Learning Life's Lessons through Literature

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MISD Thematic Units to Teach Michigan’s ELA GLCEs—Jason’s Gold—6.1 Appendix Revised

Disposition: Exploration and Discovery—Theme: Looking for one thing can lead to finding another.

Disposition, Theme, and Essential Questions

Quick Write Procedure and Prompt

Genre: Informational Text and Student Bookmark

Informational Text: Post-It Notes Article

Highlighted Reading Teacher Suggestions and Questions

What is Close and Critical Reading

Post-It Notes Close and Critical Reading

Strategies That Work

I-Search Graphic Organizer and I-Search Suggested Topics

Genre: Adventure Story

Adventure Student Bookmark

Grammar Research and Inquiry Grammar Lesson Plan

Underlining and Italics Reference

Grammar and Rhetoric Mini-Lesson (Underlining and Italics)

Focus Question #1

Think Aloud Procedure

Focus Question Teacher Suggestions

Focus Question Rubric

Close and Critical Reading: Chapter 3

Word Study: PAVE Procedure: Instructions, Map, Context

Focus Question #2

Graphic Organizer: Cause and Effect

Indefinite Pronoun Reference

Word Study: Closed Sort

Focus Question #3

Figurative Language Examples

Chapter 11 Excerpt

Close and Critical Reading: Chapter 11

Focus Question #4

Appositives Reference

Appositives Practice

Appositives Practice: Teacher

Grammar and Rhetoric Mini-Lesson (Appositives)

Daily Language Activity: Predicate Nominatives

Predicate Nominative Reference

Grammar and Rhetoric Mini-Lesson (Predicate Nominatives)

Focus Question #5

Reader’s Theater: Chapter 19

Focus Question #6

Topics for Discussion

Questions for Discussion

Focus Question #7

Lesson Opening: Introductory Phrases

Introductory Phrases Reference

Practice Page: Introductory Phrases

Practice Page Reference: Introductory Phrases

Grammar and Rhetoric Mini-Lesson (Introductory Phrases)

Cause and Effect Writing Instructions, Checklist, and Rubric

Prompt and checklist for Narrative Text Writing

Rubric for narrative text

MS 6.1 Jason’s Gold Appendix 1 © Macomb Intermediate School District 2009

Disposition, Theme and Essential and Unit Focus Questions

Grade 6 Disposition: Exploration and Discovery

Theme: Looking for one thing can lead to finding another.

Grade 6 Essential Questions:



How do I discover new knowledge?



What are the avenues for learning?



How do I find what I want to know?



How do I manage all that I am learning?

Unit 6.1 Focus Question:



How can unexpected turns in life’s journey lead to new discoveries?

Appendix #1a


Quick Write Directions

What is it?

Quick writes are most often used to develop fluency. In quick writes, students write rapidly and without stopping in response to literature and for other types of impromptu writing. Quick writes, provide students with a means of quickly representing their thinking. Rather than being concerned with correct spelling, punctuation, and word usage, the student is more interested in simply responding to the prompt in a personal way. Students reflect on what they know about a topic, ramble on paper, generate words and ideas, and make connections among the ideas. Young children often do quick writes in which they draw pictures and add labels. Some students do a mixture of writing and drawing.

Students do quick writes for a variety of purposes:



Learning logs:

Immediately following a particular lesson, engaging activity, or discussion, pause and allow students to reflect in their learning logs or journals. Share responses.



Constructed response to literature:

--to activate prior knowledge

--to reflect on a theme of a story and how it relates to them personally

--to describe a favorite character



Reflections on new learning :

--students write an explanation of what something means

--to define or explain a word on the word wall

How to do a Quick Write

1. The teacher selects a purpose for the students. This prompt should be tied to a content area and elicit a personal response from the student.

2. After listening to the prompt, the student is instructed to write a response by jotting down whatever comes to mind. The time limit should be no longer than 5-10 minutes in length. When students are learning, I would start with 2 minutes of writing and increase the time gradually. Students write until instructed to stop. They are allowed to only finish their thought when “time” is called.

3. Quick Writes may be used several times in a day. They may provide a “nugget” for a more extended piece of writing.

4. When it is time to share, students read their writing to a small group of four or five students.

Volunteers could also share with the whole group.

Lesson 2 Quick Write Question:

How can unexpected turns in life’s journey lead to new discoveries?

Appendix #1b


Genre: Informational Text

Informational text gives factual information on a specific topic or event.

Definition:

 Informational text is “..designed primarily to explain, argue or describe rather than to entertain.” (from Harris, et al. The Literacy Dictionary, IRA, 1995)

 “The main function of expository text is to present the reader information about theories, predictions, persons, facts, dates, specifications, generalizations, limitations, and conclusions.”

(Michael F. Graves and Wayne H. Slater. “Research on Expository Text: Implications for

Teachers” in Children’s Comprehension of Text, K. Denise Muth, editor, IRA, 1989.)

Purpose:



To acquire information



To satisfy curiosity



To understand our world more fully



To understand new concepts and expand vocabulary



To make connections to our lives and learning



To write good nonfiction



To have fun

(from Stephanie Harvey. Nonfiction Matters, Stenhouse, 1998)

Form and Features:

Informational text uses a number of forms of organization including:



Sequence of events



Description by categories



Process description



Comparison/contrast



Problem and solution



Cause and effect

Informational text…

 gives information,

 gives necessary explanations to understand the information,

 shows what is and is not important, and

 often uses narrative(story) elements to make it interesting.

(from Barbara Reed and Elaine Weber. Expository Text: What Is A Teacher To Do? ABC Publishing, 1990.)

Informational text may have some or all of the following features:



Table of contents and Index



Photographs and realistic, accurate illustrations



Captions to describe photographs, illustrations, etc.



Maps and diagrams



Glossary (words with definitions)



Footnotes



Bibliographies

Appendix #2a1


Informational Text Bookmark

Gives facts or information on a specific topic or event

Name:

Title:



Name:

Title:



Name:

Title:

List the page number and a brief reminder of the genre characteristics you find as you read.



Gives information/facts Gives information/facts Gives information/facts p. p. p. p. p. p. p. p. p. p. p. p.

Organized by sequence, problem/solution, cause/effect, compare/contrast, position/support, etc. p.

Organized by sequence, problem/solution, cause/effect, compare/contrast, position/support, etc. p.

Organized by sequence, problem/solution, cause/effect, compare/contrast, position/support, etc. p. p. p. p. p.

Features include: index/contents, photographs/captions, maps/diagrams, glossary, bibliography, etc. p. p.

Features include: index/contents, photographs/captions, maps/diagrams, glossary, bibliography, etc. p. p.

Features include: index/contents, photographs/captions, maps/diagrams, glossary, bibliography, etc. p. p. p. p. p. p.

Copyright 2005, MacombISD All Rights Reserved.

Appendix #2a2 p. p.


p. p.



MISD Literature Unit 6.1—Exploration and Discovery—Linking Text

Post-it® notes: Looking for one thing can lead to finding another.

ART FRY & SPENCER SILVER

In the 1970s, Art Fry invented what is probably the most significant office supply product since the paperclip: the Post-it® Note. But he could not have created this now ubiquitous item without the previous invention of his colleague, Spencer Silver.

Silver is now named on over 20 US patents; but his most significant invention was not an immediate success. In 1968, when Silver was trying to develop a strong adhesive, he instead developed a highquality but "low-tack" or weak adhesive, made of tiny, indestructible acrylic spheres that would stick to a given surface. The adhesive's grip was strong enough to hold papers together but weak enough to allow the papers to be pulled apart again without being torn. More importantly, the adhesive could be used in the same way again and again. Silver wanted to market the adhesive as a spray, or as a surface for bulletin boards on which temporary notices could be easily posted and then removed.

Over the next five years, Silver shared his revolutionary product with colleagues at 3M, informally and in seminar presentations. A marketable form of the product proved elusive, and Silver's temporary adhesive might have been consigned to a shelf indefinitely; but then Art Fry attended one of Silver's seminars.

In his spare time, Fry sang in his church choir. Fry was frustrated by the fact that, when he stood and opened his hymnal to sing, the paper bookmarks that he used in his hymnal to mark the songs on the program would slip out of sight or even onto the floor. In a moment of insight that has become legendary in the realm of contemporary invention, Fry, musing during a rather boring sermon, realized that Silver’s reusable adhesive would provide his bookmarks with precisely the temporary anchoring he required.

Appendix #2b1


Returning to work, Fry wrote up his idea for a reliable, reusable bookmark, and presented it to his supervisors. Management initially worried that the product would seem wasteful; but the staff could not get enough of the samples Fry was passing around. Soon, 3M gave the invention its full support. It took another five years to perfect the specifications and design machines to manufacture the product, but in 1980 Post-it® Notes were introduced nationwide.

Within two years, Post-it® Notes were established as an outright necessity in the office. As the basic product evolved into an entire product line, Post-its® could also be found in most schools, labs, libraries, and even in homes. Meanwhile, both Spencer Silver and Art Fry became heroes of innovation: they have both won 3M's highest honors for research and numerous awards within the international engineering community.

Adapted from "Inventor of the Week: Art Fry and Spencer Silver" . MIT . http://web.mit.edu/invent/iow/frysilver.html

.

Appendix #2b2


Highlighted Reading for Middle and High School

by Elaine Weber

Purpose:

Engage students in print

Develop fluent scanning

Highlight most important information

Prepare text for substantive conversation

Materials:

A copy of the text

A highlighter pen

Planning:

1.

Select an article or piece of text that is accessible to all the students.

2.

Identify the vocabulary that needs to be taught in advance.

3.

Determine a context for the information that could frame it for the students’ prior knowledge.

4.

Consider what kind of discussion you want to come out of the reading of the text.

5.

Select the appropriate information to be highlighted based on the goal for the discussion.

6.

Map out the text paragraph by paragraph with prompts to highlight the information.

Procedure:



Build the context for the reading by activating prior knowledge.



When you come to the vocabulary words in the highlighting process, give definition, have students say the word 5 times and continue highlighting process.



As you read the prompts or questions you prepared for each paragraph, have the students scan through the text, highlighting the answers. ( Like finding Waldo )



Have students go back to the text with partners to determine the meaning from context or from their prior knowledge. Have students share their results. Use the definitions for your reference as students share their results.

Summary Activities:



Three-sentence pyramid summary



Determine Importance: (1) Circle the most important word or phrase in the text.

(2) Underline the most important things written about this word or phrase, and

(3) Write a summary statement. Write two to three supporting sentences.



One-syllable-word summary : Working in a group of three or four students develop a summary of the article using only one-syllable words.

Appendix #2c1


Highlighted Reading

Students will highlight as you read questions/directions for Post-it Notes: Looking for one thing can lead to finding another by Art Fry and Spencer Silver

Vocabulary: Pre-teach the following vocabulary words: significant- having or likely to have influence or effect : important adhesive- a substance that unites or bonds surfaces together revolutionary- markedly new elusive- hard to comprehend or define temporary- lasting for a limited time insight- the power or act of seeing into a situation contemporary modern; current innovation- a new idea, method, or device

Highlight the following: Students will highlight with you.

1st paragraph



What did Art Fry and Spencer Silver invent?

2nd paragraph



What was Silver trying to develop?



What did he develop instead?

3rd paragraph

 What saved Spencer Silver’s revolutionary product?

4th paragraph

 What was Fry’s moment of insight?

5th paragraph

 Why did 3M give Fry’s invention their full support?

6th paragraph

How have Silver and Fry been recognized as heroes of innovation?

Appendix #2c2


What is Close and Critical Reading?

Close and critical reading is the ability to comprehend information, analyze how it is presented, determine the purpose and perspective of the

author, establish what it means, and apply it to your life.

Dr. Elaine Weber

The following four questions are used to move students from comprehending the information to the final application to their own lives.

