Cover image © 2011 Shutterstock, Inc.
www.kendallhunt.com
Send all inquiries to:
4050 Westmark Drive
Dubuque, IA 52004-1840
1-800-542-6657
Center for Gifted Education
College of William & Mary
PO Box 8795
Williamsburg, VA 23187-8795
757-221-2362
www.cfge.wm.edu
Funded by the Jacob K. Javits Program, United States Department of Education, under a subcontract from the
Washington-Saratoga-Warren-Hamilton-Essex BOCES, Saratoga Springs, New York.
Copyright © 1998, 2011 by Center for Gifted Education
ISBN 978-0-7575-6492-5
Kendall Hunt Publishing Company has the exclusive rights to reproduce this work, to prepare derivative
works from this work, to publicly distribute this work, to publicly perform this work and to publicly
display this work.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of Kendall Hunt Publishing Company.
Permission is granted for copying blackline masters from this book for classroom use only.
Printed in the United States of America
3 4 5 6 7 8 9 10
K11116_CFGE_TG6-7_FM.indd 2
15 14 13 12
3/22/12 3:44 PM
Contents
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
TheWilliamandMaryCenterforGiftedEducationUnits . . . . . . . vi
CorrelationtotheCommonCoreStateStandards . . . . . . . . . . xvii
SECTIon
1
SECTIon
2
SECTIon
Copyright © Kendall Hunt Publishing Company
3
UnitIntroductionandCurriculumFramework
Introduction to the Unit . . .
Rationale and Purpose . . . .
Goals and Outcomes . . . . .
Letter to Teacher . . . . . . .
Unit Reading and Resource List
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
1
1
2
4
6
TeachingTipsforImplementingThisUnit
Classroom Guidelines for Unit Implementation . . . . . . . . . . . . . . . 9
Teaching Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
LessonPlans
Unit Planner . . . . . . .
Unit Vocabulary List . . .
Glossary of Literary Terms
Letter to Family . . . . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. 36
. 48
. 49
. 51
Introduction and Preassessment . . . . . . . . . . . . . . . . .
The Concept of Change . . . . . . . . . . . . . . . . . . . . .
Introduction to Literary Analysis, Grammar, and Vocabulary Study
The Adventures of Tom Sawyer and the Idea of Persuasion . . . .
The Hamburger Model of Persuasive Writing . . . . . . . . . . .
Introduction to Persuasive Speaking . . . . . . . . . . . . . . .
Discussion of Asian American Literature . . . . . . . . . . . . .
Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Persuasion in Historical Documents . . . . . . . . . . . . . . .
Discussion of African American Literature . . . . . . . . . . . .
Introduction to the Unit Research Project . . . . . . . . . . . .
Persuasion in “The Pied Piper of Hamelin” . . . . . . . . . . . .
Introduction to Debate . . . . . . . . . . . . . . . . . . . . .
Persuasion and Social Justice . . . . . . . . . . . . . . . . . . .
Discussion of Hispanic American Literature . . . . . . . . . . . .
Persuasion and the Public Interest . . . . . . . . . . . . . . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. 53
. 67
. 71
. 82
. 89
. 94
. 99
105
111
119
125
131
139
144
148
154
Lessons
1 .
2 .
3 .
4 .
5 .
6 .
7 .
8 .
9 .
10 .
11 .
12 .
13 .
14 .
15 .
16 .
iii
K11116_CFGE_TG6-7_FM.indd 3
3/22/12 3:45 PM
17.
18.
19.
20.
21.
22.
23.
24.
4
SectIon
5
SectIon
6
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
158
161
168
171
179
184
187
191
.
.
.
.
.
.
.
.
.
.
.
.
203
205
207
209
211
213
Grammar Study
Teacher Instructions . . . . . . . . . . . . . . . . .
Grammar Preassessment . . . . . . . . . . . . . .
Grammar Preassessment Answer Key . . . . . . . .
Grammar Postassessment . . . . . . . . . . . . . .
Grammar Postassessment Answer Key . . . . . . . .
Inspecting Our Own Ideas: Student Grammar Study
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
Bibliographies
Student Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
Appendices
Appendix A: Alternative Novels and Related Activities
Appendix B: Novel Lexile Measure Information . . . .
Appendix C: The Concept of Change . . . . . . . .
Appendix D: Novel Assignment . . . . . . . . . . . .
Appendix E: Blackline Masters . . . . . . . . . . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
243
245
247
253
256
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
Copyright © Kendall Hunt Publishing Company
SectIon
Debate Presentations . . . . . . . . . . . . . . . . . . . . . .
Persuasion and Freedom . . . . . . . . . . . . . . . . . . . . .
Persuasion in Advertising . . . . . . . . . . . . . . . . . . . . .
Discussion of Native American Literature . . . . . . . . . . . . .
The Valiant . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Research Presentation . . . . . . . . . . . . . . . . . . . . . .
Closing Discussion of the Concept of Change . . . . . . . . . .
Postassessments of Literary Interpretation and Persuasive Writing
iv
K11116_CFGE_TG6-7_FM.indd 4
3/22/12 4:05 PM
The William and Mary Center for
Gifted Education Units
Teachers who participate in our program have access not only to quality literature and content,
but to the expertise of one of the nation’s foremost centers for gifted education. In accordance
with considerable research and evidence of effectiveness, a series of teaching models has
been developed which provides scaffolding and support to students’ work throughout the
units. The program’s emphasis on persuasive writing has resulted in great gains in student
performance on writing tasks. Students are also held to unusually high standards in reasoning
and research; Paul’s Reasoning Model provides a method of inquiry that permeates analytical
and communication tasks, while the Research Model combines stringent reasoning criteria
with formal scholarly practices. As an added bonus, the Curriculum Guide assists teachers not
only in understanding and implementing the units, but in differentiating instruction to reach
a variety of learners, as well as evaluating and monitoring the effectiveness of language arts
curricula. In addition to the language arts units, the Center for Gifted Education offers series in
other subject areas including science and social studies, so teachers can have access to the same
support and wealth of resources across the curriculum.
Due to the popularity of the first edition of William and Mary language arts units, we have
created a second edition with even more teacher support. While the quality content has
been retained, new features to help the teacher prepare, plan, and succeed have been added,
including unit and lesson overview features, a section with helpful background information,
more cross-curricular connections, additional consumable student activity pages, and a system
of design elements to make the lessons easier to follow. In addition, we have put directions into
more concise and teacher-friendly language and updated our literature offerings. The result is a
program that has the same core teaching philosophy and wealth of activities that made the first
edition so popular, but is easier to use and provides substantial support for a teacher who may
not have a background in gifted education.
Copyright © Kendall Hunt Publishing Company
At the College of William and Mary’s Center for Gifted Education, we believe in investing in
the realization of each gifted student’s potential. Our award-winning language arts units provide
teachers with the concrete tools they need to unlock and nurture students’ nascent analytical
and writing capabilities. Anchored by guided discussions and structured around advanced
literature, the lessons are designed to allow considerable intellectual freedom to students and to
encourage original thought. While the format of lessons allows learning to unfold in an organic,
spontaneous manner, the planning behind the activities is rigorous. Each discussion question,
activity, and project is precisely aligned to the analytical, communication, and reasoning skills
that gifted students most need to participate and succeed in society’s highest levels. These skills
include literary analysis and interpretation, persuasive writing, linguistic competency, listening/
oral communication skills, reasoning skills, and concept development.
vi
K11116_CFGE_TG6-7_MarketingFM.indd 6
3/22/12 3:46 PM
Literature and Discussion
All of the William and Mary units feature
advanced reading selections chosen for their
complexity, depth, relevance to issues facing
our society, and capacity to provoke interpretive
behavior and contemplative thought. A wide
range of genres is explored; in addition to core
novels, students read historical documents,
poems, essays, speeches, and plays, as well as
explore other forms of media such as visual art,
music, and advertisements.
