Learning Life’s Lessons through Literature - ELA …chippewavalleyela.pbworks.com/w/file/fetch/54674780/MISD... · Web view“It’s important while we read to be able to figure

MISD Thematic Units to Teach Michigan’s ELA GLCE’s—The Cay—6.3 Appendix RevisedDisposition: Exploration and Discovery—Theme: Discovery requires experience and reflection.

1a Disposition, Theme, and Essential Questions1b Word Splash1c Quick Write Procedure and Prompt1d1-2 Link “I” 1e1-3 Reflective Journal2a-b Genre: Informational Text and Student Bookmark2c1-2 Informational Text: “The Case of the Frog that Healed”2d Highlighted Reading Explanation2e Highlighted Reading Questions3a1-4 Close and Critical Reading Explanation, student, and model answer for “The Case of the Frog” 3b Think Aloud Procedure3c Strategies That Work4a1-2 Genre: Adventure Story and Student Bookmark4b The Cay “Blurb” and Grammar and Rhetoric: Adjectives5a Dialogue Board/Blog Prompts5b-c Why? Strategies That Work Student and Teacher Charts 5d1-2 Focus Question #1 and Focus Question Directions5e Focus Question Rubric5f Venn Diagram5g1-2 Exploration and Discovery Chart and Possible Answers5h1-2 Modified Gallery Walk Procedure: Vocabulary and Vocabulary Words for Chapters 1-19 6a1-2 Story Elements7a Think-(Write)-Pair-Share7b Vocabulary in Context Strategy7c1-4 Close and Critical Reading: Chapter 2 Excerpt, student page, and model answer8a Lifting the Text Procedure8b1-2 Text for Text Lifting8c Collection of Literary Devices and Figurative Language8d1-3 Grammar Research and Inquiry Grammar Lesson Plan and Compound Sentences9a Focus Question #29b Using Dialect9c Timothy’s Dialect - Activity10a Dialogue vs. Narration Comparison Chart10b1-7 Bullying article, Highlighted Reading Questions/Answers, Close and Critical Reading student/teacher 11a “You’ve Got to Be Carefully Taught” Lyrics11b Focus Question #3 12a1-4 Close and Critical Reading: Chapter 9 Excerpt, student page, and model answer12b Quick Write Prompts13a Focus Question #413b1-2 Grammar and Rhetoric: Transitive and Intransitive Verbs14a Chart: Plot—Phillip’s Journey14b Focus Question #515a Frayer’s Model Procedure15b Frayer’s Model: “Legacy”16a Focus Question #617a Focus Question #717b Close and Critical Reading: “Can You Take It?” student page, and model answer17c Grammar and Rhetoric: Conjunctions18a Narrative Profundity Chart18b Comparing and Contrasting: The Cay and The Harmonica 18d Comparison and Contrast Prompt and Checklist18e Comparison and Contrast Rubric19a1-2 Prompt, checklist, and rubric for Narrative Text Writing20a1-3 Culminating Project Assignment and I-Search Topic Cards20b1-2 I-Search Report20c I-Search Model/Sample

MS 6.3 The Cay Appendix 1 © Macomb Intermediate School District 2009

Disposition, Theme and Essential and Unit Focus Questions

Grade 6 Disposition: Exploration and Discovery

Theme: Discovery requires experience and reflection.

Grade 6 Essential Questions:

What is available to learn?

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 6.3 Focus Question:

What types of experiences and reflections are necessary for a person to discover, understand, or change?

Appendix #1a


WORD SPLASHThis technique was originally developed as a pre-reading strategy by reading researcher Dorsey Hammond at Oakland University, Rochester, Michigan, who calls it Key Word strategy.

A “Word Splash” is a collection of key terms or concepts selected from a reading, a chapter in a textbook, a lecture, a demonstration, or from audiovisual materials which students are about to read, see, hear, or study. The selected terms are splashed at angles on a chart or overhead transparency. Students are asked to generate complete statements – not just words or phrases – which show the term’s predicted relationship to the topic. Students can work in small groups to generate statements after completing their initial thoughts.

MATERIALSa reading selection identified from a (chapter, article, or book) of narrative or expository text (Teacher Option)a word splash prepared by teacher, students, or group. optional activity: Student generated Wordle- www.wordle.net

STEP BY STEP (Optional Activites)1. Students are presented with a word splash that is prepared by the teacher. The

teacher selects a “Big Idea” and then splashes related words around the “Big Idea” word. For example, Photosynthesis.

2. Students write a complete sentence for each word. This sentence demonstrates what the student believes is the connection between the word and the “Big Idea”.

3. Once the student statements are generated, they read the material. They pause after each paragraph or two to check their predictions against the evidence that is presented. Students should modify their statements as needed and place a question mark next to any statements which is neither verified nor negated.

4. The same procedure can be followed for a lecture, demonstration, or audiovisual presentation. The teacher should pause periodically for students to examine their statements.

5. Once students are familiar with the strategy, they can create their own word splashes. Used in this manner, the strategy becomes a summarizing device.

6. This can also be used as a formative assessment tool.

Appendix #1b


___ individual___ pairs___ small group___ whole class

___ warm-up___ before___ during___ after

http://www.wordle.net/

Quick Write DirectionsWhat 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 Write1. The teacher selects a purpose for the students. This prompt should be tied to a content area concept

or text 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, teachers should 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 1 Quick Write Question:

Describe an important experience in your life that caused you to discover, explore, and even change your attitude toward a person who was different from you.

Appendix #1c

MS 6.3 The Cay Appendix 4 © Macomb Intermediate School District 2009Lesson 2 Quick Write:

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

Lesson 2 Quick Write:








LINK I

LINK I is a strategy students use to engage themselves with text. Link I starts the student working independently with a brainstorming activity surfacing prior knowledge about the content about to be read, listened or viewed. Students work together, independently, and in small groups as they discover new information, revise disposition, and formulate insights. Students culminate this experience by writing a one sentence summary about what they have learned throughout this process.

LIST INQUIRE NOTE KNOWMATERIALS

a key word (Prejudice), phrase, or concept selected by the teacher from the textoverhead penstransparency

STEP BY STEP1. Teachers list a word or phrase on chart paper. Students write this word on their LINK I form.

2. Students brainstorm words or two-word phrases they can surface from their prior knowledge that have a link to

the topic word or phrase and LIST them in the box provided on their form. This provides students with an opportunity to make connections between what they know and the topic. This also focuses the student on the new content of study. Let students know that all associations are valid.

3. Students contribute their ideas to the teacher who charts all responses. This step is continued until students have exhausted their lists. Remind students that if they have heard one of their words, not to repeat it.

4. Students are invited to INQUIRE about any of the brainstormed words so they have a clear understanding of what the word or phrase means or how it relates to the key word. Teachers refer to the author of the word or phrase to explain what the word or phrase means. This is NOT a time for judgments, but a time to afford students clarification and understanding.

5. Students are asked to NOTE what they know about the content. Students are still working from their prior knowledge and their exposure to the class brainstorm list and any clarity they have been exposed to during the inquiry step. Teachers ask students to consider the class thinking displayed on the list and write a one sentence summary of that thinking.

6. Students view video www.streaming.discoveryeducation.com “World War II” Segment 1. After viewing video,

write about or discuss what they now KNOW after having read the new material and share new thinking. Revisit original notes to identify prior misinformation or misunderstanding challenged by the video. Students should be invited to ask how their schema changed as a result of the new content.

7. Students revise their one sentence summary. Appendix #1d1


___ individual___ pairs___ small group___ whole class

___ warm-up___ before___ during___ after_

http://www.streaming.discoveryeducation.com/

LIST INQUIRE NOTE KNOW

Key Word or Phrase

LIST INQUIRE

Discriminate HateIntolerance StubbornInjustice Unfair

NOTE

Prejudice is the unfair treatment of people.

WRITE WHAT THEY KNOW IN A ONE SENTENCE SUMMARYPrejudice, a negative mind-set, can lead to destructive behavior greatly impacting the world.

Appendix #1d2


PREJUDICE

“Reflective Journal”The Cay

Chapter _______

Read the assigned chapter and respond to the prompts below.

The major points I think should be shared are:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

The passage that “stood out” to me is:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Questions I have because of the reading:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Appendix #1e1



Chapter _______


This part reminds me of:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

I predict that:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

The Big idea is:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Appendix #1e2



Chapter _______


As I read this section, I can picture:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

I’m confused about:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

I wonder:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Appendix #1e3


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 #2a


Informational Text Bookmark Informational Text Bookmark Informational Text BookmarkGives facts or information on a specific topic or event Gives facts or information on a specific topic or event Gives facts or information on a specific topic or event

Name: Name: Name:

Title: Title: 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. p. p.

p. p. p.

p. p. p.

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

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

p. p. p.

p. p. p.

p. p. p.

p. p. p.

Copyright 2005, MacombISD All Rights Reserved. Copyright 2005, MacombISD All Rights Reserved. Copyright 2005, MacombISD All Rights Reserved.

Appendix #2b


MISD Literature Unit 6.3—Exploration and Discovery—Linking TextTHEME: Discovery requires experience and reflection.

The Case of the Frog That Healed Leads Dr. Michael Zasloffto a Medical Leap Ahead

by Montgomery Brower

Isaac Newton got his inspiration from a falling apple; Dr. Michael Zasloff got his from a frog. Sitting in his laboratory at the National Institutes of Health in Bethesda, Md., one day last summer, Zasloff was watching an African clawed frog swim in its tank, something he had casually observed for years. Suddenly a new insight struck him. As the lowly amphibian bellied up to the aquarium glass, Zasloff noticed that a surgical cut he had made a few days earlier on the frog's abdomen was healing nicely, with no evidence of pus or inflammation. Yet the brown, murky water in the tank was a bacterial playground that should have caused infection. "For the first time I realized there must be a mechanism that protected the frog's wounds from becoming infected," he says. "I felt an extraordinary sense of sheer joy, because I knew that with just some good hard work, the process could be defined."

After five months of scientific sleuthing, Zasloff, 41, succeeded in isolating two natural antibiotics found in the frog's skin that kill not only a wide range of bacteria but fungi and parasites as well. There is even the possibility that it could attack some cancers and viruses. Zasloff dubbed the substances "magainins" (ma-GAY-nins), from the Hebrew word for "shield," and news of his discovery sparked excitement in the scientific community. Some compared Zasloff's serendipitous find to the accidental discovery of penicillin by Sir Alexander Fleming 59 years ago, though magainins' safety and effectiveness in treating humans remains to be shown. For Zasloff, who is chief of human genetics at the National Institute of Child Health and Human Development, the breakthrough was a signal achievement. "It's the kind of experience a scientist gets once in a lifetime," says NIH Director Dr. James Wyngaarden, "if he's lucky."

