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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
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1
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1
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TeachingTipsforImplementingThisUnit
Classroom Guidelines for Unit Implementation . . . . . . . . . . . . . . . 11
Teaching Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
LessonPlans
Unit Planner . . . . . . .
Unit Vocabulary List . . .
Glossary of Literary Terms
Letter to Family . . . . . .
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. 36
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Introduction and Preassessment . . . . . . . . . . . . .
Introduction to the Concept of Utopia . . . . . . . . . .
The Search for Utopia . . . . . . . . . . . . . . . . . .
“Harrison Bergeron” and Satire . . . . . . . . . . . . . .
Introduction to Reasoning and Community Service . . . .
Leadership and Happiness . . . . . . . . . . . . . . . .
Corruption of the Utopian Ideal: Animal Farm . . . . . .
Satire . . . . . . . . . . . . . . . . . . . . . . . . . . .
Introduction to Research . . . . . . . . . . . . . . . . .
Corruption of the Utopian Ideal: The House of the Scorpion
Virtual Utopia in “The Veldt” . . . . . . . . . . . . . . .
Cultural Influences on Ideas of the Ideal . . . . . . . . .
Individuality Lost: Fahrenheit 451 . . . . . . . . . . . . .
Utopia in Art and Poetry . . . . . . . . . . . . . . . . .
Dreams of Utopia: The Glass Menagerie . . . . . . . . . .
Utopia in Play . . . . . . . . . . . . . . . . . . . . . . .
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100
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145
149
153
166
178
184
Lessons
1 .
2 .
3 .
4 .
5 .
6 .
7 .
8 .
9 .
10 .
11 .
12 .
13 .
14 .
15 .
16 .
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17. Examining Life Through Quotations . . . . . . . . . . . . . .
18. Utopian Themes in Poetry . . . . . . . . . . . . . . . . . . .
19. Individuality Lost: The Giver . . . . . . . . . . . . . . . . . . .
20. Censorship . . . . . . . . . . . . . . . . . . . . . . . . . . .
21. Presentation of Research . . . . . . . . . . . . . . . . . . . .
22. Evaluation of the Community Service Project . . . . . . . . . .
23. Journey’s End . . . . . . . . . . . . . . . . . . . . . . . . . .
24. Closing Discussion of Utopia . . . . . . . . . . . . . . . . . .
25. Postassessment of Literary Interpretation and Persuasive Writing
4
SectIon
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SectIon
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Grammar Study
Teacher Instructions . . . . . . . . . . . . . . . . .
Grammar Preassessment . . . . . . . . . . . . . .
Grammar Preassessment Answer Key . . . . . . . .
Grammar Postassessment . . . . . . . . . . . . . .
Grammar Postassessment Answer Key . . . . . . . .
Inspecting Our Own Ideas: Student Grammar Study
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Bibliographies
Student Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296
Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
Appendices
Appendix A:
Appendix B:
Appendix C:
Appendix D:
Alternative Novels and Related Activities
Novel Lexile Measure Information . . . .
Novel Assignment . . . . . . . . . . . .
Blackline Masters . . . . . . . . . . . .
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303
305
306
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Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317
Copyright © Kendall Hunt Publishing Company
SectIon
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iv
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The William and Mary Center for
Gifted Education Units
Teachers who participate in our program have access not only to quality literature and content,
but to the expertise of one of the nation’s foremost centers for gifted education. In accordance
with considerable research and evidence of effectiveness, a series of teaching models has
been developed which provides scaffolding and support to students’ work throughout the
units. The program’s emphasis on persuasive writing has resulted in great gains in student
performance on writing tasks. Students are also held to unusually high standards in reasoning
and research; Paul’s Reasoning Model provides a method of inquiry that permeates analytical
and communication tasks, while the Research Model combines stringent reasoning criteria
with formal scholarly practices. As an added bonus, the Curriculum Guide assists teachers not
only in understanding and implementing the units, but in differentiating instruction to reach
a variety of learners, as well as evaluating and monitoring the effectiveness of language arts
curricula. In addition to the language arts units, the Center for Gifted Education offers series in
other subject areas including science and social studies, so teachers can have access to the same
support and wealth of resources across the curriculum.
Due to the popularity of the first edition of William and Mary language arts units, we have
created a second edition with even more teacher support. While the quality content has
been retained, new features to help the teacher prepare, plan, and succeed have been added,
including unit and lesson overview features, a section with helpful background information,
more cross-curricular connections, additional consumable student activity pages, and a system
of design elements to make the lessons easier to follow. In addition, we have put directions into
more concise and teacher-friendly language and updated our literature offerings. The result is a
program that has the same core teaching philosophy and wealth of activities that made the first
edition so popular, but is easier to use and provides substantial support for a teacher who may
not have a background in gifted education.
Copyright © Kendall Hunt Publishing Company
At the College of William and Mary’s Center for Gifted Education, we believe in investing in
the realization of each gifted student’s potential. Our award-winning language arts units provide
teachers with the concrete tools they need to unlock and nurture students’ nascent analytical
and writing capabilities. Anchored by guided discussions and structured around advanced
literature, the lessons are designed to allow considerable intellectual freedom to students and to
encourage original thought. While the format of lessons allows learning to unfold in an organic,
spontaneous manner, the planning behind the activities is rigorous. Each discussion question,
activity, and project is precisely aligned to the analytical, communication, and reasoning skills
that gifted students most need to participate and succeed in society’s highest levels. These skills
include literary analysis and interpretation, persuasive writing, linguistic competency, listening/
oral communication skills, reasoning skills, and concept development.
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Literature and Discussion
All of the William and Mary units feature
advanced reading selections chosen for their
complexity, depth, relevance to issues facing
our society, and capacity to provoke interpretive
behavior and contemplative thought. A wide
range of genres is explored; in addition to core
novels, students read historical documents,
poems, essays, speeches, and plays, as well as
explore other forms of media such as visual art,
music, and advertisements.
Examples of Literature Used in
William and Mary Units
• The poems of Langston Hughes
• Hiroshima by John Hersey
• Animal Farm by George Orwell
• Esperanza Rising by Pam Muñoz Ryan
• The poems of Emily Dickinson
• Billy Budd by Herman Melville
• Rising Voices: Writings of Young Native
Americans by Arlene Hirschfelder and
Beverly Singer
Copyright © Kendall Hunt Publishing Company
• Maus II by Art Spiegelman
• The Diary of Anne Frank by Anne Frank
• Essays for and against censorship
• Martin Luther King’s “I Have a Dream” speech
• Autobiograpical writings of Beverly Cleary,
Eloise Greenfield, Isaac Singer, and
Lawrence Yep
The William and Mary lessons provide teachers
with targeted discussion questions that will
form a foundation for students’ development
as critical thinkers. In addition to providing
opportunities for higher-order analysis, these
questions cross into the reasoning and concept
dimensions. Students have the opportunity to
apply rigorous reasoning standards as well as
concept generalizations to a variety of situations
in literature and society.
DiscussionQuestions
Literary Response and Interpretation
Questions
• What adjectives would you use to describe
•
•
•
•
the character of Tom Sawyer, based upon the
excerpt you just read? What evidence from the
story supports your description?
What was Tom’s “great, magnificent
inspiration”? How did he “put the thing in
a new light”?
