north. He had heard it many times and laughed; for he was a
strapping young fellow, big-boned and big-muscled, with faith in himself and in the strength of his head
and hands.
It was on a bleak January day when the experience came that taught him respect for the frost, and for the
wisdom of the men who had battled with it.
He had left Calumet Camp on the Yukon with a light pack on his back, to go up Paul Creek to the divide
between it and Cherry Creek, where his party was prospecting and hunting moose.
The frost was sixty-degrees below zero, and be had thirty miles of lonely trail to cover, but he did not
mind. In fact, be enjoyed it, swinging along through the silence, his blood pounding warmly through
veins, and his mind carefree and happy. For he and his comrades were certain they had struck "pay" up
there on the Cherry Creek Divide; and, further, he was returning to them from Dawson with cheery home
letters from the States.
At seven o'clock, when he turned the heels of his moccasins toward Calumet Camp, it was still black
night. And when day broke at half past nine he had made the four-mile cut-off across the flats and was six
miles up Paul Creek. The trail, which had seen little travel, followed the bed of the creek, and there was no
possibility of his getting lost. He had gone to Dawson by way of Cherry Creek and Indian River, so Paul
Creek was new and strange. By half past eleven he was at the forks, which had been described to him, and
he knew he had covered fifteen miles, half the distance. He knew that in the nature of things the trail was
bound to grow worse from there on, and thought that, considering the good time he had made, he merited
lunch. Casting off his pack and taking a seat on a fallen tree, he unmittened his right hand, reached inside
his shirt next to the skin, and fished out a couple of biscuits sandwiched with sliced bacon and wrapped in
a handkerchief -- the only way they could be carried without freezing solid.
He had barely chewed the first mouthful when his numbing fingers warned him to put his mitten on again.
This he did, not without surprise at the bitter swiftness with which the frost bit in. Undoubtedly it was the
coldest snap he had ever experienced, he thought.
He spat upon the snow, -- a favorite northland trick, -- and the sharp crackle of the instantly congealed
spittle startled him. The spirit thermometer at Calumet had registered sixty below when he left, but he was
certain it had grown much colder, how much colder, he could not imagine.
Half of the first biscuit was yet untouched, but he could feel himself beginning to chill -- a thing most
unusual for him. This would never do, he decided, and slipping the packstraps across his shoulders, he
leaped to his feet and ran briskly up the trail.
Appendix #5a
MC6 #1 Appendix
© Macomb Intermediate School District 2006
A few minutes of this made him warm again, and he settled down to a steady stride, munching the biscuits
as be went along. The moisture that exhaled with his breath crusted his lips and mustache with pendent ice
and formed a miniature glacier on his chin. Now and again sensation forsook his nose and cheeks, and he
rubbed them till they burned with the returning blood.
Most men wore nose-straps; his partners did, but he had scorned such "feminine contraptions," and till
now had never felt the need of them. Now he did feel the need, for he was rubbing constantly.
Nevertheless he was aware of a thrill of joy, of exultation. He was doing something, achieving something,
mastering the elements. Once he laughed aloud in sheer strength of life, and with his clenched fist defied
the frost. He was its master. What he did he did in spite of it. It could not stop him. He was going on to the
Cherry Creek Divide.
Strong as were the elements, he was stronger. At such times animals crawled away into their holes and
remained in hiding. But he did not hide. He was out in it, facing it, fighting it. He was a man, a master of
things.
In such fashion, rejoicing proudly, he tramped on. After an hour he rounded a bend, where the creek ran
close to the mountainside, and came upon one of the most insignificant-appearing but most formidable
dangers in northern travel.
The creek itself was frozen solid to its rocky bottom, but from the mountain came the outflow of several
springs. These springs never froze, and the only effect of the severest cold snaps was to lessen their
discharge. Protected from the frost by the blanket of snow, the water of these springs seeped down into the
creek and, on top of the creek ice, formed shallow pools.
The surface of these pools, in turn, took on a skin of ice which grew thicker and thicker, until the water
overran, and so formed a second ice-skinned pool above the first.
Thus at the bottom was the solid creek ice, then probably six to eight inches of water, then the thin iceskin, then another six inches of water and another ice-skin. And on top of this last skin was about an inch
of recent snow to make the trap complete.
To Tom Vincent's eye the unbroken snow surface gave no warning of the lurking danger. As the crust was
thicker at the edge, he was well toward the middle before he broke through.
In itself it was a very insignificant mishap, -- a man does not drown in twelve inches of water, -- but in its
consequences as serious an accident as could possibly befall him.
At the instant he broke through he felt the cold water strike his feet and ankles, and with half a dozen
lunges he made the bank. He was quite cool and collected. The thing to do, and the only thing to do, was
to build a fire. For another precept of the north runs: Travel with wet socks down to twenty below zero;
after that build a fire. And it was three times twenty below and colder, and he knew it.
Appendix #5b
MC6 #1 Appendix
© Macomb Intermediate School District 2006
He knew, further, that great care must be exercised; that with failure at the first attempt, the chance was
made greater for failure at the second attempt. In short, he knew that there must be no failure. The moment
before a strong, exulting man, boastful of his mastery of the elements, he was now fighting for his life
against those same elements -- such was the difference caused by the injection of a quart of water into a
northland traveller's calculations.
In a clump of pines on the rim of the bank the spring high-water had lodged many twigs and small
branches. Thoroughly dried by the summer sun, they now waited the match.
It is impossible to build a fire with heavy Alaskan mittens on one's hands, so Vincent bared his, gathered a
sufficient number of twigs, and knocking the snow from them, knelt down to kindle his fire. From an
inside pocket he drew out his matches and a strip of thin birch bark. The matches were of the Klondike
kind, sulphur matches, one hundred in a bunch.
He noticed how quickly his fingers had chilled as he separated one match from the bunch and scratched it
on his trousers. The birch bark, like the dryest of paper, burst into bright flame. This be carefully fed with
the smallest twigs and finest debris, cherishing the flame with the utmost care. It did not do to hurry
things, as he well knew, and although his fingers were now quite stiff, he did not hurry.
After the first quick, biting sensation of cold, his feet had ached with a heavy, dull ache and were rapidly
growing numb. But the fire, although a very young one, was now a success; he knew that a little snow,
briskly rubbed, would speedily cure his feet.
But at the moment he was adding the first thick twigs to the fire a grievous thing happened. The pine
boughs above his head were burdened with a four months snowfall, and so finely adjusted were the
burdens that his slight movement in collecting the twigs had been sufficient to disturb the balance.
The snow from the topmost bough was the first to fall, striking and dislodging the snow on the boughs
beneath. And all this snow, accumulating as it fell, smote Tom Vincent's head and shoulders and blotted
out his fire.
He still kept his presence of mind, for be knew how great his danger was. He started at once to rebuild the
fire, but his fingers were now so numb that he could not bend them, and he was forced to pick up each
twig and splinter between the tips of the fingers of either hand.