Zasloff started the painstaking process of discovery by testing fluids drawn from a healing frog to see if they could stop bacteria from growing on a prepared laboratory dish. He got only weak results, so he next tried grinding up frog skin and treating it chemically to extract about 50 components that could be tested. "There were times when he'd have vast amounts of weariness, but not doubts," says his wife, Barbara, 41. "He's extraordinarily optimistic."

Barbara herself contributed some insight to her husband's efforts. A psychologist who works mostly with children, she had a patient whose father lost his legs and pelvis from an infected wound inflicted by a boat propeller in a freshwater pond. Her account of the incident led Zasloff to wonder why a cold-blooded amphibian could fend off what a human could not. Appendix #2c1


Daughters Daniella, 14, Eva, 11, and Joanna, 6, shared the thrill of their dad's discovery. "He came home one day and said, 'Kids, something exciting is going on,' " says Daniella. "He told us about the frogs and it was neat because we could understand." Zasloff was so keyed up that he had trouble sleeping nights; Daniella would hear him getting up at all hours to check the lab dishes he'd placed on top of the water heater. The next morning he would show the children how his find had destroyed more bacteria. Zasloff finally succeeded in narrowing down his search to the two peptides (very small proteins) that he called magainins.

"I've been playing like this from the time I was a kid," says Zasloff of his research. While other children were out playing around frog ponds, Zasloff was filling his family's Manhattan apartment with smoke and fumes from his makeshift laboratory. He and Barbara met while students at Columbia University and Barnard. Married the week after graduation in 1967, they spent the next seven years earning their respective multiple degrees. As an M.D.-Ph.D., Zasloff still sees patients at NIH and acts as family doctor for his daughters while also pursuing research.

Zasloff thinks the magainins may help account for the evolutionary success of amphibians and could also explain the traditional use of frogs as remedies in folk medicine.

"These compounds will not replace penicillin," he says. Instead "we expect they will be used to treat organisms for which there are no known antibiotics." Zasloff thinks a probable first use in humans will be to treat burn patients, who are particularly susceptible to infections. Although human tests may be two years away, Zasloff looks forward to the day when his discovery will open the way to relieving suffering. "My dream," he says, "is in the next five years to sit at the bedside of one of my patients and see magainins work."

http://www.people.com/people/archive/article/0,,20096899,00.html

Appendix #2c2


http://www.people.com/people/archive/article/0,,20096899,00.html

Highlighted Reading for Middle and High School by Elaine Weber

Purpose:Engage students in printDevelop fluent scanningHighlight most important informationPrepare text for substantive conversation

Materials:A copy of the textA 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 #2d


Highlighted Reading

Students will highlight as you read questions/directions for “The Case of the Frog That Healed Leads Dr. Michael Zasloff to a Medical Leap Ahead” by Montgomery Brower.

Vocabulary: Pre-teach the following vocabulary words:

sleuth(ing) - to track or follow dubbed - called, named, labeled fungi-living organism made up from dead matter Ex. Mushroom serendipity- fortunate discoveries by accident optimistic- hopeful, positive antibiotic-any of a large group of chemical substances, used in

the treatment of infectious diseases such as penicillin suspectible-at risk, prone, inclined, predisposed

Highlight the following: Have students highlight with you.1st paragraph

Where did Isaac Newton get his inspiration? (a falling apple) What new insight struck Dr. Zasloff? ( a surgical cut in the frog had healed)

2nd paragraph What id Dr. Zasloff succeed in? (isolating two natural antibiotics found in the frog’s skin) What did Sir Aexander Fleming accidentally discover? (penicillin)

3rd paragraph How did Zasloff start the discovery process? ( Testing fluids drawn from a healing frog)

4th paragraph After hearing about his wife’s patient, what did it cause him to wonder? (Why a cold-blooded

amphibian could fend off what a human could not

5th paragraph What would Zasloff show his children? (How his find had destroyed more bacteria)

6th paragraph How did Zasloff play differently than other children? (Zasloff played with a makeshift

laboratory.)

7th paragraph What does Zasloff believe accounts for the evolutionary success of amphibians? (magainins)

8th paragraph What is Zasloff’s dream? (to see magainins at work with patients)

Appendix #2e


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 #3a1MS 6.3 The Cay Appendix 16 © Macomb Intermediate School District 2009

6.3 Close and Critical Reading--“The Case of the Frog That Healed…”—Student Disposition: Exploration and Discovery—Theme: Discovery requires experience and reflection.

What does the text say? (Briefly summarize “The Case of the Frog That Healed…” 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 #3a2


6.3 Close and Critical Reading--“The Case of the Frog That Healed…”--Teacher Disposition: Exploration and Discovery—Theme: Discovery requires experience and reflection.

The Case of the Frog That Healed Leads Dr. Michael Zasloff to a Medical Leap Aheadby Montgomery Brower

What does the text say? (Briefly summarize the excerpt at the literal level)

The article describes how Dr.Michael Zasloff made an important discovery through observation. He noticed that a surgical cut he had made on a frog days earlier was healing regardless of being in dirty, bacteria-filled water. He believed there must be something that protected a frog’s wounds from infection. Dr. Zasloff was excited about the possibilities by this discovery. The article emphasized Dr. Zasloff’s commitment to investigating the frog’s ability to heal, and he remained optimistic the entire time. The article also mentioned the support Dr. Zasloff had from his family, including his wife and daughters. It is hoped that the finding from the frog will not replace current medications but that it will be used to treat things for which there are no antibiotics. The first possibility could be used with burn patents. This discovery could open ways to treat and relieve human suffering.

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 article is an informational text organized in paragraphs. Included in the article is background information regarding biology and medicine. The article begins with an interesting lead, a comparison between Isaac Newton’s inspiration from a falling apple to Dr. Michael Zasloff’s inspiration from a frog. The author’s title implies a mystery, “The Case of the Frog That Healed….” In addition, the author uses a word in the title that has multiple meanings, “Leap.” Thus, the author plays on the fact that frogs leap and that the frog helped science leap ahead. The author uses descriptive details such as “brown, murky water.” The author also uses direct quotations from Dr. Michael Zasloff and others that reveal character traits of Dr. Michael Zasloff and insight into the discovery. For example, his wife states: “He’s extraordinarily optimistic.” The author supplies the reader with pronunciation keys in parentheses—e.g., “(ma-GAY-nins).” The author also uses parentheses to define words—e.g., “peptides (very small proteins).” The author uses numbers to convey age and time. For example, “Daughters Daniella, 14, Eva, 11, and Joanna, 6, shared the thrill of their dad's discovery.” Or, “After five months of scientific sleuthing, Zasloff, 41, succeeded in isolating two natural antibiotics found in the frog's skin that kill not only a wide range of bacteria but fungi and parasites as well.” The author also weaves in scientific words to emphasize the scientific discovery: “amphibian,” “bacteria,” and “petides.” The author effectively weaves in Dr. Michael Zasloff’s credentials to emphasize his experience and knowledge.

What does the text mean? (What message/theme/concept is the author trying to get across?)Sometimes the ordinary becomes extraordinary.

Appendix #3a3


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 the lives of others?) Answers will vary but may resemble the following:

This article inspires me to use my experiences and realize what it could inspire in my life and even in the world. Often there are everyday experiences that can lead to discoveries that can alter one’s life or others’ lives.

I am reminded of the thrill of seeing something with new eyes when I allow myself the time to reflect. For example, when I write, I experience the thrill of discovery. I write and I set the story aside. I allow myself the time and space to reflect upon the writing. Later, I look at my writing again and I revise. The word revise literally means “to see again.” Without the crucial element of reflection, discovery is impossible.

Appendix #3a4


Think Aloud ProcedureMaking 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 show students graphically 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 #3b


Strategies that WorkStrategies 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, 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.

Appendix #3c


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 #4a1MS 6.3 The Cay Appendix 22 © Macomb Intermediate School District 2009

Adventure Story Bookmark Adventure Story Bookmark Adventure Story Bookmarkrealistic fiction featuring elements of danger,

excitement and riskrealistic fiction featuring elements of danger,

excitement and riskrealistic fiction featuring elements of danger,

excitement and riskName:

Name: Name:

Title: Title: Title:




Conflict includes: person-against-self, person-against-person, person-against-nature, person-against-society



p. p. p.

p. p. p.

p. p. p.

p. p. p.

Sensory details and strong verbs are used for impact. 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.

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.

p. p. p.

p. p. p.

p. p. p.

Copyright 2005, MacombISD All Rights Reserved. Copyright 2005, MacombISD All Rights Reserved. Copyright 2005, MacombISD All Rights Reserved.

Appendix #4a2


The Cay Blurb—Adjectives Directions: Reread the blurb in Part I, and then fill in the blanks in Part II with adjectives (modifies a noun or pronoun) that have the same, or nearly the same, meaning as the writer’s omitted word.

Part I

The CayPhillip is excited when the Germans invade the small island of Curacao. War has always been a game

to him, and he’s eager to glimpse it firsthand—until the freighter he and his mother are traveling on to the United States is torpedoed.

When Phillip comes to, he is on a small raft in the middle of the sea. Besides Stew Cat, his only companion is an old West Indian, Timothy. Phillip remembers his mother’s warning about black people: “They are different, and they live differently.”

By the time the castaways arrive on a small island, Phillip’s head injury has made him blind and dependent on Timothy. This is the story of their struggle to survive, and of Phillip’s efforts to adjust to his blindness and to understand the dignified, wise, and loving old man who is his companion.

Part II

Phillip is excited when the Germans invade the ___________ island of Curacao.

War has always been a game to him, and he’s ___________ to glimpse it firsthand-

until the freighter he and his mother are traveling on to the United States is torpedoed.

When Phillip comes to, he is on a ______________ raft in the middle of the sea.

Besides Stew Cat, his only companion is an old West Indian, Timothy. Phillip remembers

his mother’s warning about black people: “They are __________________, and they live

differently.”