Tom found the world “not so hollow” after all.
What does he mean by that statement?
How does Aunt Polly perceive Tom? In what
ways is this different from how he perceives
himself? Are either of their perceptions more
accurate? Why or why not?
What title might you give to this excerpt from
the book? Give reasons for your selection.
Reasoning Questions
• What was Tom’s problem? What was his first
solution? What was his second solution?
• How were the consequences of Tom’s eventual
solution different from the consequences he
would have faced if Jim had agreed to trade
places with him? Which solution was a better
one for Tom?
• Tom’s solution to his problem was based on
certain assumptions or guesses he made about
the other boys. What did Tom assume about the
other boys? What is meant by the words, “He
had discovered a great law of human action,
without knowing it—namely, that in order to
make a man or a boy covet a thing, it is only
necessary to make the thing difficult to attain”?
• Would you have been persuaded by Tom’s
argument? Why or why not?
• What can distinguish persuasive techniques from
being dishonest to get one’s way?
Change Questions
• What techniques did Tom use to change
people’s minds?
• Would you classify the changes that took
place in the story as positive or negative for
the people involved? Why? In what ways was
the whitewashing arrangement thought to be
positive by everyone?
• How does the classification of something as
either work or as play change the way you feel
about it?
Literature and Discussion sample from Persuasion unit
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Oral communication Strong emphasis is given to oral communication, as it is an essential part
of the professional lives of adults. Students explore the importance of sound reasoning and
substantial support as well as the art of persuasion and delivery through oral activities ranging
from presentations to debates.
Assessment
Name: ______________________________________________ Date: ______________________
Assessment in the William
and Mary units is ongoing and
comprised of multiple formative
and summative options.
Persuasive Writing Preassessment
1D
Directions: Write a paragraph to answer the following question. State your opinion,
include three reasons for your opinion, and write a conclusion to your paragraph.
Do you think the poem “The Road Not Taken” by Robert Frost should be required
reading for all students in your grade?
• Pre- and Postassessments for Literature
• Pre- and Postassessments for Writing
• Pre- and Postassessments for Grammar
• Rubrics for teacher/student conferences
• Rubrics for Self-, Peer, and
Teacher Evaluations
• Rubrics for performance in
Copyright © Kendall Hunt Publishing Company
Each assessment tool is accompanied by
substantial teacher support. Rubrics are
detailed and include samples of scored
responses.
Copyright © Kendall Hunt Publishing Company
group discussions
Teacher Resource Page
KH10516_CFGE_TG6-7_L01.indd 63
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2/19/10 11:13 AM
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Correlation to the
Common Core State Standards
The Common Core State Standards in English Language Arts for grades K–5 and 6–12 define
what students should understand and be able to do by the end of each grade. They correspond
to the College and Career Readiness (CCR) anchor standards. The College and Career Readiness
(CCR) anchor standards provide broad standards, that, together with the grade level standards,
define the specific skills and understandings that all students must demonstrate.
This correlation will provide the correlation of the William and Mary language arts units to the
College and Career Anchor Standards for ELA.
Copyright © Kendall Hunt Publishing Company
College and Career Anchor Standards
for Reading
William and Mary
Language Arts Units
Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from
the text.
Major goal related to analysis and
interpretation of literature. (Goal 1)
Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
Major goal related to analysis and
interpretation of literature. (Goal 1)
Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
Major goal related to the concept
of change in the language arts.
(Goal 6)
Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
Major goal related to developing
linguistic competency. (Goal 3)
Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter,
scene, or stanza) relate to each other and the whole.
Major goal related to analysis and
interpretation of literature. (Goal 1)
Assess how point of view or purpose shapes the content and style
of a text.
Major goal related to analysis and
interpretation of literature. (Goal 1)
Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
Major goal related to reasoning
skills in the language arts. (Goal 5)
Analyze how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the
authors take.
Major goal related to analysis and
interpretation of literature. (Goal 1)
Read and comprehend complex literary and informational texts
independently and proficiently.
Broad-based reading in poetry,
short story, biography, essay, and
novel forms.
Use of the change matrices
supports the analysis of
multiple texts.
xvii
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College and Career Anchor Standards
for Writing
William and Mary
Language Arts Units
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
Major goal related to persuasive
writing. (Goal 2)
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
Major goal related to persuasive
writing. (Goal 2)
Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
Major goal related to persuasive
writing. (Goal 2)
Conduct short as well as more sustained research projects
based on focused questions, demonstrating understanding of
the subject under investigation.
Research project focuses on these skills.
Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source,
and integrate the information while avoiding plagiarism.
Major goal related to reasoning skills in
the language arts. (Goal 5)
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Major goal related to analysis and
interpretation of literature. (Goal 1)
Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes,
and audiences.
Major goal related to persuasive
writing. (Goal 2)
Major goal related to reasoning skills in
the language arts. (Goal 5)
Research project focuses on these skills.
College and Career Anchor Standards
for Speaking and Listening
William and Mary
Language Arts Units
Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others’ ideas
and expressing their own clearly and persuasively.
Major goal related to listening/oral
communication skills. (Goal 4)
Integrate and evaluate information presented in diverse media
and formats, including visually, quantitatively, and orally.
Major goal related to reasoning
skills in the language arts. (Goal 5)
Evaluate a speaker’s point of view, reasoning, and use of evidence
and rhetoric.
Major goal related to reasoning
skills in the language arts. (Goal 5)
Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose,
and audience.
Major goal related to listening/oral
communication skills. (Goal 4)
Make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations.
Research project focuses on
these skills.
Copyright © Kendall Hunt Publishing Company
Research project focuses on these skills.
xviii
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College and Career Anchor Standards
for Language
William and Mary
Language Arts Units
Major goal related to developing
linguistic competency. (Goal 3)
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Major goal related to developing
linguistic competency. (Goal 3)
Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing
meaningful word parts, and consulting general and specialized
reference materials, as appropriate.
Major goal related to developing
linguistic competency. (Goal 3)
Copyright © Kendall Hunt Publishing Company
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
xix
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• Recommended dictionaries: In order to complete the unit Vocabulary Webs, it is important
to have several good dictionaries in a classroom to be shared by students. The purpose
of the Vocabulary Web is to develop vocabulary skills, rather than developing dictionary
skills. The Vocabulary Web requires that a dictionary provide etymological information on
words—stems, word origins, etc. The more of this information that is provided, the better.
In addition to the print dictionaries listed, online dictionaries may also be viable sources of
such information.
Other materials needed for teaching this unit include:
• Additional resources for unit projects: There are several projects in the unit that will require
the study of additional resources beyond this text and the student booklets. Students
will be exploring the historical context of their novels, comparing symbols in different
cultural contexts, conducting a research study, and engaging in a community service
project. Collecting resources to support these activities in advance of beginning the unit
will make the unit run more smoothly. Some recommended resources appear in Section 5,
“Bibliographies,” and additional guidance is given in the relevant lessons.