When he came to the match he encountered great difficulty in separating one from the bunch. This he
succeeded in managing, however, and also, by great effort, in clutching the match between his thumb and
forefinger. But in scratching it, he dropped it in the snow and could not pick it up again.
He stood up, desperate. He could not feel even his weight on his feet, although the ankles were aching
painfully. Putting on his mittens, he stepped to one side, so that the snow would not fall upon the new fire
he was to build, and beat his hands violently against a tree-trunk.
Appendix #5c
MC6 #1 Appendix
© Macomb Intermediate School District 2006
This enabled him to separate and strike a second match and to set fire to the remaining fragment of birch
bark. But his body had now begun to chill and he was shivering, so that when be tried to add the first
twigs his hand shook and the tiny flame was quenched.
The frost had beaten him. His hands were worthless. But he had the foresight to drop the bunch of matches
into his wide-mouthed outside pocket before he slipped on his mittens in despair, and started to run up the
trail. One cannot run the frost out of wet feet at sixty below and colder, however, as he quickly discovered.
He came round a sharp turn of the creek to where he could look ahead for a mile. But there was no help,
no sign of help, only the white trees and the white hills, and the quiet cold and the brazen silence! If only
he had a comrade whose feet were not freezing, he thought, only such a comrade to start the fire that could
save him!
Then his eyes chanced upon another high-water lodgment of twigs and branches. If he could strike a
match, all might yet be well. With stiff fingers which he could not bend, he got out a bunch of matches,
but found it impossible to separate them.
He sat down and awkwardly shuffled the bunch about on his knees, until he got it resting on his palm with
the sulphur ends projecting, somewhat in the manner the blade of a hunting-knife would project when
clutched in the fist.
But his fingers stood straight out. They could not clutch. This he overcame by pressing the wrist of the
other hand against them, and so forcing them down upon the bunch. Time and again, holding thus by both
bands, he scratched the bunch on his leg and finally ignited it. But the flame burned into the flesh of his
hand, and he involuntarily relaxed his hold. The bunch fell into the snow, and while he tried vainly to pick
it up, it sizzled and went out.
Again he ran, by this time badly frightened. His feet were utterly devoid of sensation. He stubbed his toes
once on a buried log, but beyond pitching him into the snow and wrenching his back, it gave him no
feelings.
He recollected being told of a camp of moose-hunters somewhere above the forks of Paul Creek. He must
be somewhere near it, he thought, and if he could find it, he yet might be saved. Five minutes later he
came upon it, lone and deserted, with drifted snow sprinkled inside the pine-bough shelter in which the
hunters had slept. He sank down, sobbing. All was over, and in an hour at best, in that terrific temperature,
he would be an icy corpse.
But the love of life was strong in him, and he sprang again to his feet. He was thinking quickly. What if
the matches did burn his hands? Burned hands were better than dead hands. No hands at all were better
than death. He floundered along the trail until be came upon another high-water lodgment. There were
twigs and branches, leaves and grasses, all dry and waiting the fire.
Appendix #5d
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Again he sat down and shuffled the bunch of matches on his knees, got it into place on his palm, with the
wrist of his other hand forced the nerveless fingers down against the bunch, and with the wrist kept them
there. At the second scratch the bunch caught fire, and he knew that if he could stand the pain he was
saved. He choked with the sulphur fumes, and the blue flame licked the flesh of his hands.
At first he could not feel it, but it burned quickly in through the frosted surface. The odor of the burning
flesh -- his flesh -- was strong in his nostrils. He writhed about in his torment, yet held on. He set his teeth
and swayed back and forth, until the clear white flame of the burning match shot up, and he had applied
that flame to the leaves and grasses.
An anxious five minutes followed, but the fire gained steadily. Then he set to work to save himself. Heroic
measures were necessary, such was his extremity, and he took them.
Alternately rubbing his hands with snow and thrusting them into the flames, and now and again beating
them against the hard trees, he restored their circulation sufficiently for them to be of use to him. With his
hunting-knife he slashed the straps from his pack, unrolled his blanket, and got out dry socks and footgear.
Then he cut away his moccasins and bared his feet. But while he had taken liberties with his hands, he
kept his feet fairly away from the fire and rubbed them with snow. He rubbed till his bands grew numb,
when he would cover his feet with the blanket, warm his hands by the fire, and return to the rubbing.
For three hours he worked, till the worst effects of the freezing had been counteracted. All that night he
stayed by the fire, and it was late the next day when be limped pitifully into the camp on the Cherry Creek
Divide.
In a month's time he was able to be about on his feet, although the toes were destined always after that to
be very sensitive to frost. But the scars on his hands he knows be will carry to the grave. And -- "Never
travel alone!" he now lays down the precept of the North.
Appendix #5e
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Genre: Adventure
Adventure stories like other narratives have the same elements: characters in settings with problems, attempts to
solve problems or events, resolution and lessons or themes. Adventure story is a form of realistic fiction and has
many of the same features. Adventure stories can be based on historical fact and therefore, also fall into the
category of historical fiction. Some features of adventure stories make them different from other narratives. The
dictionary defines adventure as the encountering of danger; a daring, hazardous undertaking; and risk.
Adventure
Definition:
• A narrative that features the unknown, uncharted, or unexpected, with elements of danger, excitement and risk
(from Harris, et al. The Literacy Dictionary, IRA, 1995)
Purpose:
• To entertain
• To involve the reader in the exciting adventures of fictional characters
Form and Features:
• Opens with the background information needed to understand the story and introduces characters in a setting,
conflict, problem or goal.
•
The middle of an adventure story (realistic fiction) develops the plot including the story’s events, the characters
reactions to these events, and the roadblocks the characters encounter. The plot builds to a climax (the point at
which the conflict reaches its greatest height and the crisis or turning point occurs).
•
The adventure story ends with a resolution to the conflict or problem or a conclusion.
•
Plot: the sequence of events usually set in motion by a problem that begins the action or causes the conflict
(from Cornett, C. Integrating Literature and the Arts Through the Curriculum, Simon and Schuster, 1999.)
•
Conflict, the tension that exists between the forces in the character’s life, is important in adventure stories and
can be in four forms:
- Person – against – self
- Person – against – person
- Person – against – nature
- Person – against – society
•
Adventure stories are realistic fiction; so, the characters must seem like real people, the actions of the characters
must seem real and the setting must also be realistic.
•
Adventure stories can also have features of historical fiction:
- setting is a specific time and place in history,
- real events are mixed with fictional events, and
- historical characters are mixed with fictional characters
•
Sensory details are used for impact.
•
Description and dialogue are often used as elements and features of an adventure story.
Appendix #6a
MC6 #1 Appendix
Some material adapted from Buss, et al. Reading and Writing Literacy Genres, IRA, 2000.