By the time the castaways arrive on a ________________ island, Phillip’s head

injury has made him blind and dependent on Timothy. This is the story of their struggle to

survive, and of Phillip’s efforts to adjust to his blindness and to understand the

_______________, _________________, and __________________ _______________

man who is his companion.

Appendix #4b


Dialogue Board/Blog Prompts

Lesson 5: Can violence ever solve a problem?

Lesson 7: Do think it is ever right for people to disobey authority? Explain your reasoning.

Lesson 12: Write one word to describe Timothy and one word to describe Phillip.

Lesson 13: In literature, what is “foreshadowing”?

Lesson 17: In yesterday’s reading, Phillip states, “After a while, I looked over toward Timothy’s grave. I said, ‘Why didn’t you take us with you?’” In saying this, how do you think Phillip feels and what event has just occurred to make Phillip feel this way?

Appendix #5a


WHY?Nikolai Popov

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. Based on what we have seen so far, why do you think the mouse attacked the frog?


Good readers Ask Questions before, during and after reading to understand the author and the meaning of the text better. At this moment, what are you wondering?

Making Connections means putting things together from what I know, other stories I have read, and/or what I have experienced and know about the world to help me understand what I read better. Using your own experiences, what does this scene remind you of?

Synthesizing means combining new ideas from what I have read with what I already know to learn something that will help me understand a story or my own life better. Compare the mice and frogs’ situation to a current or historical world issue. Based on what you know, how should they solve this conflict?

Visualizing means to make pictures in your mind about what’s going on in the story so you can understand the story better. Make a picture in your mind using all your senses to envision what you think the end result of this battle will look like.

Determining Importance is asking what is most important in a story as opposed to focusing on just the details. Sum up the story in three words to illustrate the most important idea(s).

Good readers know what to do when they begin to lose meaning, even if the reading is difficult or boring. This is called Repairing Comprehension. Reflect upon the story, write about something from the story that confused you. What did you try to do to make sense of it?


Appendix #5b

Focus Question #1

Focus Question #1In literature, theme is the purpose of telling a story; it is the moral or the lesson learned. What do you think is the theme of Nikolai Popov’s book Why? Answer Plan: What to do

1. Write a sentence stating what you feel is the theme of the story.2. Include two or three sentences supporting your reasoning. 3. Write a concluding sentence restating your opinion of the theme.

Possible Answer:

(1) When I read Popov’s book Why? I realized it teaches us that violence is not the way to solve problems. (2) First, the frog and mouse seem to be getting along when suddenly the mouse attacks the frog and the two begin fighting. The disagreement escalates and other animals get involved, which makes the problem even worse. At the end of the story both animals are worse off than when they began; they may have what they wanted from each other, but everything around them has been destroyed in the process of getting it. (3) Thus, Popov shows us what happens when people try to solve a problem with violence.

OR

Quick Write:


Appendix #5c

Think and write about an experience you’ve had or observed or read about where situations or conflicts have escalated and caused more problems. What exactly occurred and how could you have resolved this conflict before it became out of control?

Appendix #5d1

Focus Question DirectionsStudents 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:

The teacher uses the 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, consult the Possible Answer, and revise the answer to the Focus

Question. (for 4+ Focus Questions)

Students work individually to build an Answer Plan and answer the

question. (Option: Students could consult the Answer Plan and the

Possible Answer to score their own or others’ papers.)


Have students answer the Focus Questions in discussion form. After

students have had a brief discussion, have them individually answer

Focus Questions using the Answer Plan.

Appendix #5d2


Macomb ELA Genre Units: Focus Question Rubric

3 (complete) 2 (partial) 1 (minimal)Traits:Content

Answers the question. Uses relevant details from

text to support the answer. Stays on topic.

Develops a relevant answer with many details and examples.

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

Answers the question with misinterpretation. Develops little or no relevance to the text or the question. Does not develop or connect ideas and content.

Organization Restates the question

(beginning). Provides details in support

(middle). Concludes (end).

Restates the question in his/her own words. Provides details that support points. Writes a response in a logical sequence that makes connections.

Restates the question in the answer. Retells events in a somewhat disconnected structure.

Answers either “yes,” “no,” or “I agree” without reference to the question. Writes a response that lacks sequence.

Style/Voice Uses quotes to support. Concludes with prediction

of characters’ feelings, opinions, etc.

Uses precise words.Uses quotations effectively. Develops a conclusion that engages the reader.

Uses a basic vocabulary.May use quotations, but reference is unclear.Develops a partially successful conclusion.

Uses a limited vocabulary.Does not use quotations.Develops a conclusion that is ineffective or does not exist.

Conventions/Presentation Writes neatly. Uses proper conventions

Presentation makes the writing inviting. Shows control over conventions.

Writing is readable.Includes errors in conventions that do not distract from meaning.

Writing may not be legible.Includes errors in conventions that distract from meaning.

Appendix #5e ©Macomb Intermediate School District 2009


Venn Diagram Both


Appendix #5f

Exploration and DiscoveryDiscovery requires experience and reflection

Text Frogs for Healing Text Why?

Character(s) Dr. Zasloff Character(s) Frog and Mouse

Experience Experience

Reflection Reflection

Discovery Discovery

Appendix #5g1


Exploration and DiscoveryDiscovery requires experience and reflection

Text Frogs for Healing Text Why?

Character(s) Dr. Zasloff Character(s) Frog and Mouse

Experience Wanted to find new antibodies. Worked in laboratory. Was educated—a doctor-

researcher. Did science experiments as a

child.

Experience Wanted what didn’t belong to him.

Were involved in a conflict over material items (flower and umbrella).

Involved others.

Reflection Noticed a frog’s wound healing in a tank.

Isolated natural antibiotics on frog’s skin that can kill a wide range of bacteria.

Noted a possibility that it could attack cancer and viruses.

Reflection Did not reap the benefit that they wanted (flower and umbrella) due to destruction.

Discovery Could potentially impact people needing alternative antibiotics.

Hopes that one day his discovery will open the way in relieving suffering.

Discovery Impacted many characters and the land in the conflict.

Discovered that violence does not solve problems; it just leads to destruction.

Appendix #5g2


Pre-reading vocabulary activity: Modified Gallery Walk--VocabularyChapters 1-4Chapters 5-11Chapters 12-19

Modified Gallery Walk: Students will be assigned a key term from the book and then work with a partner or in a small group to summarize it, including key information which they will then share with their classmates.

Materials: Large pieces of white paper Markers Crayons Tape

Step by Step:1. Students will be assigned a vocabulary term from the first three chapters of The Cay.2. With a partner or in a small group (depending on class size and number of terms), students will research the vocabulary term from the story.3. The page number is included with each term. Students will begin by reading the term in

context.4. Students will then identify the meaning by using multiple resources/search engines such as Google, dictionaries, thesaurus, prior knowledge, etc.5. With their partner, students will answer the following questions before beginning their

poster:a. What should the title of our poster be?b. When others look at our poster, what should they be able to understand about our key

term?c. What ideas do we have about what final product should look like when it is finished?

2. On the chart paper they will then create a visual representation that summarizes the vision they had which includes the following: a. Key term.b. Connections to the novel or theme.c. One-sentence summary of the term (definition).d. Pictorial representation of the term.

3. Students will display their final product on the classroom walls. 4. When all students are finished they will walk from poster to poster, reading and

discovering the new information. Students can use a chart such as the following to record their learning.

Appendix #5h1


Key Term What you discovered about the topic

Visual sketch of term

Vocabulary Terms Chapters 1-4:


1. Theodore Taylor2. Cay3. Nazi/World War II: page 134. German U-Boat/Submarine: p 105. Willemstad, Venezuela: page 106. St. Anna Bay: page 107. Oil Refinery: page 98. Queen Emma Pontoon Bridge: p. 11

9. Lake Maracaibo: page 2110. Torpedoes: page 1311. Blackout Curtains: page 1012. Panama Canal: page 2713. Schooner: page 3414. Curacao: page 9 15. Empire Tern: page 2216. Charlotte Amalie (St. Thomas): p40 40

Vocabulary Terms Chapters 5-111. Booby (bird): page 512. Sea grape: page 553. Jumbi: page 814. Langosta: page 585. Panama: page 586. Palm: page 607. West Indies: page 818. Organ Pipe Coral: page 80

9. Coral Reef: page 8010. Devil’s Mouth: page 6211. Scorpion: page 6512. Caribbean: page 8413. Skate (animal): page 8514. Coconuts: page 7615. Weaving: page 69

Vocabulary Terms Chapters 12-191. Malaria: page 882. Sea Urchins: page 943. Mussel: page 954. Moray Eel: page1235. Hurricanes: page 1026. Squall:7. Scallop: page 1208. Barracuda: page 121

Appendix #5h2


Story Elements

The elements of drama include: Exposition creates the tone, introduces the setting and some of the

characters and gives background

Rising Action or Complication sets the action in motion.

Action continues through stages of Conflict:o Person – against – self.o Person – against – person.o Person – against – nature.o Person – against – society.

Climax is the highest point of interest at which the reader makes his/her greatest emotional response.

Falling Action stresses the activity of the forces opposing the hero as the action moves.

The Denouement is the resolution or final unraveling of the plot.

Theme is the universal theme or lesson learned.

Appendix #6a1

Story Elements

The elements of drama include: Exposition, which creates the tone, introduces the setting and some of the

characters, and gives background. Rising action or complication, which sets the action in motion. Conflict, which continues the action through stages. Climax, the highest point of interest at which the reader makes his/her

greatest emotional response. Falling Action, which stresses the activity of the forces opposing the hero

as the action moves. Denouement, or resolution or final unraveling of the plot. Theme or the universal theme or lesson learned. (This will be discovered later in

the book.)

Story Elements of The Cay:Exposition

Setting: 1. Time: 1942, WWII2. Place: Curacao, largest island of the Netherlands(Dutch) Antilles in the Caribbean

Sea, just off the coast of Venezuela, South America Characters:

3. a first-person narrator,Phillip, age 11 (p. 9)4. Phillip’s mother, Grace (p.10)5. Henrik van Boven, Phillip’s Dutch friend, age 11 (p.11)6. Phillip’s father, Phillip Enright(p.14)

Background.

Conflict person against self: (to be shown later in the book) person against society: (to be shown later in the book) person against person: Phillip vs. his mother (p.10 & 13) Phillip vs. his father and mother (p. 24)

and another later in the book. person against nature: (to be determined later in the novel)

(The conflict with his mother and father is solved when it is decided that Phillip and his mother would return to United States.)The rest of the story elements are not addressed.

