Grade Level
Content &
Standard(s) Code
12
Objectives /Performance Indicators /Elements:
1.d – rhetoric and aesthetics (fiction)
1.f – literary periods (fiction)
1.g – development of novel (fiction)
1.a/b – poetic elements (poetry)
1.c – development of poetic styles (poetry)
3.a/b – time periods
5.b – allusions
1.a/b/c – literary elements (fiction)
4.a/b/f – literary language
Name of Unit
Romanticism
Page Numbers
Unit Decisions
Pages 1-9
Acquisitions Lessons, Pages 12-15
Extending Refining Lessons, Pages 16-17
Graphic Organizers, Pages 27, 28, 46
Submitted
By
Angela Haney
Professional/System
Email Address
angela.haney@brantley.k12.ga.us
System
Brantley
School
Please do not use initials. Type
full name of school.
Brantley County High School
1
Created by: Angela Haney
Decision Two: The performance or product project
that will be the culminating activity of the unit
Note: Decision One is the
Content Map
Students’ Assignment Page for the Culminating Activity
Essential Question (EQ) of the Culminating Activity: (Once the EQ is stated, place the answer/idea to the EQ within parentheses.)
How does Romanticism reflect the needs and conditions of society? (need to break away from neoclassical formalism and to get back to original ideas
of romance in the chivalric sense.
Paragraph Description of the Culminating Activity:
Students will create a review game of their own choosing that reflects the important writers, events, works, and elements studied in this unit as a means
of peer review and aid in studying for the test (students will exchange games after creating to cover additional content).
Steps/Task Analysis of Culminating Activity (Include an example Graphic Organizer (GO). See page 27 for GO index. Cite GO title and page # in text box
below.)
2 1/2 Days
1. Inform students that they will be taking a test in two days (allow for groans here!). Then tell them that instead of reviewing on their own with
highlighters or index cards (or pretending to review), they will be doing something different – creating a review game! Remind them that a
game can be anything from basketball review to Pictionary to a board game (I’ve even had one create a hacky sack review game that worked
very well). The choice is up to them in their groups, but they only have half the period today and tomorrow to complete and practice the game to
make sure the rules will make sense when the groups trade games (this helps the class cover a variety of material in a fun way).
2. Now, students will need to start pulling together all information and resources from this unit they think they can use as challenging questions in
the creation of their game.
3. Then, divide students into groups of 3-5 people (or allow them to choose) and hand each group a rubric for this project.
4. Give students ten minutes to discuss the type of game they want to create, to assign responsibilities/roles to team members, and to begin
suggesting question resources for their game. (Students should be given time limits or your perfectionists, procrastinators and talkers will not
finish.)
5. Break the rest of the period into segments for…
 question writing along with game rule and board creation (rest of 1st day and 1/3 of next day – students may need to work at home some),
 practicing their own game – quick round (10-15 minutes),
2
 switching games and playing review games.

Their goal is to play as many group’s games (reviewing) as possible during the rest of the
class period
Remind students that the test will take place the next day and they might want to look over any game topics they missed during the
games
Decision 3: Culminating Activity/Project Rubric
Scale
A
B
C
F
Knowledge Gained
Game set-up and questions
allow classmates to review all
levels (advanced, average,
easy) of information and a wide
variety of information from the
unit; All information correct
Game set-up and questions
allow classmates to review
average and easy levels of
information and a wide variety
of information from the unit;
All information correct
Game set-up and questions
allow classmates to review
easy information and a wide
variety of information from
the unit; All information
correct
Game set-up and questions
do not add significantly to
classmate’s knowledge or
review and/or information
not correct
Attractiveness and
Clarity
Game/rules are decorated and
displayed attractively and rules
are written with excellent
step-by-step clarity
Game/rules are displayed
attractively and rules are
written with step-by-step
clarity
Game/rules are displayed
neatly (without much
creativity) and rules are
written clearly but missing 1
or 2 needed steps
Game/rules are plain with
little effort to decorate or to
explain rules well for the
audience
Teamwork/On Task
Students stay on task and work
effectively, efficiently and with
enthusiasm with their
members throughout the
project
Students stay on task and work
effectively and efficiently with
their members throughout the
project
Students stay on task
throughout the project
Students do not work on
project consistently and/or
often argue about details
Criteria
3
Decision 4: Student Assessments
Plan for how students will indicate learning and understanding of the
concepts in the unit. How will you assess learning?