© Macomb Intermediate School District 2006
Adventure Story Bookmark
Adventure Story Bookmark
Adventure Story Bookmark
realistic fiction featuring elements of danger,
excitement and risk
Name:
realistic fiction featuring elements of danger,
excitement and risk
Name:
realistic fiction featuring elements of danger,
excitement and risk
Name:
Title:
Title:
Title:
List the page number and a brief reminder of the genre
characteristics you find as you read.
List the page number and a brief reminder of the genre
characteristics you find as you read.
List the page number and a brief reminder of the genre
characteristics you find as you read.
Conflict includes: person-against-self, person-againstperson, person-against-nature, person-against-society
Conflict includes: person-against-self, person-againstperson, person-against-nature, person-against-society
Conflict includes: person-against-self, person-againstperson, person-against-nature, person-against-society
p.
p.
p.
p.
p.
p.
p.
p.
p.
p.
p.
p.
Sensory details and strong verbs are used for impact.
Sensory details and strong verbs are used for impact.
Sensory details and strong verbs are used for impact.
p.
p.
p.
p.
p.
p.
p.
p.
p.
p.
p.
p.
Dialogue is used to develop character, setting and plot.
Dialogue is used to develop character, setting and plot.
Dialogue is used to develop character, setting and plot.
p.
p.
p.
p.
p.
p.
p.
p.
p.
p.
p.
p.
Copyright 2005, MacombISD All Rights Reserved.
MC6 #1 Appendix
Appendix #6b
Copyright 2005, MacombISD All Rights Reserved.
© Macomb Intermediate School District 2006
Copyright 2005, MacombISD All Rights Reserved.
Think Aloud Procedure
Making Thinking Public
The Literacy Dictionary (Harris and Hodges, 1995, IRA) defines a think aloud as “1. oral
verbalization, 2. in literacy instruction - a metacognitive technique or strategy in which the
teacher verbalizes aloud while reading a selection orally, thus modeling the process of
comprehension (Davey, 1983).”
Put another way, a think aloud is making thinking public. A teacher models what an expert
would be thinking as s/he were reading, visualizing, listening; or preparing to write, speak or
visually represent. The goal of thinking aloud is to graphically show students what they
might do to understand what they are reading, viewing or listening to, as well as, plan for
writing or speaking.
Following is an example of a think aloud for figuring out the meaning of an unfamiliar word
in context:
“It’s important while we read to be able to figure out the meaning of an unfamiliar word.
When I come to a word I don’t know the meaning of, I read the words and sentences around
that word to try to figure out what the word might mean.
The other day I was reading this great mystery, The Westing Game by Ellen Raskin. I read
the following paragraph with lots of challenging words:
‘Sam Westing was not murdered, but one of his heirs was guilty – guilty of some offense
against a relentless man. And that heir was in danger. From his grave Westing would stalk
his enemy and through his heirs he would wreak his revenge.’
It was a paragraph about Sam Westing who had just died and left a challenge behind to find
his killer(s). I knew most of the words. I knew ‘relentless’ meant that Sam Westing never
gave up until he got what he wanted. I knew that ‘stalk his enemy’ meant that even after
death, Sam Westing would somehow go after and find his enemy. But I wasn’t sure what
‘wreak his revenge’ meant. I knew that revenge meant Sam Westing would get even with
his enemy, so I figured that “wreak” must be a stronger way to say, ‘get his revenge.’
I’ve heard the word ‘wreak’ before, and now I’ll keep it in my mind and may be able to use
it in writing sometime. I will know it when I see it in print”.
Appendix #7
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Reading Retelling Procedures: Instruction
Narrative and Expository
Please read instructions and follow the procedure carefully.
1. Teacher reads title of selection and says,
“I wonder what this will be about?”
2. Teacher asks students,
“What do you think this will be about?”
3. Teacher directs students to write/draw a prediction on the flap of the selection or on another sheet of
paper – “What will the selection be about?”
3a.
Teacher says,
“Share your prediction with your partner.”
4. Teacher says,
“Please open the sheet up now and read it through. Read it through a few times until you are sure that
you really understand it. When you do, turn the passage in to me and take a response sheet. Then
pretend that you have to write to someone who hasn’t read the (Story or Selection). Retell as much of
it as you can, so that they can understand nearly as much as you did. Be sure your writing is readable.
This is not a test! You do not need to recall exact wording. You can use your own words to retell the
passage.”
4a.
Teacher says,
“Share your retelling with your partner. One of you do your retelling orally, then the other retells.”
5. Teacher says,
“Retell the selection as if it is for someone who has not heard this story/information before.”
5a. Teacher says,
“Share your written retelling with your partner and make changes (revise).”
5b. Teacher gives students selection and says, reread the selection and with your partners, make
whatever changes or additions that are necessary.
6. Instead of teacher collecting papers, have students in partners score their own papers with the rubric
or a modified rubric (after extensive modeling).
adapted by Barbara Nelson from Cambourne and Brown, Read and Retell
Appendix #8
MC6 #1 Appendix
© Macomb Intermediate School District 2006
MLPP Retelling Rubric Grades 3 - 12
Narrative Text
Qualities of
Retelling
4
Mature
Gist/Main Idea:
ƒ Lesson
Learned
ƒ Plot Main Idea
Retelling includes a clear
generalization that states or
implies the plot main idea
and lesson learned.
Retelling includes a
generalization that
states or implies the
plot main idea and
lesson learned from
the story.
Retelling indicates
inaccurate or
incomplete
understanding of plot
main idea.
Retelling includes
minimal or no
reference to or
understanding of
plot main idea.
Story Elements
Retelling contains a clear
statement of all story
elements, (main characters,
setting, problem, major
events, and resolution) and
their connection to one
another.
Retelling contains a
clear restatement of
most story elements
(main characters,
setting, problem,
major events, and
resolution) and their
connection to one
another.
Retelling contains a
restatement of some
story elements with
minimal connections to
one another.
Retelling contains
minimal
restatement of
story elements.
Organization
Events are retold following
a logical sequence with a
beginning, middle, and end.
Events are retold
mostly in appropriate
order with beginning,
middle, and end.
Events are retold in a
somewhat
disconnected fashion.
The beginning or
middle or the end may
be deleted.
Events lack
sequence.
Linguistic
Spillover
Use of language,
conventions, and/or format
from the selection reflects
an elaborated and
personalized understanding
of the story.
Use of language,
conventions, and/or
format from the
selection indicates
basic understanding
of the story.
Use of language,
conventions, and/or
format from the
selection may indicate
superficial
understanding.
Retelling includes
little or no use of
language,
conventions,
and/or format from
the story.
Date
Key:
Mode
Text
O/O:
O/W:
W/O:
W/W:
Oral – Oral
Oral – Written
Written – Oral
Written – Written
Level
3
Capable
Mode
Level
Prediction
IN – independent
IS – instructional
F – frustration
2
Developing
Gist/
Main
Idea
Elements
Prediction
1
Beginning
Organization
Linguistic
Spillover
R – reasonable
U - unreasonable
N – no response
Revised 6/5/01
Appendix #9
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Focus Question #1
Considering all that has happened in the first three chapters and Jason’s
decision to use his inheritance to look for gold in Alaska, how must
Jason feel as he reads his brother’s letter?