Appendix #6a2

Think-[Write]-Pair-ShareA Think-Pair-Share (TPS) is a quick 2-5 minute verbal interaction between two or three students that allows them to quickly process the academic language and content being learned. TPS is not just a background knowledge activity, so also keep it in mind for building other habits and for the during- and post-reading stages. TPS can be very effective during teacher presentations for creating “breaks” that push student to organize thoughts well enough to communicate them. TPS also allows a student to hear how another person is processing the learning; this further builds background knowledge.

You can use TPS in many different areas of instruction, such as vocabulary, content concepts, opinions, compare-and-contrast activities, sharing parts of homework, summaries of text or visuals, connecting to background knowledge or other classes, making predictions or inferences, and solving problems.

Procedure:1. Create a question or prompt that will encourage students to use their background

knowledge and experience in answering it.2. Have students think in silence for 30-60 seconds to mentally prepare what they will

say. Variation: They write notes and or an answer prior to turning to partners to share. This makes the procedure, Think-Write-Pair-Share.

3. Put students into pairs. During the pair work, students should do the following:a. Face their partner, show interest, and listen actively. They can even take notesb. Stay on the topic.c. Remember what their partner says in order to share it with the class later.d. Give reasons for any opinions, such as evidence from the book, class

discussions, or one’s own life.e. Use the vocabulary and academic language that you have modeled.f. Ask their partner questions that call for clarification and evidence. Do you

mean that…. ? Why do you think that…? Where does it say that…? (Caution students to be respectful and polite in their questioning of one another.)

2. After pair time, ask students to share with the class what their partner said. This forces them to listen and also publicly validates what partners have said.

Appendix #7a

Vocabulary in Context Strategy

Learning vocabulary in context is much more powerful and effective. Students understand the words better, will remember them, and will more often recognize the word and its meaning when next encountered. This is a simple vocabulary strategy that only involves dictionary work as a last resort.

Procedures:

Assign or let students choose partners. Display the vocabulary words with page numbers. Tell students in partners to:

1. find each listed word,2. read the sentences (context) around the word, then try to figure out

what the word means,3. check their definitions with the dictionary (if necessary), and4. jot down their “working definition” in their own words, and5. also write down why this word is important to the selection.

Encourage students to begin to keep a personal dictionary of new words that they might use in conversation and in writing.

Appendix #7b

CLOSE AND CRITICAL READING—THE CAY: CHAPTER 2: PAGES 22-23

…my father took me into the Schottegat where they were completing the loading of the S.S. Empire Tern, a big British tanker. She had machine guns fore and aft, one of the few armed ships in the harbor.

Although the trade wind was blowing, the smell of gas and oil lay heavy over the Schottegat. Other empty tankers were there, high out of the water, awaiting orders to sail once they had cargoes. The men on them were leaning over the rail watching all the activity on the Empire Tern.

I looked on as the thick hoses that were attached to her quivered when the gasoline was pumped into her tanks. The fumes shimmered in the air, and one by one, they ‘topped’ her tanks, loading them right to the brim and securing them for sea. No one said very much. With all that aviation gasoline around, it was dangerous.

Then in the afternoon, we went to Punda and stood near the pontoon bridge as she steamed slowly down St. Anna Bay. Many others had come to watch, too, even the governor, and we all cheered as she passed, setting out on her lonely voyage to England. There, she would help refuel the Royal Air Force.

The sailors on the Empire Tern, which was painted a dull white but had rust streaks all over her, waved back at us and held up their fingers in a V-for-victory sign.

We watched until the pilot boat, having picked up the harbor pilot from the Empire tern, began to race back to Willemstad. Just as we were ready to go, there was an explosion and we looked toward the sea. The Empire Tern had vanished in a wall of red flames, and black smoke was beginning to boil into the sky.

Someone screamed, “There it is.” We looked off to one side of the flames, about a mile away, and saw a black shape in the water, very low. It was a German submarine, surfaced now to watch the ship die.

A tug and several small motorboats headed out toward the Tern, but it was useless. Some of the women cried at the sight of her, and I saw men, my father included, with tears in their eyes. It didn’t seem possible that only a few hours before I had been standing on her deck. I was no longer excited about the war; I had begun to understand that it meant death and destruction.

Appendix 7c1

6.3 Close and Critical Reading—The Cay, Chapter 2 Excerpt—Student Disposition: Exploration and Discovery—Theme: Discovery requires experience and reflection.

What does the text say? (Briefly summarize The Cay, Chapter 2 Excerpt at the literal level.)




Appendix #7c2

6.3 Close and Critical Reading—The Cay, Chapter 2 Excerpt—Teacher Disposition: Exploration and Discovery—Theme: Discovery requires experience and reflection.


In this excerpt from Chapter 2 of The Cay, Phillip and his father went to the dock to watch a tanker venture on a journey. The ships had been in dock for a time, and the people were excited at the prospect of a moving vessel. The smell of gasoline was in the air, and many had arrived to watch and cheer as the tanker set out on her voyage. The sailors waved back toward the island with their fingers in a V shape for “victory.” Suddenly, there was an explosion; the tanker was on fire. A German submarine surfaced in the water to watch the ship die. As Phillip witnessed the event, he was “…no longer excited about war.”


The Cay by Theodore Taylor, is a narrative text, a realistic fiction/historical fiction/adventure. The Cay is organized by untitled chapters with paragraphs. There is a mood of patriotism and national pride which the author emphasizes with his images and word choice: “The sailors on the Empire Tern, which was painted a dull white but had rust streaks all over her, waved back at us and held up their fingers in a V-for-victory sign.” Sometimes the author provides a name and immediately provides a description—e.g., S.S. Empire Tern, a big British tanker. The narrator uses specific seafaring language—e.g. “fore” and “aft.” The author provides a visual image of the physical setting for the reader that engages the senses, as in “trade winds were blowing,” “fumes shimmered in the air,” “steamed slowly down St. Anna Bay.” The excerpt is in first person: “I looked on as the thick hoses that were attached to her quivered when the gasoline was pumped into her tanks.” The antagonist appears to be Germany and the war: “We looked off to one side of the flames, about a mile away, and saw a black shape in the water, very low. It was a German submarine, surfaced now to watch the ship die [personification].” The protagonist, the narrator, appears to be aligned with England: “Then in the afternoon, we went to Punda and stood near the pontoon bridge as she steamed slowly down St. Anna Bay. Many others had come to watch, too, even the governor, and we all cheered as she passed, setting out on her lonely voyage to England. There, she would help refuel the Royal Air Force.”

What does the text mean? (What message/theme/concept is the author trying to get across?)First impressions are often modified with experience and reflection.


Sometimes the media romanticizes war. For example, there are many movies that show the excitement of war (including uniforms, music, and the highlights of the era). Also, the media sometimes filters what the public learns or visualizes; this can create a sense of excitement or mystery. In reality, there are death and destruction in war. This chapter excerpt relates to the current war in Iraq. There is an unknown element which creates a public interest aspect and causes some excitement. But, when the violence, death, and destruction become apparent or when it affects you personally, you gain a true understanding of war.

Appendix # 7c3

I am reminded of events that cause children to think more maturely than they might under normal conditions. Sometimes, it is a powerful public image, as it was in the case of this excerpt with the burning of the ship. Sometimes, it is a private image, as it was when I was a child observing my grandparents and my great aunt at the end of Christmas Day. I was climbing the stairs to my bedroom. I had said my good-nights, and I turned my head backwards at the sound of my great aunt’s laugh. As I glanced backwards upon the adults, I had a sudden realization. They were not always going to be with me. Someday, I would be celebrating Christmas without them. I would have been willing to hand over each and every gift I had received to keep them forever safe and close. But one does not barter with life, and in that split second I lost my childhood vision of Christmas.

Appendix # 7c4

Lifting (or quoting) the Text Procedure

Lifting the Text strategy allows students to delve deeper into a narrative or expository piece of writing by pulling out, or lifting, important excerpts or pieces of information. When students are asked to “quote the text” in a narrative piece of literature, they may look only for dialogue or quotes themselves; students need to be instructed that lifting the text can be done at any point, not just when characters are speaking.

Lifting is done so that students can choose and respond to an excerpt that may connect with them, grab their attention, or fulfill a specific purpose (such as the case below). Once a piece of text has been lifted, students may respond directly to their chosen quote. Since students are quoting the text, it is important to discuss what correct punctuation needs to be used.

Model for the students, the process of text lifting while looking for powerful imagery in the following quote:

“I saw a huge, very old Negro sitting on the raft near me. He was ugly. His nose was flat and his face was broad; his head was a mass of wiry gray hair. For a moment, I could not figure out where I was or who he was. Then I remembered seeing him working with the deck gang of the Hato.” (p. 30) The Cay by Theodore Taylor

o Say something like, “Since I’m looking for imagery in the reading, this section helps me more clearly visualize what Timothy looks like. I’ll lift the statement, “His nose was flat and his face was broad; his head was a mass of wiry gray hair,” since I can visualize that image in my mind. I’ll record this statement and page number on a sticky-note.

Using the following quote, work through the same process with students by reading the text selection together and pulling out the statement that helps them create a clearer vision of Timothy. Record student quotes on a sticky note along with the page number.

“He crawled over toward me. His face couldn’t have been blacker, or his teeth whiter. They made an alabaster trench in his mouth, and his pink-purple lips peeled back over them like the meat of a conch shell. He had a big welt, like a scar, on his left cheek. I knew he was West Indian. I had seen many of them in Willemstad, but he was the biggest one I’d ever seen.” (p. 31)

Working in small groups, have students search for examples of imagery within the text and “lift” or quote the text, by recording the statement and corresponding page number on a post-it.

Appendix #8a

Text for Text-Lifting

I asked him for a drink of water.

He nodded agreeably, saying, “D’sun do parch.” He lifted a hinged section of the raft flooring and drew out a keg, which was about two feet long. There was a tin cup lashed to it. Careful not to spill a drop, he said, “’Tis best to have only an outrageous smahl amount. Jus’ enough to wet d’tongue.”

“Why?” I asked. “That is a large keg.”

He scanned the barren sea and then looked back at me, his old eyes going remote. “D’large kag ‘ave a way o’ losin’ its veree size.”

“You said we would be picked up soon,” I reminded him.

“Ah, yes,” he said instantly, “but we mus’ be wise ‘bout what we ‘ave.”