• Resources for grammar study: Lesson 3 offers some recommendations for grammar
Always read literature selections before assigning them to students, and be aware
of the 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 the content that is targeting older audiences. One guideline for choosing
appropriate literature for students is that the age of the central protagonist provides
an indication of the target audience for the book. For example, Jonas, in The Giver,
is twelve. Although the Lexile level for this book is indicative of upper elementary
age students, the concept of utopia that is covered in this book is appropriate for
students in higher grade levels. Both content and Lexile level should be taken into
account when selecting literature for students, but one should not automatically
eliminate a book from being used. However, if a child reads something that he or
she is not ready for, he/she may want to abandon the book, skip the section that he/
she is not comfortable with, or he/she may want to discuss it with an adult.
Assessment approaches in the unit include pre- and postassessments in reading,
writing, and grammar, writing evaluations, an assessment for the research
presentation and other projects, and portfolio work to be collected and evaluated in
each lesson.
Copyright © Kendall Hunt Publishing Company
resources to be used in conjunction with the unit to support the development of
students’ linguistic competency.
Specific information about implementing the unit may be found in Section 2,
“Teaching Tips for Implementing This Unit.” Teachers are encouraged to read this
section and also, if possible, to attend an implementation workshop on the units.
(Contact the Center for Gifted Education at cfge@wm.edu for more information.)
4 Utopia
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In addition, the Guide to Teaching a Language Arts Curriculum for High Ability Learners
includes detailed information about the curriculum framework for the William
and Mary units, research evidence of effectiveness, instructional support for special
needs learners, and frequently asked questions about the curriculum.
We thank you for your interest in our materials!
Sincerely,
Copyright © Kendall Hunt Publishing Company
The Center for Gifted Education Curriculum Development Team
Section 1 · Unit Introduction and Curriculum Framework 5
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The Messenger by Lois Lowry
Lesson 19
The Paradox of Choice: Why More Is Less by Barry Schwartz
Lesson 19
Letters from a Nut by Ted L. Nancy
Lesson 22
More Letters from a Nut by Ted L. Nancy
Lesson 22
Bad Day at Riverbend by Chris Van Allsburg
Lesson 22
Films
Harrison Bergeron (1995)
Lesson 4
2081 (2010)
Lesson 4
Animal Farm (1954)
Lesson 7
Animal Farm (1999)
Lesson 7
The Illustrated Man (1969)
Lesson 11
“The Veldt” (Season 3 Episode 11 of “The Ray Bradbury
Theater,” 1989)
Lesson 11
The Glass Menagerie (1973)
Lesson 15
The Glass Menagerie (1987)
Lesson 15
Life-Size (2000)
Lesson 16
“Barbie Girl” by Aqua
Lesson 16
Recommended Dictionaries
Dictionary
The American Heritage Dictionary of the English Language (Fifth Edition)
Merriam-Webster’s Collegiate Dictionary (Eleventh Edition)
The American Heritage Dictionary for Learners of English (This may be useful in classrooms with
ESL students.)
Copyright © Kendall Hunt Publishing Company
Songs
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• World Wide Web
• Word processing software: writing, revising,
and editing written work
• Presentation software: developing the final
product produced in the research strand
• Wikis: writing workshops/peer editing
• Blogs: collaborative learning related to issues
in the unit
• Concept mapping software: designing
concept maps and developing webs for prewriting work
Copyright © Kendall Hunt Publishing Company
Collaboration with Library
Media Specialists
Because literature and information play
key roles in the search for meaning, this
unit depends on rich and extensive library
resources. Working with library media
specialists is essential for both teachers and
students throughout the unit. Teachers
and library media specialists should work
together in the planning stages of the unit
to tailor the literature and research demands
to the interests and abilities of the students.
Because many of the resources suggested in
this unit exceed the scope of school library
media centers, public and university library
media specialists should also be involved in
the planning and implementation. Library
media specialists can suggest resources,
obtain materials on interlibrary loan, and
work with students on research projects.
Students should be encouraged to become
acquainted with the library media specialists
in their community for several reasons. First,
library media centers are complex systems
of organizing information. The systems
vary from one place to another, and access
via technology to the systems is constantly
changing. Library media specialists serve
as expert guides to the information maze,
and they are eager to assist users. Secondly,
the most important skill in using the media
center is knowing how to ask questions.
Students should learn that working with a
media specialist is not a one-time inquiry
or plea for assistance, but an interactive
communication and discovery process. As
the student asks a question and the media
specialist makes suggestions, the student will
gain a better understanding of the topic and
find new questions and ideas to explore. To
maximize the use of resources, the student
should then discuss these new questions and
ideas with the media specialist. Learning to
use the services of library media specialists
and other information professionals is an
important tool for lifelong learning.
In order to facilitate the research process
outside of school, the teacher may want to
contact the local public library to provide
basic information about the research that
students will be conducting. In order to help
the library media specialists be prepared for
the students who might visit, the teacher
could provide a copy of the research project
guidelines, and an explanation of the types
of sources that students might be exploring.
Assessment
The language arts units include both
formative and summative assessments. Each
unit has pre- and postassessments which are
excellent tools to measure student growth
during the unit instruction. There are other
opportunities for assessment throughout
the language arts units. Evaluation forms
for self, peers, and teachers are included
with the writing assignments. These are
samples and can be adapted to meet the
needs of an individual school or district.
Evaluation forms are also included for the
oral presentations and research assignments.
Finally, informal assessment rubrics allow
teachers to monitor students’ participation
in discussions as well as progress in
independent writing tasks.
Discussion Participation Log
Since discussion plays a prominent role in
the students’ learning, teachers may want
Section 2 · Teaching Tips for Implementing This Unit
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to consider teaching students a specific
process for the discussion elements of the
unit. The Socratic Seminar is one method
for organizing discussions that is often
used when analyzing literature. The teacher
may want to design a chart such as the one
below to give to students to monitor their
contributions during discussions. The date
for the discussion can be written at the
top. The literary selections that are being
discussed can be written beneath the dates.
Have students place tally marks in the boxes
according to their contributions. In this way,
a student and the teacher can monitor the
student’s contributions to discussions about
various types of literature, both through
original contributions and elaboration on
classmates’ comments. (For example, a
student may contribute original ideas often
when examining short stories but rarely
when poetry is the topic of discussion.)
Discussion Participation Log
Date:
Text(s)
Elaborated on
another’s ideas
Used evidence from text
to support ideas
Asked questions that
led enhanced discussion
and led to deeper group
understanding
Copyright © Kendall Hunt Publishing Company
Made original
contribution(s)
to discussion
Comments
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Some resources that are useful for finding
and learning the Greek and Latin stems
of words are books written by Michael
Clay Thompson and available from Royal
Fireworks Press. (See “Teacher Resources” in
the “Bibliographies” section at the back of
this book.)
The Hamburger Model for
Persuasive Writing
The purpose of the Hamburger Model is to
provide students with a useful metaphor
to aid them in developing a persuasive
paragraph or essay. The model should be
introduced by the teacher, showing students
that the top bun and the bottom bun
represent the introduction and conclusion
of any persuasive writing piece. The teacher
should note that the reasons given in
support of the thesis statement are like the
meat or vegetables in a hamburger, providing
the major substance of the sandwich.
Elaboration represents the condiments in
a sandwich, the ketchup, mustard, and
onions that hold a sandwich together, just as
examples and illustrations hold a persuasive
writing piece together.
Teachers should show students examples
of hamburger paragraphs and essays and
have students find the top bun, bottom bun,
hamburger, and condiments. Discuss how
“good” each sandwich is.