Possibilities / Options:
• Short answer tests or quizzes
• Student logs or journals as informal writing
• Center / station / lab activities
• Formal writing assignments
• Design and/or construct model / museum / exhibit
• Informal or formal student observations or interviews
Culminating: Students will be graded on informal observation and on construction of a model (review game w/ rubric). Students will be graded on
formal writing short answer discussion questions during the test.
Launch: Students will be graded on their design of a period garden model (neoclassical, Romantic, Gothic revival) and their ability to present the project
in such a way that their classmates understand the period’s aesthetics and characteristics.
Acquisition/Extending: Students will be graded on informal observations and informal interviews during student focused lessons, on informal and
formal writing assignments, and on presentations.
4
Decision 5: Launch Activities
Develops student interest and links prior knowledge. Provides the content map and key vocabulary to students.
2 class blocks
1. Numbered Heads: Begin by calling out numbers for students (1, 2, & 3) and send students to different parts of the room based on their number
(ex. - 1’s on left, 2’s on right, 3’s in middle).
2. Tell students that they are now landscape artists, but their created design must fit the tastes of a picky client (the teacher) who owns a historical
house based on a particular English literary period and wants the grounds to reflect this period as well (1’s – neoclassical, 2’s – Romantic, 3’s –
Gothic revival). Then, give each group a “cheat” sheet of vocabulary about their period with names of authors, characteristics of literature and
architecture, and any other relevant aesthetic information that might aid them in their research. Finally let students research their period in the
library or on computers for twenty minutes – each group member choosing a different vocabulary to look up off of the sheet you give them (30
minutes). Give them a Word Map Outline graphic organizer – p. 27 - to fill in about their period after all information has been collected and
reviewed by their group; also give a rubric for the project criteria to each group.
3. Give students a picture of the owners home (choose a picture off of the Internet from a neoclassical, Romantic, or Gothic revival period). Have
students begin to create a garden design (you might show them ideas from previously done landscape grids – See resources page in this unit for
web address assistance) based on the correct period aesthetics. The project can be 3-D or just on the grid, but it must be creative, colorful, and
reflective of the characteristics and personality of period assigned.
4. (last ½ of day 2) Have students present their designs to the “owner” and class in a formal business format (as if competing for the landscaping
job). The goal is to prove to their client that their design fits into the period theme of the home. Since there are other people involved, however,
they will have to both present the period characteristics they found in their research and then present how these elements are represented in the
garden.
5. During these presentations, students will fill in a Word Map Outline graphic organizer for the other two periods. If students are able to gain the
information needed for their organizers through the presentation, the students presenting have succeeding in getting credit for half of their
project. The other half will come from the creativity and accuracy of their garden plan.
6. Ask students to compare and contrast the periods and (ticket out) write their theory on “How does each period reflect the needs and conditions of
society, and what kind of literature/media is this style still reflected in today?” At this point, provide the content map and vocabulary for this
unit to students and have them incorporate the terms from this unit (already covered) in their response.
5
Decision 6: Acquisition Lessons
Plan the acquisition lessons you need for your Learning Unit. You must have at
least one lesson for each of your essential questions in your Content Map.
See the Acquisition Lessons Templates (pages 11-17) and the
Extending Thinking Lesson Planning Templates (pages 18-24) to complete Decision 6.
Decision 7: Extending Thinking Activities Summary
Briefly describe your extending thinking strategies specific to your unit. Please provide full explanation via the templates on pages 18-24.