I drank the tiny amount of water he’d poured and asked for more.

He regarded me silently a moment, the said, his eyes squinting, “A veree lil’ more, young bahss.”

My lips were parched and my throat was dry. I wanted a whole cup. “Please fill it up,” I said.

Timothy poured only a few drops into the bottom.

“That isn’t enough.” I complained. I felt I could drink three cups of it. But he pressed the wooden stopper firmly back into the keg, ignoring me.

I said, “I must have water, Timothy. I’m very hot.”

Without answering, he opened the trap in the raft and secured the keg again. It was then I began to learn what a stubborn old man he could be. I began to dislike Timothy.

Appendix #8b1

After a moment, lying there in the darkness, hearing the creak of the raft and feeling its motion, it all hit me. I was blind and we were lost at sea.

I began to crawl, screaming for my mother and my father, but felt his hard hands on my arms. He held me tight and said, low and soft, “Young bahss, young bahss.” He kept repeating it.

I’ll never forget that first hour of knowing I was blind. I was so frightened that it was hard for me to breathe. It was as if I’d been put inside something that was dark and I couldn’t get out.

I remember that at one point my fear turned to anger. Anger at Timothy for not letting me stay in the water with my mother, and anger at her because I was on the raft. I began hitting him and I remember him saying, “If dat will make you bettah, go ‘head.”

After a while, I felt very tired and fell back on the hot boards.

Appendix #8b2

A Collection of Literary Devices and Figurative Language

Characterization the way in which an author presents a character in imaginative writing by description, by what the character says, thinks, and does, or by what other characters

say, think, or do about the character.

Dialect is a social or regional variety of a particular language ... that distinguishes it from

other(s) in pronunciation, grammar and vocabulary Dialect varies by location and is sometimes difficult to understand.

Dialogue “conversation between two or more people” that helps a story move involves quotes and quotation mark

Narration “an expression of event-based experiences …selected by the teller to [relate a story]” “a literary device in which an author drops subtle hints about plot developments to

come later in his story. Each of these hints widens the range of possible consequences.”

Plot sequence of events which the author develops to build suspense and interest This sequence, or plot, is what makes a reader want to continue reading a story until the

character’s journey ends.

Imagery the process of forming mental images while reading or listening to a story

Alliteration the repetition of the initial sounds in neighboring words or stressed syllables

Metaphor a figure of speech in which a comparison is implied by analogy but is not stated

Simile a comparison of two things that are unlike, usually using the words like or as

Personification a metaphorical figure of speech in which animals, ideas, things, etc. are represented as

having human qualities

Appendix #8c

http://www.answers.com/main/ntquery?method=4&dsid=2222&dekey=Story&gwp=8&curtab=2222_1

http://www.answers.com/main/ntquery?method=4&dsid=2222&dekey=Plot&gwp=8&curtab=2222_1

http://www.answers.com/main/ntquery?method=4&dsid=2222&dekey=Author&gwp=8&curtab=2222_1

http://www.answers.com/main/ntquery?method=4&dsid=2222&dekey=Literary+technique&gwp=8&curtab=2222_1

Notes on Grammar InstructionWriting 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.htmEditing 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, open-ended, 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 #8d1

http://www.writeguy.net/teachers.htm

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 #8d2

The Cay Grammar and Rhetoric Lesson

Sentence Structure and FormationPart I

Compound Sentences

Activity #1

Watch video segment Harold Syntax (Part 5 & 7 Clauses, Compounds, Complex Sentences) from United Streaming. www. streaming.discoveryeducation.com

Review Simple Sentences and Conjunctions prior to Compound Sentences

Activity #2

Students will utilize the text, The Cay, to identify compound sentences.

Inquiry Questions:

What do you notice about simple/compound sentences?

Appendix #8d3

http://www.streaming.discoveryeducation.com/

Focus Question #2In yesterday’s activity we focused on the character traits of Timothy and Phillip. Timothy is patient, thoughtful, and empathetic, while Phillip is self-centered and impatient. Choose one of these two characters and one of his character traits and support your position with details and/or quotes from Chapters 1-4 of The Cay.

Answer Plan: What to do1. Compose a well-written topic statement identifying the character

and his character trait. 2. Use supporting details and quotes from the text to support your

choice/position.3. Conclude by making a prediction about how the character trait

you chose might affect what happens in the novel.

Possible Answer: (Timothy’s empathy)(1) Timothy shows his empathy for Phillip’s blindness. (2) When Timothy realizes that Phillip is blind, he tries to reassure him with a story about a sailor who was hit by a boom and lost his sight, but regained it after three days. He held Phillip as he sobbed and even allowed Phillip to hit him. He only said, “If dat will make you bettah, go ‘head” (p. 46). (3) I think that Timothy’s empathy and patience will help Phillip deal with his blindness.

Appendix #9a

Using DialectThe Cay by Theodore Taylor

Pros Cons

TIMOTHY’S DIALECT

Appendix #9b

Theodore Taylor uses dialect in his novelThe Cay to help bring the character Timothy to life for the reader. By using dialect, the story becomes more authentic and believable; however, it may also become more difficult to understand in the process.

Complete the following on a separate sheet of loose-leaf paper: Look at the selection of quotes and (a) rewrite the entire quote in standard English using correct capitalization, punctuation, word usage, and spelling; and (b) decipher the meaning of the quote.

Example: “Why b’feesh different color, or flower b’different color? I true don’ know, Philleep, but I true tink beneath d’skin is all the same .” (p. 79)

a. Standard English: “Why are the fish different colors, or flowers different colors? I truly don’t know, Phillip, but I truly think that beneath the skin we are all the same.”

b. Meaning: Regardless of what color people are on the outside, inside we are all the same.

1. “We ‘ave rare good luck, youg bahss. D’wattah kag did not bus’ when d’raff was

launch, an’ we ‘ave a few biscuit, some choclade, an’ d’mathches in d’tin is dry. So we ‘ave rare good luck.” (p. 33)

2. “I’ave no recollection o’ anythin’ ‘cept dese islan’s. ‘Tis pure outragrous, but I do not remember anythin’ ‘bout a place called Afreca.” (p. 41)

3. “Young bahss, dere is, in dis part of d’sea, a few lil’ cays like dis one, surround on bot’ sides hombug banks. Dey are cut off from d’res’ o’ d’sea by dese banks.”

(p. 64)

4. ”D’place I am tinking of is call Debil’s Mout’. Tis a U-shaped ting, wit dese sharp coral banks on either side, runnin’ maybe forty, fifty mile. . . .” (p. 64)

5. “I don’ like some white people my own self, but ‘twould be outrageous if I didn’ like any o’ dem.” (p. 75)

Appendix #9c

Dialogue vs. NarrationUse the following graphic organizer to compare and contrast dialogue and narration.

Dialogue Both Narration

Appendix #10a

TIME FOR KIDS WORLD REPORT: November 21, 2008 Vol. #14 Issue #11, Elizabeth Winchester

We Can Stop Bullies

Colten Boyle, 10, knows how badly it hurts to be teased, called nasty names and left out by other kids. "I used to get bullied a lot at my old school," he says. Classmates used words to hurt Colten. But bullies pick on others in many ways. Sometimes the abuse is physical, like kicking, shoving and hitting. Sometimes it takes the form of mean online or text messages.

No matter how it's done, bullying is damaging. It can cause victims and bullies to feel badly about themselves, and can lead to other problems. Experts say that as many as one in 10 children is bullied at school. Each day, about 160,000 U.S. students miss school because they are afraid of being harassed. Preventing bullying is an important issue for kids, parents and teachers. Last week, almost 800 people from 42 states and eight countries attended an International Bullying Prevention Association meeting in Indianapolis, Indiana. They discussed the latest research and ways to prevent aggressive behavior in schools.

A Bully's Bulls-Eye

Why are some kids singled out as targets for bullies? A new study suggests it has to do with how kids act early in life. Researchers studied 1,970 children in Canada from when they were 4 months old until they turned 7. The research team found that toddlers who regularly pushed and hit other children did not become bullies. Instead, they were more likely to be picked on. The researchers recommend that parents and teachers start early to stop children from acting aggressively toward others.

Some experts are not yet convinced that angry toddlers are more likely to become bully magnets. Nancy Mullin, the director of Bullying Prevention Inc., in Natick, Massachusetts, believes the subject needs more study. But she agrees that, as early as possible, children should be taught how to get along with others.

Appendix #10b1

Let the Bully Beware

Communities across the globe are fighting back against bullies. "Bullying has been found in every country that has been studied," Edward Barker, an author of the Canadian study, told TFK. He believes schools should promote kindness, communication and conflict-resolution skills.

In the U.S., at least 39 states have laws that address bullying in schools. A variety of prevention programs are available. But for a program to work best, "youth must be a part of the solution," says Stephanie Bryn, head of the Stop Bullying Now! campaign (see "How to Handle Bullies").

Kids are tackling the issue together at Rosa Parks Middle School in Olney, Maryland. Through a program called You Have the Power!, high school students are working with 20 Rosa Parks students to spread anti-bullying messages. "When I see someone being bullied, I sometimes don't know what to do," admits middle schooler Haley Nachlas. "I feel this program will give me answers."

Colten rarely sees bullying at his new school, Elrod Elementary, in Kalispell, Montana. For the past three years, his school has participated in the Olweus (ol-vey-us) Bullying Prevention Program. Olweus is active in schools in more than a dozen countries. It aims to get everyone involved: teachers, administrators, students, parents, bus drivers and cafeteria workers. Everybody works to make the school a welcoming place. "It makes the bullies think twice," says Colten, "and the people who are getting bullied feel supported."

Appendix #10b2

Highlighted Reading: “We Can Stop Bullies”

Paragraph #1:

In what ways do bullies hurt people?

Paragraph #2:

How many children are bullied?

How may students miss school daily due to bullying?

Paragraph #3:

What should parents and teachers start early?

Paragraph #4:

What should children be taught early?

Paragraph #5:

Where does bullying occur?

What should schools promote?

Paragraph #6:

How many states have laws that address bullying?

Paragraph #7:

Who can help spread anti-bullying messages?

Paragraph #8:

Who is involved in the bullying prevention program?

Appendix #10b3

Answers to Highlighted Reading: “We Can Stop Bullies”

Paragraph #1: In what ways do bullies hurt people?

Sometimes the abuse is physical, like kicking, shoving and hitting. Sometimes it takes the form of mean online or text messages.