These four steps or modes of analysis are reflected in four types of reading and discussion:

 What a text says – restatement

 What a text does – description





What a text means – interpretation

What a text means to me (so what) – application

You can distinguish each mode of analysis by the subject matter of the discussion:

 What a text says – restatement – talks about the same topic as the original (summary or restatement)

 What a text does – description – discusses aspects of the discussion itself (choices of content, language, and structure)

 What a text means – interpretation — analyzes the text and asserts a meaning for the text as a whole

(putting the message in a larger context and determine theme)

 So what does it mean to me – application of the text to my life

(finding the relevance of the bigger meaning/theme to my life)

The Tools of Critical Reading: analysis and inference.

1. What to look for (analysis) - involves recognizing those aspects of a discussion that control the meaning

2. How to think about what you find (inference) - involves the processes of inference, the interpretation of data from within the text.

Appendix #3a


6.1 Close and Critical Reading--“Post-it notes”—Student

Disposition: Exploration and Discovery Theme: Looking for one thing can lead to finding another.

What does the text say? (Briefly summarize “Post-it notes” at the literal level.)

How does it say it? In other words, how does the author develop the text to convey his/her purpose? (What are the genre, format, organization, features, etc.?)

What does the text mean? (What message/theme/concept is the author trying to get across?)

So what? (What does the message/theme/concept mean in your life and/or the lives of others?

Why is it worth sharing/telling? What significance does it have to your life and /or to the lives of others?)

Appendix #3b1


6.1 Close and Critical Reading—Suggested Answers--“Post-it notes”


What does the text say? (Briefly summarize the excerpt from “Post-it notes” at the literal level.)

This article describes the invention of the Post-it Note, which was created by Art Fry and Spencer

Silver. Post-it Notes are of the most significant products, but took a long time to become a marketable product. Silver was trying to develop a strong adhesive, but ended up developing a weak or “lowtack” adhesive. It was not strong enough to do more than hold papers together without tearing them when they were pulled apart, and the papers could stick over and over again. Originally Silver wanted to market the adhesive as a spray, and 3M allowed him to share his product with colleagues and present at seminars. It was not until Art Fry came to one of his seminars and saw a use for the product in a different way. Fry sang in his church choir, and was frustrated that the paper bookmarks would fall out of his hymnal. He realized the reusable adhesive would anchor the bookmark without falling out of the book. As Fry wrote up his idea for the reusable bookmark, and presented it; the worry was that it would be wasteful. However, staff could not get enough of the samples. 3M gave the invention its support, but it took several more years to perfect the processing. In 1980 Post-it Notes were introduced. It did not take long for Post-it Notes to be used everywhere, schools, offices, and homes.

Spencer Silver and Art Fry have been recognized in many ways for their invention and are considered heroes of innovation.

How does it say it? In other words, how does the author develop the text to convey his/her purpose? (What are the genre, format, organization, features, etc.?)

The genre is an informational article. The author’s purpose is to inform the reader about the creation of

Post-it Notes. The article includes pictures of the two inventors, Spencer Silver and Art Fry. The author gives background information, explaining how the two inventors played a pivotal role in the invention. Silver created the adhesive, but it wasn’t until Fry discovered a useful application of this invention that it became marketable. The author uses a narrative structure to inform his readers. He begins at the beginning and takes the tale straight through to the end product. The first paragraph of two sentences introduces the message/purpose of the article, as does the title of the article. The author gives dates to provide the reader with historical context. The author also uses specific/specialized vocabulary, but provides a definition within the sentence: “… developed a high-quality but ‘low-tack’ or weak adhesive, made of tiny, indestructible acrylic spheres that would stick to a given surface.” The article is written in first person and has an instructional tone. The author also uses description to create an image in the reader’s mind: “Fry was frustrated by the fact that, when he stood and opened his hymnal to sing, the paper bookmarks that he used in his hymnal to mark the songs on the program would slip out of sight or even onto the floor.” The author’s word choice is clear and effective--e.g.,

“elusive,” “musing,” and “legendary.” Finally, the author emphasizes the importance of the invention through a comparison: “… Art Fry invented what is probably the most significant office supply product since the paperclip.”


Discovery can be serendipitous. Failure may not be in the product but in how it was intended to be used.

Appendix #3b2


So what? (What does the message/theme/concept mean in your life and/or the lives of others?

Why is it worth sharing/telling? What significance does it have to your life and /or to the lives of others?) Answers will vary but may resemble the following.

 The article, “Post-it Notes,” reminds me to keep an open mind in life. As my journey through life continues, with an open mind, when looking for one thing, I might discover another. There have been many accidental discoveries throughout history. The most famous example is

Christopher Columbus, who was trying to find a new route to India. When trying to find a new route, he discovered a continent previously unknown to the Europeans. He has become famous for discovering the new world, and opened doors for many Europeans. Without being interested in new journeys, and open to challenges, this discovery might not have been made.



I am reminded of the fact that my ideas are seldom original. They usually are ideas that piggyback others’ ideas. This is particularly true in my classroom. This summer I joined the ranks of twitter users due to a persistent friend. I knew my students were using twitter and thought maybe I can use this knowledge and experience in my classroom. A few weeks later I was chatting with a friend who is a science teacher. I mentioned that I was now using Twitter.

She responded that this year she is going to ask her students to write their written responses in a

Twitter format, as often they write everything they know in hopes they will hit the right answer.

So, now I am thinking how I can use Twitter in my classroom. The concept is still percolating.

However, when I come up with an idea, I realize that it will be due to a collection of collaborative knowledge.

Appendix #3b3


Strategies that Work

Strategies That Work by Stephanie Harvey and Ann Goudvis

 asking questions

 visualizing

 determining importance

 synthesizing

 inferring

 making connections

 repairing comprehension



Asking questions means stopping while reading to ask questions such as “What is the author’s purpose or theme for this selection?” or “Why did the author include that information or that event?”



Visualizing means to make pictures in your mind about what’s going on in the selection so you can understand the selection better.



Determining importance is asking what is most important in a selection as opposed to the details.



Synthesizing means combining new ideas from what you have read with what you already know to learn something that will help you understand a selection or your own life better.



Inferring means “reading between the lines” or filling in ideas and meaning that the author leaves out. It is using what you know to figure out what the author does not come right out and tell you.



Making connections means putting things together from what you know, other selections you have read and/or what you have experienced and know about the world, to help you understand what you read better



Repairing comprehension means to use strategies to make sense when comprehension is interrupted.

You might say something such as the following: “As good/expert readers read, they monitor their comprehension; they repair their comprehension when it breaks down. Being aware of this monitoring/repairing and knowing and using strategies helps readers to understand and remember what they read better. Expert readers use some or all of the following strategies when reading is not making sense:



 slow down—adjust reading rate, stop and think—make connections to their own knowledge and experience, to related





 text(s) and/or to the larger world, reread—try to find the thread of meaning, continue reading—look for cues and/or use context clues, retell or summarize—think through or briefly write what has been discovered so far in reading,











Appendix #3c reflect in writing—make comments about what the readers feel about what they have learned so far, visualize—see in their minds what is happening or described in the text, ask questions of the author—then predict answers and read to confirm, use text patterns or text resources, and/or consult another student or the teacher.


Modified I-Search Report

What do you know about Klondike Fever?

What interests you most about the Klondike?

Your topic: ___________________________________

Appendix #4a1


Research Questions

1.

2.

3.

4.

5.

I- Plan Statement

Suggested I-Search Topics;

Yukon Territory

Klondike

Skagway

Dyea

Dawson City stampeders

Chilkoot Pass

White Pass/Dead Horse Trail prospector

Jack London

Royal Mounted Police

George Washington Carmack

Robert Henderson

Soapy Smith

Appendix #4a2


Genre: Adventure Story

Adventure stories, like other narratives, have the same elements: characters in settings with problems, attempts to solve problems or events, resolution, and lessons or themes. The adventure story is a form of realistic fiction and has many of the same features. Adventure stories can be based on historical fact and, therefore, also fall into the category of historical fiction.

Definition:

 “A narrative that features the unknown, uncharted, or unexpected, with elements of danger, excitement, and risk” (from Harris, et al.

The Literacy Dictionary , IRA, 1995)

Purpose:



To entertain



To involve the reader in the exciting adventures of fictional characters

Form and Features:



The adventure story opens with the background information needed to understand the story and introduces characters in a setting and a conflict, problem, or goal.



The middle of an adventure story (realistic fiction) develops the plot including the story’s events, the characters’ reactions to these events, and the roadblocks the characters encounter.

The plot builds to a climax (the point at which the conflict reaches its greatest height and the crisis or turning point occurs).



The adventure story ends with a resolution to the conflict or problem or a conclusion.



The plot is the sequence of events usually set in motion by a problem that begins the action or causes the conflict (from Cornett, C. Integrating Literature and the Arts Through the

Curriculum, Simon and Schuster, 1999).



Conflict, the tension that exists between the forces in the character’s life, is important in adventure stories and can be in four forms:

- Person – against – self.

- Person – against – person.

- Person – against – nature.

- Person – against – society.



Adventure stories are realistic fiction, so the characters must seem like real people, the actions of the characters must seem real, and the setting must also be realistic.



Adventure stories can also have features of historical fiction:

- setting is a specific time and place in history,

- real events are mixed with fictional events, and

- historical characters are mixed with fictional characters.



Sensory details are used for impact.



Description and dialogue are often used as elements and features of an adventure story.

Appendix #5a


Adventure Story Bookmark realistic fiction featuring elements of danger, excitement and risk

Name:

Title:


Conflict includes: person-against-self, person-againstperson, person-against-nature, person-against-society p. p. p. p.

Sensory details and strong verbs are used for impact.


Name:

Title:


Conflict includes: person-against-self, person-againstperson, person-against-nature, person-against-society p. p. p.


Name:

Title:


Conflict includes: person-against-self, person-againstperson, person-against-nature, person-against-society p. p. p. p. p.

Sensory details and strong verbs are used for impact. Sensory details and strong verbs are used for impact. p. p. p. p. p. p. p. p. p.

Dialogue is used to develop character, setting and plot. Dialogue is used to develop character, setting and plot. Dialogue is used to develop character, setting and plot. p. p. p.


Appendix #5b p. p. p.


p. p. p.



Notes on Grammar Instruction

Writing Next: What does not work… (Graham, Steve, and Dolores Perin. Writing Next: Effective Strategies to

Improve Writing of Adolescents in Middle and High Schools. A Report to Carnegie Corporation of New York. New York:

Carnegie Corporation. 2007.)

“Grammar instruction in the studies reviewed involved the explicit and systematic teaching of the parts of speech and the structure of sentences. The meta-analysis found an effect for this type of instruction for students across a full range of ability, but surprisingly, this effect was negative….Such findings raise serious questions about some educators’ enthusiasm for traditional grammar instruction as a focus of writing instruction for adolescents (p. 21).”

Writing Next: What does work…

“. . . a recent study (Fearn and Farnam 2005) found that teaching students to focus on function and practical application of grammar within the context of writing (versus teaching grammar as an independent activity) produced strong and positive effects on students’ writing. Overall, the findings on grammar instruction suggest that, although teaching grammar is important, alternative procedures, such as sentence combining, are more effective than traditional approaches for improving the quality of students’ writing (p. 21).”

Jeff Anderson, Inquiry Grammar: http://www.writeguy.net/teachers.htm

Editing instruction became an editing process. Just as writing process brought joy and clarity to my students’ writing, I knew an editing process had begun. All I had to see was all the good writing we shared in literature ripple through their words. When students encountered more and more beautiful text, this joy, this beauty ended up in their writing. And I knew. My students were writing under the influence

— of literature, of powerful, effective, beautiful writing. Editing instruction starts with students observing how powerful texts work. What are the writers doing? What can we learn from their effectiveness-and, more often than not, their correctness? This way of editing is inquiry based, openended, and bound by meaning. Basic Inquiry Questions:

What do you notice?

What else?

How does it sound when we read it?

What would change if we removed this or that?

Which do you prefer? Why?

After studying brain research and learning theory, here are some basic tenets that build effective instruction. (Caine et. Al. 2004, Vygotsky 1986, Piaget and Inhelder 2000, Johnston 2004)



Pay attention to the affective dimension of learning.



