Macomb Collaborative
Grade 6 - Unit #3 Appendix
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Prompt [Day 1]
Peer Editing Questions [Day 2]
Review of Writing Checklist [Days 1and 2]
Rubric [Days 1 and 2]
Daily Language [Day 3]
“You’ve Got to be Carefully Taught” [Day 3]
Focus Question #1 [Day 3]
Focus Question Rubric [Days 3, 5, 8, 9, 10, 12, 15, 16, 17, 18]
Daily Language [Day 4]
The Cay “Blurb” [Day 4]
Cloze Vocabulary Activity [Day 4]
Genre: Adventure and Student Bookmark [Day 4]
Dialogue Board Prompts [Days 5, 8, 10, 14, 15, 17, 18]
Think Aloud Procedure [Day 5]
Why? Strategies the Work [Day 5]
Why? Strategies the Work [Day 5]
Focus Question #2 [Day 5]
Venn Diagram [Day 6]
I-Search Topic Cards [Days 6, 7, 8]
I-Search Topic Cards [Days 6, 7, 8]
I-Search Report [Days 6, 7, 8]
I-Search Report [Days 6, 7, 8]
Focus Question #3 [Day 8]
I-Search Model/Sample [Day 8]
Daily Language [Day 9]
Focus Question #4 [Day 9]
Vocabulary in Context Strategy [Day 10]
A-RAFT Procedure [Day 10]
Focus Question #5 [Day 10]
Collection of Literary Devices and Figurative Language [Days 11, 12, 15, 16]
Lifting the Text Procedure [Day 11]
Focus Question #6 [Day 12]
Using Dialect [Day 12]
Timothy’s Dialect Activity [Day 12]
Daily Language [Day 13]
Dialogue vs. Narration Comparison Chart [Day 13]
Quick Write Procedure [Day 14]
Quick Write Prompts [Day 14]
Focus Question #7 [Day 15]
Daily Language [Day 16]
Phillip’s Journey Graphic Organizer [Days 16, 18]
Focus Question #8 [Day 16]
Frayer’s Model Procedure [Day 17]
Frayer’s Model Sample [Day 17]
Focus Question #9 [Day 17]
Focus Question #10 [Day 18]
Narrative Profundity Chart [Day 19]
Comparing and Contrasting The Cay and The Harmonica [Days 19, 20]
Focus Question #11: Response to Literature [Day 20]
Writing Response Rubric [Day 20]
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Directions:
Regardless of how young or old a person may be, experiences in life have a lasting
impact. The most memorable experiences change us forever; those are the ones that
build character and determine who we are. Some events may be happy and others may
be sad, but they all work together to build your own every-changing viewpoint of our
world.
Write about the theme: accepting differences
Do one of the following:
¾ Think about an important event in your life that caused you to change your
attitude about another person different from you.
OR
¾ Explain a time when you were treated badly for thinking differently than the
group.
OR
¾ Explain how you felt when you saw someone being treated unfairly for being
different from the group.
OR
¾ Describe a time when someone else changed their mind about you after they
got to know you better.
OR
¾ Write about a changing accepting difference 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 #3 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 #3 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 #3 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 #3 Appendix
© Macomb Intermediate School District 2006
Daily Language Activity
o Use your knowledge of grammar, usage and spelling to correct 10 errors
in the following lines of poetry:
You've got to be tought, to hait and fear
You got to be taught from year two year
Its got to be drumed in you’re deer little ear
Youve got to be carefuly taught
Corrections:
You've got to be taught to hate and fear
You've got to be taught from year to year
It's got to be drummed in your dear little ear
You've got to be carefully taught
Appendix #5
MC6 #3 Appendix
© Macomb Intermediate School District 2006
“You’ve Got to Be Carefully Taught”
from the musical South Pacific
by Rodgers & Hammerstein (1949)
You've got to be taught to hate and fear
You've got to be taught from year to year
It's got to be drummed in your dear little ear
You've got to be carefully taught
You've got to be taught to be afraid
Of people whose eyes are oddly made
And people whose skin is a different shade
You've got to be carefully taught
You've got to be taught before it's too late
Before you are six or seven or eight
To hate all the people your relatives hate
You've got to be carefully taught
You've got to be carefully taught
Appendix #6
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Focus Question #1
You have heard Rodgers & Hammerstein’s viewpoint that people are
taught to fear and hate others who are different from them. Since we
know that prejudice means “an opinion that is formed without knowing or
understanding all the facts,” describe a time when you experienced or
witnessed prejudice.
Answer Plan: What to do
1. Write a sentence introducing the situation.
2. Include 3-5 sentences describing the situation.
3. Conclude by explaining how this illustrates prejudice.
Possible Answer:
(1) After reading Rodgers & Hammerstein’s viewpoint on prejudice, I realize I
have experienced prejudice also. (2) In my own life, I grew up not knowing
many people from the Middle East, but after September 11th, I felt that all
Arabs disliked America and wanted to harm us. When I was at camp over the
summer, however, I became acquainted with a girl whose family was from
Egypt. She and I spent time together, and I discovered we were very similar
even though we looked different and had different beliefs. (3) I realized I was
being prejudiced because I did not know or understand all the facts before
making a judgment.