Paragraph #2:How many children are bullied?

…one in ten children is bullied at school. Each day, about 160,000 U.S. students miss school because they are afraid of being harassed.

How may students miss school daily due to bullying?

Each day, about 160,000 U.S. students miss school because they are afraid of being harassed.

Paragraph #3:What should parents and teachers start early?

…parents and teachers start early to stop children from acting aggressively toward others.

Paragraph #4:What should children be taught early?

…as early as possible, children should be taught how to get along with others.

Paragraph #5:Where does bullying occur?

Bullying has been found in every country

What should schools promote?

…schools should promote kindness, communication and conflict-resolution skills

Paragraph #6:How many states have laws that address bullying?

…39 states

Paragraph #7:Who can help spread anti-bullying messages?

…kids…high school students…students

Paragraph #8:Who is involved in the bullying prevention program?It aims to get everyone involved: teachers, administrators, students, parents, bus drivers, and cafeteria workers. Everybody…

Appendix #10b4

6.3 Close and Critical Reading—“We Can Stop Bullies”—StudentDisposition: Exploration and Discovery—Theme: Discovery requires experience and reflection

What does the text say? (Briefly summarize “We Can Stop Bullies” at the literal level.)




Appendix #10b5

6.3 Close and Critical Reading—“We Can Stop Bullies”—TeacherDisposition: Exploration and Discovery—Theme: Discovery requires experience and reflection

What does the text say? (Briefly summarize “We Can Stop Bullies” at the literal level)

The article states that bullying is a global problem. Bullying takes on different forms. It could be physical abuse, verbal abuse, or cyber-bullying (online or text messages). Many children are affected by bullying. It can even cause many school attendance problems. The text gives advice to parents, teachers, and students as to ways to handle bullying including information about bullying prevention programs.


The article is an informational text. At the beginning of the article, there is a picture and title as well as subheadings. Paragraphs are under subheadings. Included in the paragraphs are statistics and researched facts. The article includes direct quotations from children and staff as well as experts on the topic. The article is written in third person although it incorporates direct quotations that are first person. The quotations serve as examples of evidence to support the subject of the “latest research” on bullying and “ways to prevent aggressive behavior in schools.” The title is in first person plural: “We Can Stop Bullies.” Perhaps the use of first person plural is intentional. “We” implies together; the author can encourage the reader’s concern and investment with the problem of bullying. The article is from a magazine called Time for Kids World Report. The magazine was released on November 21, 2008, and it is Volume 14 and Issue 11. The photograph of a child’s distorted face under the writer’s name emphasizes the cruelty of children and the subject of the article. The author provides examples of bullying: “Sometimes the abuse is physical, like kicking, shoving and hitting. Sometimes it takes the form of mean online or text messages.” The author uses numbers and statistics to emphasize the problem: “Each day, about 160,000 U.S. students miss school because they are afraid of being harassed.” The author shows a sense of humor with her play on words in her heading “A Bully’s Bulls-Eye.” Her next heading continues the play with alliteration: “Let the Bully Beware.” The headings are in boldface. The article is instructional yet optimistic. It concludes with a sense of hope for the reader: “Everybody works to make the school a welcoming place. ‘It makes the bullies think twice,’ says Colten, ‘and the people who are getting bullied feel supported.’”

What does the text mean? (What message/theme/concept is the author trying to get across?)Empathy is the antidote for misuse of power.

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 the lives of others?) Answers will vary but may resemble the following:This article causes me to reflect on my school experiences. Bullying is a very common problem and experience for many students. The article shows that many people can relate to bullying, and many people need to take ownership for it. Also, through research, statistics were discovered regarding this global problem finding that bullying can be found in every country. As a teacher and a mother, it really made me reflect on my role in preventing this hurtful problem. It should not only be part of a school’s obligation to promote kindness and conflict resolution, but it should also be mandatory. Parents and students need to be part of the solution. It is important that parents, educators, and students (bullies, victims, and bystanders) be educated on the causes and more importantly the preventions to this problem.

Appendix #10b6

I think it is interesting that we usually think of children when we say bullying. Yet, adults model this behavior as well. Jobs and schools should be bully-free zones with zero tolerance. My mom started working last year in a middle school. She works part time in a literacy program. She kept telling me about a man who was a peer who made slighting remarks to my mother and some of the female teachers. For example, “Well she’s not a teacher, she’s special ed.” In other words, special education teachers were not real teachers. I began questioning my mother. What did these women all have in common? Well to make a long story short, they were all older women. He felt it was okay to dismiss older women. He intimidated them and students (though he had great classroom control). However, classroom control should not be based on bullying. He picked the youngest and oldest to ridicule. Until we clean up the adult world in schools, I am not sure how we will clean up the schools.

Appendix #10b7

“You’ve Got to Be Carefully Taught”

from the musical South Pacific

by Rodgers & Hammerstein (1949)

You've got to be taught to hate and fear.

You've got to be taught from year to year.

It's got to be drummed in your dear little ear.

You've got to be carefully taught.

You've got to be taught to be afraid

Of people whose eyes are oddly made

And people whose skin is a different shade.


You've got to be taught before it's too late

Before you are six or seven or eight

To hate all the people your relatives hate.



Appendix 11a

Focus Question #3 You have heard Rodgers & Hammerstein’s viewpoint that people are taught to fear and hate others who are different from them. Since we know that prejudice means “an opinion that is formed without knowing or understanding all the facts,” describe how this compares with the way Phillip was brought up at home.

Answer Plan: What to do1. Write a sentence introducing the situation. 2. Include 3-5 sentences describing how the situations are similar.3. Find two examples in the story that proves the similarity to the song.4. Conclude by explaining how this illustrates prejudice.

Possible Answer:(1) After reading Rodgers & Hammerstein’s viewpoint on prejudice, I realize I have experienced prejudice also. (2) – (5) Answers will vary.

Appendix #11b

CLOSE AND CRITICAL READING—THE CAY, CHAPTER 9 EXCERPT, PAGES 70-7

My hands were tired from pulling the vines, and I just wanted to sit and think. I didn’t want to work. I said, “Timothy, I’m blind. I can’t see to work.”

I heard him cutting something with his sharp knife. He replied softly, “D’han is not blin’.”

Didn’t the old man understand? To work, aside from pulling up vines or drawing something in the sand, you must be able to see.

Stubbornly, he said, “Young bahss, we need sleepin’ mats. You can make d’mats.”

I looked over in his direction. “You do it,” I said.

He sighed back, saying, “D’best matmaker in Charlotte Amalie, down in Frenchtown, b’total blin’.”

“But he’s a man, and he has to do that to make a living.”

“B’true,” Timothy said quietly.

But in a few minutes, he placed several lengths of palm fiber across my lap. He really was a black mule. “D’palm mat is veree easy. Jus’ ovah an’ under…”

Becoming angry with him, I said, “I tell you, I can’t see.”

He paid no attention to me. “Take dis’ han’ hol’ d’palm like dis;den ovah an’ under, like d’mahn in Frenchtown; den more palm.”

I could feel him standing there watching me as I tried to reeve the lengths, but I knew they weren’t fitting together. He said, “Like dis, I tell you,” and reached down to guide my hand. “Ovah an’ under…”

I tried again, but it didn’t work. I stood up, threw the palm fibers at him, and screamed, “You ugly black man! I won’t do it! You’re stupid, you can’t even spell.”

Timothy’s heavy hand struck my face sharply.

Stunned, I touched my face where he’d hit me. Then I turned away from where I thought he was. My cheek stung, but I wouldn’t let him see me with tears in my eyes.

I heard him saying very gently, “B’gettin’ back to wark, my own self.”

I sat down again.

Appendix #12a1

He began to sing that “fungee and feesh” song in a low voice, and I could picture him sitting on the sand in front of the hut; that tangled gray hair, the ugly black face with the thick lips, those great horny hands winding the strands of vineThe rope, I thought. It wasn’t for him. It was for me.

After a while, I said, “Timothy…”

He did not answer, but walked over to me, pressing more palm fronds into my hands. He murmured, “’Tis veree easy, ovah an’ under…” Then he went back to singing about fungee and feesh.

Something happened to me that day on the cay. I’m not quite sure what it was even now, but I had begun to change.

I said to Timothy, “I want to be your friend.”

He said softly, “Young bahss, you ‘ave always been my friend.”

I said, “Can you call me Phillip instead of young boss?”

“Phill-eep,” he said warmly.

Appendix #12a2

6.3 Close and Critical Reading—The Cay, Chapter 9—StudentDisposition: Exploration and Discovery—Theme: Discovery requires experience and reflection

What does the text say? (Briefly summarize The Cay, Chapter 9 at the literal level.)




Appendix #12a3

6.3 Close and Critical Reading—The Cay, Chapter 9—TeacherDisposition: Exploration and Discovery—Theme: Discovery requires experience and reflection


In Chapter Nine of The Cay, Timothy was trying to teach Phillip to make sleeping mats. Phillip was frustrated and told Timothy that he could not do it because he was blind. Timothy would not allow Phillip to give up. Phillip became angry and lashed out at Timothy, saying, “You ugly black man!” Timothy slapped Phillip’s face. After some moments, Phillip reflected on the experience with Timothy, realizing that Timothy was trying to help and care for him. Phillip began to help with the task of weaving the sleeping mats and in the end asked Timothy to be his friend. A new bond of friendship and respect was formed.


The Cay, by Theodore Taylor, is a narrative text, a realistic fiction/historical fiction/adventure. The Cay is organized in untitled chapters with paragraphs. This section of the chapter includes quotes, sentence variety, and the character, Timothy, speaking with a dialect. For example: “D’han is not blin.’” The excerpt is in first person from the protagonist’s (Phillip’s) point of view: “My hands were tired from pulling the vines, and I just wanted to sit and think. I didn’t want to work.” The author develops the characters’ traits through dialogue and action. For example, the protagonist is whiny and tries to avoid work by blaming his blindness: “My hands were tired from pulling the vines, and I just wanted to sit and think. I didn’t want to work. I said, ‘Timothy, I’m blind. I can’t see to work.’” In contrast, the old man is firm but kind: “D’palm mat is veree easy. Jus’ ovah an’ under…” There is an emphasis on or motif of sight. The author deliberately and repeatedly uses the word “blind” and “see” to emphasize the protagonist’s insight: “The rope, I thought. It wasn’t for him. It was for me.”