Provide opportunities for social interaction.



Post, examine, and celebrate powerful models and visuals.



Focus on patterns that connect rather than rules that correct.

Start instruction by examining sentences (chunks of meaning).

But how do we find true sentences, sentences worthy of such focus? Read attentively, looking for sentences that address patterns or concepts you want students to walk away with. Choose literature that:

 connects to students’ worlds — their interests, humor or problems.

 shows a clear pattern that is easy to observe, imitate, or break down.

 models writers’ craft and effective writing – powerful verbs, sensory detail or voice.

 you feel passionate about and enjoy, your enthusiasm is contagious.

Appendix #5c1


An Inquiry Grammar Lesson Plan



Find a short piece of mentor text that illustrates the concept you wish to teach. A phrase, a sentence, a paragraph will do.



Have students discuss what they notice about the mentor text—e.g.,

“There sure are a lot of clauses in this sentence.” NOTICING-

CALKINS



See if they can give the observed phenomenon a name. If not, supply it. This is your teachable moment. NAMING-CALKINS

 Ask the question, “What does this structure do for the piece?”

Makes it clearer, more interesting etc. CREATING THEORIES-

CALKINS



With the teacher, look at several other examples from the text at hand.



Have the students find their own example from the text.



Have the students write their own original phrase, sentence, paragraph utilizing the structure from the lesson.



Make sure the student writes a sentence phrase or paragraph from the text into their writer’s notebook. Also have them put their original demonstration of the structure in their writer’s notebook.

Appendix #5c2


U SING ITALICS AND U NDERLINING

An Introduction http://grammar.ccc.commnet.edu/grammar/italics.htm

We use italics (characters set in type that slants to the right) and underlining to distinguish certain words from others within the text. These typographical devices mean the same thing; therefore, it would be unusual to use both within the same text and it would certainly be unwise to italicize an underlined word. As word-processors and printers become more sophisticated and their published products more professional looking, italics are accepted by more and more instructors. Still, some instructors insist on underlines (probably because they went to school when italics were either technically difficult or practically unreadable). It is still a good idea to ask your instructor before using italics. (The APA

Publication Manual continues to insist on underlining.) In this section, we will use italics only, but they should be considered interchangeable with underlined text.

These rules and suggestions do not apply to newspaper writing, which has its own set of regulations in this matter.

Italics do not include punctuation marks (end marks or parentheses, for instance) next to the words being italicized unless those punctuation marks are meant to be considered as part of what is being italicized: "Have you read Stephen King's Pet Semetary ? (The question mark is not italicize here.) Also, do not italicize the apostrophe-s which creates the possessive of a title: "What is the Courant 's position on this issue?" You'll have to watch your word-processor on this, as most word-processors will try to italicize the entire word that you double-click on.

Titles

Generally, we italicize the titles of things that can stand by themselves. Thus we differentiate between the titles of novels and journals, say, and the titles of poems, short stories, articles, and episodes

(for television shows). The titles of these shorter pieces would be surrounded with double quotation marks.

In writing the titles of newspapers, do not italicize the word the , even when it is part of the title (the

New York Times ), and do not italicize the name of the city in which the newspaper is published unless that name is part of the title: the Hartford Courant , but the London Times .

Appendix #5d1


Other titles that we would italicize include the following:

 Journals and Magazines: Time, U.S. News and World Report, Crazyhorse, Georgia Review

 Plays: Waiting for Godot, Long Day's Journey Into Night

 Long Musical Pieces: Puccini's Madama Butterfly , Tchaikovsky's Nutcracker Suite (but

"Waltz of the Flowers"), Schubert's Winterreise (but "Ave Maria"). For musical pieces named by type, number and key — Mozart's Divertimento in D major, Barber's Cello Sonata

Op. 6 — we use neither italics nor quotation marks.





Cinema: Slingblade, Shine, The Invisible Man

 Television and Radio Programs: Dateline, Seinfeld, Fresh Air, Car Talk

Artworks: the Venus de Milo , Whistler's The Artist's Mother

 Famous Speeches: Lincoln's Gettysburg Address , Washington's Second Inaugural Address



(when that is the actual title of the speech)

Long Poems (that are extensive enough to appear in a book by themselves): Longfellow's



Evangeline , Milton's Paradise Lost , Whitman's Leaves of Grass

Pamphlets: New Developments in AIDS Research

We do not italicize the titles of long sacred works: the Bible, the Koran. Nor do we italicize the titles of books of the Bible: Genesis, Revelation, 1 Corinthians.

When an exclamation mark or question mark is part of a title, make sure that that mark is italicized along with the title,

 My favorite book is Where Have All the Flowers Gone?

 I love Dr. Seuss’s

Oh, the Places You'll Go!

(Do not add an additional period to end such sentences.) If the end mark is not part of the title, but is added to indicate a question or exclamation, do not italicize that mark.

 Did you enjoy Charles Frazier's Cold Mountain ?

Names of Vehicles

 Challenger

 Titanic

 Orient Express

 U.S.S. Eisenhower (Don't italicize the U.S.S.)

 H.M.S. Pinafore (Don't italicize the H.M.S. when you're talking about the ship. If you're talking about the light opera, then it's part of the title, H.M.S. Pinafore .)

Appendix #5d2


We don't italicize names of vehicles that are brand names: Ford Explorer, Corvette, Nissan Pathfinder, and Boeing 747.

Foreign Words or Phrases

 If a word or phrase has become so widely used and understood that it has become part of the

English language — such as the French "bon voyage" or the abbreviation for the latin et cetera , "etc." — we would not italicize it. Often this becomes a matter of private judgment and context. For instance, whether you italicize the Italian sotto voce depends largely on your audience and your subject matter.

Words as Words

Examples:

 The word basically is often unnecessary and should be removed.

 There were four and 's and one therefore in that last sentence. (Notice that the apostrophe-s, used to create the plural of the word-as-word and , is not italicized. See the section on Plurals for additional help.)

 She defines ambiguity in a positive way, as the ability of a word to mean more than one thing at the same time.

For Emphasis

Note: It is important not to overdo the use of italics to emphasize words. After a while, it loses its effect and the language starts to sound like something out of a comic book.

 I really don't care what you think! (Notice that just about any word in that sentence could have been italicized, depending on how the person said the sentence.)

 These rules do not apply to newspaper writing.

Words as Reproduced Sounds

 Grrr!

went the bear. (But you would say "the bear growled" because growled reports the nature of the sound but doesn't try to reproduce it. Thus the bees buzz but go bzzzz and dogs

 bark woof!

)

His head hit the stairs, kathunk!

Frequently, mimetically produced sounds are also accompanied by exclamation marks .

Appendix #5d3


Grammar and Rhetoric

Mini-Lesson

Italics and Underlining

Lesson Opening : Introduce/Review the concepts of Italics and Underlining with a podcast from

Minnesota Public Radio. http://minnesota.publicradio.org/radio/podcasts/grammar_grater/archive/2009/03/05/

Episode 88: Heavyweight Title from Grammar Grater with Luke Taylor

Explanation : Discuss the use of underlining and italics for specific purposes with the reference page provided (See Appendix .)

Independent/Guided Practice: Using Chapters 1-2 of

Jason’s Gold and Appendix #5d2 , have students skim through the text noting examples of italicized words and the purpose for italicizing.

Closing : Discuss class results.

Appendix #5e1


Italicized Text

Appendix #5e2

Purpose for Italicizing


Italicized Text

New York Herald (p. 1)

At six o’clock this morning a steamship sailed into

Seattle harbor from Alaska with two tons of gold aboard. Five thousand people streamed from the streets of Seattle onto

Schwabacher’s Dock to meet the gold ship, the Portland. (p. 2) millions in gold (p. 3)

Appendix #5e3

Purpose for Italicizing title of a newspaper extensive quotation for emphasis


Focus Question #1

What features of the genre are evident in the first two chapters?

Answer Plan: What to do

1.

Write a sentence restating the question and beginning to answer it.

2.

Identify several adventure features present in the assigned reading.

3.

Use specific details or quotes from the chapters when appropriate.

Possible Answer

[1]Several features of adventure are present in the first two chapters. [2]Our protagonist’s goal is introduced. Conflict, danger, and vivid description are other adventure elements present in the beginning of the novel. [3]Jason’s goal was to “live on his own hook” and have the opportunity to “be his own boss.” A conflict within the story is that as gold is discovered in the Yukon,

Jason is working in New York. Danger and the unknown are evident as

Jason journeys back to Seattle. What will happen to him? How will he acquire the money he needs to travel to the goldfields? Vivid description is yet another adventure feature found within the first chapters of the novel.

The following passage shows considerable descriptive power: “In a split second all his plans were turning about like a racing sloop. His sails were filling with a wind blowing from an entirely different direction.”

Appendix #6a


Think Aloud Procedure

Making Thinking Public

The Literacy Dictionary (Harris and Hodges, 1995, IRA) defines a think aloud as “1. oral verbalization, 2. in literacy instruction - a metacognitive technique or strategy in which the teacher verbalizes aloud while reading a selection orally, thus modeling the process of comprehension (Davey, 1983).”

Put another way, a think aloud is making thinking public . A teacher models what an expert would be thinking as s/he were reading, visualizing, listening; or preparing to write, speak or visually represent. The goal of thinking aloud is to graphically show students what they might do to understand what they are reading, viewing or listening to, as well as, plan for writing or speaking.

Following is an example of a think aloud for figuring out the meaning of an unfamiliar word in context:

“It’s important while we read to be able to figure out the meaning of an unfamiliar word.

When I come to a word I don’t know the meaning of, I read the words and sentences around that word to try to figure out what the word might mean.

The other day I was reading this great mystery, The Westing Game by Ellen Raskin. I read the following paragraph with lots of challenging words:

‘Sam Westing was not murdered, but one of his heirs was guilty – guilty of some offense against a relentless man. And that heir was in danger. From his grave Westing would stalk his enemy and through his heirs he would wreak his revenge.’

It was a paragraph about Sam Westing who had just died and left a challenge behind to find his killer(s). I knew most of the words. I knew ‘relentless’ meant that Sam Westing never gave up until he got what he wanted. I knew that ‘stalk his enemy’ meant that even after death, Sam Westing would somehow go after and find his enemy. But I wasn’t sure what ‘wreak his revenge’ meant. I knew that revenge meant Sam Westing would get even with his enemy, so I figured that “wreak” must be a stronger way to say, ‘get his revenge.’

I’ve heard the word ‘wreak’ before, and now I’ll keep it in my mind and may be able to use it in writing sometime. I will know it when I see it in print.”

Appendix #6b


Focus Question Directions

Students need to be explicitly taught to answer response to literature (open-ended, constructed response) questions. Explicit teaching involves modeling ( To : showing), practice ( With : guiding), and independence ( By : independence). The following are suggestions for moving students from guided practice to independence:



Teacher uses Answer Plan and Possible Answer to model answering Focus

Questions. (for 1 or 2 Focus Questions on the basis of student understanding)



Students work with partners using the Answer Plan, write a shared answer then consult the Possible Answer and revise answer to Focus Question. (for 4+ Focus

Questions)



Students work with partners building an Answer Plan, write a shared answer, consult the Possible Answer and revise. (for 2+ Focus Questions)



Students work individually to build Answer Plan and answer question. (Option:

Students could consult the Answer Plan and the Possible Answer to score their own or other’s papers.)

 Have students answer Focus Questions in discussion form. After students have had a brief discussion, have them individually answer Focus Questions using the Answer

Plan.

Appendix #6c


Traits:

Content



Answers the question.



Uses relevant details from text to support the answer.

 Stays on topic.

Organization



Restates the question

(beginning).

 Provides details in support

(middle).



Concludes (end).

Style/Voice



Uses quotes to support.



Concludes with prediction of characters’ feelings, opinions, etc.

Conventions/Presentation



Writes neatly.



Uses proper conventions

Macomb ELA Genre Units: Focus Question Rubric inviting.

3 (complete)

Develops a relevant answer with many details and examples.