Examples of Literature Used in
William and Mary Units
• The poems of Langston Hughes
• Hiroshima by John Hersey
• Animal Farm by George Orwell
• Esperanza Rising by Pam Muñoz Ryan
• The poems of Emily Dickinson
• Billy Budd by Herman Melville
• Rising Voices: Writings of Young Native
Americans by Arlene Hirschfelder and
Beverly Singer
Copyright © Kendall Hunt Publishing Company
• Maus II by Art Spiegelman
• The Diary of Anne Frank by Anne Frank
• Essays for and against censorship
• Martin Luther King’s “I Have a Dream” speech
• Autobiograpical writings of Beverly Cleary,
Eloise Greenfield, Isaac Singer, and
Lawrence Yep
The William and Mary lessons provide teachers
with targeted discussion questions that will
form a foundation for students’ development
as critical thinkers. In addition to providing
opportunities for higher-order analysis, these
questions cross into the reasoning and concept
dimensions. Students have the opportunity to
apply rigorous reasoning standards as well as
concept generalizations to a variety of situations
in literature and society.
DiscussionQuestions
Literary Response and Interpretation
Questions
• What adjectives would you use to describe
•
•
•
•
the character of Tom Sawyer, based upon the
excerpt you just read? What evidence from the
story supports your description?
What was Tom’s “great, magnificent
inspiration”? How did he “put the thing in
a new light”?
Tom found the world “not so hollow” after all.
What does he mean by that statement?
How does Aunt Polly perceive Tom? In what
ways is this different from how he perceives
himself? Are either of their perceptions more
accurate? Why or why not?
What title might you give to this excerpt from
the book? Give reasons for your selection.
Reasoning Questions
• What was Tom’s problem? What was his first
solution? What was his second solution?
• How were the consequences of Tom’s eventual
solution different from the consequences he
would have faced if Jim had agreed to trade
places with him? Which solution was a better
one for Tom?
• Tom’s solution to his problem was based on
certain assumptions or guesses he made about
the other boys. What did Tom assume about the
other boys? What is meant by the words, “He
had discovered a great law of human action,
without knowing it—namely, that in order to
make a man or a boy covet a thing, it is only
necessary to make the thing difficult to attain”?
• Would you have been persuaded by Tom’s
argument? Why or why not?
• What can distinguish persuasive techniques from
being dishonest to get one’s way?
Change Questions
• What techniques did Tom use to change
people’s minds?
• Would you classify the changes that took
place in the story as positive or negative for
the people involved? Why? In what ways was
the whitewashing arrangement thought to be
positive by everyone?
• How does the classification of something as
either work or as play change the way you feel
about it?
Literature and Discussion sample from Persuasion unit
ix
K11116_CFGE_TG6-7_MarketingFM.indd 9
3/22/12 3:47 PM
Oral communication Strong emphasis is given to oral communication, as it is an essential part
of the professional lives of adults. Students explore the importance of sound reasoning and
substantial support as well as the art of persuasion and delivery through oral activities ranging
from presentations to debates.
Assessment
Name: ______________________________________________ Date: ______________________
Assessment in the William
and Mary units is ongoing and
comprised of multiple formative
and summative options.
Persuasive Writing Preassessment
1D
Directions: Write a paragraph to answer the following question. State your opinion,
include three reasons for your opinion, and write a conclusion to your paragraph.
Do you think the poem “The Road Not Taken” by Robert Frost should be required
reading for all students in your grade?
• Pre- and Postassessments for Literature
• Pre- and Postassessments for Writing
• Pre- and Postassessments for Grammar
• Rubrics for teacher/student conferences
• Rubrics for Self-, Peer, and
Teacher Evaluations
• Rubrics for performance in
Copyright © Kendall Hunt Publishing Company
Each assessment tool is accompanied by
substantial teacher support. Rubrics are
detailed and include samples of scored
responses.
Copyright © Kendall Hunt Publishing Company
group discussions
Teacher Resource Page
KH10516_CFGE_TG6-7_L01.indd 63
Section 3 · Lesson Plans 63
2/19/10 11:13 AM
xi
K11116_CFGE_TG6-7_MarketingFM.indd 11
3/22/12 3:47 PM
Correlation to the
Common Core State Standards
The Common Core State Standards in English Language Arts for grades K–5 and 6–12 define
what students should understand and be able to do by the end of each grade. They correspond
to the College and Career Readiness (CCR) anchor standards. The College and Career Readiness
(CCR) anchor standards provide broad standards, that, together with the grade level standards,
define the specific skills and understandings that all students must demonstrate.
This correlation will provide the correlation of the William and Mary language arts units to the
College and Career Anchor Standards for ELA.
Copyright © Kendall Hunt Publishing Company
College and Career Anchor Standards
for Reading
William and Mary
Language Arts Units
Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from
the text.
Major goal related to analysis and
interpretation of literature. (Goal 1)
Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
Major goal related to analysis and
interpretation of literature. (Goal 1)
Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
Major goal related to the concept
of change in the language arts.
(Goal 6)
Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
Major goal related to developing
linguistic competency. (Goal 3)
Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter,
scene, or stanza) relate to each other and the whole.
Major goal related to analysis and
interpretation of literature. (Goal 1)
Assess how point of view or purpose shapes the content and style
of a text.
Major goal related to analysis and
interpretation of literature. (Goal 1)
Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
Major goal related to reasoning
skills in the language arts. (Goal 5)
Analyze how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the
authors take.
Major goal related to analysis and
interpretation of literature. (Goal 1)
Read and comprehend complex literary and informational texts
independently and proficiently.
Broad-based reading in poetry,
short story, biography, essay, and
novel forms.
Use of the change matrices
supports the analysis of
multiple texts.
xvii
K11116_CFGE_TG6-7_FMCorr.indd 17
3/23/12 8:35 AM
College and Career Anchor Standards
for Writing
William and Mary
Language Arts Units
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
Major goal related to persuasive
writing. (Goal 2)
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
Major goal related to persuasive
writing. (Goal 2)
Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
Major goal related to persuasive
writing. (Goal 2)
Conduct short as well as more sustained research projects
based on focused questions, demonstrating understanding of
the subject under investigation.
Research project focuses on these skills.
Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source,
and integrate the information while avoiding plagiarism.
Major goal related to reasoning skills in
the language arts. (Goal 5)
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Major goal related to analysis and
interpretation of literature. (Goal 1)
Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes,
and audiences.
Major goal related to persuasive
writing. (Goal 2)
Major goal related to reasoning skills in
the language arts. (Goal 5)
Research project focuses on these skills.
College and Career Anchor Standards
for Speaking and Listening
William and Mary
Language Arts Units
Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others’ ideas
and expressing their own clearly and persuasively.
Major goal related to listening/oral
communication skills. (Goal 4)
Integrate and evaluate information presented in diverse media
and formats, including visually, quantitatively, and orally.
