Cue For TreasonA Condensed Novel Study

Created By, Tash DeschambaultBeautiful Fields Resource Materials

Notes To The Teacher

This unit will take approximately 1-2 months to teach.

You will find a definition game they is great for substitute days or when your groups have finished early. Students really enjoy the game and they are boosting their vocabulary, developing their writing skills and learning to play in a fair and respectful manner.

You may want to place a large map of the United Kingdom on the wall and then trace the steps that Peter has taken on his journey to save himself, the queen and his country.

Day Plans

Day 1

Introduction to Cue For Treason

Explain to your class that they will be studying the novel Cue For Treason by, Geoffrey Trease.

Brainstorm the following information on overhead or the board

1. What do we know about Shakespeare?

2. What do we know about Queen Elizabeth and Elizabethan Times?

Inform your class that they will be required to create a different graphic organizer for each chapter in the novel.

Handout the novels and instruct your class to open their books to chapter 1. Then ask your class what they think the chapter title “Dawn is Dangerous” might mean.

Begin reading chapter 1 out loud. You may want to give each student a turn reading out loud.

You may want to use BLM 3 “Observation Checklist for Syntactic, Semantic, and Graphophonic Cueing Systems”, while your students are orally reading

Notes:

Chapter 2 reading is due for next class

Day 2 (1 of 4)

Manitoba Curriculum Reference: 1.2.3, 2.1.2, 3.1.1, 3.3.2General Outcome 1: Explore Thoughts, Ideas, Feelings, and Experiences General Outcome 2: Comprehend and Respond Personally and Critically to Oral, Literary and Media TextsGeneral Outcome 3: Manage Ideas and Information

(5 mins) Ask if there are any questions from last class

Ask your students to cluster how many different ways there are to take notes. * You can place the cluster on the board, overhead projector or computer overhead if you have

access. Instruct your students to copy the cluster into their notebooks.

Example:

Discuss the following methods. Have your students copy the methods from the board/overhead:

1. Cornell Methoda. Make notesb. Reread notesc. Write key words or questions in margin

2. Magnet Summariesa. Write the key word or concept on a file cardb. Write related details around the conceptc. Create a summary sentence at the bottom of the card

Types of Notes

Outline

Summary

Graphic organizer

Time line

Main Ideas

Supporting Ideas

Details

Key

Words

???

Key Phrase or ConceptDetails

Details Details Details DetailsDetails Details

Details

-----------------------------------Summary Sentence-----------------------------------

Manitoba Curriculum Reference: 1.1.5General Outcome 1: Explore Thoughts, Ideas, Feelings and ExperiencesConnections to Consider: 2.2

Have the class work together to create a graphic organizer for both chapters 4 & 5. Instruct your students to make a copy in their note books.

I have provided chapter summaries to help assist you when correcting

Working Portfolio Explain to your class that this a portfolio of the assignments that you are currently working on.

Assessment Portfolio

Day 5

is a collection of the following:- Best work- Work they have chosen to include- Work that will be reviewed by their

parents- Work that will be graded by the teacher

Give examples of work to be included:- Webs- Character letters- Graphic organizers

Let the students know that they do not need to be told to place entries into their portfolios

In their notebooks, have students write the following to be answered for each piece entered:a. I chose this piece because…b. This piece shows that I have learnt to…c. The thing that I like most about this piece isd. When working on this activity I learnt…e. I had difficulty with…f. I would like to improve…g. I would like you to notice…

Handout file folders. Ask the students to label each folder with their name, class and type of portfolio.

Allow 5-10mins for the class to place current work into their portfolios

Silent read if time permits

Notes:

Chapters 6 & 7 readings are due for next class

Day 18Manitoba Curriculum Reference: 1.1.5 & 2.1.2General Outcome 1: Explore Thoughts, Ideas, Feelings and ExperiencesGeneral Outcome 2: Comprehend and Respond Personally and Critically to Oral, Literary and Media TextsConnections to Consider: 1.2, 2.3, 3.1, 3.2, 4.1

Instruct your class to create their graphic organizers for chapters 24 and 25 to then silent read until the entire class is finished

Handout “Character List” and briefly review

Handout “Key Facts” sheets and briefly review

Handout “Metacognitive Reflection” and “Self Assessment”, briefly discuss both sheets

Explain to your class that their Assessment and Working Portfolios will be due the day of their test

Have them copy the following that will need to be in their Assessment Portfolios

• Key Facts • 5 Graphic Organizers• Geoffrey Trease Biography• 3 Character Webs (including additions from chapters 20-25)• 1 Sketch

– The Yellow Gentleman’s house – Chapter 23 sketch

• Letter from Kit• 1 of the following

– Reflection paper – Pros/Cons sheet

• 1 of the following – Memorable Language quotes– Chapter Predictions – If you were Peter question

• Metacognitive Reflection• Self Assessment

The rest class of the period is to work on their assignment

Notes:

Chapter Summaries

Chapter 7: Who Is Kit Kirkstone?