Presentation makes the writing

Shows control over conventions.

2 (partial)

Develops a relevant answer but has few details to support or explain the answer.

Restates the question in his/her own words.

Provides details that support points.

Writes a response in a logical sequence that makes connections.

Uses precise words.

Uses quotations effectively.

Develops a conclusion that engages the reader.

Restates the question in the answer.

Retells events in a somewhat disconnected structure.

Uses a basic vocabulary.

May use quotations, but reference is unclear.

Develops a partially successful conclusion.

Writing is readable.

Includes errors in conventions that do not distract from meaning.

1 (minimal)

Answers the question with misinterpretation.

Develops little or no relevance to the text or the question.

Does not develop or connect ideas and content.

Answers either “yes,” “no,” or “I agree” without reference to the question.

Writes a response that lacks sequence.

Uses a limited vocabulary.

Does not use quotations.

Develops a conclusion that is ineffective or does not exist.

Writing may not be legible.

Includes errors in conventions that distract from meaning.

Appendix #6d

©Macomb Intermediate School District 2009


6.1 Close and Critical Reading--Chapter 3 of Jason’s Gold—Student


What does the text say? (Briefly summarize Chapter 3 of Jason’s Gold at the literal level.)

How does it say it? In other words, how does the author develop the text to convey his/her purpose?

(What are the genre, format, organization, features, etc.?)


So what? (What does the message/theme/concept mean in your life and/or the lives of others? Why is it worth sharing/telling? What significance does it have to your life and /or to the lives of others?)

Appendix #7a1


6.1 Close and Critical Reading—Jason’s Gold—Chapter 3—Suggested Answers


What does the text say? (Briefly summarize Chapter 3 of Jason’s Gold at the literal level.)

Jason returns to Seattle following an 8-day cross-country journey. Seattle is bustling town because of the news that gold has been discovered in Alaska. Jason is excited as he goes back to the boarding home to see his brothers and inform them that he intends to join the gold rush. His excitement turns to surprise when Mrs. Beal tells him that his brothers have already left Seattle to join the rush themselves. His surprise then turns to disbelief as he reads the letter his brothers have left for him. The letter details the difficult decision his brothers had to make in order to join the rush at the head of the pack. His brothers further explain that they were short on funds for their trip. Jason finds out that his brothers took his share of his father’s inheritance to help pay their way to Dawson City.

How does it say it? How does the author develop the text to convey his purpose? (What are the genre, format, organization, features, etc.?) The author makes use of dialogue, both internal and external, to tell this part of the story. Jason remembers bits of conversations he had with his brothers and father. The author reveals important information about these characters through this internal dialogue.

He uses external dialogue, in this case the conversation between Jason and Mrs. Beal, to drive the plot of the story and build the drama. The story is told from the third person point of view. The author frequently reveals what Jason is thinking and feeling. For example, as Jason is reading the letter from his brothers, the author interrupts his reading to allow us to know what Jason is thinking. His thoughts go from wondering to surprise to dread as Jason makes his way through the letter. The author uses similes such as “He’s stubborn as a halibut,” to help illustrate his point. He also uses repetition of the word

Klondike in this section (Klondike soup, Klondike boots, Klondike stoves, etc.) to mirror the frenzied excitement of the people joining the gold rush. The author uses an extended metaphor of stew for Jason’s imagination: “As he watched the prairies roll by, his dreams and his worries simmered together in a mulligan stew.” Three paragraphs later he writes, “Jason’s imagination came to a full boil.” The author uses italics to indicate Jason’s emphasis: “Our father hated gambling as much as he did drinking, but this would be an investment

.” The author incorporates a letter into the chapter to propel the story forward and provide Jason a problem to overcome in the story. Note that the letter follows the traits of the genre; it has a date, greeting, body, and closing. There is a mood of excitement in this chapter. The author uses foreshadowing to create a sense of anxiety in the reader through his word choice for Jason’s thoughts:

“One way or another, he would get there.” The reader has a sense or inkling that this is not going to be an easy journey. The chapter ends with a question: “What was he going to do now?” This strategy propels the reader to the next chapter. This chapter also provides physical and personal traits of Jason’s brother.

For example, Ethan is “Dark-haired, the only curly-head in the family, with a full beard since he was sixteen.” The reader learns Ethan has “green eyes” and is a “teaser.”


The loss of his “treasure” may help Jason reach his goal using his own resources.

Appendix #7a2


So what? (What does the message/theme/concept mean in your life and/or the lives of others? Why is it worth sharing/telling? What significance does it have to your life and/or the lives of others?)



From this excerpt I am reminded that life can be unpredictable. You are not always going to get exactly what you expect to get, and sometimes that’s a good thing. It is these unexpected twists and turns in life that can lead to new discoveries. I can recall a time when I experienced this. My parents informed me that we would be moving to a new house and I would be attending a new school at the end of fourth grade. At first I was upset because I thought about all my friends I had at my school. I knew I probably wouldn’t be seeing them again. I didn’t want to go. I even thought of ways to stay back at my old school while my parents moved to the new house. That was not an option, however. As I boarded the bus that first day of school, I was filled with anxiety and fear of the unknown. My anxieties and fears calmed over time as I built new friendships. I even met my best friend within the first few weeks at my new school. To this day, we are still great friends. From this unexpected turn in my life I discovered a new friend and many wonderful experiences.



Often journeys do not end as expected. One of the most wonderful journeys of my life has been parenthood. I have siblings, but I always thought that if I had a sister we would be as close as two peas in a pod. I based this assumption on my prior experience. My grandmother’s best friends were her sisters. So, I assumed that was the way it was with sisters. Thus, I was thrilled when I had two daughters. Imagine my surprise when they were competitive with each other. However, that was not the only surprise I had. They were also completely different. One loved English, and the other loved math and science. This was not the ending I had imagined; they appeared to have nothing in common other than blood. They selected other best friends. So, my journey ended with a different scenario from the one I had imagined. My daughters are close, but no closer than

I am with my brothers .

Appendix #7a3


Word Study: PAVE Procedure

(The following is from Teaching Vocabulary in All Classrooms (2002) by Camille

Blachowicz)

PAVE stands for P rediction, A ssociation, V erification, and E valuation. It encourages students to cross-check a word’s meaning with the context in which it appears.

Students use a chart (see appendix) to complete the steps:



Write the sentence or context in which the word appears



Write the word again—to focus attention on the word—and predict a meaning



Write a sentence that demonstrates their understanding of the word

 Check the word’s meaning in a dictionary and write down the definition



Evaluate the sentence from the third step and write a better (or additional) sentence, reflecting deeper understanding



Draw an image to aid memory of the word meaning by creating an associative link

To introduce the strategy, make a transparency of the PAVE chart and model the above steps using a simple word. It is critical that the teacher models by thinking aloud, how to check the definition in the dictionary against the context, especially if the word has multiple definitions. Move to a more difficult word and model the first three steps again, and have students work through the remaining steps as a class.

This strategy can be used in a variety of contexts and content areas. Students may complete PAVE charts for teacher-assigned words, or for words of their own choosing during independent reading. Additionally, this can be an effective tool for use by the

“Word Watcher” (or similarly titled role) in literature circle discussions.

According to Blachowicz, “Students report that while this method is time consuming, it helps them remember words better, and they enjoy using it (for limited periods).” This is an excellent group strategy, as students help each other figure out the best dictionary meaning; excellent reasoning occurs during discussions.

A partially-completed PAVE map, along with teaching points for the first word in the

Jason’s Gold PAVE lesson can be found on the next page.

Appendix #8a1


Sample PAVE Map

Word in context:

That book was full of adventure--and an adventure was unquestionably what he was having right now. (p.22) adventure

Word

Ask students to suggest symbols. A simple line drawing is all that is necessary.

One idea for a symbol may be a compass.

Association or Symbol

Predicted Definition: exciting trip

One Good Sentence:

Our bike trip turned out to be quite an adventure with all the interesting sites and people along the way.

Verified Definition:

Have students consult the class dictionary for the definition. Cross-check it with the context sentence to choose if more than one is given. Write it here.

Another Good Sentence:

Solicit ideas from students for a sentence that demonstrates their understanding of adventure. Write it here.

NOTE TO TEACHERS: Use this sample as a guide in modeling the PAVE process with students. Make an overhead transparency of the blank PAVE map provided. Give students blank copies so they can complete it as well. Model your thinking for students by using "think aloud" as a teaching strategy. It is especially important to model the thinking process for choosing the appropriate dictionary definition when multiple definitions are given.

Appendix #8a2


PAVE Map


Word

Predicted Definition:





PAVE Map


Word

Predicted Definition:





Appendix #8a3


Context Sentences for Use with PAVE Procedure Chapters 4 and 5

Chapter 4

Page 22** “That book was full of adventure

—and an adventure was unquestionably what he was having right now.”

Page 23

“With a confident sort of swagger , the fellow was walking toward

Jason.”

Page 24** “ Stowaway

, eh?”

“The slight British accent…was only an affectation.”

“One of my vast

array of skills…”

Page 25** “At every irregular or high-pitched sound amid the overall cacophony

, they were thrown into a kicking, rearing…panic.”

Chapter 5

Page 27** “That’s not much of an outfit you’ve got there.”

Page 28** “He’s got a vision

.”

“Jason had denied his hunger long enough.”

Page 29** “The Kid gave him a long meaningful look with a hint of menace in it.”

“…four men playing cards in a sumptuous lounge with ornate furniture and green-and-gold scrollwork on the walls.”

Page 32

“Suddenly Barker was among the passengers he disdained , cheerful as a songbird…”

NOTE: Make a transparency of this page to use with students for the PAVE procedure. You may wish to do only the sentences marked ** with the whole class. Alternately, you may assign a few different words to groups of students, and have the groups report their findings to the whole class.

Appendix #8a4



Do you believe Jason made an honorable decision not to cheat the fellow stampeders? Do you think this will have a positive or negative effect on his journey? Why? or Why not?


1. Write a sentence that restates the question and provides your opinion.

2. Provide support for your opinion, using examples from the book.

3. Conclude with a statement indicating whether this decision will have a positive or a negative effect.

Possible Answer :

(1) I believe Jason made an honorable decision not to cheat and steal from the stampeders. Even though Jason has no money, he knows that taking money from honest people is the wrong thing to do. (2) I think this decision will have a positive impact on his journey. (3) He may be viewed by others as someone who can be trusted. There may be times during his journey that he will need the trust and respect of others. If he had cheated the other stampeders and got caught doing it, he would probably suffer the consequences. Doing the right thing in a difficult situation will earn him respect throughout his journey.

Appendix #8b


Appendix #9a


Indefinite Pronouns

Indefinite pronouns refer to an unknown or undetermined person, place or thing.

Care must be taken to identify whether the pronoun is singular or plural to ensure the proper conjugation of the verb.

Indefinite pronouns that are always singular:

Some indefinite pronouns always take a singular verb, which means that the verb is conjugated for a singular subject. For example:



Neither of the doctors plans to solve Aaron's injury with surgery. o

In this sentence, NEITHER is the subject. Because NEITHER is singular, it takes a single verb. In other words, the verb is conjugated as if the subject is a single person: NEITHER PLANS. Just as we would write

THE DOCTOR PLANS.

Always si

Always singular

Each, Either, No One, Neither, Nobody, One, Someone, Somebody, Something

[In the following examples, the indefinite pronoun is bold and the verb is underlined.]



Every season another of the players attempts to break McGuire's record.



Whatever anyone says about Clinton's veracity about his private life, when it came to the economy he absolutely kept his word



Someone on Gore's staff mumbles that Tipper isn't feeling well and that the Vice President has to take her home.



Another is that Bill Clinton seems particularly unsuited to passively letting his last year slip by uneventfully.

Indefinite pronouns that are always plural:

Some indefinite pronouns always take a plural verb, which means that the verb is conjugated for a plural subject. For example:



Both of the divers claim responsibility for finding the treasure first. o

In this sentence, BOTH is the subject. Because BOTH is plural it takes a plural verb. In other words, the verb is conjugated as if the subject is more than one person: BOTH CLAIM. Just as we would write THE

DIVERS CLAIM.