Major goal related to reasoning
skills in the language arts. (Goal 5)
Evaluate a speaker’s point of view, reasoning, and use of evidence
and rhetoric.
Major goal related to reasoning
skills in the language arts. (Goal 5)
Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose,
and audience.
Major goal related to listening/oral
communication skills. (Goal 4)
Make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations.
Research project focuses on
these skills.
Copyright © Kendall Hunt Publishing Company
Research project focuses on these skills.
xviii
K11116_CFGE_TG6-7_FMCorr.indd 18
3/23/12 8:36 AM
College and Career Anchor Standards
for Language
William and Mary
Language Arts Units
Major goal related to developing
linguistic competency. (Goal 3)
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Major goal related to developing
linguistic competency. (Goal 3)
Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing
meaningful word parts, and consulting general and specialized
reference materials, as appropriate.
Major goal related to developing
linguistic competency. (Goal 3)
Copyright © Kendall Hunt Publishing Company
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
xix
K11116_CFGE_TG6-7_FMCorr.indd 19
3/23/12 8:36 AM
K11116_CFGE_TG6-7_FMCorr.indd 20
3/23/12 8:36 AM
Always read literature selections before assigning them to students, and be aware
of school and/or district policy on the use of materials that may be deemed
controversial. While many gifted readers are able to read books at a significantly
higher Lexile level than what other children their age are reading, they may not be
ready for content that is targeting older audiences. At the same time, pieces with a
lower Lexile level sometimes contain themes appropriate for older children. One
guideline for choosing age-appropriate literature is to look at the age of the central
protagonist, which can indicate the target audience.
Assessment approaches in the unit include pre- and postassessments in reading and
writing, a pre- and postassessment in grammar, writing assessments, an assessment
for the research presentation, and portfolio work to be collected and evaluated in
each lesson.
Specific information about implementing the unit may be found in Section 2,
“Teaching Tips for Implementing This Unit.” Please read carefully through this
section and, if possible, consider attending an implementation workshop on
the units (contact the Center for Gifted Education at [email protected] for more
information). In addition, the Guide to Teaching a Language Arts Curriculum for High
Ability Learners includes detailed information about the curriculum framework
for the William and Mary units, research evidence of effectiveness, instructional
support for special needs learners, and frequently asked questions about
the curriculum.
Copyright © Kendall Hunt Publishing Company
We thank you for your interest in our materials!
Sincerely,
The Center for Gifted Education Curriculum Development Team
Section 1 · Unit Introduction and Curriculum Framework 5
K11116_CFGE_TG6-7_S01.indd 5
3/22/12 3:48 PM
Optional Materials for Extension
The following pieces are recommended for additional exploration. They can be found in
libraries, anthologies, online public domain sites, and/or bookstores.
Title/Author
Lesson
“Birches” by Robert Frost
Lesson 1
“After Apple Picking” by Robert Frost
Lesson 1
“The Gift Outright” by Robert Frost
Lesson 1
The Adventures of Tom Sawyer by Mark Twain
Lesson 4
“The Highwayman” by Alfred Noyes
Lesson 7
Peter Pan by J. M. Barrie
Lesson 12
A Boy Becomes a Man at Wounded Knee by Ted Wood and Wanbli Numpa
Lesson 20
Morning Star, Black Sun: The Northern Cheyenne Indians and America’s
Energy Crisis by Brent Ashabranner and Paul Conklin
Lesson 20
Twelve Angry Men by Reginald Rose
Lesson 21
Recommended Dictionaries
The American Heritage Dictionary of the English Language (Fifth Edition)
Merriam-Webster’s Collegiate Dictionary (Eleventh Edition)
The American Heritage Dictionary for Learners of English (This may be useful in classrooms with
ESL students.)
Copyright © Kendall Hunt Publishing Company
Dictionary
8 Persuasion
K11116_CFGE_TG6-7_S01.indd 8
3/22/12 3:50 PM
• World Wide Web
• Word processing software: writing, revising,
and editing written work
• Presentation software: developing the final
product produced in the research strand
• Wikis: writing workshops/peer editing
• Blogs: collaborative learning related to issues
in the unit
• Concept mapping software: designing
concept maps and developing webs for prewriting work
Copyright © Kendall Hunt Publishing Company
Collaboration with Library
Media Specialists
Because literature and information play
key roles in the search for meaning, this
unit depends on rich and extensive library
resources. Working with library media
specialists is essential for both teachers and
students throughout the unit. Teachers
and library media specialists should work
together in the planning stages of the unit
to tailor the literature and research demands
to the interests and abilities of the students.
Because many of the resources suggested in
this unit exceed the scope of school library
media centers, public and university library
media specialists should also be involved in
the planning and implementation. Library
media specialists can suggest resources,
obtain materials on interlibrary loan, and
work with students on research projects.
Students should be encouraged to become
acquainted with the library media specialists
in their community for several reasons. First,
library media centers are complex systems
of organizing information. The systems
vary from one place to another, and access
via technology to the systems is constantly
changing. Library media specialists serve
as expert guides to the information maze,
and they are eager to assist users. Secondly,
the most important skill in using the media
center is knowing how to ask questions.
Students should learn that working with a
media specialist is not a one-time inquiry
or plea for assistance, but an interactive
communication and discovery process. As
the student asks a question and the media
specialist makes suggestions, the student will
gain a better understanding of the topic and
find new questions and ideas to explore. To
maximize the use of resources, the student
should then discuss these new questions and
ideas with the media specialist. Learning to
use the services of library media specialists
and other information professionals is an
important tool for lifelong learning.
In order to facilitate the research process
outside of school, the teacher may want to
contact the local public library to provide
basic information about the research that
students will be conducting. In order to help
the library media specialists be prepared for
the students who might visit, the teacher
could provide a copy of the research project
guidelines, and an explanation of the types
of sources that students might be exploring.
Assessment
The language arts units include both
formative and summative assessments. Each
unit has pre- and postassessments which are
excellent tools to measure student growth
during the unit instruction. There are other
opportunities for assessment throughout
the language arts units. Evaluation forms
for self, peers, and teachers are included
with the writing assignments. These are
samples and can be adapted to meet the
needs of an individual school or district.
Evaluation forms are also included for the
oral presentations and research assignments.
Finally, informal assessment rubrics allow
teachers to monitor students’ participation
in discussions as well as progress in
independent writing tasks.
Discussion Participation Log
Since discussion plays a prominent role in
the students’ learning, teachers may want
Section 2 · Teaching Tips for Implementing This Unit
K11116_CFGE_TG6-7_S02.indd 13
13
3/22/12 3:50 PM
to consider teaching students a specific
process for the discussion elements of the
unit. The Socratic Seminar is one method
for organizing discussions that is often
used when analyzing literature. The teacher
may want to design a chart such as the one
below to give to students to monitor their
contributions during discussions. The date
for the discussion can be written at the
top. The literary selections that are being
discussed can be written beneath the dates.
Have students place tally marks in the boxes
according to their contributions. In this way,
a student and the teacher can monitor the
student’s contributions to discussions about
various types of literature, both through
original contributions and elaboration on
classmates’ comments. (For example, a
student may contribute original ideas often
when examining short stories but rarely
when poetry is the topic of discussion.)