Teachers should ask students to construct
their own “hamburger” paragraphs. After
students have constructed their own
paragraphs, teachers may use peer and
self-assessments to have students judge their
own and one another’s writing. This process
should be repeated throughout the unit.
For guiding persuasive writing, it is also
recommended that teachers do the following:
• Share models or examples that highlight
positive aspects of writing or missing
elements.
• Use color to mark varied parts of the writing,
outlining key components.
• Discuss areas for improvement within the
examples.
• Use the rubric as a class to assess models.
The Dagwood Model is an elaborated
version of the Hamburger Model that uses
the familiar metaphor of a sandwich to help
students construct a paragraph or essay.
Students begin by stating their point of
view on the issue in question (the top bun).
They then provide reasons, or evidence,
to support their claim; they should try to
incorporate at least three supportive reasons
(the “patties”). Elaboration on the reasons
provides additional detail (the “fixings”).
A concluding sentence or paragraph wraps
up the sandwich (the bottom bun). The
Dagwood Model also asks students to
introduce and refute other points of view.
With younger students, teachers may
want to use a simpler model that includes
only the introduction, three reasons, and a
conclusion (top bun, bottom bun, and meat),
without the elaboration. Students should be
given the opportunity to master the simpler
paragraph before moving on to developing
more complex writing pieces.
Copyright © Kendall Hunt Publishing Company
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.
The following pages provide the
Hamburger Model and Dagwood Model
in graphic format.
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3
LessonPlans
The
follow provide some introductory information about the unit lessons.
The Unit Planner gives an overview of the unit’s lessons, including goals, assignments, and
assessment opportunities. Following the Unit Planner are lists of key vocabulary words, a
glossary of literary terms, and a letter to send home to families about the unit. The lesson plans
themselves appear after the letter to families.
pages ThaT
The Unit Planner, which begins on the next page, contains the following information to
help teachers plan:
• Alignment with Unit Goals: This feature allows teachers to identify quickly which major unit goals are
met in each lesson. The goals are:
Content Goals
Copyright © Kendall Hunt Publishing Company
Goal 1 – Literary Analysis and Interpretation
Goal 2 – Persuasive Writing
Goal 3 – Linguistic Competency
Goal 4 – Oral Communication
Process Goal
Goal 5 – Reasoning
Concept Goal
Goal 6 – Concept of Utopia
• 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
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1
Introduction and Preassessment
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
X
X
X
• To assess students’ ability to analyze and interpret literature and to write
persuasively
• To develop analytical and interpretive skills in literature
• To explore new vocabulary words
Assignment Overview
Copyright © Kendall Hunt Publishing Company
• Complete the Literature and Persuasive Writing
Preassessments.
• Read and discuss “The Most Dangerous Game”
by Richard Connell.
• Complete and discuss Vocabulary Webs.
• Explore Learning Centers.
Homework
• Write in the Response Journal.
• Begin Animal Farm by George Orwell,
if assigned.
Extensions
• Read “The Lottery” by Shirley Jackson and
compare it with “The Most Dangerous Game.”
• Connect to the Humanities
Materials
• Teacher Resources 1A, 1B, 1C, 1D, 1E, 1F,
1G, and 1H
• Student Activity Pages 1A and 1B
• Copies of Teacher Resources 1A and 1D
(1 per student)
• “The Most Dangerous Game” by Richard
Connell (Student Guide p. 13)
• Dictionaries and, if possible, thesauruses
• Copies of the Letter to Family, found in
Section 3, complete with assignment deadlines
and your signature (1 per student)
• Have the following Learning Centers set up.
Directions on how to introduce these centers
appear at the end of this lesson under “Learning
Centers.” See Section 2, “Use of Learning
Centers” for more information.
• For the Unit Vocabulary Center:
• a list of unit vocabulary words
• copies of the unit readings
• dictionaries
• copies of the Vocabulary Web (see
Appendix D for blackline masters)
• a method for students to record,
track, and/or submit their work
• For the Language Study Center:
• task cards
• a method for students to record,
track, and/or submit their work
Section 3 · Lesson Plans 57
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KH10591_CFGE_Utopia02_028.pdf
a word may be in another language, such as
Latin, Greek, or French, or in an earlier version
of the English language. Encourage groups
to use the dictionary to help them with the
“Analysis” section of the web.
November 8, 2010 12:31:23
Name: ________________________________________________ Date: _______________________
Activity
A
1B
Vocabulary Web
Directions: Complete the Vocabulary Web for the word assigned to you.
• Have groups create their own sentence or
Word Families
Synonyms
analogy or another type of example for the
“Student Example”
section of the web.
Antonyms
Dictionary Definition
• After groups have
Web for their word, have them share and
discuss their responses with the class.
Learning Centers
Introduce students to the Unit Vocabulary Center
and Language Study Center. Tell them that you
will introduce them to additional Learning
Centers throughout the unit. See “Use of Learning
Centers” in Section 2 for more information.
• Unit Vocabulary Center Show students
the list of vocabulary words from the unit
readings, copies of the readings, dictionaries,
and copies of the Vocabulary Web. (See the
beginning of Section 3 for a list of the unit
vocabulary words; see Appendix D in Section
6 for a blackline master of the Vocabulary
Web.) Tell students that they may work at the
center alone or with a partner or small group
to complete Vocabulary Webs. Point out that
Sentence in Text
Part of Speech
Origin
Stems
Student Example
28
Utopia · Lesson 1 · Introduction and Preassessment
From Student Guide, page 28
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this center enables students to learn more
of the unit words, which are too numerous
to study in depth during class. Explain how
you expect students to record, track, and/or
submit their work, particularly whether you
wish students to compile their work in the
Vocabulary Journal section of their notebooks
(see “Notes to Teacher”) or in a class
notebook at the center.
• Language Study Center Show students the
task cards and dictionaries. Read aloud some
examples of activities from the task cards,
and point out that the tasks on a card may
vary in their level of difficulty. (See Teacher
Resource 1G for sample activities for the
task cards.) Explain that students will use this
center for a project having to do with literary
terms, which will be introduced in Lesson 4.
Explain how you expect students to record,
track, and/or submit their work. If you have
decided to award points for activities, explain
to students how they may earn these points.
Copyright © Kendall Hunt Publishing Company
• After groups have completed the Vocabulary
Word
Analysis
Copyright © Kendall Hunt Publishing Company
Tip
completed the
Vocabulary Web for the
Some cells of the
word indolently, have
web may not
be appropriate
them share and discuss
for some words,
their responses with
so examine
the class. Then assign
vocabulary
each group one of the
beforehand.
following words from
“The Most Dangerous
Game”: floundered, vigor, disarming, refectory,
affable, cosmopolite, ardent, debacle, cunning,
ennui, droll, naïve, scruples, solicitously,
deplorable, zealous, precariously, placid,
inevitable, or repast. Have them turn to
Student Activity Page 1B and complete
the Vocabulary Web for their word.
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Teacher Resources
Language Arts Skills Development (Including: Comprehension, Reading, Critical
Thinking, Research, & Speaking)
American heritage dictionary of the English language (5th ed). (2011). Boston: Houghton Mifflin.
Atlee, N. (2005). The absolutely essential grammar guide. Austin, TX: Prufrock Press.