Always plural Both, Few, Many, Several Appendix #9b1


[In the following examples, the indefinite pronoun is bold and the verb is underlined.]



Both have paid tacit homage to this new reality.



Many concede that the party had to change.



A few make the same point but much more forcefully.



Several of the bills that he signed contain provisions he abhorred but promised to fix.

Indefinite pronouns that may be singular or plural:

Some of them may take a plural or singular verb depending on the meaning. For example:



Some of the money remains unclaimed. o In this sentence, SOME is the subject and the object of the preposition MONEY indicates whether the verb should be singular or plural. Because MONEY in this sentence is a single unit, the verb is singular. SOME

REMAINS.



Some of the children hide from the teacher. o

In this sentence, SOME is the subject and the object of the preposition CHILDREN indicates whether the verb should be singular or plural. Because CHILDREN in this sentence is plural, the verb is plural. SOME

HIDE.

Either plural or singular All, Most, None, Some



All of the traditional groups we count on to re-elect us are against NAFTA.



Almost all of the money in the budget is being diverted from those programs.



None of the ways of looking at a President's legacy is simple.



It would seem as if none of the relief supplies were actually delivered.



Some of the pundits say that Bush is in danger of being made into Dan Quayle.



Experts believe some of the negative campaigning appears to have run its course.

From http://www.grammaruntied.com/pronouns/indefinite.html

Appendix #9b2


Deplorable condition

51

River of humanity

51

Frantic

52

Optimism

53

Struggling in the muck

53

Quagmire

53

Chaos

56

Burly

57

Menacing

58

Laughing

Maniacally

58

Rancid

60

Swindlers

61

Bustling

62

Panniers

63

Delirium

66

Appendix #10a



Using the vocabulary words from Chapters 8 and 9 describe the challenges of the Dead Horse Trail.


1.

Write a sentence that restates the question and begins to answer it.

2.

Describe several challenges of the Dead Horse Trail. Be sure to provide specific details regarding the challenges faced.

3.

Conclude with a sentence predicting what might happen next.

Possible Answer

(1) Jason faces a number of challenges while trying to cross the Dead Horse

Trail. (2) The trail itself is in deplorable condition. It is muddy and sloppy.

Dead horses lay on both sides of the trail, making it a very difficult experience for Jason. The stampeders also provide Jason with a challenge. Many of them are frantic and have lost their sense of reason. At one point Jason tries to skirt a bottleneck and get around the river of humanity, but he is stopped by one of the stampeders who threatens to shoot him. By the end of Chapter Eight Jason sees a burly man drowning his dogs because they won’t pull. Jason, who has seen enough of this inhumanity, can’t allow this to go on. He stops the burly man from drowning his last dog. As he turns to take the dog, the man shoots himself. Jason decides that The Dead Horse Trail is too chaotic and violent for him; he has to try the Chilkoot. When he arrives back in Skagway, the town is dramatically different. He encounters some unexpected challenges in town. He gets food poisoning and passes out on the street. In his delirium, he sees two faces and visions of tragic childhood memories. (3) I believe Jason will recover from the food poisoning. The man and the young girl that he sees when he starts to come out of it might help him find a doctor. The dog that he got from the crazed man on the White Pass could also become important to Jason on his journey.

Appendix #10b


Figurative Language: Similes and Metaphors

Have a whole-group discussion of the similes and metaphors:

Simile: “…an honest man is like a grasshopper in a yard full of chicken.” p. 69 (an honest man to grasshopper meaning the honest man would not last long)

Simile: “The man’s every breath sounded like a death wheeze.” p. 78 (breath to a death wheeze meaning every breath seemed like his last)

Metaphor: “arrow-straight gully…” p. 78 (gully and an arrow meaning the gully was as straight as an arrow)

Simile: “…thick as cheese in a sandwich” p. 79 (gold to cheese meaning there was lots of gold)

Simile: “The tents around the inlet far below were thick, like a flock of seagulls.” p. 80 (tents to a flock of seagulls meaning there were lots of tents all grouped together)

Metaphor: “…Lake Bennett, a bright turquoise jewel” p. 81 (the lake to a turquoise jewel meaning the lake was the color of turquoise and looked like a jewel)

Appendix #11a


Close and Critical Reading

Excerpt from Jason’s Gold – Chapter 11

At first light Jason was moving again, anxious to catch a glimpse of the infamous Chilkoot Pass.

By mid-morning he’d reached another tent and hut metropolis, Sheep Camp, at the end of the wagon road.

Here the thick coastal forest gave way to knee-high spruces, tundra, and rock. Here the endless line of

Klondikers and hired packers ascended the steep push up Long Hill – four miles long – that would lead them to the bottom of the Chilkoot and the final climb.

Up, up, Jason climbed in pursuit of the snow line. Klondikers stepping out of the trail to rest spared the breath to admire King. “Now, that’s a dog.” “How much is he carrying?” “Is your husky for sale?”

The last question was the most frequent. “Nope,” Jason would say, “he’s my partner.”

At last Jason crowned the top of Long Hill. Here was yet another tent city in a bowl at the foot of the encircling peaks. Directly across the bowl was the sight of a lifetime – a stream of stampeders marching straight up for the sky, through rockslides and snowfields, at an angle that seemed impossible.

The procession was aimed for a towering notch between two peaks, so high about that it seemed he’d fall backward looking at it. “The Golden Stairs,” he heard someone say, “The stairs to the gold.”

“Chilkoot Pass,” Jason said under his breath. It was worse than he had pictured.

This last encampment before the summit, all congested with stampeders and mounded outfits, was called the Scales. Here the packers weighted everything and raised their rates for the foot traffic cover the pass. The packhorses, mules, and burros were turned around. From this point on, everyone walked.

Jason found a spot to unpack the husky and himself, then lay back in the wildflowers and the sunshine for a few minutes. He drank from the creek, ate some jerky and dried apples. His shoulders felt like pincushions.

“Ready, King? This is it.”

At the foot of the slope Jason joined the human lockstep up the Chilkoot – Klondikers lined up heel-to-toe. Within a minute his lungs were burning and he was gasping for air. He was afraid for the man in front of him, bent double under the weight of a gargantuan load that was heavy enough without the seven-foot sled that was lashed to the outside. The man’s every breath sounded like a death wheeze.

Before long the trail left the rocks and started up the arrow-straight gully through the dirty snow remaining from the previous winter. The August day was hot despite the snow underfoot.

With so many coming behind, no one dared to stop moving. The lockstep proceeded at a snail’s pace up, up. And up. To Jason’s right, stampeders returning from the pass for another load were sledding down vertical chutes on their rumps.

Finally, a place to step out of line, breathe all the air he wanted, slow his heart, admire the view of the Scales far below and the peaks all around. King’s tongue was lolling, but his eyes were burning bright.

Back in line. “We’re halfway up,” he encouraged the husky while he still had the breath. “Halfway up the Golden Stairs.”

With every staggering step he took, his brothers came more clearly into focus. It had been over eleven months now since he’d seen them.

How much farther can the top possible be?

Took off with my $500, did you? Nice boat you’ve fashioned here. Oh, I forgive you. Let’s go find that gold in the creekbeds, thick as cheese in a sandwich.

And here, finally, was the summit! ENTERING CANADA, a small sign proclaimed.

Appendix #11b


6.1 Close and Critical Reading—Chapter 11 Excerpt—Jason’s Gold—Student


What does the text say? (Briefly summarize the excerpt from Chapter 11 at the literal level.)




So what? (What does the message/theme/concept mean in your life and/or the lives of others? Why is it worth sharing/telling? What significance does it have to your life and /or to the lives of others?)

Appendix #11c1


6.1 Close and Critical Reading—Chapter 11 Excerpt—Jason’s Gold—Suggested Answers


What does the text say? (Briefly summarize the excerpt from Jason’s Gold at the literal level.)

In this excerpt from

Jason’s Gold,

Jason is ready to face his next challenge, Chilkoot Pass. He is feeling anxious as this part of his journey is about to begin; he has made it this far with King and feels they are ready for this pursuit. As Jason reaches the Long Hill, the four-mile stretch to reach the bottom of the

Chilkoot, many Klondikers are asking him about King. He replies that King is his partner. Jason stops to look at the Chilkoot Pass. The line of stampeders marching up it seems almost impossible; they are calling it the “Golden Stairs.” Jason joins the human chain, and within minutes is gasping for air, and his lungs are burning. He realizes this is going to be quite a challenge; people are having a hard time all around him. Despite the challenge, Jason keeps moving. He and King are about halfway up the Chilkoot when they stop to take a break and admire the view around them. As they begin to complete the last portion of their climb, Jason began to think about his brothers. His vision of them is becoming clear. He is having an imaginary conversation with them, frustrated that they took his money, but thankful that they have met with each other again. At the close of this conversation, he is at the top of the summit, entering

Canada.



This novel is realistic fiction. The genre is action/adventure. One characteristic of an adventure genre is sensory imagery. Will Hobbs, the author, makes good use of similes and metaphors in this excerpt. A simile compares two unlike things with the use of “like” or “as.” For example, “…thick as cheese in a sandwich” p.79 compares the cheese to gold, meaning there is a lot of it to be had. A metaphor compares two unlike things without the use of the words “like” or “as”, for example, “arrow-straight gully” p. 78.

This metaphor compares the gully to an arrow, meaning the gully was as straight as an arrow. The text is in third person, and it appears to be a limited omniscient narrator, meaning that the narrator allows us into

Jason’s thoughts: “How much farther can the top possible be?” However, we are not entitled to the thoughts of others in the chapter. The author also conveys the imaginary internal dialogue within Jason’s thoughts: “Took off with my $500, did you? Nice boat you’ve fashioned here. Oh, I forgive you. Let’s go find that gold in the creekbeds, think as cheese in a sandwich.” The author also develops Jason’s traits and emotions through his dialogue. For example, Jason refuses to sell his husky and states, “He’s my partner.” Thus the reader sees his loyalty to the dog and his love for the dog. The husky’s name, “King,” also implies traits of the dog. There is a motif of climbing in the chapter and also a motif of gold. There is a motif of weight the chapter; this motif evokes the question, what does one carry on his/her journey and what is the weight? The author also uses description to create a visual image of the setting: “Directly across the bowl was the sight of a lifetime--a stream of stampeders marching straight up for the sky, through rockslides and snowfields, at an angle that seemed impossible.” The author uses a different type set and all capitals to emphasize the importance of the sign: “ENTERING CANADA.” Both the mood and tone are serious, emphasized by Jason’s intent focus and the word choice of the author.


Perseverance requires physical and mental endurance.

Appendix #11c2


So what? (What does the message/theme/concept mean in your life and/or in the lives of others?

Why is it worth sharing/telling? What significance does it have to your life and /or to the lives of others?) Answers will vary but may resemble the following:



This excerpt reminds me of the importance of following through with the goals you set in life. The goals we set in life can vary in size and importance, but usually have some significance to leading us to the next step, even if it might be a frightening road. These goals can bring many twists and turns to life, and create unexpected, but positive experiences.



I am reminded that when I persevere it is because of my physical and mental endurance. My mental endurance often feeds my physical need. For example, sometimes all my classes (due to my poor foresight or planning) have papers due. This means I am faced with ninety papers to correct, more or less. I am only able to persevere physically through the endless hours by maintaining my mental strength. For example, I may promise myself that when I complete twenty papers I will read one chapter of a book I am currently reading. Or, I may remind myself of an important engagement that I do not want to miss because I have to stay home correcting papers. There are a million ways I feed my body mentally.

Appendix #11c3



At the end of Chapter 11, Jason is discouraged and ready to give up and return to Seattle. He doesn’t have supplies or passage on a boat. What happens in Chapters 12 and 13 to change Jason’s mind?


1.

Restate the question telling why Jason is discouraged.

2.

Write a few sentences giving specific details on how Jason met his first challenge.