Discussion Participation Log
Date:
Text(s)
Elaborated on
another’s ideas
Used evidence from text
to support ideas
Asked questions that led
to enhanced discussion
and deeper group
understanding
Copyright © Kendall Hunt Publishing Company
Made original
contribution(s)
to discussion
Comments
14 Persuasion
K11116_CFGE_TG6-7_S02.indd 14
3/22/12 3:51 PM
appropriate cells. (Note: Not all cells must be
filled for all words; there may not be synonyms
and antonyms for all of the words studied.)
5.Ask students what is meant by the phrase
“part of speech.” Have them locate the part
of the dictionary definition that identifies a
word’s part of speech. Students should then
write the part of speech for the word desolate
into their group webs.
6.Encourage students to think about the stems
of the word, or the smaller words and pieces
of words from which the larger word is
made. These include prefixes, suffixes, and
roots. Encourage students to check the
dictionary for possible stems. Write any
identified stems into the appropriate cell of
the Vocabulary Web.
7.Have students locate the origin of the word
(Latin, French, Greek, etc.) in the definition
and write it in the “Origin” cell of the
Vocabulary Web.
8.Ask students to think of other words in the
same family as the word desolate, or other
words which use one or more of the same
stems. Encourage them to use their ideas from
the stems cell to give them ideas.
Copyright © Kendall Hunt Publishing Company
need list only the word, definition, and
sentence in which the word was encountered,
plus any additional information they find
particularly interesting, and they may then
develop webs for a few selected words.
The American Heritage Dictionary of the
English Language (Fifth Edition) and the
Merriam-Webster’s Collegiate Dictionary
(Eleventh Edition) are the recommended
dictionaries for use with the Vocabulary
Web. Many online dictionaries are also
suitable for use with the Vocabulary Web.
The American Heritage Dictionary for Learners
of English is another resource that may be
useful in classrooms with ESL students.
Some resources that are useful for finding
and learning the Greek and Latin stems
of words are books written by Michael
Clay Thompson and available from Royal
Fireworks Press. (See “Teacher Resources” in
the “Bibliographies” section at the back of
this book.)
VocabularyWebModel
Word Families
Synonyms
Antonyms
9.Discuss the Vocabulary Webs developed by
the student groups.
Students may also add any number
of extensions to the main circles if they
identify additional information about
the word. Students may also include an
additional spoke on the web for a pictorial
representation of the vocabulary word.
Once students become familiar with this
activity, they may use a streamlined version
to accommodate new words they meet in
their independent reading. A vocabulary
section should be kept in a separate place in
students’ notebooks for this purpose. They
Dictionary Definition
Word
Sentence in Text
Analysis
Part of Speech
Origin
Stems
Student Example
Section 2 · Teaching Tips for Implementing This Unit
K11116_CFGE_TG6-7_S02.indd 25
25
3/22/12 3:51 PM
3
LessonPlans
The
follow provide some introductory information about the unit lessons.
The Unit Planner gives an overview of the unit’s lessons, including goals, assignments, and
assessment opportunities. Following the Unit Planner are lists of key vocabulary words, a
glossary of literary terms, and a letter to send home to families about the unit. The lesson
plans themselves appear after the letter to families.
pages which
The Unit Planner, which begins on the next page, contains the following information to help
teachers plan.
• Alignment with Unit Goals: This feature allows teachers to identify quickly which major unit goals are
met in each lesson. The goals are:
Content Goals
Copyright © Kendall Hunt Publishing Company
Goal 1 – Literary Analysis and Interpretation
Goal 2 – Persuasive Writing
Goal 3 – Linguistic Competency
Goal 4 – Oral Communication
Process Goal
Goal 5 – Reasoning
Concept Goal
Goal 6 – Concept of Change
• Materials: This section includes a list of the items the teacher will need for the lesson, including Teacher
Resources, Student Activity Pages, reading selections, and other necessary supplies.
• Assignment Overview: The major activities of the lesson are summarized here, as well as the estimated
time frame needed to complete the activities, so teachers can see at a glance what each lesson will
entail.
• Teaching Models: Any core teaching models employed in the lesson are noted here. The teaching
models used in the William and Mary language arts units include the Literature Web, Vocabulary Web,
Taba Model of Concept Development, Reasoning Model, Hamburger or Dagwood Model, Writing
Process Model, and Research Model.
• Extensions: This section gives a preview of all extension activities, which are optional activities offered
to provide further enrichment or to accommodate expanded schedules. Cross-Curricular Connections
(activities that connect to other subject areas) are noted here.
• Homework: All homework assignments are listed here. In addition to assignments initiated in the
particular lesson, this section also includes reminders about ongoing assignments so teachers can help
students stay on track to complete independent work.
• Assessment: Opportunities for formative and summative assessment are listed here. All assessment
types are supported by resources including detailed rubrics and/or sample responses.
Section 3 · Lesson Plans 35
K11116_CFGE_TG6-7_S03.indd 35
3/22/12 3:52 PM
3
Introduction to Literary Analysis,
Grammar, and Vocabulary Study
Lesson Length: Approximately 2 ½ hours
Curriculum Alignment Code
Instructional
Purpose
GOAL 1 GOAL 2 GOAL 3 GOAL 4 GOAL 5 GOAL 6
X
X
• To assess students’ understanding of the structure of sentences
and parts of speech
• To introduce the study of grammar
• To develop analytical and interpretive skills in literature
• To explore new vocabulary words
Copyright © Kendall Hunt Publishing Company
Assignment Overview
• Complete the Grammar Preassessment.
• Explore the parts of speech.
• Complete Literature Webs for “The Road Not
Taken” and “Hyla Brook” by Robert Frost.
• Begin a Response Journal.
• Complete Vocabulary Webs.
Homework
• Complete Student Activity Page 3F.
• Read the selection from The Adventures of Tom
Sawyer by Mark Twain in preparation for
Lesson 4.
• Begin “Inspecting Our Own Ideas: Student
Grammar Study.”
• Continue the first independent reading
assignment.
Extensions
• Write a proposal for five new slang words to be
added to the English language.
• Connect to Science
Materials
• Teacher Resources 3A, 3B, and 3C
• Student Activity Pages 3A, 3B, 3C, 3D, 3E, and 3F
• “Hyla Brook” by Robert Frost (Student Guide
p. 22)
• Copies of Grammar Preassessment, from
Section 4 (1 per student)
• Dictionaries
• Have a Language Study Center set up with
the following materials (see Section 2, “Use of
Learning Centers” for more information):
• task cards
• a method for students to record, submit, and
track their responses to tasks
• Have a Unit Vocabulary Center prepared,
including the following materials (see Section 2,
“Use of Learning Centers” for more
information):
• a vocabulary list
• dictionaries and thesauruses
• blank copies of the Vocabulary Web
(see Appendix E for blackline masters)
• copies of student readings
Directions on how to introduce these centers
appear at the end of this lesson under
“Learning Centers.”
Section 3 · Lesson Plans 71
K11116_CFGE_TG6-7_L03.indd 71
3/31/12 7:46 AM
Teacher Resources
Argumentation and Persuasive Writing
Bradbury, N. M., & Quinn, A. (1997). Audiences and intentions: A book of arguments. New York:
Longman.
Nakaya, A. C. (2005). Censorship: Opposing viewpoints. San Diego, CA: Greenhaven.