Appendix #7a
MC6 #3 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 Answer is relevant but has few
and examples.
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.
Errors in conventions do not distract
from meaning.
Writing may not be legible.
Errors in conventions distract from
meaning.
Traits:
Content
ƒ Answers question
ƒ Uses relevant details from
text to support answer
ƒ Stays on topic
Appendix #7b
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Daily Language Activity
o Use your knowledge to correct 10 errors in capitalization, word
usage, punctuation or spelling in the following paragraph.
Phillip is excited when the germans envade the small island of
Curacao. war has always been a game to him, and hes eager to
glimpse it 1st hand - until the fraighter him and his mother are
traveling onto the united States is torpetoed.
Corrections:
Phillip is excited when the Germans invade the small island of
Curacao. War has always been a game to him, and he’s eager to
glimpse it firsthand- until the freighter he and his mother are traveling
on to the United States is torpedoed.
Appendix #8
MC6 #3 Appendix
© Macomb Intermediate School District 2006
The Cay
Phillip is excited when the Germans invade the small island of
Curacao. War has always been a game to him, and he’s eager to
glimpse it firsthand- until the freighter he and his mother are traveling
on to the United States is torpedoed.
When Phillip comes to, he is on a small raft in the middle of the
sea. Besides Stew Cat, his only companion is an old West Indian,
Timothy. Phillip remembers his mother’s warning about black people:
“They are different, and they live differently.”
By the time the castaways arrive on a small island, Phillip’s head
injury has made him blind and dependent on Timothy. This is the
story of their struggle to survive, and of Phillip’s efforts to adjust to
his blindness and to understand the dignified, wise, and loving old
man who is his companion.
Appendix #9
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Directions: Read the entire passage below taken from the back cover of The Cay by Theodore Taylor.
Fill in the blanks with vocabulary words that would have the same, or nearly the same, meaning as the
writer’s omitted word.
The Cay
Phillip is __________ when the Germans __________ the
__________ island of Curacao. War has always been a game to him,
and he’s __________ to __________ it firsthand - until the freighter
he and his mother are traveling on to the United States is torpedoed.
When Phillip __________, he is on a __________ raft in the
middle of the sea. Besides Stew Cat, his only __________ is an old
West Indian, Timothy. Phillip remembers his mother’s warning about
black people: “They are __________, and they live __________.”
By the time the castaways arrive on a __________ island,
Phillip’s head injury has made him blind and __________ on
Timothy. This is the story of their __________ to __________, and of
Phillip’s efforts to __________ to his blindness and to understand the
__________, __________, and __________ old man who is his
__________.
Appendix #10
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Genre: Adventure Story
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
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:
o Person –against- self
o Person – against-nature
o 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:
o setting is a specific time and place in history,
o real events are mixed with fictional events, and
o 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 11a
MC6 #3 Appendix
© 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.
Copyright 2005, MacombISD All Rights Reserved.
Appendix #11b
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Copyright 2005, MacombISD All Rights Reserved.
Dialogue Board Prompt
Day 5:
Can violence ever solve a problem?
Day 8:
State one or two facts that you did not know about your
topic before beginning your I-search report. (ex. I did
not know that Curacao is an island country in the
Caribbean.)
Day 10:
Do think it is ever right for people to disobey authority?
Explain your reasoning.
Day 14:
Write one word to describe Timothy and one word to describe
Phillip.
Day 15:
In literature, what is “foreshadowing”?
Day 17:
Think about a gift you once received from a person who has since
died or think about a gift you received from someone to whom you
are close. Explain how the meaning of that gift changes (or will
change) after that person’s death.
Day 18:
In yesterday’s reading, Phillip states, “After a while, I looked over
toward Timothy’s grave. I said, ‘Why didn’t you take us with
you?’” In saying this, how do you think Phillip feels and what
event has just occurred to make Phillip feel this way?
Appendix #12
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Think Aloud Procedure
The Literacy Dictionary (Harris and Hodges, 10995, 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 #13
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Inferring means ‘reading between the lines’ or
Good readers
WHY?
Nikolai Popov
filling in ideas and meaning that the author leaves
out. It is using what you know to figure out what the
author does not come right out and tell you. Based
on what we have seen so far, why do you think the
mouse attacked the frog?
Ask Questions before, during
Making Connections means putting things
and after reading to better understand the author
and the meaning of the text. At this moment, what
are you wondering?
together from what I know, other stories I have
read and/or what I have experienced and know about
the world, to help me understand what I read better.
Using your own experiences, what does this scene
remind you of?