What does the text mean? (What message/theme/concept is the author trying to get across?)Sometimes what appears to be cruelty is really kindness.


I was talking to my daughter the other day on the phone. She is a senior at Grand Valley University. She has always been shy. I am not sure why, as the rest of the family is fairly gregarious. However, this year she is working at the writing center and tutoring individuals and classes in a writing lab. She was anxious about starting and speaking to thirty some unknown faces. However, her first day went fine, and she told me an insight she had gained into my parenting. When she was little and wanted more French fries or some other item, I would agree to pay for it but I had insisted that she request it. She said she realized now years later, that even though she was still shy, those early childhood experiences had helped her realize that one could be fearful but still act and work through the fear. I am sure she thought I was being cruel, but given time (years in this case), she realized my intent.

Appendix #12a4

“Why b’feesh different color, or flower b’different color? I true don’ know, Phill-eep, but I true tink beneath d’skin is all d’same.”

Timothy p.75

I moved close to Timothy’s big body before I went to sleep. I remember smiling in the darkness. He felt neither white nor black.

Phillip p.76““Eeevery day I tink what rare good luck I ‘ave dat you be ‘ere wid my own self on dis outrageous, hombug islan.”

Timothy p.78

Directions: Read each of the following quotes. Choose the quote to which you’d like to respond. Write the quote at the top of your paper and respond to the quote in a 7 minute quick-write.

Prompt: What does this quote “say” to the reader, and what does it tell you about the character speaking it?

Appendix #12b

Focus Question #4Identify three of the most important happenings within these chapters. Which event do you believe will have the greatest influence on Phillip’s future? (Determining Importance)

Answer Plan: What to do1. Write a sentence restating the question.2. Identify the three most important events.3. Explain which of the three events you feel is of greatest importance and why.

Possible Answer:(1) There are three major events that occur in Chapters 11, 12, and 13. (2) First, in Chapter 11, Timothy builds a wood figure of Stew Cat to ward off the jumbi, or evil spirits, that he believes are surrounding the cay. In Chapter 12, Timothy is stricken with malaria and is greatly weakened by the disease. Finally, in Chapter 13, Phillip learns to fish and becomes more self-sufficient. (3) I believe that learning to fish and becoming more self-sufficient is the most important of the three events since these are necessary skills for Phillip’s survival. By learning these skills, he becomes less dependent on Timothy and in greater control of his own future.

Appendix #13a

Transitive and Intransitive Verbs Review!

A verb that needs a direct object to complete its meaning. Bring, enjoy, and prefer are transitive verbs.A verb that does not need a direct object to complete its meaning. Run, sleep, travel, wonder, and die are all intransitive verbs.

Some verbs can be intransitive in one sentence and transitive in another. Boiled is intransitive in “My blood boiled” but transitive in “I boiled some water.” Transitive verbs need an object to complete the meaning of the sentence.

He took the book.

This is a transitive verb. The verb “took” has a direct object following it, “the book.”

She ate an apple.

The verb “ate” is followed by the direct object, “an apple.”

The boy broke the window.

“Broke” is the transitive verb and “the window” is the direct object.

Appendix #13b1

http://www.answers.com/topic/direct-object

http://www.answers.com/topic/verb

http://www.answers.com/topic/direct-object

http://www.answers.com/topic/verb

Tricks and Tools

An object answering, what? who? follows transitive verbs:

The boy kicked the ball.

Kicked what or kicked whom?

He eats food.

Eats what?

Shannon sees Joe.

Sees what or sees whom?

She lifted the bag.

Lifted what or lifted whom?

Verbs such as set, which require an object, are called “transitive verbs,” and verbs, such as sit, which don't require an object, are called “intransitive verbs.” The way I remember the difference is to think of transitive verbs as transferring their action to an object.I also have a good memory trick to help you remember the difference between sit and set. When you're training a dog, you tell her to sit. My first dog's name was Dude and she was a girl, so we would tell her, “Sit, Dude. Sit.” And she would plop her little bottom down. She was a good dog. She was a bull mastiff, so actually her bottom wasn't that little.So get that image in your mind of a big bull mastiff responding to the command “Sit.” That is how you use sit – for the action of sitting.Set, on the other hand, requires an object. I would set Dude's leash on the table, but she would still think we were going for a walk. I know she saw me set it down, but she was always full of hope. In those example, the leash and the word it were the objects. I set the leash on the table, and she saw me set it down.So remember that a dog (or person) sits, and you set things like leashes down.

Appendix #13b2

Trigger Event (Inciting Moment) Event that causes the conflict or sets the conflict in motion.

Rising Action Complications and events that occur as the character(s) tries to solve the problem

Climax (Turning Point) The point of highest interest, suspense, or greatest emotional tension.

Falling Action Events that occur as the character works toward the resolution of the conflict/

Resolution (Denouement)A satisfactory conclusion that is either positive or negative for the character.

Phillip’s Journey

Exposition (Beginning of the Story)The start of a story that introduces characters and setting.

Appendix #14a

Focus Question #5 Authors sometimes take characters on journeys that we do not expect. Phillip’s journey has taken us to a climax we may not have expected. What is the climax in the story and looking back at Phillip’s journey, what three events have led up to this climax? Predict what you expect to happen next.

Answer Plan: What to do1. Write a sentence introducing the question.2. Identify the climax and the three events leading up to the climax.3. Predict what will happen next within the story.

Possible Answer:(1) Not all stories take us in a direction we can anticipate. (2) Authors such as Theodore Taylor create suspense and excitement by including these twists and turns. In the story The Cay, Phillip is taken on an incredible journey: He is blinded from an accident that occurs during an attack on his ship The S.S. Hato, stranded on an island with a man he had never known, and made to face the full force of a hurricane. The climax occurs, however, when Timothy dies and Phillip is left alone to survive. (3) From what I already know about Phillip’s journey, I can predict survival will not be easy. In the end, I think that Phillip will be rescued by a plane and returned to his father.

Appendix #14b

Frayer’s Four Square Model

The Frayer’s Model is an instructional strategy to categorize concepts and words. When students use the Frayer model, they analyze the essential and nonessential attributes of a concept or word, and look for both examples and non-examples of that word.

Procedure:1. Use the Frayer Model graphic organizer or fold a piece of paper into

four squares.2. Assign the concept/word and write it in the center of the squares.3. Work through the four planes of the model as a whole class, in small

groups, pairs, or individually depending on student’s knowledge and experience with the graphic organizer.a. “What it is?” includes defining characteristics of the concept/wordb. “What it isn’t” includes characters that represent the opposite of the

concept/wordc. “Examples” includes connections students can make with this

concept and their own experiences or examples of the concept found in The Cay.

d. “Non-Examples” includes connections students can make to when the concept/word was NOT illustrated in their experiences or examples of the concept found in The Cay.

Extension: Have students develop their own definition of the word based on their new knowledge.

Appendix #15a

FRAYER’S MODEL

ATTRIBUTES – WHAT IT IS

NON-ATTRIBUTES – WHAT IT ISN’T

EXAMPLESfrom your Life and/or The

Cay

NON-EXAMPLESfrom your Life and/or The

Cay

Appendix #15b

Legacy

Focus Question #6We have seen how a legacy one person leaves can have a lasting impression on another. Choose one of the following writing prompts:

1. Think about your own life and write about the legacy you would like people to remember you by. Explain what your legacy would be and how it will affect others.

2. Think about a legacy someone else has left to you. Explain what it is and how it has affected you.

Assessment of Answer:In answering either question one or question two, look to see if students have developed (1) a well-written topic sentence restating the question, (2) specific reference to the legacy they would leave or have been left, (3) an explanation of how this legacy would affect others or has affected them, and (4) a thoughtful conclusion.

Appendix #17a

Can You Take It?Anonymous

This poem was found on the wall of a solitary confinement cell at Dulag Luft, the German Interrogation center where all POWs shown were taken to be questioned.

It’s easy to be nice, boysWhen everything is okayIt’s easy to be cheerful,

When you’re having things your way.But can you hold your head up

And take it on the chin.When your heart is breakingAnd you feel like giving in?

It was easy back in England,Among friends and folks.

But now you miss the friendly hand,The joys, and songs, and jokes.

The road ahead is stormy.And unless you’re strong in mind,

You’ll find it isn’t long beforeYou’re dragging far behind.

You’ve got to climb the hill, boys;It’s no use turning back.

There’s only one way home, boys,And it’s off the beaten track.Remember you’re American,

And when you reach the crest,You’ll see a valley cool and green,

Our country at it’s best.

You know there is a sayingThat sunshine follows rain,

And sure enough you’ll realizeThat joy will follow pain.

Let courage be your password, Make fortitude your guide;

And then instead of grousingJust remember those who died.

Appendix #17b1

6.3 Close and Critical Reading—“Can You Take It?”—Student Disposition: Exploration and Discovery—Theme: Discovery requires experience and reflection

What does the text say? (Briefly summarize “Can You Take It?” at the literal level.)




Appendix #17b2

6.3 Close and Critical Reading—“Can You Take It?”—Student Disposition: Exploration and Discovery—Theme: Discovery requires experience and reflection

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

The poem states that it is easy to be nice when everything is okay and things are going your way. The poem states it is easy when you are with friends in England and singing and joking. However, the poem asks can you take it when the road is rough and hard and you are close to breaking. The poem states you need to have a strong mind if you are going to make it up the hill. The poem states that you should remember that you are an American and that instead of complaining, you need to remember those who have died.


The text is a poem with a title, “Can You Take It?” It is organized in four stanzas and contains rhyme. Lines two and four and six and eight of each stanza end with words that rhyme—e.g., “chin” and “in.” Also, the poem includes some background knowledge involving the presence of war and being a U.S. soldier. The poem uses second person; consequently, there is a tone of familiarity. The poem appears to be a message or instructive sermon/lesson, given that it was found “on the wall of a solitary confinement cell at Dulag Luft,” and constantly uses “you.” In addition, it is titled “Can You Take It?” Note, given the era, “boys” likely refers to other soldiers/POWs. The first stanza ends with a challenge: “But can you hold your head up/And take it on the chin. /When your heart is breaking/And you feel like giving in? The reader can assume, since Dulag Luft was a German Interrogation center, that the author is referring to questioning by the Germans. The author also implies that “England” is an ally, as “It was easy back in England, /Among friends and folks.” The author warns of a rough road ahead for the reader of the poem, most likely interrogation. The trick is to be “strong in mind.” The author uses repetition to emphasize his point. For example, in the first stanza the phrase “It’s easy” is used twice. The third stanza emphasizes the journey motif and includes military imagery, “You’ve got to climb the hill, boys.” The reader is reminded of the many hills our “boys” or soldiers have climbed. Nationalism is introduced in the third stanza with “Remember you’re American.” The author’s agenda becomes apparent in the last stanza. The author is encouraging “fortitude” and “courage.” The final line reminds the reader of the required service of a country and the ultimate sacrifice: “Just remember those who died.”