Beers, K. (2003). When kids can’t read: What teachers can do: A guide for teachers 6–12.
Portsmouth, NH: Heinemann.
Boyce, L. N. (1997). A guide to teaching research skills and strategies in grades 4–12. Williamsburg,
VA: Center for Gifted Education.
Costa, A. L. (Ed.). (2001). Developing minds: A Resource Book for Teaching Thinking (3rd ed).
Alexandria, VA: Association for Supervision and Curriculum Development.
Hall, H., & Middlemass, R. (1979). The valiant. In Cerf, B. A., & Van Carlnell, H. (Eds.). Thirty
famous one-act plays. NY: Modern Library.
Hirschberg, S. (2006). One world, many cultures. NY: Longman.
Holden, J., & Schmidt, J. S. (2002). Inquiry and the literary text: Constructing discussions in the
English classroom, Vol. 32, Urbana, IL: National Council of Teachers of English.
Lucas, S. E. (2007). The art of public speaking. NY: McGraw-Hill.
Merriam-Webster Collegiate Dictionary (11th ed). (2003). Merriam-Webster.
Paul, R. (1992). Critical thinking: What every person needs to survive in a rapidly changing world.
Sonoma, CA: The Foundation for Critical Thinking.
Rottenberg, A. T., and Winchell, D. H. (2008). Elements of argument: A text and reader (8th ed).
Boston: Bedford Books of St. Martin’s Press.
VanTassel-Baska, J., Johnson, D. T., & Boyce, L. N. (Eds.). (1996). Developing verbal talent. Boston:
Allyn & Bacon.
Learning Theories
Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning (2nd ed).
Toronto: Irwin.
Copyright © Kendall Hunt Publishing Company
Miller, R. K. (2001). The informed argument: A multidisciplinary reader and guide (7th ed). Boston:
Thomson Heinle.
Marzano, R. J. (1992). Different kind of classroom. Alexandria, VA: Association for Supervision
and Curriculum Development.
National Association for Gifted Children (2007). Critical issues and practices in gifted education:
What the research says. Austin, TX: Prufrock Press.
Taba, H. (1962). Curriculum development: Theory and practice. NY: Harcourt, Brace & World.
296 Utopia
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Appendix C: 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.
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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. 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.
Copyright © Kendall Hunt Publishing Company
Complete at least # ____________ reflections.
Due Date: ____________
Writing prompts for reflections to be used for Journal Entries:
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.
3. Write or note an important or meaningful phrase, sentence, or passage from the
reading. Explain why it seems important or meaningful to you.
Section 6 · Appendices 307
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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 utopia.
D.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
______________________________________________________________________________
308
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Appendix D: 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
• Dagwood Model for Persuasive Writing
• Self-Review of Writing
Copyright © Kendall Hunt Publishing Company
• Peer Review of Writing
Section 6 · Appendices 309
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Name: ________________________________________________ Date: _______________________
Literature Web
Directions: Complete a Literature Web about your reading.
Feelings
Key Words
Images/Symbols
Ideas
Structure
310
Copyright © Kendall Hunt Publishing Company
Title
Utopia
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Name: ________________________________________________ Date: _______________________
Vocabulary Web
Directions: Complete the Vocabulary Web for your word.
Word Families
Synonyms
Antonyms
Dictionary Definition
Word
Sentence in Text
Analysis
Copyright © Kendall Hunt Publishing Company
Part of Speech
Origin
Stems
Student Example
Section 6 · Appendices 311
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Name: ________________________________________________ Date: _______________________
Hamburger Model for Persuasive Writing
Directions: Use the Hamburger Model for Persuasive Writing to organize ideas for
your essay.
Elaboration
Elaboration
Elaboration
Reason
Reason
Reason
Elaboration
Elaboration
Elaboration
Copyright © Kendall Hunt Publishing Company
Introduction
(State your opinion.)
Conclusion
312
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Name: ________________________________________________ Date: _______________________
Dagwood Model for Persuasive Writing
Directions: Use the Dagwood Model for Persuasive Writing to organize ideas for
your essay.
Claim/Opinion/Introduction
Details
Background
Reason
Other Points of View
Elaboration
Elaboration
Reason
Copyright © Kendall Hunt Publishing Company
Details
Other Points of View
Elaboration
Elaboration
Reason
Other Points of View
Elaboration
Elaboration
Conclusion
Section 6 · Appendices 313
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Name: ________________________________________________ Date: _______________________
Self-Review of Writing
Assignment or project: _______________________________________________________
Directions: Review your writing carefully. 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
5. My vocabulary is rich and varied.
Needs improvement
My writing could be improved in these ways:
Copyright © Kendall Hunt Publishing Company
My writing is strong in these ways:
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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.
Needs improvement
Copyright © Kendall Hunt Publishing Company
The writing is strong in these ways:
The writing could be improved in these ways:
Section 6 · Appendices 315
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INDEX
A
Adjectives, 275, 280
Adverbs, 277, 280
Allegory, defined, 52
Alliteration, defined, 52
Allusion, defined, 52
Alternative books, 6, 301–303
Ambiguity, defined, 93
The American Heritage Dictionary for Learners
of English, 10, 26
The American Heritage Dictionary of the English
Language, 10, 26
Copyright © Kendall Hunt Publishing Company
Analytical and interpretive skills, as goal of
unit, 1
Animal Farm (Orwell), 6
assessment for essay, 121–122
assessment for independent project,
119–120
background, 105, 108
discussion of, 101–102, 105, 109
discussion of writing models, 109–111
discussion of writing process, 111–112
vs. The House of the Scorpion, 139
lesson plan for, 104–122
lexile level of, 305
Literature Web, 114
Unit Planner for, 38–39
vocabulary for, 50, 109
vocabulary tests for, 115–118
Answer keys. See also Rubrics
grammar study postassessment, 262–264
grammar study preassessment, 256–258
parts of speech exercise, 283
Antagonist, defined, 52
Appositive phrases, 289, 290
Art and poetry. See also Poetry themes,
of utopia
discussion of, 167–168
journal conferences, 168
lesson plan for, 166–177
Literature Webs, 170–177
Unit Planner for, 42–43
websites, 300–301
Art prints, 8
Assessment. See also Answer keys;
Postassessment; Preassessment; Rubrics
for Animal Farm essay, 121–122
for Animal Farm independent project,
119–120
for Animal Farm vocabulary, 115–118
background for, 15–18
for Fahrenheit 451 essay, 162–163
for Fahrenheit 451 project, 164–165
for The Giver writing activity, 210–211
for The House of the Scorpion vocabulary,
143–144
overall, 248–249
overview of, xi, 15–18
peer writing review, 215, 312
perfect classroom, 84–86
perfect room, 83
research presentation, 222–223
for satire lesson, 129–130
search for paradise, 82
self-review of writing, 215, 311
teacher review of writing, 128, 217
Assumptions, 30
b
“Barbie-Q” (Cisneros), 7
background, 184
discussion of, 185–186
Index 317
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Benton, Thomas Hart, 8
Cisneros, Sandra, 7
Classroom guidelines, 11–20
Clauses, 270–273
Climax, defined, 52