Have extending activities or lessons for most important concepts/skills
Cause/Effect Compare/Contrast
Justification
Induction
Error Analysis
Abstracting
Classifying
Example to Idea
Evaluation
Writing Prompts
Constructing Support
Deduction
Analyzing Perspectives
Idea to Example
Students will use idea to example and writing prompts to create a meaningful Romantic style poem and to create a Gothic storyline.
6
Decision 8: Differentiating the Unit
What accommodations will you make in order to meet the varied interests, learning styles, and ability levels of all students?
Culminating: Students will work in groups, aiding one another in knowledge lapses and peer learning review. This game activity also helps students to
use Gardner’s Multiple Intelligences as they use their unique skills to create a review resource (ex. – basketball review game may involve
inter/intrapersonal skills, kinesthetic and spatial skills, logic, and linguistic – questions, research, teamwork, “shooting” baskets)
Launch: Students will work in peer groups (can help one another with variety of learning levels and intelligences/skills) with a rubric to create a
landscape design reflective of their assigned period. This project will also meet the variety of learning styles through its speaking, listening, visual,
hands-on, and researching modes of learning.
Acquisition/Extending: Students will work in peer groups, collaborative pairs, and numbered heads to work with a variety of learning/skill levels; they
will also incorporate a variety of learning styles and come up with projects displaying varied intelligences including inter/intra personal, kinesthetic,
linguistic, musical, and spatial.
Decision 9: Lesson/Activity Sequence and Timeline
What is the most viable sequence for the experiences, activities, and lessons in order to help students learn to the best of their abilities? Put the Lesson
Essential Questions, activities, and experiences in order.
8 Days
Day 1 & 2: Students will create a landscape reflective of the literary period characteristics and aesthetics assigned to their group – learning (EQ) how
the periods reflect the needs and conditions of society and turning this knowledge into a tangible theory of period landscaping.
Day 3: Students will learn and demonstrate learning of Romantic elements in poetry as they work in groups to discover, “What tools do poets use to
express imagination?” and “What are the characteristics of Romantic poem?” while reading poems from the period.
Day 4: Students will think about “How do poets affect social change?” when they review one of the original poems covered and the life of the poet
(Biographical criticism/literary lens).
Day 5 (1/2 day): Finally, students will create their own poem reflective of the Romantic literature they’ve read thus far.
7
Day 5 (1/2 day) & 6 (1/2 day): (1/2) Students will define Gothic literature and study modern representations of the genre. (1/2) Students will recreate
and act out a Gothic scene encompassing the literary elements of this style from the past in a modern setting they’ve seen in today’s media. Through this
project, students will be able to answer, “How do we define Gothic literature, and how is Gothic literature relevant today?”
Day 6 (1/2 day), 7-8: Students will complete their original question “How does Romanticism reflect the needs and conditions of society” through the
creation of a game which includes all elements from the unit that answer this question (works, authors, history, etc.). Students use these games to review
for the test which will be given on the last day of the unit.
Decision 10: Review and Revise
How will you review this unit in order to improve it prior to using it again or sharing it?
What criteria will you use to determine the need to make improvements?
List when you will conduct distributed reflection.
8
Decision 11: Resources and Materials (Copyright/References )for Learning Unit
Left Column: Unit Writer to list copyright and references resources used for developing the unit.
Right Column: Provision to list comparable resources at a later time.
Copyright/References provided by Unit Writer
Comparable Copyright /References
English Literary Textbook (information on periods)
www.wwnorton.com
www.bhg.com – Plan-A-Garden (make your own landscape grid graphic organizer)
http://www.smartdraw.com/examples/fpnlandscape/landscapedesign1.htm
http://www.dreamhomedesignusa.com/Castles.htm - landscape ideas and grand homes
Local library resources
http://www.bbc.co.uk/history/society_culture/architecture/architecture_08.shtml - pics. of
English neoclassical, Romantic, and Gothic revival homes
Local library resources
Any British anthology will give you Romantic poets and poetry or search online
Clip of any of the Batman movies (teachable moment)
http://digital.lib.ucdavis.edu/projects/bwrp/ - Women
Romantic poets
Clip of any Gothic theme horror film (Frankenstein
or Dracula – not comedy versions or The Crow)
http://www.georgiasouthern.edu/~dougt/lg.html - college resource site for Gothic lit.