As soon as Peter saw that one of Kit’s letters was addressed to Sir Philip Morton, he wondered why and wondered if the letter was about him. Peter wanted to ask Kit about the letter but did not know how. Furthermore, Kit spent most of the traveling buried in books.

It was hard for the company to get work due to the bad weather. The company came to the decision that they should break up and head to London at their own paces. Kit told Peter that Mr. Desmond asked him to join him and Mrs. Desmond. Kit agreed, providing that Peter would be accompanying them. As Kit told Peter this, his pride began to swell. He lashed out at Kit and started a fistfight.

Peter hit Kit in the chest knocking him to the ground. He bent down to see if he was okay when he discovered the mystery of Kit Kirkstone.

Cue For Treason

Test and Answer Key

Cue For Treason Test

Name:

/5 True and False /15 Multiple Choice

/10 Fill in the Blank /20 Long Answer

/50 Total Marks= %

Shakespeare: Mastering The Language

In the novel, Cue For Treason, one will find many words that were used in Shakespearean times. Therefore, there are many words that students may not understand. So to help students with the utilization of Shakespearean tongue, I have created a word game that can be played during class time.

I recommend using the game:

Prior to studying Shakespeare or any novel that involves Old EnglishDuring the unit of studyWhen there is a substitute teacher

How to Play

Groups of 4 or 5 students

Materials Needed for Game Play:

Pen or pencil (or chalk slates) and a stack of scrap paper (approx. 2"x4")

Game Play:

Students will be given a pack of cards that have a different word on each and its corresponding definition. Then in rotation, 1 student will pick a card from the stack and read the underlined word(s) only. All of the group players, including the reader will write the word on a scrap of paper along with their initials. Each student is to make up a definition for the word. The reader is to write the correct definition on a scrap of paper. Once everyone has written their definition on the scrap, they are to pass their papers to the reader. The reader then reads all of the definition out from the scrap papers. Each student is to pick which definition they think is the correct one. The reader is to place a check mark on each definition that is picked.

Scoring:

1 point for writing the correct definition1 point for guessing the correct definition1 point each time the students definition is picked

At the end of the allotted time (decided by the classroom teacher), the groups will add up their points and the student with the highest score wins.

The Game Includes:

10 sheets with 16 definition cards on each sheet

1 sheet with 8 definition cards

Price

The cost is $12.00 including taxes if sent via e-mail

The cost is $12.00 + $5.00 S&H + applicable taxes if sent to a Canadian address

The cost is $12.00 + $8.00 S&H + applicable taxes if sent to an International address.

DoubletA man's close-fitting jacket

Down-At-HeelShabby; rundown; poor

DrawlinglyUttered slowly with prolonged vowels

Ear CroppingTo cut one’s ear off as a

form of punishment

EbbingTo fall away or back; decline

or recede

Eclipsed To obscure or diminish in

importance, fame, or reputation

EmphaticallyTo speak in a striking

manner or degree

Evil EyeA look that is believed to

have the power of inflicting harm

EnclosuresA naturally enclosed space

FancifulNot based on fact

FlankThe use of attack from an

unexpected direction

FloggingTo beat severely with a whip

or rod

FordThe act of crossing a stream

or river by wading on a horse

FortnightA period of 14 days; two

weeks

FortressA place of defense or

security

FugitiveA person who is fleeing from

legal custody

Appendix A- Student Handouts

BLM 28aWriting Self-Assessment

Name Date

Writing Selection

Check the appropriate box.1st draftfinal draft

Check off a “yes” or “no” response for each question. The “no” responses indicate areas that require attention. Select at least two areas each from CONTENT and MECHANICS that need attention. Complete section three, GOAL SETTING.