Blackline masters, 306–312
Closing discussion
background, 231
discussion of, 232
lesson plan for, 231–233
persuasive essay about, 233
Unit Planner for, 48–49
Blank verse, defined, 52
Common nouns, 274
Bluemner, Oscar, 8
Community service project
background, 94, 224
discussion of, 96–98
lesson plan for, 94–99, 224–226
letters of praise or complaint, 225–226
planning for, 95–96
reasoning and, 96–98
Unit Planner for, 46–47
Best-loved Folktales of the World (Cole), 8
“A Birthday” (Rossetti), 7
Literature Web, 176
Unit Planner for, 42–43
Books. See Reading list
Bosak, Susan V., 6
Bradbury, Ray, 6, 7
c
Cavalli, Patrizia, 7
Conjunctions, 278–279, 280
“The Censors” (Valenzuela), 7
background, 212
discussion of, 213
essay assignment, 213–214
lesson plan for, 212–217
Literature Web, 216
teacher review of writing, 217
Unit Planner for, 46–47
Connell, Richard, 7
Censorship
background, 212
discussion of, 213
essay assignment, 213–214
lesson plan for, 212–217
Literature Web, 216
teacher review of writing, 217
Unit Planner for, 46–47
Chagall, Marc, 8
Change, concept of
introduction to, viii
teaching tips, 22–23
Character, defined, 52
Characterization, defined, 52
Church, Frederick, 8
Corruption of utopian ideal, Animal Farm
assessment for essay, 121–122
assessment for independent project,
119–120
background, 105, 108
discussion of, 105
exercises for, 271–272
lesson plan for, 104–122
Literature Web, 114
Unit Planner for, 38–41
vocabulary tests for, 115–118
Corruption of utopian ideal, The House of
the Scorpion
background, 136, 138
discussion of, 136–137
lesson plan for, 135–144
Literature Web, 142
mock trial, 140
vocabulary tests for, 143–144
Copyright © Kendall Hunt Publishing Company
lesson plan for, 184–188
Literature Web, 188
response journal, 185
Unit Planner for, 44–45
Criticism, defined, 93
Cultural studies. See Folktales and
cultural studies
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d
“Daffodills” (Wordsworth), 7
Literature Web, 199
Unit Planner for, 44–45
Dagwood Model, xiii
discussion of, 109–112
master copy of, 310
overview of, 26–27
Denouement, defined, 52
Dictionaries, 10, 26
Copyright © Kendall Hunt Publishing Company
Direct object, 276
Discussion
of art and poetry, 167–168
of “Barbie-Q,” 185–186
closing discussion, 232
of community service project, 96–98
of Fahrenheit 451, 154–158
of folk and fairy tales, 150
of The Giver, 204, 206
of “Happiness,” 101–102
of “Harrison Bergeron,” 89–90
of The House of the Scorpion, 136–137
of “The Most Dangerous Game,” 58
purpose of, ix
of research, 132–133
rubric for, 15–16
of themes in poetry, 198–199
of “Trurl’s Machine,” 124
of Utopia, 73–75
of Utopia, images of, 80
of “The Veldt,” 146–147
“Do not go gentle into that good night”
(Thomas), 7, 46–47
Drafting, 28
Dream: A Tale of Wonder, Wisdom, and Wishes
(Bosak), 6, 44–45
Driscoll, Louise, 7
e
Enzensberger, Hans Magnus, 7
Essays. See Persuasive writing; Writing
Extension materials, 9–10
f
Fable, defined, 52
Fahrenheit 451 (Bradbury), 6
background, 153
discussion of, 154–158
essay assessment, 162–163
lesson plan for, 153–165
lexile level of, 305
Literature Web, 161
project assessment, 164–165
response journal, 159
short answer questions, 160
Unit Planner for, 42–43
vocabulary for, 50–51
Family letter, 55–56
“Far from Kingdoms” (Cavalli), 7
Literature Web, 173
Unit Planner for, 42–43
Farmer, Nancy, 6
Favorite Folktales from Around the World
(Yolen), 8
Figurative language, defined, 52
“Fire and Ice” (Frost), 7
Literature Web, 170
Unit Planner for, 42–43
Flashback, defined, 52
Folktales and cultural studies, 9
background, 149
discussion of, 150
journal conferences, 152
lesson plan for, 149–152
symbols in, 150–151
Foreshadowing, defined, 52
Free verse, defined, 52
Frost, Robert, 7
Editing, 28
Elements of Reasoning, 28–31, 97
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Gerund phrases, 289, 290
Gifted student characteristics, vii
The Giver (Lowry), 6
background, 203
conclusion of, 228–229
discussion of, 204, 206
lesson plan for, 203–211
lexile level of, 305
Literature Web, 209
memory gifts, 207
Unit Planner for, 44–45
vocabulary for, 51
writing assessment for, 210–211
The Glass Menagerie (Williams), 6
background, 178
discussion of, 179–181
lesson plan for, 178–183
Literature Web, 183
Unit Planner for, 42–43
vocabulary for, 51
writing assignment, 181
A Guide to Teaching Research Skills and
Strategies, 32
h
Hamburger Model for Persuasive Writing,
xiii. See also Persuasive writing
discussion of, 109–111
master copy of, 309
overview of, 26–27
Happiness. See Leadership and happiness
“Happiness” (Leonard)
Literature Web, 103
Unit Planner for, 38–39
“Harlem” (Hughes), 7
Literature Web, 197
Unit Planner for, 44–45
Harlem (Myers), 6, 44–45
Goals and outcomes, 1–2, 19–20
“Harrison Bergeron” (Vonnegut), 7
background, 87
discussion of, 89–90
journal conferences, 90
Language Study Center, 93
lesson plan for, 87–93
Literature Web for, 92
Unit Planner for, 38–39
Golding, William, 6
Heterogeneous classroom, 12
Grammar study, 251–291
clauses, 270–273
conclusion, 290–291
ideas and language, 266–267
introduction to, 265
parts of speech, 273–284
phrases, 288–289
postassessment, 287–288
postassessment answer key, 262–264
preassessment, 78, 253–255
preassessment answer key, 256–258
predicates, 285–287
sentences, 267–270
Hicks, Edward, 8
Global Tales: Stories from Many Cultures
(Marland), 8
Glossary, 52–53
“Hold Fast Your Dreams” (Driscoll), 7
Literature Web, 196
Unit Planner for, 44–45
Graphic organizers, for class discussion, 17
The House of the Scorpion (Farmer), 6
vs. Animal Farm, 139
background, 136, 138
discussion of, 136–137
lesson plan for, 135–144
lexile level of, 305
Literature Web, 142
mock trial, 140
Unit Planner for, 40–41
vocabulary tests for, 143–144
Grouping, student, 12
Hughes, Langston, 7
Copyright © Kendall Hunt Publishing Company
g
Guest, Edgar, 7
Hungry Planet: What the World Eats (Menzel), 8
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i
Ideals, ideas and influences on
background, 149
discussion of, 150
journal conferences, 152
lesson plan for, 149–152
symbols in, 150–151
Unit Planner for, 42–43
“If” (Kipling), 7
Literature Web, 202
Unit Planner for, 44–45
Imagery, defined, 52
Implications and consequences, 30, 31
Inclusion classroom, 12
Copyright © Kendall Hunt Publishing Company
Individuality lost, Fahrenheit 451. See also
Individuality lost, The Giver
background, 153
discussion of, 154–158
essay assessment, 162–163
lesson plan for, 153–165
Literature Web, 161
project assessment, 164–165
response journal, 159
short answer questions, 160
Unit Planner for, 42–43
Individuality lost, The Giver. See also
Individuality lost, Fahrenheit 451
background, 189, 203
discussion of, 204, 206
lesson plan for, 203–211
Literature Web, 209
memory gifts, 207
Unit Planner for, 44–45
writing assessment for, 210–211
Inferences, 30
International Reading Association (IRA),
19–20
Introduction, to unit, 1–5. See also
Preassessment
Irony, defined, 52
j
Jacobs-Bond, Carrie, 7
Journal conferences, 90, 134, 152, 168, 199
Journals and portfolios, x, 14, 17–18. See also
Response journal
Journey’s end
background, 227
The Giver conclusion, 228–229
lesson plan for, 227–230
Literature Web, 230
Unit Planner for, 46–47
k
Kipling, Rudyard, 7
l
Language arts standards, 19–20
Language Study Center, 13, 60, 70, 93
Leadership and happiness
background, 100
discussion of, 101–102
“Happiness” discussion, 101–102
lesson plan for, 100–103
Literature Web, 103
Unit Planner for, 38–39
Integrated Curriculum Model (ICM), vii–viii
Learning Centers
Language Study Center, 13, 60, 70, 93
Poetry Center, 14
Research Center, 14, 133–134
Unit Vocabulary Center, 13, 60
use of, 12–14
Writing/Computer Center, 13–14, 113
Interjections, 279, 280
Lem, Stanislaw, 7
Infinitive phrases, 289, 290
Information technology, 14–15
“Inspecting Our Own Ideas: Student
Grammar Study” (Thompson), 265–291.