3.

Write a few sentences giving specific details on how Jason meets his second challenge.

4.

Conclude with a sentence with a quote showing how Jason feels about King.

Possible Answer :

(1) Jason is discouraged enough to decide to go back to Seattle because he doesn’t have the supplies he needed, and he doesn’t have a boat. (2) He meets his first challenge when Jack London offers Jason most of the supplies belonging to Captain Shephard, who has turned back. Jason offers to pay, but

Jack says, “It would give me pleasure to give it to you, Jason.” (3) Jason meets his next challenge when he earns a boat for saving a man. The man tries to shoot the rapids and fails. The man hired Jason to pull him out of the river if the boat capsized. Jason trades the money the man gave him for the empty canoe. (4) Jason has another advantage--he has King. He says to King, “I’m counting on you partner.”

Appendix #12a


APPOSITIVES

A word, phrase or clause that means the same thing as (i.e., synonym) or further explains another noun (pronoun).



Non-restrictive appositives are not essential to the meaning of the sentence.



Restrictive appositives are essential to the meaning of the sentence.

1. NON-RESTRICTIVE:

 Her husband, Fritz , is a nice guy. o We assume she has only one husband. Thus, commas are used.

 The firm chose Mary, vice president of public affairs , as its chief executive officer. o Because we have identified the person by name, her title is additional information. It can be set off by commas. In other words, we could take it out and the meaning would not change.



The Grand Canyon, one of our nation's most popular tourist attractions , is breathtaking to behold. o Because we have identified the place by name, the rest is additional information. It can be set off by commas. In other words, we could take it out and the meaning would not change.



Neil Armstrong, the first man who walked on the moon , is a native of Ohio. o Because we have identified the person by name, the additional information is not restricted to the sentence. It can be set off by commas. In other words, we could take it out and the meaning would not change.

2. RESTRICTIVE:



Evan's friend John cheated on the test. o EVAN has more than one friend; therefore, no commas are used to set off JOHN. We need the name to know which friend we're talking about.



We students are happy with good grades. o STUDENTS identify who WE [subj.] are. If we remove it, WE does not have the same meaning.



She waited patiently for the famous author Stephen King . o STEPHEN KING identifies which famous author. There is no comma after AUTHOR because there are many famous authors.

From http://www.grammaruntied.com/phrases/appositive.html

Appendix #12b


Guided/Independent Practice: Appositives

A.

Underline the appositives in the following sentences.

B.

Identify whether the appositives are non-restrictive (non-essential) or restrictive

(essential.)

C.

Provide punctuation when needed.

1.

The headline Gold in Alaska spanned the width of the entire page.

___________________

2.

The younger man sporting a Buffalo Bill goatee was swilling whiskey from the bottle and reciting, endlessly, the popular jingle about a purple cow.

___________________

3.

Jason’s brother Ethan was known for his hearty laugh.

___________________

4.

Goodman another partner was pointing south toward the end of the pier.

___________________

5.

As he approached Lake Bennett a bright turquoise jewel his heart was racing.

___________________

6.

The southerner Smith is the boss of Skagway.

___________________

7.

The endless line of Klondikers ascended the last steep pitch the Golden Stairs.

_________________

8.

Jack’s skiff the twenty-seven-foot Yukon Belle was fully framed and now the lumber was going on-soft green spruce boards an inch thick.

_________________

Appendix #12c


Guided/Independent Practice: Appositives

A.

Underline the appositives in the following sentences.

B.

Identify whether the appositives are non-restrictive (non-essential) or restrictive

(essential.)

C.

Provide punctuation when needed.

1.

The headline, “Gold in Alaska,” spanned the width of the entire page. non-restrictive_________________

2.

The younger man, sporting a Buffalo Bill goatee, was swilling whiskey from the bottle and reciting, endlessly, the popular jingle about a purple cow. non-restrictive_________________

3.

Jason’s brother Ethan was known for his hearty laugh. restrictive________________

4.

Goodman, another partner, was pointing south toward the end of the pier. non-restrictive_________________

5.

As he approached Lake Bennett, a bright turquoise jewel, his heart was racing. non-restrictive__________________

6.

The southerner Smith is the boss of Skagway. restrictive________________

7.

The endless line of Klondikers ascended the last steep pitch, the Golden Stairs. non-restrictive_____________

8.

Jack’s skiff, the twenty-seven-foot Yukon Belle, was fully framed and now the lumber was going on-soft green spruce boards an inch thick. non-restrictive_____________

Appendix #12d



Mini-Lesson

Appositives

Lesson Opening : Introduce/Review the concept of Appositives with a podcast from Grammar Girls: Quick and Dirty Tips for Better Writing http://grammar.quickanddirtytips.com/appositives.aspx

Appositives

Segment 14: October 17, 2008

Explanation : Discuss the purpose of appositives. Review the reference pages provided. (See Appendices #12b .)

Independent/Guided Practice: Using the reference pages, have students work independently in identifying the appositives from the practice page

( Appendix #12c ). Then, check for understanding. (See Appendix #12d .) In each example, discuss why the appositive is restrictive or nonrestrictive and how that affects punctuation.

Closing : Have students compose and punctuate correctly at least one appositive and be prepared to discuss for next class. Identify whether the appositive is restrictive or nonrestrictive and correctly punctuate it.

Appendix #12e


Daily Language Activity

Using your knowledge of grammar and usage, correctly identify the predicate nominatives in the following passage.

The next morning, Indian summer was only a memory. Winds from the north had come and sent the golds and reds to the ground. Aspen and birch trees stood gray against the dark sky.

As Jason moved on, he listened carefully for the sound of fast water. Rapids, the map said. The last thing he wanted to do was paddle into the fast water of

Miles Canyon by accident.

As he rounded a high bluff, he saw a piece of red calico tied on a willow along the bank. It was a warning.

Yes. The box canyon was downriver, its dark walls of basalt stood a hundred feet high. The narrowed river was a danger. Many boats were tied to the shore in an eddy that pooled above the canyon entrance. Klondikers were carrying their outfits on their backs. Here began the hardest five miles of the Yukon.

Appendix #14a


THE PREDICATE NOMINATIVE

The predicate nominative is the noun following a linking verb that restates or stands for the subject.

Typically, a predicate nominative has the same value or grammatical weight as the subject.

[In the following examples, the predicate nominative is bold and the subject is underlined.]



At the end of the tournament, Tiger Woods was the leader . o The subject and the predicate nominative are essentially the same thing.



For many of us on the team, the fans were an embarrassment . o EMBARRASSMENT restates the subject FANS.



When the plot is discovered, Andrea will be a suspect . o Look for the subject, decide whether the verb indicates a state of being and find out what "state" the subject is in.



Before the announcement, they were the favorites to win the contest .

o Once you identify the verb, ask whether the verb was done to someone or something. For example:

Did THEY do something? No, they just were. What they were FAVORITES is the predicate nominative.

Predicate nominatives may follow linking verbs that are not the verb TO BE.

[In the following examples, the predicate nominative is bold and the subject is underlined.]

 During the heat wave, dehydration became a threat for active citizens. o Nothing really happened here. The subject DEHYDRATION is something A THREAT.

 Serena's brother remains the leader in sales for this region. o To determine whether the subject is being linked to the predicate nominative, replace the verb with the correct form of the verb TO BE. If it works, the verb is linking and if the word it links to the subject is a noun, it is the predicate nominative.



The assistant's attitude seems a mystery to everyone involved.



Nothing happened. The subject ATTITUDE is something A MYSTERY.

Appendix #14b


Appendix #14c


Mini-Lesson

Predicate Nominatives

Lesson Opening : Introduce/Review the concept of predicate nominatives with a Daily

Language Activity (See Appendix #14a.)

Ask students to use their knowledge of grammar and usage to correctly identify the predicate nominatives in the following passage.

The next morning, Indian summer was only a memory. Winds from the north had come and sent the golds and reds to the ground. Aspen and birch trees stood gray against the dark sky.

As Jason moved on, he listened carefully for the sound of fast water. Rapids, the map said. The last thing he wanted to do was paddle into the fast water of Miles Canyon by accident.

As he rounded a high bluff, he saw a piece of red calico tied on a willow along the bank. It was a warning.

Yes. The box canyon was downriver, its dark walls of basalt stood a hundred feet high. The narrowed river was a danger. Many boats were tied to the shore in an eddy that pooled above the canyon entrance.

Klondikers were carrying their outfits on their backs. Here began the hardest five miles of the Yukon.

Explanation : Using the reference page provided, discuss the meaning and examples of predicate nominatives. (See Appendix 14b .)



Describe Jason’s moose encounter and its results.


1.

Restate the question to introduce the answer.

2.

Write several sentences describing the moose encounter.

3.

Write several sentences giving details of what happened after the moose encounter.

4.

Conclude with a statement about whom Jason blames for being stuck in the cabin.

Possible Answer

(1) Jason continued to encounter challenges along his way. (2) Jason stopped to collect rose hips to make into tea to prevent scurvy, as Jamie had told him.

Then he saw blood in the snow and followed it to find a dead, or almost dead moose. He made the mistake of laying his gun down to go investigate the moose. The moose was alive and almost killed Jason and King. (3) The man who had been tracking the moose came along just in time to kill the moose and save Jason and King. The man, Robert Henderson, took Jason to a cabin and took care of him. Robert Henderson was heading away from Dawson City, and that meant that Jason was probably stuck in the cabin for the winter because of his injuries. (4) Jason blamed himself for being caught off guard without his gun in the moose encounter. It was his own fault that he would have to wait until Spring to go to Dawson City.

Appendix #14d


Charlie: Who are you?

Reader’s Theatre—Jason’s Gold—Chapter 19

Jason: Jason Hawthorn

Charlie: Where are they? I’ll never catch up.

Narrator: He doesn’t remember about his leg.

Jason: They’re long gone, you weren’t well enough to travel.

Narrator: The boy’s eyes went around the room, from the opposite bunk and the shelf of magazines above it, to the wash on the clothesline strung across the room, to the window made of bottles.

Charlie: Who else lives here?

Jason: Just me. I’m holding up here for the winter, on the way to finding my brothers in Dawson City.

Charlie: Is that…a wolf?

Jason: It’s a dog. A husky. His name’s King.

Charlie: It’s warm in here.

Jason: That’s right. Nice and warm. Try to rest.

Narrator: Shortly after he awoke the next time, the boy looked startled. His head snapped back with a sudden realization as if he’d taken a punch. Very slowly, he lifted the blanket, and he gasped. Then he stared at the floor and saw the enormous bloodstain there. Jason had tried without success to wash it away. The boy’s face went as pale as a corpse and his lips began to tremble.

Jason: (trying to take Charlie’s mind off of his leg) Where were they going, Charlie?

Charlie: Who?

Jason: Your uncle, and the others. Where were they going?

Charlie: Skagway

Jason: Where did you start out from?

Charlie: Chicago

Narrator: With that, the dark-haired boy groaned and looked away, buried his face in the blanket, and sobbed himself to sleep. Jason went outside to split wood and to think. If only he knew what to do, how to help this boy cope with the calamity that had some crashing down on him. Make some kind of crutches?

If the boy was going to be able to get around at all, he’d need them. Fashioning crutches would give Jason something to do. And it would keep his mind off of his biggest worry, whether he had enough food to take the two of them through the winter.

Appendix #15a1


Charlie: I have to outside.

Jason: You lose enough blood for two people. Don’t try getting up just yet.

Charlie: (said fiercely) Just help me up, will you? Don’t tell me not to try.

Jason: Does it hurt bad?

Charlie: Hurts worse when I stand up.

Narrator: It was late afternoon already, time to think about supper. He took the ladder from behind the cabin and climbed up to the cache. He threw the makings for mulligan stew in a bag – some bacon, dried onions, dried potatoes, and other dried soup vegetables. In the cabin, Charlie was awake, lying on the bunk with his hands behind his head, staring at the log rafters.

Jason: (speaking of supper) This will need to soak and simmer for a while. I’ll fry up the bacon a little later.