Local library resources
http://www.engl.virginia.edu/enec981/Group/ami.virgins.html#italian – female Gothic
writers
Local library resources
http://etext.lib.virginia.edu/toc/modeng/public/SheFran.html - Frankenstein
Excerpt in some British lit. textbooks
Any Steven King novel
9
10
The following pages contain the templates in direct reference to
Decision 6. Pages 11-15 contain 5 copies of the Acquisition
Lesson Template. Pages 16-20 contain 5 copies of the Extending
Thinking Lesson Planning Template. Due to the unique nature of
each of the units created, the number of Acquisition Lessons and
Extended Thinking Lessons will vary. You may or may not need
all five copies of either template.
11
Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By: Angela Haney
Essential Question: What are the characteristics of Romantic poetry? What tools do poets use to express imagination?
Activating Strategies: Tell the students, “As we’ve discovered already, the Romantic period is vastly different from the
(Learners Mentally Active) neoclassical period. The neoclassical reached back to ancient literature and its formalism to escape the
romantic, chivalric literature popular in the medieval and Renaissance periods. Now writers who wanted to
get away from formal and structured writing had to come up with better romantic elements and poetic
characteristics in order to defend that style of writing. What elements do you remember studying that were
characteristics of the medieval and Renaissance romantic, chivalric literature (setting, characters,
adventures, relationships, etc.)? Write down everything you remember; you have one minute starting now.”
Think/Pair/Share – Ticket Out (will add to during class) Next, share the differences and extenuations of
these characteristics in the new characteristics of 18th/19th century Romantic poetry and discuss the
differences and the similarities (possible reasons for) with the students.
Acceleration/Previewing: elegy, ode, sound devices
(Key Vocabulary)
Teaching Strategies: Distributed Guided Practice: Hand students a - p. 46 - (revised to fit the elements and number of poems
(Collaborative Pairs; chosen) already filled in with (top row) main characteristics of Romantic poetry (personal freedom,
Distributed Guided Practice; exotic/wild setting, innocence/simplicity, supernatural elements, common man). Fill in the first column
Distributed Summarizing; with Romantic poems you plan to assign your students.
Graphic Organizers)
Read the first poem together as a class and have students (active reading) highlight or put a pencil mark
beside lines in the poem that show the Romantic elements listed on the sheet.
Distributed Guided Practice/ Collaborative Pairs (two sets in one group): Have students look at remaining poems - each pair in one
Summarizing Prompts: group divides the poems after previewing and begins process of reading, analyzing for Romantic elements,
(Prompts Designed to Initiate and marking the graphic organizer.
Periodic Practice or
Summarizing) Have period music playing during this project if possible – write the name, composer, and elements of
Romanticism on the board for students. As you walk around the room (student focused lesson), ask
students questions about what they are reading, including: “What tools are these poets using to express
imagination and Romantic elements?” “How have they improved on the previous romantic literature
styles?” “How is this different from neoclassical and formal poetry?” “What makes this Romantic?”
12
Summarizing Strategies: Each one teach one: Have students (oldest to youngest) explain one of the poems they covered with the
(Learners Summarize & other group members, pointing out examples as they “quick read” the poem together. Have students give
Answer Essential Question) their final answer to the EQ’s and turn in the ticket out began at the beginning of the lesson. Remind them
to keep the graphic organizer. They may want to use it to answer one of the short answer discussion
questions on the test.
13
Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
Created By: Angela Haney
Essential Question: How is the study of Gothic literature relevant today? How do we define Gothic literature?
Activating Strategies: Hand out a sheet of paper with a big, blank film strip box covering the page. Read a particularly gory
(Learners Mentally Active) excerpt from a Gothic writer from this period (Walpole, Lewis, Radcliffe) and ask students to draw a
picture of the scene you are describing on the page you handed them. Give them each a red and a black
marker/pen to accomplish this task. Ask students to talk about what elements this 18th/19th century Gothic
literature had that we still see today in movies and stories. What are some elements that we have to see in
order to call something Gothic, or what is the formula for Gothic literature? (Note: There are no definite
answers to the second question; professors are still debating this topic because of the diversity of the
literature in this genre.)