Hirschberg, S. (2006). Essential strategies of argument. Needham Hts., MA: Allyn & Bacon.
Miller, R. K. (2001). The informed argument: A multidisciplinary reader and guide (7th. ed.). Boston,
MA: Thomson Heinle.
Ravitch, D. (2000). The American reader: Words that moved a nation. New York: HarperCollins.
Art
Appel, A. Jr. (1992). The art of celebration: Twentieth-century painting, literature, sculpture,
photography, and jazz. NY: Alfred A. Knopf.
Dallas Museum of Art. (1989). Ancestral legacy: The African impulse in African-American art.
Dallas, TX: Author.
Highwater, J. (1985). Arts of the Indian Americans: Leaves from the sacred tree. NY: HarperCollins.
Furst, P. T., & Furst, J. L. (1982). North American Indian art. NY: Rizzoli.
Copyright © Kendall Hunt Publishing Company
Sullivan, C. (Ed.) (2004). Children of promise: African-American literature and art for young people.
NY: Diane.
Sullivan, C. (Ed.) (1994). Here is my kingdom: Hispanic-American art for young people. NY: Harry N.
Abrams.
Language Arts Skills Development (Including: Comprehension, Reading, Critical
Thinking, Research, & Speaking)
American heritage dictionary of the English language. (5th ed). (2011). Boston: Houghton-Mifflin.
American voices: Prize-winning essays on freedom of speech, censorship and advertising bans. (1987).
NY: Philip Morris. (out of print)
Beahm, G. (Ed.). (1993). War of words: The censorship debate. Kansas City, MO: Andrews and
McMeel. (out of print)
Boyce, L. N. (1997). A guide to teaching research skills and strategies in grades 4–12. Williamsburg,
VA: Center for Gifted Education.
Bradbury, N. M., & Quinn, A. (1997). Audiences and intentions: A book of arguments. NY:
Longman.
Censorship: For & against. (1971). NY: Hart. (out of print).
Censorship: Opposing viewpoints. (1990). San Diego: Greenhaven. (out of print)
Section 5 · Bibliographies 237
K11116_CFGE_TG6-7_S05.indd 237
3/22/12 3:55 PM
Appendix D: Novel Assignment
Copyright © Kendall Hunt Publishing Company
When students read independently, they may need checkpoints to frame their work related
to the novels. The Novel Assignment may be a helpful way to organize student work when
reading unit novels.
Section 6 · Appendices 253
K11116_CFGE_TG6-7_S06.indd 253
3/23/12 8:32 AM
Name: ______________________________________________ Date: ______________________
Novel Assignment
Directions: During this unit, you will read a novel and complete the following
activities. Please read the requirements and record the due dates as instructed by
your teacher.
Title and author of novel: ______________________________________
A. Complete Literature Webs for two chapters of your choice.
Due Date: ____________
B. Keep a list of new vocabulary words from the novel in your Vocabulary Journal.
Complete Vocabulary Webs for at least two words from each chapter of the novel.
Due Date: ____________
C. Complete the Change Matrix for your novel. Include specific evidence from the
novel (and page numbers for reference). You may need to use additional sheets of
paper.
D. Keep written reflections about your novel in your Literature Journal. Make an entry
after about every 50 pages, or more frequently if you find something to which you
wish to respond. Use the following prompts to organize your writing, but you do
not need to respond to every prompt in each entry. Your teacher will check your
Literature Journal regularly.
Make an entry at least every # ____________ pages.
Complete at least # ____________ reflections.
Due Date: ____________
Writing prompts for reflections to be used for Journal Entries:
Copyright © Kendall Hunt Publishing Company
Due Date: ____________
1. What is your reaction to what you read? Describe how you feel and why you
think you feel that way.
2. Write about any experiences you have had that are similar to something that
happens in the story, or about a time when you felt the way that one of the
characters seems to feel.
254 Persuasion
K11116_CFGE_TG6-7_S06.indd 254
3/23/12 2:45 PM
3. Write or note an important or meaningful phrase, sentence, or passage from
the reading. Explain why it seems important or meaningful to you.
4. If something in the story confuses you or raises questions for you, write about
it and try to explain why it confuses you.
5. Write about evidence in the story that supports the generalizations about
change.
E. Participate in a literature circle. You will meet with other students reading the same
novel in order to discuss the selection.
Novel Assignment Due Date:
Copyright © Kendall Hunt Publishing Company
__________________________________________________________________________
Section 6 · Appendices 255
K11116_CFGE_TG6-7_S06.indd 255
3/23/12 2:45 PM
Appendix E: Blackline Masters
The pages ThaT follow contain blackline masters for the following teaching models and
evaluation forms:
• Literature Web Model
• Vocabulary Web Model
• Hamburger Model for Persuasive Writing
• Oral Presentation Evaluation Form
• Self-Review of Writing
• Peer Review of Writing
• T-chart
Copyright © Kendall Hunt Publishing Company
• Venn Diagram
256 Persuasion
K11116_CFGE_TG6-7_S06.indd 256
3/23/12 8:32 AM
Name: ______________________________________________ Date: ______________________
Literature Web
Directions: Complete a Literature Web about your reading.
Key Words
Feelings
Images/Symbols
Ideas
Copyright © Kendall Hunt Publishing Company
Title
Structure
Section 6 · Appendices 257
K11116_CFGE_TG6-7_S06.indd 257
3/23/12 8:32 AM
Name: ______________________________________________ Date: ______________________
Vocabulary Web
Directions: Use the Vocabulary Web to organize a word study of your word.
Word Families
Synonyms
Antonyms
Dictionary Definition
Word
Sentence in Text
Part of Speech
Origin
Stems
Student Example
Copyright © Kendall Hunt Publishing Company
Analysis
258 Persuasion
K11116_CFGE_TG6-7_S06.indd 258
3/23/12 8:32 AM
Name: ______________________________________________ Date: ______________________
Hamburger Model for Persuasive Writing
Directions: Use the Hamburger Model for Persuasive Writing to organize ideas for
your essay.
Copyright © Kendall Hunt Publishing Company
Introduction
(State your opinion.)
Elaboration
Elaboration
Elaboration
Reason
Reason
Reason
Elaboration
Elaboration
Elaboration
Conclusion
Section 6 · Appendices 259
K11116_CFGE_TG6-7_S06.indd 259
3/23/12 8:32 AM
Name: ______________________________________________ Date: ______________________
Oral Presentation Evaluation Form
Speaker: ___________________________ Assignment: ____________________________
Directions: For items 1–10, circle the choice that best describes the presentation you
are evaluating. Then complete the two sentences.
Content
1. The purpose of the presentation was clear.
Needs improvement
Satisfactory
Excellent
2. The speaker included details that supported the main idea.
Needs improvement
Satisfactory
Excellent
3. The speaker showed knowledge of the subject.
Needs improvement
Satisfactory
Excellent
4. The speaker used vocabulary that was rich, varied, and persuasive.
Needs improvement
Satisfactory
Excellent
5. The speech was organized according to the Hamburger Model, with a clear
introduction, body, and conclusion.
Needs improvement
Satisfactory
Excellent
6. The ideas flowed smoothly and in an orderly way.
Needs improvement
Satisfactory
Excellent
7. The speaker closed the presentation with a strong, interesting idea that restated
the purpose.