See also Grammar study
Leonard, Priscilla, 7
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Lesson plans. See Unit Planner
Literature Web Model, 22–24
Letters
to family, 55–56
of praise or complaint, 225–226
to teacher, 3–5
Lowry, Lois, 6
Library media specialists, 15
Linguistic competency, as goal of unit, 2
Linking verbs, 276
Literary terms, 93
Literature postassessment, 235, 237–242
Literature preassessment, 58–59, 62–65
Literature Web
for Animal Farm, 114
for “Barbie-Q,” 188
for “A Birthday,” 176
for “The Censors,” 216
for “Daffodills,” 199
defined, xii
for Fahrenheit 451, 161
for “Far from Kingdoms,” 173
for “Fire and Ice,” 170
for The Giver, 209
for The Glass Menagerie, 183
for “Happiness,” 103
for “Harlem,” 197
for “Harrison Bergeron,” 92
for “Hold Fast Your Dreams,” 196
for The House of the Scorpion, 142
for “If,” 202
for “The Man That Corrupted
Hadleyburg,” 243
master copy of, 307
for “Mending Wall,” 171
for “Middle Class Blues,” 174
for “The Most Dangerous Game,” 71
for “My Heart Leaps Up,” 198
for “Now That Time Seems All Mine,” 172
for “Paradise: In a Dream,” 177
for “People Liked Him,” 201
for “A Perfect Day,” 230
for “Song for Those Who Know,” 175
for “Spring,” 200
for “Trurl’s Machine,” 127
for “The Veldt,” 148
Magritte, René, 8
“The Man That Corrupted Hadleyburg”
(Twain), 7
background, 234
Literature Web, 243
Unit Planner for, 48–49
Masters, blackline, 306–312
Material World: A Global Family Portrait
(Menzel), 8
McKeague, Pat, 25
“Mending Wall” (Frost), 7
Literature Web, 171
Unit Planner for, 42–43
Merriam-Webster’s Collegiate Dictionary, 8, 26
Metaphor, defined, 52
“Middle Class Blues” (Enzensberger), 7
Literature Web, 174
Unit Planner for, 42–43
Mock trial activity, 140
Monologue, defined, 52
“The Most Dangerous Game” (Connell), 7
background, 58
literature web for, 71
Unit Planner for, 36–37
vocabulary for, 50
Motivation, defined, 52
Mottoes. See Quotations, as window
“My Heart Leaps Up” (Wordsworth), 7
Literature Web, 198
Unit Planner for, 44–45
Copyright © Kendall Hunt Publishing Company
Lexile levels, 305
m
Myers, Walter Dean, 6
n
Nashe, Thomas, 7
National Council of Teachers of English
(NCTE), 19–20
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Nouns, 274, 280
“Now That Time Seems All Mine” (Cavalli), 7
Literature Web, 172
Unit Planner for, 42–43
o
Peripeteia, defined, 93
Personification, defined, 52
Oral communication
as goal of unit, 2
overview of, xi
Persuasive writing
Dagwood Model for, xiii, 26–27, 310
editing, 28
Hamburger Model for, xiii, 26–27, 309
postassessment, 235, 244–247
preassessment, 59, 66–69
rubric for, 67–69
on utopia, 233
Orwell, George, 6
Phrases, 288–289, 290
Outcomes. See Assessment; Goals and
outcomes
Planning. See Unit Planner
Object pronouns, 274
O’Kelley, Mattie Lou, 8
Overall student assessment, 248–249
p
“Paradise: In a Dream” (Rossetti), 7
Literature Web, 177
Unit Planner for, 42–43
Parallelism, defined, 52
Participle phrases, 289, 290
Copyright © Kendall Hunt Publishing Company
“A Perfect Day” (Jacobs-Bond)
Literature Web, 230
Unit Planner for, 46–47
Parts of speech, 273–284
adjectives, 275, 280
adverbs, 277, 280
answer key, 283
conjunctions, 278–279, 280
examples, 280–281
exercises for, 282, 284
interjections, 279, 280
nouns, 274, 280
prepositions, 277–278, 280
pronouns, 274–275
review of, 280, 290–291
verbs, 275–277, 280
Paul, Richard, x, xiii, 28
Paul’s Reasoning Model, x, xiii, 28–31
Peer review of writing, 215, 312
“People Liked Him” (Guest), 7
Literature Web, 201
Unit Planner for, 44–45
Plot, defined, 52
Plural vs. singular, 274
Poetry. See Art and poetry
Poetry Center, 14
Poetry themes, of utopia. See also Art
and poetry
background, 192
discussion of, 198–199
lesson plan for, 192–202
Literature Webs, 196–202
Unit Planner for, 44–45
Point of view, 7, 30, 52
Portfolios. See Response journal
Postassessment. See also Preassessment
grammar study, 259–261
grammar study answer key, 262–264
lesson plan for, 234–249
literature, 235, 237–242
Literature Web, 243
overall student, 248–249
persuasive writing, 235, 244–247
response journal, 235
Unit Planner for, 48–49
Preassessment. See also Postassessment
background, 58
discussion, 58
grammar study, 78, 253–255
grammar study answer key, 256–258
Language Study Center, 70
Index 323
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Predicate, 267–272, 276, 285–287
Prepositional phrases, 289
Prepositions, 277–278, 280
Prewriting, 28
Pronouns, 274, 280
Proper nouns, 274
Protagonist, defined, 53
Pull-out programs, 12
q
Quotations, as window
lesson plan for, 189–191
personal motto, 190
Unit Planner for, 44–45
r
Reading list
alternative, 6, 303–305
bibliographies, 293–295
dictionaries, 10
extension materials, 9–10
folktales and cultural studies, 9
required books and readings, 6, 7
selection of, 12
Reasoning
community service project and, 38–39,
94–98
elements of, 28–31
as goal of unit, 2
models for, x
skills, 28–31
Reasoning About a Situation or Event Model,
xiii, 31–32
Reasoning Model, 28–31
Research
introduction to, 40–41, 131–134
models for, x, xiii, 32–33
presentation of, 46–47, 218–223
Research Center, 14, 133–134
Resources. See also Reading list; Rubrics
alternative books, 6, 303–305
art prints, 8
bibliographies, 293–301
dictionaries, 10, 26
extension materials, 9–10
folktales and cultural studies, 9
glossary, 52–53
letter, to family, 55–56
letter, to teacher, 3–5
lexile levels, 305
library media specialists, 15
master copies, 306–312
required books, 6
technology, 14–15