Appendix #14
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Synthesizing means combining new ideas from
Visualizing means to make pictures in your mind
what I have read with what I already know to learn
something that will help me understand a story or my
own life better. Compare the mice and frogs’
situation to a current or historical world issue.
Based on what you know, how should they solve this
conflict?
about what’s going on in the story so you can
understand the story better. Make a picture in your
mind using all your senses to envision what you think
the end result of this battle will look like.
Determining Importance is asking what is
Good readers know what to do when they begin to
lose meaning, even if the reading is difficult or
most important in a story as opposed to focusing on
just the details. Sum up the story in three words to
illustrate the most important idea(s).
boring. This is called Repairing
Comprehension.
Reflect upon the story; write
about something from the story that confused you.
What did you try to do to make sense of it?
Appendix #15
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Focus Question #2
In literature, theme is the purpose of telling a story; it is the moral or the lesson
learned. What do you think is the theme of Nikolai Popov’s story Why?
Answer Plan: What to do
1. Write a sentence stating what you feel is the theme of the story.
2. Include 2-3 sentences supporting your reasoning.
3. Write a concluding sentence restating your opinion of the theme.
Possible Answer:
( 1) When I read Popov’s story Why?, I realized it teaches us that violence is
not the way to solve problems. (2) First, the frog and mouse seem to be getting
along when suddenly the mouse attacks the frog and the two begin fighting.
The disagreement escalates and other animals get involved which makes the
problem even worse. At the end of the story both animals are worse off than
when they began; they may have what they wanted from each other, but
everything around them has been destroyed in the process of getting it. (3)
Popov shows us what happens when people try to solve a problem with
violence.
Appendix #16
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Venn Diagram
Appendix #17
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Modified I-Search Topic Cards
Directions: Individual student are assigned a topic associated with the reading of The Cay.
Students complete the I-Search report, complete a written activity and appropriate visual
representation(ex. If researching a shark, the information could be presented on gray paper
shaped as the animal’s body.) and present their information to the class.
BAMBOO
WINDWARD
COASTS
SCORPIONS
CARIBBEAN
RESOURCES
OIL
REFINERIES
CARIBBEAN
CLIMATE
TRADE
WINDS
SHARKS
LEEWARD
COASTS
WEAVING
(HISTORY OF,
MATERIALS, AND
EXAMPLES
CAY
SEXTANT
CORAL REEF
DUTCH
FREIGHTER
HURRICANES
PILOT BOAT
ST. ANNA BAY SEA URCHINS
)
DESTROYER
(BOAT)
COCONUT
(TREES)
Appendix #18
MC6 #3 Appendix
© Macomb Intermediate School District 2006
WILLEMSTAD,
VENEZUELA
MORAY EEL
MALARIA
FEVER
NAZI
SCHOONER
PONTOON
NETHERLANDS
ANTILLES
SHARKS
(ARUBA, BONAIRE)
GERMAN
U-BOAT
OIL TANKER
TORPEDOES
PANAMA
PANAMA
CANAL
PROVIDENCIA
ORGAN PIPE
SKATE
CORAL
POMPANO
(SEA ANIMAL)
MUSSELS
SCALLOPS
OCTOPUS
LANGOSTA
SUBMARINE
LAKE
MARACAIBO
PALM
FRONDS
ANDREAS
THEODORE
TAYLOR
HURRICANES
VOODOO
BARRACUDA
SQUALL
SAN
Appendix #19
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Modified I-Search Report
Quick write: In the space provided, write for 2-3 minutes on what you know
about your topic/term.
Topic: ____________________________________
Formulating Research Questions: In the space provided, write 3-5 research
questions relating to your topic.
“I-Plan” Statement: Write an “I-Plan” statement that indicates what you plan to
do to find answers to your questions.
Appendix #20
MC6 #3 Appendix
© Macomb Intermediate School District 2006
My Topic: _________________
Name: ________________
Research question I am answering:
Reference source where I found my answer:
What I learned:
•
•
•
•
Connections (text-text; text-world; text-self):
•
•
•
Research question I am answering:
Reference source where I found my answer:
What I learned:
•
•
•
•
Connections (text-text; text-world; text-self):
•
•
•
Appendix #21
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Focus Question #3
Using the information that you’ve gathered, share what you now know
about your topic. (Determining Importance, Synthesis)
Answer Plan: What to do
1. Write a topic sentence introducing the topic and research questions to
your reader.
2. Include what your have learned about the topic.
3. Discuss connections you can make to this information.
4. Include reference for your sources used.
Possible Answer:
Curacao
(1) Unknown to many, Curacao is a small island country with a pleasant
climate, interesting history and diverse culture. (2) Found just north of the
equator in the southwest Caribbean, Curacao is sunny and warm year-round
with an average temperature in the 80s. Historically, the Spanish discovered
Curacao in 1499 and eventually forced all native people into slavery. The
Dutch took over Curacao in 1634 and in time, put an end to slavery. During
the 1930s, many more people came to Curacao when the country began to
prosper from the development of an oil refinery. (3) Just like the United States,
this mix of people from various parts of the world has added to the diverse
culture living in the country. (4)More information on Curacao can be found
online by visiting www.curacao.com and www.worldatlas.com.