Needs improvement
Satisfactory
Excellent
Copyright © Kendall Hunt Publishing Company
Organization
260 Persuasion
K11116_CFGE_TG6-7_S06.indd 260
3/23/12 8:32 AM
Oral Presentation Evaluation Form (continued)
Delivery
8. The speaker made good eye contact with the audience.
Needs improvement
Satisfactory
Excellent
9. The speaker spoke loudly enough for the entire audience to hear.
Needs improvement
Satisfactory
Excellent
10. The speaker’s words were clear and could be understood.
Needs improvement
Satisfactory
Excellent
The best part of this presentation was:
Copyright © Kendall Hunt Publishing Company
A suggestion for improvement is:
Section 6 · Appendices 261
K11116_CFGE_TG6-7_S06.indd 261
3/23/12 8:33 AM
Name: ______________________________________________ Date: ______________________
Self-Review of Writing
Assignment or project: _______________________________________________________
Directions: Evaluate your own writing. For each sentence, circle the choice that best
describes your writing. Then complete the two sentences.
1. My main idea is clear.
Needs improvement
Satisfactory
Excellent
Satisfactory
Excellent
2. My details support the main idea.
Needs improvement
3. My ideas flow smoothly and in an orderly way.
Needs improvement
Satisfactory
Excellent
4. The structure clearly follows the Hamburger Model (introduction, body,
conclusion).
Needs improvement
Satisfactory
Excellent
Satisfactory
Excellent
Needs improvement
My writing is strong in these ways:
My writing could be improved in these ways:
Copyright © Kendall Hunt Publishing Company
5. My vocabulary is rich and varied.
262 Persuasion
K11116_CFGE_TG6-7_S06.indd 262
3/23/12 8:33 AM
Name: ______________________________________________ Date: ______________________
Peer Review of Writing
Writer: __________________________ Assignment or project: ___________________
Directions: Evaluate your partner’s writing. For each sentence, circle the choice that
best describes the writing. Then complete the two sentences.
1. The main idea is clear.
Needs improvement
Satisfactory
Excellent
Satisfactory
Excellent
2. The details support the main idea.
Needs improvement
3. The ideas flow smoothly and in an orderly way.
Needs improvement
Satisfactory
Excellent
4. The structure clearly follows the Hamburger Model (introduction, body,
conclusion).
Needs improvement
Satisfactory
Excellent
Satisfactory
Excellent
5. The vocabulary is rich and varied.
Copyright © Kendall Hunt Publishing Company
Needs improvement
The writing is strong in these ways:
The writing could be improved in these ways:
Section 6 · Appendices 263
K11116_CFGE_TG6-7_S06.indd 263
3/23/12 8:33 AM
Name: ______________________________________________ Date: ______________________
Copyright © Kendall Hunt Publishing Company
T-chart
264 Persuasion
K11116_CFGE_TG6-7_S06.indd 264
3/23/12 8:33 AM
Name: ______________________________________________ Date: ______________________
Copyright © Kendall Hunt Publishing Company
Venn Diagram
Section 6 · Appendices 265
K11116_CFGE_TG6-7_S06.indd 265
3/23/12 8:33 AM
K11116_CFGE_TG6-7_S06.indd 266
3/23/12 8:33 AM
INDEX
A
Action verbs, 223, 232
Adjectives, 223, 226
The Adventures of Tom Sawyer (Twain), 1
lesson plan for, 82–88
literature web for, 87
unit planner for, 36–37, 38–39
vocabulary for, 48
Bibliographies, 235–242
online, 242
student readings, 235–236
teacher resources, 237–241
Blackline masters, 253–260
Books That Changed the World (Downs), 248
Adverbs, 225, 226
A Boy Becomes a Man at Wounded Knee
(Wood), 175
Advertising lesson, 97, 168–170
Browning, Robert, 40–41, 131–138
African American Literature, 119–124,
243–244
Bruchac, Joseph, 44, 171–178
Allegory, 49
Alliteration, 49
Copyright © Kendall Hunt Publishing Company
B
C
Alternative novels, 6, 243–244
Cameron, Ann, 40–41, 119, 124
Analytical skills, as goal and outcome of
unit, 2
“The Case for Public Schools” (Mann)
lesson plan for, 154–157
unit planner for, 42–43
vocabulary for, 48, 157
Answer key
to grammar postassessment, 211–212
to grammar preassessment, 207–208
to parts of speech exercise, 229
Ashabranner, Brent, 175
Asian American Literature, 99–104, 243–244
Assessments. See also Postassessment;
Preassessment; Rubrics
of grammar, 209–210
of grammar, answer key, 211–212
overall report, 201–202
of writing, 138, 178, 259, 260
Assumptions, 29
Censorship
concept of, 248
debate lesson and, 142–143, 158–160
lesson plan for, 125–130
Change, concept of, 247–251
closing discussion of, 187–190
generalizations and outcomes of, 248, 249
(table)
as goal and outcome of unit, 3
grammar and, 249
implications of, 247
information technology and, 250–251
Index 267
K11116_CFGE_TG6-7_index.indd 267
3/23/12 8:34 AM
Change Models, 68, 69, 187–190
Character, 49
Classroom guidelines, 9–16
Clauses, 219–221
exercises for, 220–221
meaning of word, 220
Climax, 49
Coates, Joseph, 250–251
Code Talker (Bruchac), 44, 171–178
Colloquial language, 49
Common nouns, 222
Complete predicate, 216
Complete subject, 216
Conjunctions, 225–226
Conklin, Paul, 175
Cultures and Change Matrix
for African American literature, 120–121
for Asian American literature, 99, 101
for change concept, 188–189
for Hispanic American literature, 150
for Native American literature, 173
d
Dagwood Model, xiii, 26–28
De Soto, Hernando, 230
Debate lessons, 139–143
about censorship, 142
background, 139
learning about, 140–141
persuasive writing and, 142–143
presentation, 158–160
Declaration of Independence (Jefferson)
background, 112
comparison assignment, 44, 164–165
lesson plan for, 111–118
unit planner for, 38–39
vocabulary for, 48, 118
Definite articles, 223
Denotation, 49
Denouement, 49
Dialogue, 49
Dickinson, Emily, 214
Dictionaries, 8, 25
Direct object, 224, 232
Discussion
of The Adventures of Tom Sawyer, 84
of advertising, 169
of African American literature, 120
of “The Case for Public Schools,” 156
of change concept, 68, 69, 188
of debate, 140
of Declaration of Independence, 114, 115
of Hamburger Model, 90
of Hispanic American literature, 149
of “I Have a Dream,” 145, 146
of Native American literature, 173
of “The Pied Piper of Hamelin,” 133
reasoning skills and, 108
of “The Road Not Taken,” 54
rubric for, 13–14
of “Stopping by Woods on a Snowy
Evening,” 192
of The Valiant, 180
of “The Velvet Hangover,” 163, 164, 165