Acceleration/Previewing: Gothic, formula literature
(Key Vocabulary)
Teaching Strategies: Learning Centers: Have four centers in the room and ask students to divide into four groups and tour each
(Collaborative Pairs;
Distributed Guided Practice;
Distributed Summarizing;
Graphic Organizers)
Distributed Guided Practice/
Summarizing Prompts:
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)
center, discussing the scene presented to them and how it fits the Gothic formula. Give each student a
Frayer #1 graphic organizer – p. 27 - to fill in with the word, definition, and examples from each of the
centers. In one center, have a clip from Batman (teachable moment) ready to play on a television. In the
second center, have an excerpt from various female Gothics (see resource page in this unit). In the third,
have an excerpt – or another video if possible – of Shelley’s Frankenstein. In the fourth center, have a tape
recorded (tape player) and hardcopy version of a part of a Steven King Gothic style novel.
Ask students to fill in the final Frayer model box (non-examples) with a standardized test style question.
The question: Which of these is an example of a true gothic film/piece of literature? Answers (student
created) – one is completely wrong, like a comedy; two are very close, but one element is off; one answer is
completely Gothic.
14
Summarizing Strategies: Have students answer the EQ’s in partners, check their graphic organizer, and turn this in as a ticket out the
(Learners Summarize & door.
Answer Essential Question)
15
Extending Thinking Lesson Planning Form
Name: Angela Haney
Essential Question: How do poets affect social change?
Mini-Lesson: Teacher: (say something like…)“We know that the Romantics had something to prove. Let’s discuss one
poet (the poet chosen for the guided practice) to read more about. What do you think was his/her purpose in
writing this piece? How might he have brought attention to a social event, problem, or situation and bring
about possible change in literary perspective or social expectations?”
Task: Look at poet with class, read about his/her life and discuss what he/she might have wanted to bring
attention to with his/her poetry.
Summarize/Sharing: Backwards 3-2-1 (Collaborative Pairs)
One thing the author wanted to bring attention to (students theory based on his life)
Two ways the author uses Romantic elements to bring about attention to this topic.
One change that probably occurred after the author’s audience read this poem.
Assignment: Find a topic you want to bring attention to from today’s society and create a Romantic style poem
(remember literary style and elements studied) addressing this issue.
Ex. teenagers working for minimum wage in fast food – write about hard working teens, the loss of natural
environment, etc. – anything that will make your reader think and want to change the situation).
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Extending Thinking Lesson Planning Form
Name: Angela Haney
Essential Question: How is the study of Gothic literature relevant today?
Mini-Lesson: Go over the modern versions of Gothic literature students came up with in the acquisition lesson as well as
the Steven King excerpt they heard in the centers lesson. Ask why we might want to study this genre
today?
Task: Read a sample of a Southern Gothic writer (O’Connor, Faulkner) and discuss how their background
affected their “take” on Gothic formula literature.
Summarize/Sharing: Students share their own thoughts with one another on what they might expect to see if they were the
director of a southern Gothic or other Gothic film.
Assignment: Extra credit homework: Come up with a modern Gothic scene you’ve seen in a film or TV show and
recreate the scene for classmates (write the script, assign and practice acting, and perform with explanation
of Gothic elements for classmates)
17
 The following pages (29-66) contain sample Graphic
Organizer (GOs) templates in direct reference to Decision 2.
 A Table of Contents can be viewed on page 27.
 You must include at least one in your unit.
 Please reference the graphic organizers chosen for your unit
by citing the title and page number in the Decision 2 form
field.
 You may also pre-fill your chosen graphic organizer by
navigating to that page and clicking in the appropriate textspaces.
18
®
Learning-Focused
Strategies Notebook
Teacher Materials
Dr. Max Thompson & Dr. Julia Thompson
Learning Concepts Inc.