Appendix #22
MC6 #3 Appendix
© Macomb Intermediate School District 2006
CURACAO
Unknown to many, Curacao is a small
island country with a pleasant climate,
interesting history and diverse culture. Found
just north of the equator in the southwest
Caribbean, Curacao is sunny and warm yearround with an average temperature in the 80s.
Historically, the Spanish discovered Curacao
in 1499 and eventually forced all native people
into slavery. The Dutch took over Curacao in
1634 and in time, put an end to slavery. During
the 1930s, many more people came to Curacao
when the country began to prosper from the
development of an oil refinery. Just like the
United States, this mix of people from various
parts of the world has added to the diverse
culture living in the country. More
information on Curacao can be found by
visiting two online reference sites:
www.curacao.com and www.worldatlas.com.
Appendix #23
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Daily Language Activity
o Use your knowledge of capitalization, word usage, punctuation
and spelling to correct the errors in the following paragraph:
Theodore Taylors story the cay is takes place in a reagion of the
carribbean sea during world war two. During this time the country of
Curacao wear Phillip lives is controlled by Holland and is home to one
of the largerst oil refineryes in the world. This made the island of
great importants to the war efforts and a target for the german
submarines.
Corrections:
Theodore Taylor’s story, The Cay, is takes place in a region of
the Caribbean Sea during WWII (or World War II). During this time,
the country of Curacao where Phillip lives is controlled by Holland
and is home to one of the largest oil refineries in the world. This made
the island of great importance to the war efforts and a target for the
German submarines.
Appendix #24
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Focus Question #4
Create a story map/graphic organizer to illustrate what we know so far.
(Determining Importance)
Answer Plan: What to do
1.
2.
Choose an appropriate graphic organizer.
Record the information detailing the setting, characters and
problem within the story.
Possible Answer:
•
•
•
•
Island of Curacao,
near Venezuela
During WWII
February 1942
•
•
•
Phillip, 11 yr old
boy
Father
Mother
Henrik, friend
The Germans have attacked the
island and Phillip’s mother wants
to leave for the U.S., but Father
believes it’s safer to stay.
Appendix #25
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Vocabulary In Context Strategy
Learning vocabulary in context is powerful and effective.
Students understand the words better, remember them easily, and
more often recognize the word and its meaning when next
encountered. This is a simple vocabulary strategy that only involves
dictionary work as a last resort.
Procedures:
• Assign or let students choose partners.
• Display the vocabulary words with page numbers.
• Tell students in partners to:
1. find each listed word,
2. read the sentences (context) around the word, then try to
figure out what the word means,
3. check their definitions with the dictionary (if necessary),
4. jot down their “working definition” in their own words, and
5. also write down why this word is important to the selection.
Encourage students to begin to keep a personal dictionary of new
words that they might use in conversation and in writing.
Appendix #26
MC6 #3 Appendix
© Macomb Intermediate School District 2006
A-RAFT Procedure
A Handbook of Content Literacy Strategies (Stephens and Brown, 2005) describes the ARAFT strategy as a 5-step process based on Nancy Vanderventer’s RAFT Strategy that
“helps students make decisions about their writing…it gives students an opportunity to
demonstrate their understanding of content material with a polished product for a a real
audience. RAFT guides students in considering questions about the author’s role or voice,
audience, format, and topic [and] gives student writers a framework and choices as they
practice and explore writing.”
Lead students in a discussion of the 5 component of A-RAFT.
o
o
o
o
o
A=
R=
A=
F=
T=
Attitude of the writer. How does the writer feel about the subject?
Role of the writer. What is my role as the writer?
Audience to whom the writing is directed. For whom am I writing?
Format for writing. What form should I use? (editorial, formal letter)
Topic about which the writing will be done. What topic will I write about?
(the decision to charge the Chinese sailors with mutiny)
A = Attitude
- pleased
- optimistic
- concerned
- angry
- sad
- scared.
R = Role
- Chinese sailor
- Governor
- a citizen working
at the refinery
- citizen living in
Curacao
A = Audience
- authorities
- average citizens
of Curacao
- Chinese sailors
F = Format
T = Topic
- editorial - decision to
- letter
charge the
Chinese
sailors
with mutiny
Discuss with students how different roles will specifically affect the writer’s attitude and
viewpoint.
Have students select one item from each of the columns as a framework for their editorial
writing.
Appendix #27
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Focus Question #5
In Chapter 2, we learn the significance of the oil exports from Curacao
and the danger involved in transporting it. In one situation, the Chinese
sailors have been charged with mutiny for refusing to sail into port. Take
the point-of-view of either (1) a Chinese sailor, (2) the governor of
Curacao, (3) a citizen working at the refinery, or (4) a citizen living in
Curacao. Write an editorial to a newspaper expressing your opinion of the
decision to charge the Chinese sailors with mutiny.