Discussion rubric, 13–14
Drafting, 27–28
Dragonwings (Yep), 38–39, 99–104
e
Copyright © Kendall Hunt Publishing Company
introduction to, viii
language and, 247–248
language as, 249–250
lesson plan for, 67–70
literature selection and, 250
teaching tips, 20–21
Editing, 28
Elements of Reasoning, 28–32, 106–110
Esperanza Rising (Ryan), 42–43, 148–152
268 Persuasion
K11116_CFGE_TG6-7_index.indd 268
3/23/12 8:34 AM
f
Family support, letter home, 51–52
Farewell to Manzanar (Houston & Houston),
38–39, 99–104
Figurative language, 49
Flashback, 49
Foreshadowing, 49
Fragment, 217
Free verse, 49
Freedom lesson, 161–167
Grouping, 9–10
A Guide to Teaching Research Skills and
Strategies, 32
Guidelines, classroom, 9–16
h
Hall, Holworthy, 44, 179–183
Hamburger Model for Persuasive Writing,
xiii, 26–28, 89–93, 256
Frost, Robert
“Hyla Brook,” 36–37, 48, 71–81
“The Road Not Taken,” 36–37, 53–66, 79
“Stopping by Woods on a Snowy
Evening,” 46, 191–200
Havel, Václav, 51–52, 161–167
Future Innovations in Science and Technology
(Coates), 250–251
Hispanic American Literature, 243–244
background, 148
discussion of, 148–153
g
Gettysburg Address (Lincoln), 1
unit planner for, 38–39
vocabulary for, 48
Copyright © Kendall Hunt Publishing Company
sentences, 215–219
teacher instructions for, 203–204
Gifted student characteristics, vii
Glossary of literary terms, 49–50
Goals and outcomes, 2–3, 17–18
Grammar study, 203–234. See also Parts of
speech
for The Adventures of Tom Sawyer, 85
clauses, 219–221
concept of change in, 249
deeper meaning of, 213
and ideas and language, 214–215
introduction to, 71–81
parts of speech, 221–230
phrases, 231
for “The Pied Piper of Hamelin,” 134
postassessment answer key, 211–212
postassessment of, 209–210
preassessment answer key, 207–208
preassessment of, 205–206
purpose of, 203
“The Highwayman” (Noyes), 38–39
Hilton, James, 221
Hirschfelder, Arlene, 44, 171–178
Historical documents, persuasion in, 111–118
Homework. See Independent assignments;
Individual lessons; Response journal
Houston, James, 38–39, 99–104
Houston, Jeanne Wakatsuki, 38–39, 99–104
“Hyla Brook” (Frost)
introduction to, 71–81
literature web for, 80
unit planner for, 36–37
vocabulary for, 48
i
“I Have a Dream” (King), 1
comparison assignment, 44
social justice lesson and, 144–147
unit planner for, 42–43
vocabulary for, 48, 146
Ideas and language, 214–215. See also
Sentences
Idioms, 49
Imagery, 49
Imitation, 49
Index 269
K11116_CFGE_TG6-7_index.indd 269
3/23/12 8:34 AM
Implications and consequences, 30
Language arts standards, 17–18
Inciting moment, 49
Language Awareness (Eschholz, Rosa, &
Clark), 247–248
Independent assignments. See also Response
journal
explanation of, 55–56
letter home, 51–52
Language in Thought and Action (Hayakawa &
Hayakawa), 247
Inferences, 29
Letters
to parents, 51–52, 57
of persuasion, 134–135, 137
to teacher, 4–5
Information technology, 12–13, 250–251
Inspecting our own ideas. See Grammar study
Integrated Curriculum Model (ICM), vii–viii
Interjection, 226
International Reading Association (IRA),
17–18
Interview planning, 150
Introduction
to literary analysis, grammar and
vocabulary, 71–81
of preassessment, 53–66
to unit, 1–2
j
Jingles, 169. See also Advertising lesson
Journals, 12. See also Response journal
conferences for, 92, 101, 121
rubric for, 15–16
k
The Kidnapped Prince: The Life of Olaudah
Equiano (Cameron), 40–41, 119, 124
King, Martin Luther, Jr., 1, 42–43, 48,
144–147
l
Language. See also Grammar study
concept of change and, 247–248, 249–250
of persuasion, 114, 145–147, 163–164
Language Study Center, 11
Learning Centers, 10–12, 56, 77, 92, 97, 129
Lexile measurements, 11, 245–246
Library media specialists, 13
Linguistic competency, as goal and outcome
of unit, 2
Linking verbs, 224, 232
Literary analysis, introduction to, 73–75
Literary terms, 49–50
Literature postassessment, 191–196
Literature preassessment, 58–62
Literature Web Model, 22–24, 149, 254. See
also Change, concept of
for The Adventures of Tom Sawyer, 87
for African American literature, 120
for Declaration of Independence, 113, 118
for Dragonwings, 103
for Esperanza Rising, 152
for Farewell to Manzanar, 104
for “Hyla Brook,” 80
for The Kidnapped Prince: The Life of
Olaudah Equiano, 124
for Native American literature, 172,
176–177
for “The Pied Piper of Hamelin,” 136
for “The Road Not Taken,” 79
for Roll of Thunder, Hear My Cry, 123
for Taking Sides, 153
for The Valiant, 183
for “The Velvet Hangover,” 162, 167
Copyright © Kendall Hunt Publishing Company
Indefinite articles, 223
Lost Horizon (Hilton), 221
270 Persuasion
K11116_CFGE_TG6-7_index.indd 270
3/23/12 8:34 AM
m
The Magic Lens I: A Spiral Tour through the
Human Ideas of Grammar (Thompson), 249
Mann, Horace, 42–43, 48, 154–157
Masters, 253–260
McKeague, Pat, 23
Mesozoic era, 216
Metaphor, 49
Middlemass, Robert, 44, 179–183
Morning Star, Black Sun: The Northern
Cheyenne Indians and America’s Energy
Crisis (Ashabranner & Conklin), 175
Motivation, 49
n
Narrative, 49
Narrator, 49
Copyright © Kendall Hunt Publishing Company
National Council of Teachers of English
(NCTE), 17–18
Native American Literature, 171–178
alternative novel choices for, 243–244
background, 171
literature webs for, 172, 176–177
Nouns, 222, 232
Novels, alternative choices, 6, 243–244
Noyes, Alfred, 38–39
o
Object pronouns, 222–223
Oral communication skills, as goal and
outcome of unit, 2. See also Persuasive
speaking
Oral Presentation Evaluation Form, 257–258
Outcomes and goals, 2–3, 17–18
Overall Assessment, 201–202
p
Parts of speech, 221–230, 232. See also
Grammar study
adjectives, 223, 226
adverbs, 225, 226
answer key, 229, 234
conjunctions, 225–226
examples, 227–228
exercises for, 228, 230, 233
interjection, 226
nouns, 222, 232
prepositions, 225, 226
pronouns, 222–223, 232
review of, 227
verbs, 223–224, 232
Paul, Richard, xiii, 28
Paul’s Reasoning Model, xiii, 28–32
Peer-Review of Writing, 260
Personification, 49
Persuasion. See also Change, concept of;
Grammar study; Literature Web Model;
Teaching tips
and The Adventures of Tom Sawyer, 82–88
concept of, 84–85
in historical documents, 111–118
introduction to, 1–2, 53–66, 71–81
music as, 132
in “The Pied Piper of Hamelin”, 131–138
in speaking (see Persuasive speaking)
in writing (see Persuasive Writing)
Persuasive speaking, 94–98