PO Box 2112
Boone, NC 28607
(866) 95-LEARN
(866) 77-LEARN Fax
www.learningconcepts.org
19
Graphic Organizers Table of Contents
Graphic Organizer Titles
Page Numbers
* KWL ……………………………………………………………………. 29-32
* KWL Plus……………………………………………………………… 33
* Word Map Outline……………………………………………………….. 34
* Frayer Diagrams…………………………………………………………..35-36
* Folk Tales Story Map……………………………………………………. 37
* Fish Bone (cause/effect)…………………………………………………. 38
* Cause and Event………………………………………………………….. 39
* Cause and Effect…………………………………………………………. 40
* Flow Chart (Sequence)……………………………………………………41
* Cycle Graph (Sequence and Repeat)…………………………………….. 42
* Compare and Contrast…………………………………………………… 43
* Compare and Contrast with Summary…………………………………… 44
* Describing an Event (Abstracting)………………………………………. 45
* Descriptive Organizer (Literary Element)……………………………….. 46
* Details (Literary Element)……………………………………………….. 47
* Story Map (Literary Element)…………………………………………..... 48
* Story Pyramid (Characterization)………………………………………... 49
* Character Map (Literary Element)……………………………………….. 50
* Story Worm (Literary Elements)………………………………………… 51
* Story Map Showing Character Change…………………………………...52
* Matrix (compare and contrast several items)…………………………….. 53
* Web Diagram (classifying)………………………………………………. 54
* Newspaper Model – 5 W Model (abstracting)…………………………… 55
* 5W and How Model……………………………………………………… 56
* Word Problems Math (Problem Solving)…………………………………57
* Justify Your Answer (Justification)……………………………………… 58
* Organizational Graphic Organizer (classifying/categorizing)…………… 59
* Problem / Solution Organizer (Problem Solving)………………………... 60
* Skillful Decision Making………………………………………………… 61
* Prediction Tree Model (Deduction)……………………………………… 62
* Constructing Support…………………………………………………….. 63
* Inductive Reasoning………………………………………………………64
* Analyzing Perspectives…………………………………………………... 65
* The Important Thing About……………………………………………… 66
20
Graphic Organizers
1.
Graphic organizers help students comprehend information through visual
representation of concepts, ideas, and relationships. They provide the structure
for short and long term memory.
2.
Graphic organizers turn abstract concepts into concrete visual representations.
3.
Understanding text structure is critical to reading comprehension. If
students have a guide to the text structure, their comprehension
is considerably higher than when they only rely on reading and memorization.
Expository texts “explain” or tell about a subject. Their ideas are organized by:
*
Sequence or Time-Order
*
Listing or Description
*
Compare/Contrast
*
Cause/Effect
*
Problem/Solution
4.
The most important question a teacher can answer is:
“How do I want students to THINK about my content ?”
Then the teacher selects a graphic organizer that facilitates that type of thinking.
5.
The use of graphic organizers produces learning effects that are substantial and long
lasting.
21
KWL Outline 1
-KThink I Know…
-WThink I’ll Learn…
-LI Learned…
22
KWL Outline 2
-KI Know…
-WThink I Know
-LWant to Know
23
KWL Outline 3
-KWhat I Know…
-WThink I’ll Know
-LWhat I Learned
24
KWL Outline 4
-KWhat We Know
-WWhat We Want
To Find Out
-L
What We Learned and
Still Need to Learn…
25
KWL Plus Outline
Topic:
-KKnow
-WWant To Know
-LLearned
Final category designations for “L”:
26
Word Map Outline 1
What is it?
(write the definition)
What is it like?
Causes
The Word
What are some examples?
27
Frayer Diagram 1
Definition
Examples
Characteristics
Non-Examples
28
Frayer Diagram 2
Definition
I Think
Sentence
Draw
29
Folk Tales Story Map
Title:
Characters:
Setting:
Problem:
Events: 1.
2.
3.
4.