Answer Plan: What to do
1. Briefly introduce the issue and your position on the issue. Make your
role and position obvious to the reader.
2. Clearly and concisely state the main argument that supports your
viewpoint.
3. Use accurate and relevant information to support your viewpoint.
4. Conclude by trying to persuade your reader to accept your viewpoint.
Possible Answer:
Dear Citizens of Curacao,
(1) As a member of the fleet responsible for the safe transport of oil to and
from your ports, I am asking for you to stand with my fellow sailors and myself
in opposing the mutiny charges that have been placed against us. (2) Some
among you believe we are refusing to obey orders, but that is not the case! (3)
We are only asking for authorities to help us bring our ships in safely. (4)
What good will our ships be to anyone when they are sitting at the bottom of
the sea? You and I both know that the German submarines have surrounded
the island and have destroyed other vessels. If authorities would provide us
with navel escorts, it would not only help to ensure our safety, but also the
safety of the loyal citizens of this beautiful island, Curacao.
Sincerely,
Hui Chen
Appendix #28
MC6 #3 Appendix
© Macomb Intermediate School District 2006
A Collection of Literary Devices and Figurative Language
Characterization
• the way in which an author presents a character in imaginative writing
• by description, by what the character says, thinks, and does, or by what other characters
say, think, or do about the character.
Dialect
•
•
is a social or regional variety of a particular language ... that distinguishes it from
other(s) in pronunciation, grammar and vocabulary
Dialect varies by location and is sometimes difficult to understand.
•
•
“conversation between two or more people” that helps a story move
involves quotes and quotation mark
•
•
“an expression of event-based experiences …selected by the teller to [relate a story]”
“a literary device in which an author drops subtle hints about plot developments to
come later in his story. Each of these hints widens the range of possible
consequences.”
•
•
sequence of events which the author develops to build suspense and interest
This sequence, or plot, is what makes a reader want to continue reading a story until
the character’s journey ends.
•
the process of forming mental images while reading or listening to a story
•
the repetition of the initial sounds in neighboring words or stressed syllables
•
a figure of speech in which a comparison is implied by analogy but is not stated
•
a comparison of two things that are unlike, usually using the words like or as
Dialogue
Narration
Plot
Imagery
Alliteration
Metaphor
Simile
Personification
•
a metaphorical figure of speech in which animals, ideas, things, etc. are represented as
having human qualities
Appendix #29
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Lifting (or quoting) the Text Procedure
Lifting the Text strategy allows students to delve deeper into a narrative or expository
piece of writing by pulling out, or lifting, important excerpts or pieces of information. When
students are asked to “quote the text” in a narrative piece of literature, they may look only for
dialogue or quotes themselves; students need to be instructed that lifting the text can be done at
any point, not just when characters are speaking.
Lifting is done so that students can choose and respond to an excerpt that may connect
with them, grab their attention, or fulfill a specific purpose (such as the case below). Once a
piece of text has been lifted, students may respond directly to their chosen quote. Since students
are quoting the text, it is important to discuss what correct punctuation needs to be used.
• Model for the students, the process of text lifting while looking for powerful imagery in
the following quote:
“I saw a huge, very old Negro sitting on the raft near me. He was ugly. His nose was flat
and his face was broad; his head was a mass of wiry gray hair. For a moment, I could not
figure out where I was or who he was. Then I remembered seeing him working with the
deck gang of the Hato.” (p. 30) The Cay by Theodore Taylor
o Say something like, “Since I’m looking for imagery in the reading, this section
helps me more clearly visualize what Timothy looks like. I’ll lift the statement,
“His nose was flat and his face was broad; his head was a mass of wiry gray hair,”
since I can visualize that image in my mind. I’ll record this statement and page
number on a sticky-note.
• Using the following quote, work through the same process with students by reading the
text selection together and pulling out the statement that helps them create a clearer vision
of Timothy. Record student quotes on a sticky note along with the page number.
“He crawled over toward me. His face couldn’t have been blacker, or his teeth whiter.
They made an alabaster trench in his mouth, and his pink-purple lips peeled back over
them like the meat of a conch shell. He had a big welt, like a scar, on his left cheek. I
knew he was West Indian. I had seen many of them in Willemstad, but he was the biggest
one I’d ever seen.” (p. 31)
• Working in small groups, have students search for examples of imagery within the text and
“lift” or quote the text, by recording the statement and corresponding page number on a
post-it.
Appendix #30
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Focus Question #6
In yesterday’s activity had we focused on the character traits of
Timothy seen entirely through Phillip’s point of view. Describe
how a character’s point-of-view affects a story. What do you
think has influenced Phillip’s viewpoint? Is it fair or unfair of
Phillip to make these judgments?
Answer Plan: What to do
1. Compose a well-written topic statement describing how a
character’s point of view affects the story.