vocabulary list, 50–51
websites, 299–301
Response journal
on “Barbie-Q,” 185
on Fahrenheit 451, 159
on “Happiness,” 102
on The House of the Scorpion, 139
postassessment, 235
on research issue, 220
rubric for, 17–18
on “Trurl’s Machine,” 125
on utopia, 75, 233
on “The Veldt,” 147
Revision, of writing, 28
Rodko, Konstantin, 8
Rossetti, Christina Georgina, 7
Rubrics. See also Assessment
discussion, 15–16
journal response, 17–18
literature postassessment, 238–242
literature preassessment, 63–65
persuasive writing postassessment,
245–247
persuasive writing preassessment, 67–69
Copyright © Kendall Hunt Publishing Company
lesson plan for, 57–71
literature, 58–59, 62–65
literature web, 71
persuasive writing, 59, 66–69
Unit Planner for, 36–37
vocabulary for, 59–60
Reasoning wheel, 30
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s
Satire
assessment for, 129–130
background, 123
defined, 53
discussion of, 124
lesson plan for, 123–130
Literature Web, 127
response journal, 125
teacher review of writing, 128
Unit Planner for, 40–41
writing your own, 125–126
Subject complement, 276
Subject pronouns, 274
Symbol, defined, 53
t
Taba, Hilda, 21
Taba Model of Concept Development, xii,
21–22
Teacher, letter to, 3–5
Socratic Seminar, 26–27
Teaching tips, 11–33
classroom guidelines, 11–20
concept development model, 21–24
learning centers, 12–14
library media specialists, 15
literature web, 24–26
persuasive writing, 26–27
portfolios and journals, 14
reasoning models, 21–33
reasoning skills, 28–31
research skills, 32–33
standards, 19–20
student grouping, 12
technology, 14–15
vocabulary, 24–26
Soliloquy, defined, 53
Technology, 14–15, 299–301
“Song for Those Who Know” (Enzensberg), 7
Literature Web, 175
Unit Planner for, 42–43
Tense, 276
Search, for utopia. See Utopia, concept of
Self-contained classrooms, 12
Self-review of writing, 215, 311
Sentences, 267–272
clauses, 271–272
two parts of, 267–270
Setting, defined, 53
Seurat, Georges, 8
Simile, defined, 53
Simple predicate, 276
Simple subject, 276
Copyright © Kendall Hunt Publishing Company
Subject, 267–272
“Spring” (Nashe), 7
Literature Web, 200
Unit Planner for, 44–45
Stakeholders, 31
Theme, defined, 53
Thomas, Alain, 8
Thomas, Dylan, 7
Thompson, Michael C., 26, 265
Tone, defined, 53
Structure, defined, 53
“Trurl’s Machine” (Lem), 7
background, 123
discussion of, 124
Literature Web, 127
response journal, 125
Unit Planner for, 40–41
Style, defined, 53
Twain, Mark, 7
Standards, educational, 19–20
Standards of reasoning, 98
Stanza, defined, 53
Stroebel, Jeffrey, 7
Index 325
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Unit Planner
art and poetry, 42–43
censorship, 46–47
closing discussion, 48–49
community service project, 46–47
corruption of utopian ideal, 38–41
The Glass Menagerie, 42–43
“Harrison Bergeron,” 38–39
ideals, 42–43
ideas, 42–43
introduction to, 35
journey’s end, 46–47
leadership and happiness, 38–39
lost individuality, 42–45
poetry themes, 44–45
postassessment, 48–49
preassessment, 36–37
quotations, as window, 44–45
reasoning and community service, 38–39
research introduction, 40–41
research presentation, 46–47
satire, 40–41
utopia, in play, 44–45
utopia introduction, 36–37
utopia search, 36–37
virtual utopia, “The Veldt,” 40–41
Unit Research Project. See Research
Unit Vocabulary Center, 13
Utopia, concept of
art and poetry (see Art and poetry; Poetry
themes, of utopia)
background, 72, 78
closing discussion (see Closing discussion)
corruption of (see Corruption of
utopian ideal)
discussion of, 73–75, 80, 167–168
as goal of unit, 2
ideals and (see Ideals, ideas and
influences on)
individuality lost (see Individuality lost)
introduction to, 72–76
Literature Webs, 170–177
model for, 75
“Utopia: The Search for a Perfect Society”
(Stroebel), 7, 38–39
v
Valenzuela, Luisa, 7
“The Veldt” (Bradbury), 7
background, 145
discussion of, 146–147
graphic organizer for, 147
lesson plan for, 145–148
Literature Web, 148
Unit Planner for, 40–41
Verbal phrases, 289, 290
Verbs, 275–277, 280
Virtual utopia, “The Veldt”
background, 145
discussion of, 146–147
graphic organizer for, 147
lesson plan for, 145–148
Literature Web, 148
Unit Planner for, 40–41
Vocabulary
Center for, 13
center for, 60
stems of, 279–280
for unit, 50–51
Web Model for, xii, 24–26
Vocabulary Center, 13, 60
Vocabulary tests
Animal Farm, 109, 115–118
The House of the Scorpion, 139, 143–144
Copyright © Kendall Hunt Publishing Company
u
perfect classroom design, 79–80, 84–86
in play, 44–45, 184–188
poetry themes of, 44–45, 166–177
response journal, 75
search for, 77–86
Unit Planner for, 36–39, 44–45
virtual (see Virtual utopia, “The Veldt”)
Vocabulary Web, master copy of, 308
Voice, defined, 53
Vonnegut, Kurt, 7
326 Utopia
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w
Web addresses, 299–301
Williams, Tennessee, 6
Women in the Material World (Menzel), 8
Wood, Grant, 8
Wordsworth, William, 7
The World Anthology (Goodman & Potter), 8
Writing. See also Hamburger Model for
Persuasive Writing; Persuasive writing
Animal Farm essay assessment, 121–122
center for, 13–14, 113
discussion of process, 111–112
editing, 28
as goal of unit, 1
peer review of, 215, 312
process model for, xiii, 28
revision of, 28
self-review of, 311
self-review of writing, 215
teacher review of, 128, 217
Writing about Literature: Step by Step
(McKeague), 25
Writing Center, 13–14, 113
Copyright © Kendall Hunt Publishing Company
Writing Process Model, xiii, 28
Index 327
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