Solution:
30
Fish Bone (Cause / Effect)
Effect
Causes
31
Cause and Event
CAUSE
CAUSE
EVENT
CAUSE
32
CAUSE
Cause and Effect
Cause
Cause:
Cause:
Effect:
Cause:
Cause
33
Flow Chart
(Sequence)
Skill or Problem:
34
Cycle Graph
(Sequence and Repeat)
35
Compare / Contrast 1
Concept 1
Concept 2
How Alike?
How Different?
With Regard To
36
Compare / Contrast 2
Concept 1
Concept 2
How Alike?
How Different?
With Regard To
Summarize:
37
Describing An Event (Abstracting)
WHO?
WHEN?
WHERE?
WHY?
HOW?
SIGNIFICANCE?
38
Descriptive Organizer
(Literary Element)
TOPIC
DETAILS
MAIN IDEA SENTENCE
39
DETAILS
(Literary Element)
MAIN
IDEA
40
STORY MAP
(Literary Element)
Title:
Setting
Characters
Problem
Event 1:
Event 4:
Event 2:
Event 5:
Event 3:
Event 6:
Solution:
41
Story Pyramid (Characterization)
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Directions:
Insert 1 word that names a central character.
Insert 2 words that describe the setting.
Insert 3 words that describe a character.
Insert 4 words that describe one event.
Insert 5 words that describe another event.
42
Character Map (Literary Element)
Example
Example
Quality
Example
Example
Quality
Quality
Character’s Name
Example
Directions:
1.
2.
3.
Write character’s name in central square.
In the rectangles, list adjectives or qualities that describe
that character.
In the ovals, writs examples from the text that support the
adjectives or qualities.
Example
43
STORY WORM (Literary Elements)
Event
Event
Conclusion
Setting
Main
Character
44
Story Map Showing Character Change
Turning Point
Character at Beginning
of Story
Events That Caused Change
Character at End
of Story
45
Matrix
Top
Category
Side
Category
46
WEB DIAGRAM (Classifying)
47
Newspaper Model – 5W Model (Abstracting)
Topic:
WHO
WHAT
WHEN
WHERE
WHY
Using the information from this form write a paragraph
48
5W and How Model
TOPIC: ______________________________________
WHO:
WHAT:
WHEN:
WHERE:
WHY:
HOW:
SUMMARY STATEMENT:
49
Word Problems: Math (Problem Solving)
What is the question?
What is the essential information?
What information is not needed?
What operations will I use?
Does my answer make sense?
Can I draw a diagram of the problem?
50
Justify Your Answer (Justification)
To solve this problem, first I ___
To solve this problem, first I ___
Then I ___
Then I ___
This answer is ___
This answer is ___
..because ___
..because ___
51
Organizational Graphic Organizer (Classifying / Categorizing)
Central Topic
52
Problem / Solution Organizer (Problem Solving)
Topic
Problem
Solution
Main Idea Sentence
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SKILLFULL DECISION MAKING
OPTIONS
What can I do?
OPTION
CONSIDERED
CONSEQUENCES
What will happen if
you take this option?
SUPPORT
Why do you think each
consequence will occur?
VALUE
How important is the consequence?
Why?
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Prediction Tree Model (Deduction)
Details / Proof
Details / Proof
Prediction
Prediction
Details / Proof
Prediction
Conclusion or Final Prediction
1. Solid Lines & Boxes Are Details / Proof
2. Ovals Are Predictions
3. Framed Box is Conclusion
Directions: 1. Students Read and Note Details, Facts, Proof .
2. Read, Gather Details, Facts, Proof and Make Predictions
3. Make Conclusion or Final Prediction
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Constructing Support
Position Statement
Reasons
Facts
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Inductive Reasoning
Details:
Patterns:
Generalization:
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Analyzing Perspectives
Issues:
Personal Perspective or Main Character’s Perspective:
Reason/Logic:
Different Perspective:
Reason/Logic
Conclusion/Awareness
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The Most Important Thing
The most important thing about
is __
But. The most important thing about
is __
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