Answer Plan: What to do?
1. Write a sentence restating the question and beginning to answer it.
2. Write several sentences detailing Jason’s feelings and giving reasons
for them.
3. Use a quote or two from the book to show how Jason is feeling.
4. Conclude with a prediction as to what Jason will do next.
Possible Answer
(1) Jason must be having a mixture of feelings as he reads his brother’s letter.
(2) When Jason found out that his brothers, Abe and Ethan, had already gone
off to Alaska, he “…didn’t know what to think.” As he read the letter from
Abe, he wondered why Abe would be asking his permission for anything.
As Jason read on he must have begun to suspect that they had taken the
money that he, Jason, had inherited along with their money. (3) When he
finished reading the letter, all Jason could wonder was “What in the world
am I going to do now?’ (4) I think Jason may try to catch up with his
brothers.
Appendix#10a
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Macomb ELA Genre Units: Focus Question Rubric
3 (complete)
2 (partial)
1 (minimal)
Answer is relevant with many
details and examples.
Answer is relevant but has few
details to support or explain the
answer.
Answers question with
misinterpretation.
Little or no relevance to text or
question.
Ideas and content are not developed
or connected.
Organization
ƒ Restatement (Beginning)
ƒ Details in support (Middle)
ƒ Conclusion (End)
Student restates the question in
his/her own words.
Details support point.
Response is written in a logical
sequence that makes connections.
Student restates the question in the
answer.
Events are retold in a somewhat
disconnected structure.
Students answer either “yes,” “no,”
or “I agree” without reference to the
question.
Writing lacks sequence.
Style/Voice
ƒ Uses quotes to support,
ƒ Concludes with prediction
characters feelings,
opinions, etc…
Word choice is precise.
Uses quotes effectively.
Conclusion engages the reader.
Vocabulary is basic.
May use quotations, but reference is
unclear.
Conclusion is partially successful.
Vocabulary is limited.
Quotations are not used.
The conclusion is ineffective or
does not exist.
Conventions/Presentation
ƒ Writing is neat.
ƒ Uses proper conventions
Presentation makes the writing
inviting.
Writing shows control over
conventions.
Writing is readable.
Writing may not be legible.
Errors in conventions do not distract Errors in conventions distract from
from meaning.
meaning.
Traits:
Content
ƒ Answers question
ƒ Uses relevant details from
text to support answer
ƒ Stays on topic
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Attachment # 10b
Word Study: PAVE Procedure
(The following is from Teaching Vocabulary in All Classrooms (2002) by Camille
Blachowicz)
PAVE stands for Prediction, Association, Verification, and Evaluation. It encourages
students to cross-check a word’s meaning with the context in which it appears.
Students use a chart (see appendix) to complete the steps:
• Write the sentence or context in which the word appears
• Write the word again—to focus attention on the word—and predict a meaning
• Write a sentence that demonstrates their understanding of the word
• Check the word’s meaning in a dictionary and write down the definition
• Evaluate the sentence from the third step and write a better (or additional) sentence,
reflecting deeper understanding
• Draw an image to aid memory of the word meaning by creating an associative link
To introduce the strategy, make a transparency of the PAVE chart and model the above
steps using a simple word. It is critical that the teacher models by thinking aloud, how
to check the definition in the dictionary against the context, especially if the word has
multiple definitions. Move to a more difficult word and model the first three steps
again, and have students work through the remaining steps as a class.
This strategy can be used in a variety of contexts and content areas. Students may
complete PAVE charts for teacher-assigned words, or for words of their own choosing
during independent reading. Additionally, this can be an effective tool for use by the
“Word Watcher” (or similarly titled role) in literature circle discussions.
According to Blachowicz, “Students report that while this method is time consuming, it
helps them remember words better, and they enjoy using it (for limited periods).” This
is an excellent group strategy, as students help each other figure out the best dictionary
meaning; excellent reasoning occurs during discussions.
A partially-completed PAVE map, along with teaching points for the first word in the
Jason’s Gold PAVE lesson can be found on the next page.
Appendix #11a
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Sample PAVE Map
Word in context:
That book was full of adventure--and an adventure was unquestionably what he was
having right now. (p.22)
adventure
Word
Ask students to suggest symbols. A
simple line drawing is all that is necessary.
One idea for a symbol may be a compass.
Association or Symbol
Predicted Definition:
exciting trip
One Good Sentence:
Our bike trip turned out to be quite an adventure with all the interesting sites and
people along the way.
Verified Definition:
Have students consult the class dictionary for the definition. Cross-check it with
the context sentence to choose if more than one is given. Write it here.
Another Good Sentence:
Solicit ideas from students for a sentence that demonstrates their understanding of
adventure. Write it here.
NOTE TO TEACHERS: Use this sample as a guide in modeling the PAVE
process with students. Make an overhead transparency of the blank PAVE map
provided. Give students blank copies so they can complete it as well. Model
your thinking for students by using "think aloud" as a teaching strategy. It is
especially important to model the thinking process for choosing the appropriate
dictionary definition when multiple definitions are given.
Appendix #11b
MC6 #1 Appendix
© Macomb Intermediate School District 2006
PAVE M ap
W ord in context:
W ord
Association or Sym bol
Predicted Definition:
O ne Good Sentence:
Verified Definition:
Another Good Sentence:
PAVE M ap
W ord in context:
W ord
Predicted Definition:
Association or Sym bol
O ne Good Sentence:
Verified Definition:
Another Good Sentence:
Appendix #11c
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Context Sentences for Use with PAVE Procedure Chapters 4 and 5
Chapter 4
Page 22** “That book was full of adventure—and an adventure was
unquestionably what he was having right now.”
Page 23
“With a confident sort of swagger, the fellow was walking
toward Jason.”
Page 24** “Stowaway, eh?”
“The slight British accent…was only an affectation.”
“One of my vast array of skills…”
Page 25** “At every irregular or high-pitched sound amid the overall
cacophony, they were thrown into a kicking, rearing…panic.”
Chapter 5
Page 27** “That’s not much of an outfit you’ve got there.”
Page 28** “He’s got a vision.”
“Jason had denied his hunger long enough.”
Page 29** “The Kid gave him a long meaningful look with a hint of menace
in it.”
“…four men playing cards in a sumptuous lounge with ornate
furniture and green-and-gold scrollwork on the walls.”
Page 32
“Suddenly Barker was among the passengers he disdained,
cheerful as a songbird…”
NOTE: Make a transparency of this page to use with students for the PAVE procedure. You may wish to do only the
sentences marked ** with the whole class. Alternately, you may assign a few different words to groups of students,
and have the groups report their findings to the whole class.
Appendix #11d
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Focus Question #2
What is Jason’s opinion of Kid Barker by the end of Chapter 5? Is this
opinion fair or unfair?