in advertisements, 97
background, 94
center for, 97
as goal and outcome of unit, 2
interview planning, 150
speech delivery, 96–97, 156–157
speech planning, 95–96
Persuasive Writing
in advertisements, 97, 168–170
background, 89
Dagwood Model for, xiii, 26–28
Hamburger Model for, xiii, 26–28,
89–93, 256
Index 271
K11116_CFGE_TG6-7_index.indd 271
3/23/12 8:34 AM
Phrases, 231, 232
“The Pied Piper of Hamelin” (Browning)
debate lesson and, 140
literature web for, 136
persuasion in, 131–138
unit planner for, 40–41
vocabulary for, 48, 133
r
Reasoning About a Situation or Event Model,
31–32
Reasoning Model, xiii, 28–32
Reasoning skills
and Declaration of Independence, 113
as goal and outcome of unit, 3
lesson plan for, 105–110
Plot, 49
Reasoning wheel, 30
Plural vs. singular, 222
Repetition, 50
Poetry Center, 12, 56
Report, of Student Assessment, 201–202
Point of view, 29, 50
Research Center, 12, 129
Portfolios and journals, 12
Research Model, xiii, 32–33
Postassessment
of grammar, 209–210
of grammar, answer key, 211–212
of literary interpretation, 191–196
of persuasive writing, 191–192, 197–202
Research presentation, 184–186
Preassessment
of grammar, 205–206
of grammar, answer key, 207–208
of literature, 54, 58–62
of persuasive writing, 54, 63–66
Predicate, 215–219
clauses and, 219–221
complete, 216
exercises for, 218–219
simple, 224, 232
Prepositional phrases, 231
Prepositions, 225, 226
Presentation, of research, 184–186
Prewriting, 27
Pronouns, 222, 226, 232
Propaganda techniques, 169
Proper nouns, 222
Protagonist, 50
Pterodactyls, 216
Public interest lesson, 154–157
background, 154
speech presentation, 156–157
timeline, 155
Research project, 125–130
Resources. See also Teaching tips
bibliographies, 235–242
for censorship lesson, 130
for Declaration of Independence, 117
dictionaries, 8, 25
library media specialists, 13
online, 242
student readings, 6–8
teacher, 237–241
Response journal. See also Independent
assignments
for The Adventures of Tom Sawyer, 85, 98
advertisements and, 170
for “The Case for Public Schools,” 157
on censorship, 186
on change, 190
for Declaration of Independence, 116
for “I Have a Dream,” 146
on persuasion, 160
for “The Pied Piper of Hamelin,” 134, 143
for “The Road Not Taken,” 75
rubric for, 15–16
for The Valiant, 182
for “The Velvet Hangover,” 165
Copyright © Kendall Hunt Publishing Company
letters of, 134–135, 137
postassessment of, 191–192, 197–202
preassessment, 54, 63–66
Revising, 28
Rising Voices: Writings of Young Native
Americans (Hirschfelder & Singer), 44,
171–178
272 Persuasion
K11116_CFGE_TG6-7_index.indd 272
3/23/12 8:35 AM
“The Road Not Taken” (Frost)
introduction to, 71–81
literature web for, 79
preassessment, 53–66
unit planner for, 36–37
vocabulary for, 48
Roll of Thunder, Hear My Cry (Taylor), 40–41,
119, 123
Rose, Reginald, 45, 179, 182
Rubrics
discussion, 13–14
journal response, 15–16
literature postassessment, 194–196
literature preassessment, 59–60
persuasive writing postassessment,
198–200
persuasive writing preassessment, 64–65
Ryan, Pam Muñoz, 42–43, 148–152
s
Self-Review of Writing, 259
Copyright © Kendall Hunt Publishing Company
Sentence fragment, 217
Sentences, 215–219. See also Parts of speech
clauses, 219–221
exercises for, 233
two parts of, 215–219, 234
Setting, 50
Simile, 50
Simple predicate, 224, 232
Simple subject, 224, 232
Singer, Beverly, 44, 171–178
Social justice lesson, 144–147
background, 144
language and, 145–147
speech discussion, 145
Socratic Seminar, 14
Soto, Gary, 42–43, 151, 153
Soto, Hernando de, 230
Spartacus, 230
Stakeholders, 31
Standards, 17–18
Stanza, 50
Stevenson, Robert Louis, 217, 221
“Stopping by Woods on a Snowy Evening”
(Frost), 46, 191–200
Structure, 50
Student Assessment Report, 201–202
Subject, 215–219, 232
clauses and, 219–221
complete, 216
exercises for, 218–219
meaning of word, 219
Subject complement, 224, 232
Subject pronouns, 222–223
Symbol, 50
Synthesis, 219
t
Taba, Hilda, 19
Taba’s Model of Concept Development, xii,
19–22, 67
Taking Sides (Soto), 42–43, 151, 153
Taylor, Mildred, 40–41, 119, 123
Teacher letter, 4–5
Teacher resources, 237–241
Teacher review of writing, 178
Teaching tips, 9–33. See also Resources; Unit
Planner
classroom guidelines, 9–16
concept development model, 19–22
learning centers, 10–12
library media specialists, 13
literature web, 22–24
persuasive writing, 26–28
portfolios and journals, 12
reasoning models, 19–33
reasoning skills, 28–32
research skills, 32–33
standards, 17–18
student grouping, 9–10
technology and, 12–13
vocabulary, 24–25
Technology, 12–13, 250–251
Index 273
K11116_CFGE_TG6-7_index.indd 273
3/23/12 8:35 AM
Tense, 224
Vocabulary, 48
Terms, literary, 49–50
Vocabulary web
for “The Case for Public Schools,” 157
for “The Velvet Hangover,” 165
for The Adventures of Tom Sawyer, 85
for Declaration of Independence, 112
for “I Have a Dream,” 146
introduction to, 71–81
for “The Pied Piper of Hamelin,” 133
for “The Road Not Taken,” 81
for The Valiant, 181
worksheet, 88
Thompson, Michael, 25, 249
Treasure Island (Stevenson), 217, 221
Turning point, 50
Twain, Mark, 38–39, 48, 82–88
Twelve Angry Men (Rose), 45, 179, 182
u
Unit Planner, 36–47
goals and outcomes of, 2–3
information provided by, 35
introduction to, 1–2
Unit Reading and Resource List, 6–8
Vocabulary Web Model, 24–25, 255
Voice, 50
w
Unit Vocabulary Center, 11
Wood, Ted, 175
Unit vocabulary list, 48. See also
Vocabulary web
Wright, Frank Lloyd, 217
v
The Valiant (Hall & Middlemass), 1
background, 179
comparison assignment, 180–181
discussion of, 180
lesson plan for, 179–183
literature web for, 183
unit planner for, 44–45
vocabulary for, 48, 181
Van Gogh, Vincent, 218
van Rijn, Rembrandt, 230
“The Velvet Hangover” (Havel)
lesson plan for, 161–167
unit planner for, 44
vocabulary for, 48, 165
Words, 221
Writing
center for, 11–12, 92
goals and outcomes of, 2
letters of persuasion, 134–135, 137
peer-review of, 260
postassessment of, 191–192, 197–202
process model for, xiii, 26–28
self-review of, 259
teacher review of, 138, 178
Writing about Literature: Step by Step
(McKeague), 23
Writing Center, 11–12, 92
Writing Process Model, xiii, 26–28
y
Copyright © Kendall Hunt Publishing Company
Theme, 50
Yep, Laurence, 38–39, 99–104
Verbs, 223–224, 232
274 Persuasion
K11116_CFGE_TG6-7_index.indd 274
3/23/12 8:35 AM