2. Write about one influence on Phillip using supporting details and
quotes from the text, if possible.
3. Conclude by stating whether Phillip’s judgment is fair or unfair
and why you believe this to be so.
Possible Answer:
(1) When an author uses point-of-view, it helps the reader understand
the character and situation more clearly, while also allowing for
multiple perspectives. (2) In the case of Phillip, from The Cay, I
believe his viewpoint is mostly influenced by his mother. Since she
seems to view black people negatively, he also does. At one point he
quotes his mother saying, “They are not the same as you, Phillip.
They are different and live differently. That’s the way it must be.” (p.
36) (3) I don’t feel Phillip is making a fair judgment of Timothy
because he isn’t looking past Timothy’s color to see what Timothy
might really be like. I believe judging people without getting to know
them, is unfair.
Appendix #31
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Using Dialect
The Cay by Theodore Taylor
Pros
Cons
Appendix #32
MC6 #3 Appendix
© Macomb Intermediate School District 2006
TIMOTHY’S DIALECT
Theodore Taylor uses dialect in his novel, The Cay, to help bring the character
Timothy to life for the reader. By using dialect, the story becomes more authentic and
believable; however, it may also become more difficult to understand in the process.
Complete the following on a separate sheet of loose-leaf: Look at the selection of
quotes and (a) rewrite the entire quote in standard English using correct capitalization,
punctuation, word usage, and spelling, and (b) decipher the meaning of the quote.
Example:
“Why b’feesh different color, or flower b’different color? I true don’ know,
Philleep, but I true tink beneath d’skin is all the same .” (p. 79)
a.
Standard English: “Why are the fish different colors, or flowers
different colors? I truly don’t know, Phillip, but I truly think that
beneath the skin we are all the same.”
b.
Meaning: Regardless of what color people are on the outside, inside we
are all the same.
1.
“We ‘ave rare good luck, youg bahss. D’wattah kag did not bus’ when d’raff was
launch, an’ we ‘ave a few biscuit, some choclade, an’ d’mathches in d’tin is dry. So we
‘ave rare good luck.” (p. 33)
2.
“I’ave no recollection o’ anythin’ ‘cept dese islan’s. ‘Tis pure outragrous, but I do not
remember anythin’ ‘bout a place called Afreca.” (p. 41)
3.
“Young bahss, dere is, in dis part of d’sea, a few lil’ cays like dis one, surround on
bot’ sides hombug banks. Dey are cut off from d’res’ o’ d’sea by
dese banks.”
(p. 64)
4.
”D’place I am tinking of is call Debil’s Mout’. Tis a U-shaped ting, wit dese sharp
coral banks on either side, runnin’ maybe forty, fifty mile. . . .” (p. 64)
5.
“I don’ like some white people my own self, but ‘twould be outrageous if I didn’ like
any o’ dem.” (p. 75)
Appendix #33
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Daily Language Activity
o
Using your knowledge of punctuating and formatting dialogue, rewrite
the following discussion between Phillip and Timothy correctly:
Timothy let that sink in. It sounded bad. But then he said I do hope,
young bahss, dat I am outrageous mistaken. If we are in the Devil’s Mouth,
how can we be rescued? I asked angrily. D’fire pile! When aircraft fly above,
dey will see d’smoke an’ fire! Timothy replied. But they might just think it is
a native fisherman. No one else would come here! I responded. I could picture
him nodding, thinking about that. Finally, he said, true, but we cannot fret
‘bout it, can we? We’ll make camp, an’ see what ‘appens.
Corrections:
Timothy let that sink in. It sounded bad. But then he said, “I do hope,
young bahss, dat I am outrageous mistaken.”
“If we are in the Devil’s Mouth, how can we be rescued?” I asked
angrily.
“D’fire pile! When aircraft fly above, dey will see d’smoke an’ fire!”
Timothy replied.
“But they might just think it is a native fisherman. No one else would
come here!” I yelled.
I could picture him nodding, thinking about that. Finally, he said, “True,
but we cannot fret ‘bout it, can we? We’ll make camp, an’ see what ‘appens.”
Appendix #34
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Dialogue vs. Narration
Use the following graphic organizer to compare and contrast dialogue and narration.
Dialogue
Both
Narration
Appendix #35
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Quick Write Procedure
A Handbook of Content Literacy Strategies (Stephens and Brown, 2005)
describes the Quick Write strategy as a “short, focused writing in response to a
specific prompt… a Quick Write helps to activate students’ prior knowledge
and provides a starting point for a lesson. A Quick Write serves as a bridge to
the new concepts or ideas that students will be learning. It can help students
see connections between previous learning experiences and the present one.
Some teachers use Quick Writes as the end of a lesson or class as a form of
student reflection.”
Procedure:
1. The teacher formulates a statement or a question related to the content
for students to respond to within a specified amount of time, usually
five to seven minutes.