Answer Plan: What to do
1. Write a sentence that restates and begins to answer the question.
2. Write several sentences supporting your answer giving specific details.
Use a quote if possible.
3. Conclude with a sentence giving your opinion.
Possible Answer:
(1) Jason thinks that Kid Barker is a cheater and a thief. (2) I think Jason’s
opinion is correct because Kid Barker is in on a scheme where one person
“talks people up” to find out if they have money and where they keep it.
Then another person steals the money. Kid asks Jason to join the scheme.
Jason refuses saying that his father “…taught me a few things about honor.”
(3) I agree with Jason’s opinion, and I think he did the honorable thing to
turn down the job.
Appendix #12
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Focus Question #3
Jack London seemed very interested in hearing Jason’s story.
What do you think might have interested Jack London about Jason?
Answer Plan: What to do
1. Write a sentence that restates and begins to answer the question.
2. Write several sentences citing details about Jason’s life from earlier
chapters that might have interested Jack London. Include a quote or
two, if possible.
3. Conclude with a sentence about how Jack London helped Jason.
Possible Answer
(1) Jack London later becomes a writer; so, maybe he was storing up stories
to use later and Jason’s was an interesting story. (2) Jack London seems to
be interested in Jason. When Jason says, “I’m on my own hook.” meaning
he was on his own; Jack replied, “A man after my own heart, but I wouldn’t
like my chances solo on this trip.” Jack London heard all of Jason’s story
from New York up to the time they met. He’d probably have been interested
in Jason’s “riding the rails” and the characters he had met. From his
comments, one could tell that Jack London was interested in Jason’s
following his brothers to the gold fields. Jack London would also have been
interested in the incident with Kid Barker. (3) For his story, Jack London
gave Jason breakfast, and later, he let Jason travel with his friends in their
canoe.
Appendix #13
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Word Study: Vocab-o-gram
(The following is from Teaching Vocabulary in All Classrooms (2002) by Camille
Blachowicz)
Vocab-o-gram is a type of chart that has students sort words in to categories of story
grammar (setting, characters, problem/goal, actions, and resolution.) Place the chart
(see “Vocab-o-gram” in this appendix) and vocabulary words on the board or overhead,
and have students create their own copies. Students work in pairs or groups to share
what they know about the words and predict how the author might use them. During
this discussion, the teacher can monitor students’ comments to determine if further
background needs to be developed prior to reading the selection.
The students’ statements become their predictions, and their questions set the purpose
for reading.
After reading, a comprehension discussion is held. Students go back to their chart, and
using a different color pen or pencil, refine their initial responses based on their reading.
The revised Vocab-o-gram can then be used as an organizer to write a summary of the
selection.
In choosing words for a Vocab-o-gram exercise, it is important to remember to choose
words that “fit” in the different story grammar categories—character, setting, problem,
etc. Also, include a combination of known and unknown words. Words that may have
a specialized meaning in the context of the reading selection are also good choices.
Blachowicz notes that “Vocab-o-grams are excellent for use with cooperative groups
because the sum of the group’s knowledge is always greater than individual
knowledge.” Vocab-o-grams can be used with larger groups or whole classes, but it is
important for the teacher to facilitate the discussion using supporting questioning.
Appendix #14a
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Vocab-o-Gram
Use vocabulary to make predictions about…
(words may be used more than once)
The setting
What will the setting be like?
The characters
Any ideas about the characters?
The problem or goal
What might it be?
The actions
What might happen?
The resolution
How might it end?
What question(s) do you have?
Mystery words:
From: Teaching Vocabulary in All Classrooms (2002) by Camille Blachowicz
Appendix #14b
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Focus Question #4
Use your Vocab-o-gram to summarize the important events in Chapters
8 and 9. Include three events.
Answer Plan: What to do
1. Write one sentence summarizing the important events of Chapters 8
and 9. (e.g. In Chapters 8 and 9, Jason gets a job, a dog, and he gets
sick.)
2. Write several sentences giving specific details about each of the three
important events.
3. Conclude with a sentence predicting what might happen next.
Possible Answer
(1) In Chapters 8 and 9, Jason gets a job and a dog, and he gets sick.
(2) Because Jason had had horse packing experience in Wyoming, he came
up with the idea of hiring himself out to stampeders who had had no
experience with horses. He made a deal with two stampeders that he would
take care of the horses for food and $10.00 per day paid daily. Later, after
watching what seemed to be a crazy man drown one dog, Jason stepped in to
save another dog. Jason ended up with the dog. With the money he had
earned, Jason decided to buy a real meal, but the steak must have been
rancid. Jason became so ill, he passed out. (3) A man with a beard and a girl
are apparently going to help him.
Appendix #15
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Similes and Metaphors
Simile:
“People were running toward him like iron fillings to a
magnet.” (p. 1) (People running compared to filings being
attracted by a magnet)
Simile:
“Jason took off running with it like a dog with a prize bone”.
(p. 2) (Jason with newspaper compared to a dog running with a
bone)
Simile:
“… his plans were turning about like a racing sloop.” (p. 4)
(plans changing compared to a racing sloop)
Metaphors:
“… Seattle, beehive central” (p. 8) (Seattle compared to a
beehive)
Simile:
“They’re like bumblebees in tar …” (p. 13) (his brothers
compared to bumblebees in tar)
Appendix #16
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Focus Question #5
At the end of Chapter 11, Jason is discouraged and ready to give up and
return to Seattle. He doesn’t have supplies or passage on a boat. What
happens in Chapters 12 and 13 to change Jason’s mind?
Answer Plan: What to do
1. Restate the question telling why Jason is discouraged.
2. Write a few sentences giving specific details on how Jason met his first
challenge.
3. Write a few sentences giving specific details on how Jason met his
second challenge.
4. Conclude with a sentence and included a quote showing how Jason felt
about King.
Possible Answer
(1) Jason was discouraged enough to decide to go back to Seattle because he
didn’t have the supplies he needed, and he didn’t have a boat. (2) He met his
first challenge when Jack London offered Jason most of the supplies
belonging to Captain Shephard, who had turned back. Jason offered to pay,
but Jack said, “It would give me pleasure to give it to you, Jason.” (3) Jason
met his next challenge when he got a boat for saving a man. The man tried
to shoot the rapids and failed. The man had hired Jason to pull him out of the
river if the boat capsized. Jason traded the money the man had given him for
the empty canoe. (4) Jason had another advantage – he had King. He said to
King, “I’m counting on you partner.”
Appendix #17
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Focus Question #6
Describe what you see as you read Chapter 15 to discover the challenges
presented by the box canyons and how Jack London shot through the
canyons and whirlpools.
Answer Plan: What to do
1. Restate the question
2. Describe the challenges of the canyons, rapids and whirlpools (p. 110,
etc.)