SECTION ONE: CONTENT Yes No

1. Does my writing make sense?

2. Are my ideas clear?

3. Do I say what I want to say?

4. Does my opening sentence catch my audiences’ attention?

5. Are my supporting sentences detailed and relevant?

6. Do I stay on topic?

7. Are my ideas in order?

8. Do I complete each thought?

9. Do I have a variety of words and a variety of sentences?

10. Do I have a strong concluding sentence?

CONTENT:

Areas to work on:

Appendix B-Teacher Sheets

Name: Type of graph

Continuum for Assessing a Graphic Organizer

Pieces of information are unconnected

1 2 3 4 5 Conceptual links/ relationships between elements are clear

Few supporting details are used

1 2 3 4 5 Concepts are fully supported by details

Information recorded from text is unprocessed

1 2 3 4 5 Graph represents individual point of view and integration between text and prior knowledge

Graph demonstrates simplistic understanding of ideas

1 2 3 4 5 Graph demonstrates clear and insightful grasp of ideas

Name: Type of graph

Continuum for Assessing a Graphic Organizer

Pieces of information are unconnected

1 2 3 4 5 Conceptual links/ relationships between elements are clear

Few supporting details are used

1 2 3 4 5 Concepts are fully supported by details

Information recorded from text is unprocessed

1 2 3 4 5 Graph represents individual point of view and integration between text and prior knowledge

Graph demonstrates simplistic understanding of ideas

1 2 3 4 5 Graph demonstrates clear and insightful grasp of ideas

Geoffrey Trease - children's author, playwright and historical novelist

Geoffrey Trease - children's author, playwright and historical novelist

Geoffrey Trease

home | biography | news | books |the society | links

Home

Geoffrey Trease, who was born in Nottingham in 1909 and died in 1998, was a prolific writer, publishing over 110 books between 1934 (Bows Against the Barons) and 1997 (Cloak for a Spy). His work has been translated into 20 languages.

He is best known for writing children's historical novels, whose content reflects his insistence on historically correct backgrounds, which he meticulously researched. However, with his ground-breaking study "Tales Out of School" (1949), he was also a pioneer of the idea that children's literature should be a serious subject for study and debate. When he began his career, his radical viewpoint was a refreshing change from the conventional and often jingoistic tone of most children's literature of the time, and he was one of the first authors who deliberately set out to appeal to both boys and girls and to feature strong leading characters of both sexes.

This site is dedicated to his memory and aims to provide information so that generations of children and adults can continue to enjoy his works.

http://www.geoffreytrease.co.uk/ (1 of 2)2/12/2005 3:43:52 PM

Geoffrey Trease - children's author, playwright and historical novelist

biography books buy his work

a brief look into his life

a directory of his published works, including books in print

find out where you can buy his books

news the society links

latest headlines

join the Geoffrey Trease society to communicate with other readers of his work.

external links to related sites and articles

Geoffrey Trease Society

http://www.geoffreytrease.co.uk/ (2 of 2)2/12/2005 3:43:52 PM

Key Facts

Full title: Author: Type of work: Genre: Language: Date of first publication: Publisher: Narrator: Point of view: Tense: Setting (time): Settings (place): Protagonist: Major conflict: Rising action: Climax: Falling action: Themes: Motifs:

Appendix C

About The Author

Tasha Deschambault is a certified teacher in Manitoba. She attended school at Brandon University completing a Graduate Degree in Education majoring in Special Education. She is now devoted to creating resources for teachers to help ease their workload. It has taken her approximately six months to complete this comprehensive unit.

Any feedback you have to offer about this unit would be appreciated. To view a list of completed resources and resources that are currently being worked on please visit http://www.mts.net/~tashaal/homepage..index.htm.

If you have any unit topics that you would like to see created, please contact Mrs. Deschambault at beautifulfields@mts.net.

References Trease, Geoffrey. Cue For Treason: A Tale of Shakespearean England. Copp Clark Pitman Ltd.

Manitoba Education and Training. Success for All Learners: A Handbook on Differentiating Instruction - A Resource for Kindergarten to Senior 4 Schools. Winnipeg, MB: Manitoba Education and Training, 1996. Reproduced/adapted with permission. All rights reserved.

Manitoba Education and Training, Grade 5-8 English Language Arts: A Foundation for Implementation. Winnipeg, MB: Manitoba Education and Training, 1998. Reproduced/adapted with permission. All rights reserved.

Manitoba Education and Training, Kindergarten to Grade 7 English Language Arts. Winnipeg, MB: Manitoba Education and Training, 1998. Reproduced/adapted with permission. All rights reserved.

Ogle, Donna. KWL. Reproduced/adapted with permission. All rights reserved.

Copyright

You can print any number of copies for your own personal and classroom use.

You do not have permission to sell, copy, burn or distribute any portion of this unit without direct consent from Beautiful Field Resource Materials. Copyright 2005 *All rights reserved.