2. The students are told that the purpose is for them to express their
thoughts and ideas without concern for the mechanics of writing.
3. When the time limit expires, students may share their responses with
a partner and/or with the whole class for discussion.
Appendix #36
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Directions: Read each of the following quotes. Choose the
quote to which you’d like to respond. Write the quote at the top of
your paper and respond to the quote in a 7 minute quick-write.
Prompt: What does this quote “say” to the reader, and what
does it tell you about the character speaking it?
“Why b’feesh different color,
or flower b’different color?
I true don’ know, Phill-eep,
but I true tink beneath d’skin
is all d’same.”
Timothy p.75
““Eeevery day I tink what
rare good luck I ‘ave dat you
be ‘ere wid my own self on dis
outrageous, hombug islan.”
I moved close to Timothy’s
big body before I went to
sleep. I remember smiling in
the darkness. He felt neither
white nor black.
Phillip p.76
Timothy p.78
Appendix #37
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Focus Question #7
Identify three of the most important happenings within these
chapters. Which event do you believe will have the greatest
influence on Phillip’s future? (Determining Importance)
Answer Plan: What to do
1. Write a sentence restating the question.
2. Identify the three most important events.
3. Explain which of the three events you feel is of greatest
importance.
Possible Answer:
(1) Not all stories take us in a direction we can anticipate. (2)
Authors, such as Theodore Taylor, create suspense and excitement by
including these twists-and-turns. In the story, The Cay, Phillip is
taken on an incredible journey: He is blinded from an accident that
occurs during an attack on his ship The S.S. Hato; stranded on an
island with a man he had never known; and made to face the full force
of a hurricane. The climax occurs, however, when Timothy dies and
Phillip is left alone to survive. (3) From what I already know about
Phillip’s journey, I can predict survival will not be easy. In the end, I
think that Phillip will be rescued by a plane and returned to his father.
Appendix #38
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Daily Language Activity
o Using your knowledge of capitalization, punctuation, word usage and
spelling, rewrite Timothy’s following quote in common English:
“In ’28, I be on d’Hettie Redd sout’ o’ Antigua when d’tempis’ hit.
D’wind was outrageous, an’ d’ol’ schooner break up like chips fallin’ ‘fore
d’ax. I wash ashore from d’sea, so wild no mahn believe it. No odder mahn
from d’Hettie Redd live ‘ceptin’ me.” [Timothy p 104]
Possible Answer:
“In 1928, I was on the Hettie Redd just out of Antigua when the storm hit.
The wind was outrageous and the old schooner broke up like chips falling
before an ax. I washed ashore in from the sea, but being so unthinkable, no one
believed it. No other man from the Hettie Redd lived except me.”
Appendix #39
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Phillip’s Journey
Climax (Turning Point)
The point of highest
interest, suspense, or
greatest emotional tension.
Rising Action
Complications and events that
occur as the character(s) tries
to solve the problem
Exposition (Beginning of the Story)
The start of a story that introduces
characters and setting.
MC6 #3 Appendix
Appendix #40
Falling Action
Events that occur as the
character works toward the
resolution of the conflict/
Trigger Event (Inciting Moment)
Event that causes the conflict or
sets the conflict in motion.
© Macomb Intermediate School District 2006
Resolution (Denouement)
A satisfactory conclusion
that is either positive or
negative for the character.
Focus Question #8
Authors sometimes take characters on journeys that we do not expect.
Phillip’s journey has taken us to a climax we may not have expected.
What is the climax in the story and looking back at Phillip’s journey,
what 3 events have led up to this climax? Predict what you expect to
happen next.
Answer Plan: What to do
1. Write a sentence introducing the question.
2. Identify the climax and the three events leading up to the climax.
3. Predict what will happen next within the story.
Possible Answer:
(1) Not all stories take us in a direction we can anticipate. (2) Authors, such as
Theodore Taylor, create suspense and excitement by including these twistsand-turns. In the story, The Cay, Phillip is taken on an incredible journey: He
is blinded from an accident that occurs during an attack on his ship The S.S.
Hato; stranded on an island with a man he had never known; and made to face
the full force of a hurricane. The climax occurs, however, when Timothy dies
and Phillip is left alone to survive. (3) From what I already know about
Phillip’s journey, I can predict survival will not be easy. In the end, I think
that Phillip will be rescued by a plane and returned to his father.
Appendix #41
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Frayer’s Four Square Model
The Frayer’s Model is an instructional strategy to categorize concepts
and words. When students use the Frayer model, they analyze the essential
and nonessential attributes of a concept or word, and look for both examples
and non-examples of that word.
Procedure:
1. Use the Frayer Model graphic organizer or fold a piece of paper into four
squares.