3. Describe how Jack London met the challenge of shooting the rapids. (p.
114)
4. Conclude by telling why Jack London and his crew wanted to shoot the
rapids. Use a quote, if possible. (p. 113)
Possible Answer
(1) The author, Will Hobbs, describes the canyons and the rapids so well in
Chapter 15, that the reader can see and hear and even feel what it was like.
(2) First, the author describes a “…violent chute of foaming waves” and “…a
monstrous whirlpool” so well that I can see, hear, and even feel it. (3) In
Jack London’s boat, one man at the bow dug into the water with a paddle,
two other men, side by side worked with oars, and Jack London steered from
the stern. At one time, the boat was only six feet from the canyon walls, but
they were able to steer and row through, the rapids and whirlpool. It was so
vivid that it reminded me of a quick roller coaster ride that you had to move
and steer. (4) Jack London was right though; he saved time. He said, “Two
minutes saves us two days, maybe three.”
Appendix #18
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Focus Question #7
Describe Jason’s moose encounter and its results.
Answer Plan: What to do
1. Introduce the answer.
2. Write several sentences describing the moose encounter.
3. Write several sentences giving details of what happened after the
moose encounter.
4. Conclude with a statement about who Jason blames for being stuck in
the cabin.
Possible Answer
(1) Jason continues to encounter challenges along his way. (2) Jason stopped
to collect rose hips to make into tea to prevent scurvy as Jamie had told him.
Then he saw blood in the snow and followed it to find a dead or almost dead
moose. He made the mistake of laying his gun down to go investigate the
moose. The moose was alive and almost killed Jason and King. (3) The man
who had been tracking the moose came along just in time to kill the moose
and save Jason and King. The man, Robert Henderson, took Jason to a cabin
and took care of him. Robert Henderson was heading away from Dawson
City, and that meant that Jason was probably stuck in the cabin for the winter
because of his injuries. (4) Jason blamed himself for being caught off guard
without his gun in the moose encounter. It was his own fault that he would
have to wait until Spring to go to Dawson City.
Appendix #19
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Focus Question #8
How does the author use the dialogue in Chapter 19 between Jason and
Charlie to develop the plot? What do we, as readers, learn?
Answer Plan: What to do
1. Restate the question.
2. Write several sentences about what we learn about Charlie and his
family from the dialogue.
3. Write several sentences about what Jason learns about Dawson City.
4. Conclude by explaining how Jason answered Charlie’s question about
food.
Possible Answer
(1) In Chapter 19, the author, Will Hobbs, used dialogue to give the reader
information and to develop the plot. (2) When Charlie finally came out of
his delirium, after six days, the dialogue tells us that Charlie wants to catch
up with his uncle. He has momentarily forgotten about his foot. We learn
that Charlie, his uncle, and the others were returning to Skagway and then
home to Chicago after an unsuccessful try to find gold. (3) Later on, we
learn from the conversation, that three or four thousand people have been in
Dawson City for more than a year. Food and supplies are in short supply as
people wait for supply boats to arrive. People were in a panic – afraid they’d
die of starvation, and many were trying to get back to Skagway. (4) At the
end of the conversation, Charlie asks again if he can stay and then he asks
about the food supply. Jason does not want to upset Charlie even more, so
he lies and says, “We’re okay if we pace ourselves.”
Appendix #20
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Focus Question #9
What does the dialogue in Chapter 20 between Jason and Charlie reveal
about the connection between Robert Henderson and George
Washington Carmack?
Answer Plan: What to do
1. Restate the question and begin the answer.
2. Write several sentences telling what information is revealed about
Robert Henderson and George Washington Carmack.
3. Conclude with a quote from page 161 showing what Jason has learned
about Henderson’s comment about being a “ghost.”
Possible Answer
(1) In their conversation, when Jason wondered why “Henderson was awful
prickly on the subject of this cabin,” Charlie explained the connection
between Robert Henderson and George Washington Carmack. (2) Henderson
had told Carmack where to look for gold, but that he couldn’t take his Indian
companions with him. Carmack was upset by this comment, and took his
Indian friends with him anyway. They hit the first big gold strike, and staked
their claims. They should have told Henderson, but they did not; so,
Henderson missed out on what should have been his gold strike. (3) After
Jason had heard Charlie’s story, he said, “No wonder he called himself a
ghost. After all those years, he was so close.” Jason now understood that
Henderson felt cheated out of the big gold discovery.
Appendix #21
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Modeling Linear Array
(From Words, Words, Words p 52) Linear arrays are visual representations of degree.
A graphic organizer can be used for depicting gradations between two related words.
The following examples have three intervening cells, but more or fewer may be used.
Use these to model for students (on the board or overhead) how to arrange words in a
semantic order. You may wish to start by giving students the words in the boxes, and
write the three words for the ovals in random order, and have students talk about where
they go and why. Alternately, you may wish to have students provide words to go into
the ovals. These are just examples to use to model and guide students through the
process of putting words into order.
freezing
cool
tepid
hot
boiling
minute
small
average
huge
immense
private
sergeant
captain
lieutenant
colonel
past
yesterday
present
tomorrow
future
For the cold words from Jason’s Gold, have students work in groups of 4 to put the
words in order from “least cold” to “most cold.” As a whole group, you may wish to
decide on the first one or two words to get the talking started. As students work,
circulate among the groups, listening to the dialogue for evidence of understanding of
the differences in words.
Appendix #22a
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Vocabulary for Linear Array: Words Meaning, or Related to, Cold
Jason’s Gold Chapters 18-21
Read the following sentences from Jason’s Gold, paying particular attention to the underlined word in
each sentence. You may wish to refer back to the text and read the passage (a sentence or two before
and after) to help your understanding.
Chapter 18
Page 136:
“It took time for the little sheet-iron stove to push back the cold.”
Page 136:
“Jason was still awed by the bitter cold, even though he bundled himself thick as a bear
to go out.”
Page 137:
“There stood a man with cracked lips, a frostbitten white patch at the tip of his nose,
icicles in his mustache, and eyes wide like a refugee from an asylum.”
Page 140:
“After a minute the forest and the undulating frozen field of white that was the river
were again swathed with the eerie silence of winter.”
Chapter 19
Page 149:
Chapter 21
Page 164:
“The two steamboats were leaving within hours to try to beat the ice down to Fort
Yukon.”
“Every time he breathed out, there came a crackling noise as the vapor hit the
superchilled air.”
Page 164:
“King’s pot of boiling water needed only half a minute to cool down enough for him to
drink it.”
Page 165:
“Every two hours he woke up shivering.”
Page 168:
“The mountains were glittering with extreme precision in the cloudless, brittle-cold
air.”
Now cut apart the words from the sheet your teacher gives you. With your group, put them in order
from cold to coldest. Discuss your reasons with your group. You may refer to the text or your own
experience to help you decide. The important thing is to be able to explain and defend your decisions.