Charlie: Can I stay here?

Jason: I could use the company.

Charlie: (whispered) Good. How long were they here?

Jason: Your uncle and the rest? Not long. They thought you were a goner.

Charlie: When they get back home to Chicago, that’s what they’ll tell my mother. They’ll tell her I’m dead.

Jason: Well then, you’ll just have to surprise her.

Charlie: She’d like that, all right.

Jason: Tell me again, Charlie, where your uncle and the others going, and where you started from.

Charlie: We were trying to get to Skagway. We started in Dawson City.

Jason: You’ve been to Dawson? How long were you there?

Charlie: Ten days or so. We got there the twenty-fifth of September.

Jason: You might have seen my brothers. Their names are Abe and Ethan. They’re twenty-three and twenty-one. Abraham’s taller, with a mustache; Ethan’s powerful like a lumber jack and has a beard.

Charlie: I don’t remember those names. So many people there. Everyone has a mustache or a beard.

Jason: I suppose they were already at the creeks, staking a claim. Did you?

Appendix #15a2


Charlie: Stake a claim? No, we didn’t. People were saying that the new discovers don’t amount to much.

It looks like you had to be there earlier, maybe a lot earlier.

Jason: But you did get there early, and so did my brothers. The Klondike is the richest goldfield in the world!

Charlie: I suppose so, but how big? Oh, lots of people still think there will be new strikes anytime now – maybe they’re right. I’m sorry. I just said what I heard.

Jason: There’ll be new strikes. There have to be.

Charlie: Gold wasn’t even what everyone was talking about. Famine, that’s what everyone was talking about. There’s hardly any food there.

Jason: My brothers traded away some of their grub.

Charlie: We never had much, and that’s why we had to turn around. We had money, because of the investors at the bank where my uncle’s a clerk. All the way from Chicago, my uncle kept saying, “We can buy grub in Dawson. The most important thing is to go fast and get there first.” When we got to customs, the Mounties weren’t enforcing the weight limit for food yet-

Jason: They are now? How many people are there in Dawson City?

Charlie: They say three or four thousand have been there almost since the beginning – August a year ago.

When we got there, everybody was waiting for five steamboats that were supposed to be bringing supplies upriver all the way from the ocean. Two different companies in Dawson have food warehouses – both guarded by men with rifles – but there’s hardly any food to buy. A couple pounds of beans or flour was all they’d sell you.

Jason: Did you see any gold?

Charlie: I sure did. A man buys a shovel; he puts down dust or nuggets. People had gold, all right.

Everybody was saying that the grub was going to sell out fast, though, once the steamboats arrived, so we stayed close. Everyone was listening for a while and keeping one eye on the river. But only two steamboats ever got through, and by the time they did, the ice was thirty feet out from the shore.

Jason: Did you by food then?

Charlie: No. They hardly had any once they got to Dawson. Way downriver the boats got stuck on sandbars, because of the low water. They had to unload half their cargo to get unstuck; then the other half got robbed at some Alaska mining camp. About all they had left when they got to Dawson was hardware.

Jason: Good Lord!

Appendix # 15a3


Charlie: You should’ve seen the panic. The inspector in charge of the Mounties posted a notice on Front

Street, right by the river. It said something like, “For those who have not laid in a winter’s supply, to remain longer in Dawson City is to court death by starvation, or at least the certainty of sickness from scurvy and other troubles. Starvation now stares everyone in the face who is hoping and waiting for outside relief…

Jason: My brothers…

Charlie: It was bedlam. An official from one of the trading companies went running up and down Front

Street yelling, “Go! Go! Flee for your lives! There is no time to lose! There are some supplies down at

Fort Yukon. Whichever way you go, up the river or down, it’s hazardous – but you must make the try!”

Jason: What did people do? Did many leave?

Charlie: At least fifty small boats took off within an hour, to be the first ones to Fort Yukon, which is more than three hundred miles downstream. At the same time, there was an official from another trading company who was calling the other fellow a frightened little cheechako. He said there wouldn’t be enough food down at Fort Yukon to feed everybody who was evacuating Dawson City. “Stay put in

Dawson,” he said, “There will be no starvation. If there is starvation, it won’t be until spring.”

Jason: (laughing) That must have sounded reassuring.

Charlie: Everyone was crazy trying to make up their minds. The two steamboats were leaving within hours to try to beat the ice down to Fort Yukon. Some people were saying it was too late; the ice was going to catch them and wreck the boats, and they’d be stranded. Still, the decks of those two boats were full to bursting, and we kept wondering down to the last minute if we we should get on board.”

Jason: Why didn’t you go?

Charlie: My uncle George had been running around like a chicken with its head cut off. He’d found a decrepit little steamboat called the Kieukik, and he’d got it in his mind that the only safe thing to do was to backtrack the way we’d come, and hike back over the Chilkoot Pass. So that’s what we did – started back upriver – but the machinery on the boat kept breaking down. A week later we’d gone about thirtyfive miles.

Jason: Battling the ice, I bet.

Charlie: You’re right; there was ice on all sides. Finally we ripped a gash in the hull and set out in Indian canoes. We thought we’d be able to buy some more food at the mouth of the Stewart River – we knew that some Klondikers had built winter cabins on the islands in the Yukon there. But they weren’t willing to sell more than a few pounds from their outfits – they were worried about famine too. By this time the river froze up, and we had to abandon the canoes and go on foot. A week or so later – I don’t remember exactly; it was all a nightmare – my leg went right through the ice and my boot filled with water. I was walking at the end of the line. I didn’t tell anybody it happened, because my uncle – everybody, really – was crazy to keep going. My uncle was always yelling at me to keep up, like it was my fault. I was in a daze and just kept walking. In camp I was so exhausted; I didn’t even pull my book off to dry it out. We built two big bonfires and slept real close to the fire, as usual. I felt no pain. Sometime during the night, in my sleep I must have shifted positions and my foot ended up nowhere close to the fire. My sock and my boot were still wet, and my foot froze. That’s how it happened.

Appendix #15a4


Narrator: Jason started frying the bacon for the stew. Then he reached over and handed the boy a piece of yeast cake.

Jason: Here. You can chew on this until the stew’s ready.

Charlie: Thanks – I’m starving. How long can I stay here?

Jason: Until we float out together in the spring, unless you feel like hiking over the Chilkoot this winter.

Don’t think I’d like to join you…

Charlie: What about grub? Do we have enough?

Narrator: Instantly, Jason knew he had to steer a path around the truth. This boy wasn’t strong enough to hear it, at least not anytime soon.

Jason: We’re okay if we pace ourselves. Otherwise, I wouldn’t have told time to leave you here with me.

Appendix #15a5


Focus Question # 6

Based on Chapters 18 and 19, focusing on the dialogue between Jason and

Charlie in Chapter 19, what can you infer about the challenges to come?


1.

Restate the question, providing a general inference about the challenges ahead.

2.

Write several sentences about what you can infer about the future for

Jason and Charlie.

3.

Conclude using a quote to explain why you feel their future is headed in this direction.

Possible Answer:

(1)The dialogue between Jason and Charlie in Chapter 19 shows there will be many additional challenges for them to face in this adventure to Dawson City.

(2)Jason and Charlie seem to be forming a friendship, which might complicate things because Charlie does not know the extent of his disability, or about the lack of food to get them through the winter. Jason took Charlie in because he could not believe that Charlie’s uncle and the others would leave him to die.

Unfortunately, Jason is aware of the situation that they are in, especially the fact that the food supply is low. Their future could be complicated because it would be difficult to travel with Charlie, and because they may not make it through the winter with the food supply they currently have. (3) At the end of

Chapter 19 Charlie asks, “What about grub? Do we have enough?” Jason, not wanting to upset Charlie answers, “We’re okay if we pace ourselves.” The boys may face considerable trouble during the winter ahead.

Appendix #15b


Jason’s Challenges

Topics for Discussion

1.

Jason’s brothers have left for Alaska and have taken Jason’s share of their father’s inheritance.

2.

Jason gets kicked off the Yakima at Juneau.

3.

Jason attempts to travel along White Pass (The Dead Horse Trail).

4.

Jason gets food poisoning in Skagway.

5.

Jason crosses the Chilkoot Pass.

6.

Jason is injured in a moose attack.

7.

Charlie is dropped off at Jason’s cabin.

8.

Jason is attacked by three bears.

Appendix #17a


Jason’s Challenges

Questions for Discussion

As a group answer all of the following questions that apply to your topic. Be prepared to share your work with the class.

1.

Give a brief summary of the events surrounding your topic.

2.

Why is this a challenge for Jason?

3.

How was Jason able to overcome this challenge?

4.

What good came out of these events for Jason?

5.

Do you think Jason handled the situation the right way? Why or why not?

6.

What might Jason have learned from facing this challenge?

7.

What did you learn about Jason from the way he handled this situation?

8.

If you were Jason, how would you have reacted in this situation?

9.

Have you ever faced a similar challenge? Explain the situation. Were you able to overcome this challenge?

Appendix #17b



Jason has been looking for gold, but when he finally gets close to Dawson

City, he discovers something better than gold. What does he discover?

Answer Plan (Model)

1. Restate the question.

2. Write about the people with whom Jason reunites and what he discovers about what he really wants in life: pp. 189-90 (“the relative value of gold”/his brothers) p. 193 (Hawthorne Brothers Sawmill/his brothers) pp. 202-203 (the old-timer from the railroad car and the “elephant”) pp. 203-204 (Jamie) pp. 205-207 (Jack London)

3. End with what you think Jason’s own conclusion about life and its challenges might be.

Possible Answer

(1) Jason has been looking for gold all this time because gold was his goal. As he reaches Dawson City and reunites with friends and acquaintances, he begins to change his goal. (2) As he arrives in Dawson City, Jason realizes that his brothers and Charlie are more important to him than gold. He sees the sign for the sawmill and knows it must be his brothers’. On the street he meets the old timer he saw on the train; he tells the old timer that he has seen the elephant, meaning he knows what is most important. Jason also sees Jamie and Jack London and thinks about how important they have been to him. (3) Jason begins to realize that he was looking for one thing— gold, and somehow he has discovered something better—the importance of friends and family.

Appendix #18a


Introductory Phrases- Lesson Opener

What do you notice about the phrases in the text below?

Appendix #19a

Now King was investigating the leaping tracks in the direction the animal had come from. The husky seemed so intent, Jason followed. Within twenty yards, the leaping tracks led back to an overturned spruce. When the big spruce had toppled over, it had raised a mound with its roots.

With the snow cleared away, he put his packsack on the bare ground and laid the ax, the rifle, and the ammunition on the pack, where it would be close at hand if need be. With the sharp back end of a snowshoe, he began to enlarge the tiny opening in the snow.

Barely able to breathe, Jason leaped back for the rifle and stood ready, but there was no sound from within, at least none that he could hear. King began to whine once more and Jason whispered, “It’s okay, boy. If there is a bear in there, it’s what we came for. He’ll be so sleepy; we don’t have anything to worry about.”

Cautiously, he crept back to the entrance, knelt, and peered inside with the rifle ready. An arm’s length away, the tunnel was plugged with vegetation-chunks of moss and grass and twigs from blueberry bushes.

With a sudden, powerful jolt, the rifle was knocked from his freezing hands, and it fell inside then den. In the next moment the bear erupted, head and shoulders, through the roof of the den, growling and snarling and clawing at his leg with an outstretched paw.

In a blur, as Jason lunged for the ax, the bear roared and pulled itself up and free onto the snow.

Jason raised the ax, the bear roared and pulled itself up and free onto the snow. Jason raised the ax, held tight, and dealt the big bear a slicing, punishing blow to the head. The husky was barking wildly. With a glance sideways, Jason saw a second black bear, not full grown like the first but nearly, come charging out of the tunnel, directly at King. The bear went up on its hind legs, claws high, as the husky darted toward it, then away.