2. Assign the concept/word and write it in the center of the squares.
3. Work through the 4 planes of the Model as a whole class, in small
groups, pairs or individually depending on student’s knowledge and
experience with the graphic organizer.
a. “What it is?” includes defining characteristics of the concept/word
b. “What it isn’t” includes characters that represent the opposite of the
concept/word
c. “Examples” includes connections students can make with this concept
and their own experiences or examples of the concept found in The
Cay.
d. “Non-Examples” includes connections students can make to when the
concept/word was NOT illustrated in their experiences or examples of
the concept found in The Cay.
• Extension: Have students develop their own definition of the word based
on their new knowledge.
Appendix #42
MC6 #3 Appendix
© Macomb Intermediate School District 2006
FRAYER’S MODEL
ATTRIBUTES –
WHAT IT IS
NON-ATTRIBUTES –
WHAT IT ISN’T
Legacy
EXAMPLES
from your Life and/or The Cay
NON-EXAMPLES
from your Life and/or The Cay
Appendix #43
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Focus Question #9
We have seen how a legacy one person leaves can have a lasting
impression on another. Choose one of the following writing prompts:
1. Think about your own life and write about the legacy you would
like to leave to another person. Explain what your legacy would
be and how it will affect others.
--or -2. Think about a legacy someone else has left to you. Explain what it
is and how it has affected you.
Answer Focus Question #9 individually. You should now possess the skills
to formulate your own Answer Plan.
Assessment of Answer:
In answering either question 1 or question 2, look to see if students have
developed (1) a well-written topic sentence restating the question, (2) specific
reference to the legacy they would leave or have been left, (3) an explanation
of how this legacy would affect others or has affected them, and (4) a
thoughtful conclusion.
Appendix #44
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Focus Question #10
How has Phillip changed through his experience? Be sure to support your
reasoning with examples from the novel.
Answer Focus Question #10 individually or in pairs. You should now
possess the skills to formulate your own Answer Plan
Assessment of Answer:
In answering the question, look to see that students have (1) formulated a wellwritten topic sentence introducing the concept of change, (2) listed a specific
way in which Phillip has changed (for example, Phillip is no longer prejudice,
has learned to survive on his own, has grown from a child to a young man), (3)
included 2-3 supporting statements from the novel illustrating this change, and
(4) concluded with a thoughtful statement.
Appendix #45
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Narrative Profundity Chart
Physical:
Mental:
Moral:
Psychological:
Analogical:
Philosophical:
Transformational:
What did the
character do?
(Action)
What was the
character thinking
or feeling when
s/he did it?
(Intention)
What was
right and
wrong with
what the
character did?
(Judgment)
What did the
character get from
doing what s/he did?
(Benefit/
Consequences)
What links are
there to me, to
what I have read
and to my world?
(Comparison)
What is the
lesson or
principle that I
can learn from
this story?
(Abstraction)
How can this lesson,
insight, or wisdom
change my life?
(Transformation)
Appendix #46
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Comparing and Contrasting
The Cay by Theodore Taylor & The Harmonica by Tony Johnston
Phillip from
The Cay
and
How Are They Alike?
the boy from
The Harmonica
1.
2.
3.
4.
5.
Phillip from
The Cay
vs.
How Are They Different?
the boy from
The Harmonica
1.
2.
3.
4.
5.
Conclusions/Connections I Can Make:
Appendix #47
MC6 #3 Appendix
© Macomb Intermediate School District 2006
Response to Literature: Focus Question #11
In Theodore Taylor’s The Cay and Tony Johnston’s The Harmonica, the main
character had to use his talents and skills in order to survive. Explain if you agree or
disagree with this statement. Think about specific instances when the two young
characters had to make difficult choices in order to ensure their own survival.
Support your answer using details and examples from the corresponding story.
Use the following checklist as you write and review your response:
CHECKLIST FOR REVISION:
•
•
•
•
•
•
Do I clearly introduce the topic?
Do I clearly describe the important decision of each of the characters?
Do I support my answer with examples and details from the text?
Do I show the connection between the characters?
Do I support this connection with examples and details from the text?
Is my writing organized and complete?
Possible Response:
In reading The Cay and The Harmonica, the main characters had to make difficult decisions in
order to ensure their survival. First, Phillip had to put his prejudice aside and accept the help of
Timothy in order to learn the skills he needed to survive on the cay. At one point he says,
“Timothy, are you still black?” illustrating that he is beginning to see past the color of a person’s
skin. If he had not done so, he would not have learned from Timothy, and would have never
survived alone on the cay. Second, in the story The Harmonica, the boy plays his harmonica for
the commandant of the concentration camp. Even though he has been torn away from his family
and imprisoned in the camp, he realizes the choice he must make. He says, “I despised myself
for every note, every harmonica-breath…” but, still, he plays. Eventually, the boy learns that the
other prisoners too, can hear his song, and in playing, he brings joy to them as well. In doing so,
he not only ensures his own survival, but makes life a bit more bearable for those around him.
Although young, both characters endure great hardship and survive unthinkable situations.
Appendix #48
MC6 #3 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 #49
MC6 #3 Appendix
© Macomb Intermediate School District 2006