Appendix #22b
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Word Cards for Linear Array
Note to teacher: Duplicate enough copies of this sheet to give 1 strip (half the sheet) to each group.
bitter
bitter
brittle-cold
brittle-cold
cold
cold
cool
cool
frostbitten
frostbitten
frozen
frozen
shivering
shivering
superchilled
superchilled
winter
winter
Appendix # 22c
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Focus Question #10
Jason’s next challenge is not enough food. He decides he must go after
the bear Henderson had mentioned. What is the result of this decision?
Answer Plan – for teacher modeling
1. Restate the question.
2. Write sentences giving specific details about the encounter with the
bears.
3. Conclude with a quote telling how King died.
Possible Answer
(1) There was not enough food; so, in desperation, Jason decided to go after
the bear that Henderson had mentioned. (2) Jason and King set off and
finally found what could be the bear’s den. They tried to make the bear leave
the den. When it finally did, it knocked Jason’s gun into the den, out of
reach. There were three bear's, all of whom attacked Jason and King. Jason
managed to disable one bear and kill another, but King was mortally injured.
Jason lay close to King as he was dying. (3) The author tells the reader how
King died, “The dog knew how to die, pouring love through his eyes into
Jason’s. The great husky’s amber eyes glazed over, and then he was gone.”
(p. 185)
Appendix #23
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Jason’s True Gold
Person
Jason’s Brothers
Pg # from text
Why is he/she more important than gold
Old Timer
Jamie
Jack London
Appendix #24
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Focus Question #11
Jason has been looking for gold, but when he finally gets close to
Dawson City, he discovers something better than gold. What does he
discover?
Answer Plan (Model)
1. Restate the question.
2. Write about the people with whom Jason reunites and what he
discovers about what he really wants in life:
pp. 189-90 (“the relative value of gold”/his brothers)
p. 193 (Hawthorne Brothers Sawmill/his brothers)
pp. 202-203 (the old-timer from the railroad car and the “elephant”)
pp. 203-204 (Jamie)
pp. 205-207 (Jack London)
3. End with what you think Jason’s own conclusion about life and its
challenges might be.
Possible Answer
(1) Jason has been looking for gold all this time because gold was his goal.
As he reaches Dawson City and reunites with friends and acquaintances, he
begins to change his goal. (2) As he arrives in Dawson City, Jason realizes
that his brothers and Charlie are more important to him than gold. He sees
the sign for the sawmill and knows it must be his brothers’. On the street he
meets the old timer he saw on the train and tells him he has seen the
elephant, meaning he knows what is most important. Jason also sees Jamie
and Jack London and thinks about how important they have been to him. (3)
Jason begins to realize that sometimes in life you face and overcome
challenges only to find out that your goal (gold) is not what you really want.
Appendix #25
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Focus Question #12
Tom Vincent in “To Build a Fire” and Jason Hawthorn in Jason’s Gold
faced challenges with bravery and both learned important life lessons.
Use specific details and examples from the selections to prove this
statement.
Be sure to show how the characters are alike.
CHECKLIST FOR REVISION:
_____ Do I take a position and clearly answer the question I was
asked?
_____ Do I support my answer with examples and details from both
of the selections?
_____ Do I show how the characters are alike?
_____ Is my writing organized and complete?
Appendix #26
MC6 #1 Appendix
© Macomb Intermediate School District 2006
DRAFT 5/30/02
Michigan Educational Assessment Program
Integrated English Language Arts Assessment
MS – HS Rubric
Writing in Response to Reading
6
The student effectively synthesizes and applies key ideas, generalizations, and principles from within each
reading selection to support a position in response to the scenario question and makes a clear connection
between the reading selections. The position and connection are thoroughly developed through the use of
appropriate examples and details. There are no misconceptions about the reading selections. There are
strong relationships among ideas. Mastery of language use and writing conventions contributes to the
effect of the response.
5
The student makes meaningful use of key ideas from within each reading selection to support a position in
response to the scenario question and makes a clear connection between the reading selections. The position
and connection are well developed through the use of appropriate examples and details. Minor
misconceptions may be present. Relationships among ideas are clear to the reader. The language is
controlled, and occasional lapses in writing conventions are hardly noticeable.
4
The student makes adequate use of ideas from within each reading selection to support a position in
response to the scenario question and makes a connection between the reading selections. This position and
connections are supported by examples and details. Minor misconceptions may be present . Language use
is correct. Lapses in writing conventions are not distracting.
3
The student make adequate use of ideas from one reading selection OR makes partially successful use of
ideas from both reading selections to support a position in response to the scenario question. The position is
developed with limited use of examples and details. Misconceptions may indicate only a partial
understanding of the reading selections. Language use is correct but limited. Incomplete mastery over
writing conventions may interfere with meaning some of the time.
2
The student makes partially successful use of ideas from one reading selection OR minimal use of ideas
from both reading selections to support a position in response to the scenario question. The position is
underdeveloped. Major misconceptions may indicate minimal understanding of the reading selections.
Limited mastery over writing conventions may make the writing difficult to understand.
1
The student does not take a position on the scenario question but makes at least minimal use of ideas from
one or both of the reading selections to respond to the scenario question or theme OR minimally uses ideas
from only one of the reading selections to support a position in response to the scenario question. Ideas are
not developed and may be unclear. Major misconceptions may indicate a lack of understanding of the
reading selections. Lack of mastery over writing conventions may make the writing difficult to understand.
Not ratable if:
a
retells/references the reading selections with no connection to the scenario question or theme
b
off topic
c
illegible/written in a language other than English
d
blank/refused to respond
e
responds to the scenario question with no reference to either of the reading selections
Appendix #27
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Primary Source Advertisements – Teacher’s Copy
Appendix #28a
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Primary Source Advertisements – Student Copy
Appendix #28b
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Primary Source Advertisements – Teacher’s Copy
Appendix #28c
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Primary Source Advertisements – Students Copy
Appendix #28d
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Panning for Gold
The key to recovering placer gold from gravel is the weight difference which allows gold to move downward
(concentrate) when agitated. The simplest placer mining tool for this purpose is the pan. [Note: The figures
referred to are on the following page.]
Shovel gravels into a grizzly positioned over the gold pan (see Figures 3a and 3b). Agitate the material through
the grizzly. Check the over-sized material for nuggets, then toss. Totally submerge your 1/2-full pan in water.
Panning may be done from a squatting or sitting position at the stream edge, in gently moving water, holding the
pan between the knees.
Keep pan riffles pointed away from you to catch any gold that might slip over the lip. Liberal water, agitation,
and patience are required to persuade gold to settle to the bottom of the pan. While the pan is submerged, break
up any clots of dirt and wash any cobbles that may have clay that can trap placer gold. The clay has been
removed when the water in the pan starts to clear. Pick pebbles from the pan to get them out of the way. Look
for heavy pieces with unusual color or shape. You might find a gold nugget or a gold-bearing piece of vein
quartz.