Introductory Phrases

Introductory phrases also set the stage for the main action of the sentence, but they are not complete clauses. Phrases don't have both a subject and a verb that are separate from the subject and verb in the main clause of the sentence [as dependent clauses do]. Common introductory phrases include prepositional phrases, appositive phrases, participial phrases, infinitive phrases, and absolute phrases.



To stay in shape for competition, athletes must exercise every day. (introductory infinitive phrase, main clause)



Barking insistently, Smokey got us to throw his ball for him. (introductory participial phrase, main clause)



A popular and well respected mayor, Bailey was the clear favorite in the campaign for governor. (introductory appositive phrase, main clause)



The wind blowing violently, the townspeople began to seek shelter. (introductory absolute phrase, main clause)



After the adjustment for inflation, real wages have decreased while corporate profits have grown. (introductory prepositional phrases, main clause) http://owl.english.purdue.edu/owl/resource/607/03/

Appendix #19b


Introductory Phrases Practice--Student

Using your knowledge of introductory phrases, revise the sentences provided.

Example : They saw the chaos of ice resume its inexorable march downriver, shearing and grinding and making a thunder.

Answer : From the knoll above the cabin , they saw the chaos of ice resume its inexorable march downriver, shearing and grinding and making a thunder.

1 Tall cottonwood trees were snapping off like matchsticks.

____________________________________________________________________________

____________________________________________________________________________

2 Each of them had chipped a hollow in his half of the log.

____________________________________________________________________________

____________________________________________________________________________

3 Thirty thousand stampeders were expecting breakup at any moment.

____________________________________________________________________________

____________________________________________________________________________

4 The superintendent spoke to the throng huddled at the entrance of the canyon.

____________________________________________________________________________

____________________________________________________________________________

5 Only several hundred arrived before Jason Hawthorn and Charlie Maguire.

____________________________________________________________________________

____________________________________________________________________________

6 I left Seattle only three days after you did.

____________________________________________________________________________

____________________________________________________________________________

7 In the log cabin his brothers had built on a high back street, the June sunset was still blazing and his brothers were still asking about the Chilkoot and the winter.

____________________________________________________________________________

____________________________________________________________________________

8 A man shoveled twenty thousand dollars out of his claim in twelve hours.

____________________________________________________________________________

____________________________________________________________________________

Appendix #19c


Teacher Reference : [pp. 188-197]

Using your knowledge of introductory phrases, revise the sentences provided.

Example : They saw the chaos of ice resume its inexorable march downriver, shearing and grinding and making a thunder.

Answer : From the knoll above the cabin , they saw the chaos of ice resume its inexorable march downriver, shearing and grinding and making a thunder.

1.

Tall cottonwood trees were snapping off like matchsticks.

Along both banks of the river , tall cottonwood trees were snapping off like matchsticks.

2.

Each of them had chipped a hollow in his half of the log.

With the hatchet and the ax , each of them had chipped a hollow in his half of the log.

3.

Thirty thousand stampeders were expecting breakup at any moment.

Upriver , thirty thousand stampeders were expecting breakup at any moment.

4.

The superintendent spoke to the throng huddled at the entrance of the canyon.

A giant of a man in scarlet jacket and yellow-striped trousers , the superintendent spoke to the throng huddled at the entrance of the canyon.

5.

Only several hundred arrived before Jason Hawthorn and Charlie Maguire.

Of the thirty thousand floating toward Dawson , only several hundred arrived before Jason

Hawthorn and Charlie Maquire.

6.

“I left Seattle only three days after you did.”

With a grin

, Jason replied, “I left Seattle only three days after you did.”

7.

In the log cabin his brothers had built on a high back street, the June sunset was still blazing and his brothers were still asking about the Chilkoot and the winter.

At midnight , in the log cabin his brothers had built on a high back street, the June sunset was still blazing and his brothers were still asking about the Chilkoot and the winter.

8.

A man shoveled twenty thousand dollars out of his claim in twelve hours.

Just Wednesday , a man shoveled twenty thousand dollars out of his claim in twelve hours.

Appendix #19d



Mini-Lesson

Introductory Phrases

Lesson Opening : Using the page provided ( Appendix #19a ) and working in groups of three, ask students what they notice about the phrases used in the assigned text. Discuss group findings with the class.

Explanation : Using the reference page ( Appendix #19b ), discuss the use and type of introductory phrases.

Independent/Guided Practice: Using their knowledge of introductory phrases, have students revise the sentences provided ( Appendix #19c-d )

Closing : Have students think about how they might utilize introductory phrases in their own writing.

Appendix #19e


Cause and Effect Writing Instructions:

Before You Write

Make a list of all of the things that happened and that Jason did— causes —that lead him to the realization that family and friends were more important to him than gold-effect .

Writing the Cause and Effect Piece



Begin with a clear, concise thesis statement that introduces the subject and clearly states what you are trying to say about the causes and effects. What do you want your readers to know or accept about the causes and effects? Your thesis should tell the reader exactly what to expect.



Provide a brief description of the causes and effects that you are writing about in the introduction. Also, provide your thesis statement in the introduction.



Decide whether to write about the causes, the things that happened and that Jason did that lead him to the realization that family and friends were more important to him than gold, in chronological order or in order of importance.



Be sure to fully explain the relationship between the causes and effects throughout your essay. Every word of the essay should directly support the ideas laid out in the thesis statement.



Write a conclusion that sums up all of the ideas presented in the essay. Do not bring up new ideas in the conclusion--that is, ones that haven’t been discussed previously in the essay. Consider what you want your audience to get out of the essay.

TOPIC FOR Cause and Effect Piece

Cause and effect in Jason’s Gold

Write to the Prompt:

What lead to Jason’s realization that family and friends were more important to him than the gold he had been seeking?

Appendix #20a1


Appendix #20a2

Cause and Effect Revision Checklist



Do I include an introduction that clearly states the cause and effect relationship?



Do I use important details and examples to explain at least one effect?



Do I use language effectively to help the reader understand the cause and effect relationship?



Do I use a logical order to move from one idea to the next?



Do I include a conclusion that helps the reader understand the cause and effect relationship?



Do I spell, punctuate, and capitalize my writing to help readers understand?


0

Michigan Educational Assessment Program

Analytic Rubric DRAFT

Informational Writing

Grades 4 and 7

1 2 3

Ideas

(points doubled)

Organization

Style

Ideas are unfocused and undeveloped.

No organization evident.

Ineffective use of language for the writer's purpose and audience.

Conventions Conventions of

Standard English* for grammar, usage,

. spelling, capitalization, and punctuation are not used.

Ideas are minimally focused on the task with limited details and examples.

Organization and connections between ideas are weak

Limited use of language, including lack of variety in word choice and sentences, hinders the effectiveness of the author's purpose and audience.

Conventions of

Standard English* for grammar, usage, spelling, capitalization, and punctuation for the grade level are rarely used.

Ideas are somewhat focused on the task and are developed with some details and examples.

Organization and connections between ideas are logical and appropriate for the context.

Command of language, including accurate word choice and clear sentences is effective for the author's purpose and audience.

Conventions of standard

English* for grammar, usage, spelling, capitalization, and punctuation for the grade level are ususally used

Ideas are clearly focused on the task, and are thoroughly developed with relevant details and examples.

Organization and connections between ideas are clear, logical and appropriate for the context.

Command of language, including compelling word choice and varied sentence structure, is highly effective for the author's purpose and audience.

Conventions of

Standard English* for grammar, usage, spelling, capitalization, and punctuation for the grade level are consistently used.

An overall score of zero (earning a zero on all four traits) will result in one of the following condition codes:

A. Off-Topic

B. Illegible or written in a language other than English

C. Blank

D. Insufficient to Rate

* Standard English is the form of English most widely accepted as being clear and proper.

Appendix #20a3


Narrative Writing

We have explored the theme “Looking for one think can lead to finding another.” as we read

Jason’s Gold and “Post-it Notes,” and through writing and discussion. We talked about the theme

“Looking for one thing can lead to finding another.” as serendipity or making fortunate discoveries when searching for something else.

Write a story about……

 a time when you or someone you know made a fortunate discovery while looking for something else.

 someone you have read about or watched a movie or video about who made a fortunate discovery while looking for something else.

 Write a story with the theme “Looking for one thing can lead to finding another.”

Use the following rubric and checklist as you write and review your story:

CHECKLIST FOR REVISION:

Checklist for Revision:

1.

Do I have a clear central idea that connects to the topic?

2.

Do I stay focused on my central idea?

3.

Do I support my central ideas with important and relevant details/examples?

4.

Do I need to take out details/examples that DO NOT support my central idea?

5.

Is my writing organized and complete, with a clear beginning, middle, and end?

6.

Do I use a variety of interesting words, phrases, and/or sentences?

Checklist for Editing:

7.

Have I checked and corrected my spelling to help readers understand my writing?

8.

Have I checked and corrected my punctuation and capitalization to help readers understand my writing?

Checklist for Proofreading:

9.

Is everything in my final copy just the way I want it?

Reread your writing. You should cross out or erase any errors you make. You will have as much time as you need.

Peer Editing Questions



Is the central idea or point of the writing clear?



Is the central idea or point supported by important and relevant details and examples, and

/or anecdotes?



Does the writing begin with an interesting and engaging lead, continue with a middle that supports and develops the point, and conclude with an end that summarizes the point?



Is the writing interesting with engaging words (including powerful verbs) and different sentence lengths and types?



What do I, as the listener, think is good about the writing?



Do I have questions and/or suggestions for the writer?

Appendix #21a


Ideas

(points doubled)

0

Michigan Educational Assessment Program

Analytic Rubric-- DRAFT

Narrative Writing—Grades 4 and 7

1 2

Story is unfocused and undeveloped.

Tells a story with ideas that are minimally focused on the topic and developed with limited and/or general details.

Tells a story with ideas that are somewhat focused on the topic and are developed with a mix of specific and/or general details.

3

Tells a story with ideas that are clearly focused on the topic and are thoroughly developed with specific, relevant details

Organization

Style

No organization evident.

Ineffective use of language for the writer's purpose and audience.

Organization and connections between ideas and/or events are weak.

Limited use of language, including lack of variety in word choice and sentences, hinders support for the author's purpose and audience.

Organization and connections between ideas and/or events are logically sequenced.

Command of language, including effective word choice and clear sentences supports the author's purpose and audience.

.

Organization and connections between ideas and/or events are clear and logically sequenced.

Command of language, including effective and compelling word choice and varied sentence structure clearly supports the author's purpose and audience.

Conventions Conventions of

Standard

English* for grammar, usage, spelling, capitalization, and punctuation for the grade level are rarely used.

Conventions of

Standard English* for grammar, usage, spelling, capitalization, and punctuation are not used.

Conventions of

Standard

English* for grammar, usage, spelling, capitalization, and punctuation for the grade level are usually used.

Conventions of

Standard

English* for grammar, usage, spelling, capitalization, and punctuation for the grade level are consistently used.

An overall score of zero (earning a zero on all four traits) will result in one of the following condition codes:

A. Off-Topic

B Illegible or written in a language other than English

C. Blank

D Insufficient to rate

* Standard English is the form of English most widely accepted as clear and proper.

Appendix #21b


Learning Life's Lessons through Literature

Disposition, Theme and Essential and Unit Focus Questions

Grade 6 Disposition: Exploration and Discovery

Theme: Looking for one thing can lead to finding another.

Grade 6 Essential Questions:

How do I discover new knowledge?

What are the avenues for learning?

How do I find what I want to know?

How do I manage all that I am learning?

Unit 6.1 Focus Question:

How can unexpected turns in life’s journey lead to new discoveries?

Modified I-Search Report

Focus Question Directions

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Learning Life's Lessons through Literature

Disposition, Theme and Essential and Unit Focus Questions

Grade 6 Disposition: Exploration and Discovery

Theme: Looking for one thing can lead to finding another.

Grade 6 Essential Questions:

How do I discover new knowledge?

What are the avenues for learning?

How do I find what I want to know?

How do I manage all that I am learning?

Unit 6.1 Focus Question:

How can unexpected turns in life’s journey lead to new discoveries?

Modified I-Search Report

Focus Question Directions

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