Hold the pan level under water and shake it with a sideways or circular motion. The gold will settle to the pan
bottom. Occasionally tilt the pan, to let the sand-sized material wash out. Dipping the pan in and out of the water
with a slightly forward motion while tilted, will wash lighter material away (see Figure 4). Alternate underwater
swirling and dipping until only a few spoonfuls of heavy minerals remain. When dark, heavy mineral grains
(black sands) are present, the panning is being done right (see Figure 5). Black sands may be a variety of heavy
minerals including magnetite, garnet, scheelite, zircon, cassiterite, and platinum. Precious and semi-precious
stones are uncommon in Kenai Peninsula placers, but keep an eye out for them. If it's heavy, keep it and seek
identification from a geologist or miner.
Beginners are often impatient to find gold quickly. Take your time. During the panning motion, black sand and
other fines concentrate in the crease or riffles of the pan. Gold can be separated from black sands by rolling
water in the pan with a combination swirling and rocking motion. Lighter material moves to one side, gold stays
put. For safety, do the final panning over another container to keep gold from being lost. Dry the fines. Use a
magnet to separate magnetic grains and tweezers, a knife blade, or a dry finger to pick up small gold pieces.
Save the gold in a water-filled vial.
Examine your gold. Rough, nuggety gold is near its source. Gold that is flat and smooth has traveled some
distance from its point of origin. Flour gold has been flattened to a few microns thickness and will float on
water.
Panning is a relatively slow method for recovering gold. Experienced panners can process about 10 large pans
per hour. A sluice or suction dredge can increase productivity.
Suction dredges. Regulations for suction dredges are imposed on some streams by the Alaska Department of
Fish and Game (ADF&G). A free ADF&G permit is required to dredge streams that are important for salmon
spawning habitat. For information on permits, contact the ADF&G.
The Chugach National Forest considers a suction dredge, 4-inch diameter or less, operated within the active
stream channel, a recreational activity.
Appendix #29a
MC6 #1 Appendix
© Macomb Intermediate School District 2006
Panning for Gold Diagrams
Figure 3a. A grizzly ( a pan with
holes in the bottom) is used to
separate larger rocks from the
finer material.
Figure 3b. Pan cross-section.
After the rocks caught in the
grizzly are examined for gold,
they may be discarded.
Figure 4. With the pan's riffles pointed away from you, alternate
underwater dipping and swirling, until the lighter, finer material is
washed away and the heavier material remains in the bottom of the
pan.
Figure 5. When dark sands (heavy mineral grains) are all that is left
(except for the gold, of course), you are panning correctly.
Hopefully, your pan will look like this when you are finished.
Appendix #29b
MC6 #1 Appendix
© Macomb Intermediate School District 2006
“The Cremation of Sam McGee”
There are strange things done in the midnight sun
By the men who moil for gold;
The Arctic trails have their secret tales
That would make your blood run cold;
The Northern Lights have seen queer sights,
But the queerest they ever did see
Was that night on the marge of Lake Lebarge
I cremated Sam McGee.
Now Sam McGee was from Tennessee, where the cotton blooms and blows.
Why he left his home in the South to roam ‘round the Pole, God only knows.
He was always cold, but the land of gold seemed to hold him like a spell;
Though he’d often say in his homely way that “he’d sooner live in hell.”
On a Christmas Day we were mushing our way over the Dawson trial.
Talk of your cold! through the parka’s fold it stabbed like a driven nail.
If our eyes we’d close, then the lashes froze til sometimes we couldn’t see;
It wasn’t much fun, but the only one to whimper was Sam McGee.
And that very night, as we lay packed tight in our robes beneath the snow,
And the dogs were fed, and the stars o’erhead were dancing heel and toe,
He turned to me, and “Cap,” says he, “I’ll cash in this trip, I guess;
And if I do, I’m asking that you won’t refuse my last request.
Well, he seemed so low that I couldn’t say no; then he says with a sort of moan;
“It’s the cursed cold, and it’s got right hold till I’m chilled clean through to the bone,
Yet ‘tain’t being dead – it’s my awful dread of the icy grave that pains;
So I want you to swear that, foul or fair, you’ll cremate my last remains.
A pal’s last need is a thing to heed, so I swore I would not fail;
And we started on at the streak of dawn; but God! he looked ghastly pale.
He crouched on the sleigh, and he raved all day of his home in Tennessee;
And before nightfall a corpse was all that was left of Sam McGee.
There wasn’t a breath in that land of death, and I hurried, horror-driven,
With a corpse half hid that I couldn’t get rid, because of a promise given;
It was lashed to the sleigh, and it seemed to say; “You may tax your brawn and brains,
But you promised true, and it’s up to you to cremate those last remains.”
Now a promise made is a debt unpaid, and the trail has its own stern code.
In the days to come, though my lips were dumb, in my heart how I cursed that load.
In the long, long night, by the lone firelight, while the huskies, round in a ring,
Howled out their woes to the homeless snows – O God! how I loathed the thing.
Appendix #30a
MC6 #1 Appendix
© Macomb Intermediate School District 2006
And every day the quiet clay seemed to heavy and heavier grow;
And I went on, though the dogs were spent and the grub was low;
The trail was bad, and I felt half mad, but I swore I would not give in;
And I’d often sing to the hateful thing, and it hearkened with a grin.
Till I came to the marge of Lake Lebarge, and a derelict there lay;
It was jammed in the ice, but I saw in a trice it was called the “Mary Alice.”
And I looked at it, and I thought a bit, and I looked at my frozen chum;
Then “Here,” I said, with a sudden cry, “is my cre-ma-tor-eum.”
Some planks I tore from the cabin floor, and I lit the boiler fire;
Some coal I found that was lying around, and I heaped the fuel higher;
The flamed just soared, and the furnace roared – such a blaze you seldom see;
And I burrowed a hole in the glowing coal, and I stuffed in Sam McGee.
Then I made a hike, for I didn’t like to hear him sizzle so;
And the heavens scowled, and the huskies howled, and the wind began to blow.
It was icy cold, but the hot sweat rolled down my cheeks, and I don’t know why;
And the greasy smoke in an inky cloak went streaking down the sky.
I do not know how long in the snow I wrestled with grisly fear;
But the stars came out and they danced about ere again I ventured near;
I was sick with dread, but I bravely said: “I’ll just take a peep inside.
I guess he’s cooked, and it’s time I looked”; … then the door opened wide.
And there sat Sam, looking cool and calm, in the heat of the furnace roar;
And he wore a smile you could see a mile, and he said: “Please close that door.
It’s fine in here, but I greatly fear you’ll let in the cold and storm –
Since I left Plumtree, down in Tennessee, it’s the first time I’ve been warm.”
There are strange things done in the midnight sun
By the men who moil for gold;
The Arctic trails have their secret tales
That would make your blood run cold;
The Northern Lights have seen queer sights,
But the greatest they ever did see
Was that night on the marge of Lake Lebarge
I cremated Sam McGee.
Appendix #30b
MC6 #1 Appendix
© Macomb Intermediate School District 2006