What does the text mean? (What message/theme/concept is the author trying to get across?)Life is filled with peaks and valleys; it is a journey of discovery.


Appendix #17b3

This poem can be applied to my life because there have been times in the past where I have gone through difficulties. When I was going through the hard times, it was challenging to be positive and realize that the bad times will pass. For example, when my parents divorced, it was difficult to be positive, but eventually I realized that I could have a strong and loving relationship with both of my parents, even though they were no longer together. The poem, titled “Can You Take It?” illustrates that you can come out of challenging experiences stronger, and after reflection you may discover that you have greater appreciation of your joy and more gratitude towards what you have.

I am reminded of the mental strength I draw upon when faced with an obstacle. For example, when I am faced with a challenge, I often remember those that have gone before me. If I am scared, I think about my great-great grandmother, who traveled from Ireland to America by herself. I think if she had the courage to leave her family and travel to the unknown, then I have the courage to face my fears. I think I often draw upon those that have passed before me. Perhaps I feel uplifted, knowing that I walk upon their shoulders.

Appendix #17c4

The Cay, Chapter 19, Pages 136-137

Directions: Underline the conjunctions in the excerpt below and identify how each conjunction is used.

I saw Henrik van Boven occasionally, but it wasn’t the same as when we’d played the Dutch or the British. He seemed very young. So I spent a lot of time along St. Anna Bay, and at the Ruyterkade market talking to the black people. I liked the sounds of their voices. Some of them had known old Timothy from Charlotte Amalie. I felt close to them.

At war’s end, we moved away from Scharloo and Curacao. My father’s work was finished.

Since then, I’ve spent many hours looking at charts of the Caribbean. I’ve found Roncador, Rosalind, Quito Sueno, and Serranilla Banks; I’ve found Beacon Cay and North Cay, and the islands of Providencia and San Andres. I’ve also found the Devil’s Mouth.

Someday, I’ll charter a schooner out of Panama and explore the Devil’s Mouth. I hope to find the lonely little island where Timothy is buried.

Maybe I won’t know it by sight, but when I go ashore and close my eyes, I’ll know this was our own cay. I’ll walk along east beach and out to the reef. I’ll go up the hill to the row of palm trees and stand by his grave.

I’ll say, “Dis b’dat outrageous cay, eh, Timothy?”

Appendix #17c

Narrative Profundity Chart

Physical:

What did the character do?

(Action)

Mental:

What was the character thinking or feeling when s/he did

it?(Intention)

Moral:

What was right and wrong with

what the character did?

(Judgment)

Psychological:

What did the character get from doing what

s/he did?(Benefit/

Consequences)

Analogical:

What links are there to me, to what I have

read and to my world?(Comparison)

Philosophical:

What is the lesson or principle that I can

learn from this story?(Abstraction)

Transformational:

How can this lesson, insight, or wisdom

change my life?(Transformation)

Appendix #18a

Comparing and ContrastingThe Cay by Theodore Taylor & The Harmonica by Tony Johnston

Phillip from The Cay

and the boy from The HarmonicaHow Are They Alike?

1.

2.

3.

4.

5.

Phillip from The Cay

vs. the boy from The HarmonicaHow Are They Different?

1.

2.

3.

4.

5.

Conclusions/Connections I Can Make:

Appendix #18b

Comparison and Contrast

In Theodore Taylor’s The Cay and Tony Johnston’s The Harmonica, the main character discovered important things about themselves through experience and reflection. Think and write about specific instances when the two characters discovered important things about themselves through experience and reflection. Support your answer using details and examples from the corresponding story.

Use the following checklist as you write and review your response:

Comparison and Contrast Revision Checklist

Do I include an introduction that clearly states the comparison and contrast relationship?

Do I use important details and examples to explain the comparison and contrast relationship?

Do I use language effectively to help the reader understand the comparison and contrast 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 comparison and contrast relationship?

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

Appendix #18d

Comparison and Contrast Rubric

CATEGORY 4 3 2 1Purpose and Supporting Details

The response clearly compares and contrasts ideas from both texts. The response supports both comparison and contrast with examples that are specific and relevant.

The response clearly compares and contrasts ideas from both texts. The response supports both comparison and contrast with a mix of general and specific relevant examples.

The response compares and contrasts ideas from both texts clearly, but support is general and/or incomplete. The response may include irrelevant information.

The response compares or contrasts ideas from both texts, but does not do both. There is no support, or the attempt to support is unclear.

Organization and Structure

The response breaks the information into comparison and contrast. Ideas are consistently in logical order. The response progresses smoothly from one idea to the next and shows strong relationships and connections among ideas.

The response breaks the information into comparison and contrast, but ideas may not be presented in a consistently logical order. The response progresses from one idea to the next, showing some relationship among ideas.

The response breaks the information into comparison and contrast, but ideas may be presented in the wrong section, or in such an illogical or unexpected order that the reader is distracted.

There is little sense that the writing is organized. Many ideas are presented in an illogical or unexpected order.

Language Use Varied transition words support the natural flow of the response and the relationships between ideas. The response uses a variety of sentence structures and word choice.

Transition words may be artificial or simple, but generally support the relationships between ideas. There is some variety of sentence structure and word choice.

Transition words are artificial or simple, and may not clearly connect ideas. There is little variety of sentence structure or word choice.

Transitions, if any, are simple and do not support the connections between ideas. Sentence structure and word choice may be repetitious, simple, and limited

Grammar and Spelling (Conventions)

There are few, if any, errors to distract the reader.

There may be errors, but they generally do not distract the reader from the content.

Errors may distract the reader from the content.

Multiple errors may make the content difficult to understand.

Adapted from http://www.readwritethink.org/lesson_images/lesson275/compcon_rubric.pdf

Appendix #18e

http://www.readwritethink.org/lesson_images/lesson275/compcon_rubric.pdf

Narrative WritingWe have explored the theme “Discovery requires experience and reflection.” In The Cay, Phillip went through harrowing experiences. As the result of these experiences and his reflection on them, Phillip discovered much about himself and his world. The same thing is true of the boy in Harmonica—he learned about himself and his world as he reflected on his experience.

Write a story about…… a time when you had an life-changing experience and after thinking about it, you learned

important lessons about yourself and your world.

someone you know or have heard about or read about who had an experience that helped them to discover important things about themselves and their world.

the theme “Discovery requires experience and reflection.”

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 #19a1

Michigan Educational Assessment ProgramAnalytic Rubric-- DRAFT

Narrative Writing—Grades 4 and 70 1 2 3

Ideas(points doubled)

Story is unfocusedand 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.

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

Organization No organization evident.

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

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

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

Style Ineffective use oflanguage for thewriter's purposeand audience.

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

Command of language,including effective wordchoice and clear sentencessupports the author'spurpose and audience..

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

Conventions Conventions of StandardEnglish* for grammar,usage, spelling, capitalization, andpunctuation for the grade level are rarely used.

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

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

Conventions of StandardEnglish* for grammar, usage, spelling, capitalization, andpunctuation 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-TopicB Illegible or written in a language other than EnglishC. BlankD Insufficient to rate

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

Appendix #19a2

Culminating Research“Discovery”

You will conduct an inquiry-based research project from your personal reflections, questions, and experiences from the unit.

As you read The Cay, you created a reflective journal. Your journals will aid you in generating questions for research topics. You are to answer the “So, what?” question—How will my research apply to my life and/or to the lives of others?

Possible Topics War World War II Nazi Malaria Discrimination Caribbean Prejudice Cay Venezuela Germans Destroyers

Students will investigate and demonstrate understanding by creating an oral /written presentation. (PowerPoint, poster, visual, paper).

Students will be assessed based on their ability to demonstrate self discovery, new knowledge, connections, and personal reflection.

Appendix #20a1

Modified I-Search Topic Cards

Directions: Individual student are assigned a topic associated with the reading of The Cay.

Students complete the I-Search report, complete a written activity and appropriate visual

representation and present their information to the class. For example, if researching a

shark, the information could be presented on gray paper shaped as the animal’s body.

BAMBOO SCORPIONSOIL

REFINERIESTRADE WINDS

LEEWARD COASTS

WINDWARD COASTS

CARIBBEAN RESOURCES

CARIBBEAN CLIMATE SHARKS

WEAVING (HISTORY OF,

MATERIALS, AND

EXAMPLES)

CAY CORAL REEF HURRICANES PILOT BOATDESTROYER

(BOAT)

SEXTANTDUTCH

FREIGHTERST. ANNA

BAYSEA URCHINS

COCONUT (TREES)

Appendix #20a2

WILLEMSTAD, VENEZUELA

MALARIA FEVER

SCHOONER PONTOON SUBMARINE

MORAY EEL NAZINETHERLANDS

ANTILLES (ARUBA, BONAIRE)

SHARKSLAKE

MARACAIBO

GERMANU-BOAT

OIL TANKER TORPEDOES LANGOSTAPALM

FRONDS

PANAMAPANAMA CANAL

PROVIDENCIASAN

ANDREASTHEODORE

TAYLOR

ORGAN PIPE CORAL POMPANO

SKATE (SEA ANIMAL) HURRICANES VOODOO

MUSSELS SCALLOPS OCTOPUS BARRACUDA SQUALL

Appendix #20a3

Modified I-Search Report

Quick write: In the space provided, write for 2-3 minutes on what you know about your topic/term.

Topic: ____________________________________

Formulating Research Questions: In the space provided, write 3-5 research questions relating to your topic.

“I-Plan” Statement: Write an “I-Plan” statement that indicates what you plan to do to find answers to your questions.

Appendix #20b1

My Topic: _________________

Name: ________________

Research question I am answering:

Reference source where I found my answer:

What I learned:

Connections (text-text; text-world; text-self):

Research question I am answering:

Reference source where I found my answer:

What I learned:

Connections (text-text; text-world; text-self): Appendix #20b2

Appendix #20c

CURACAO island country with a pleasant

climate, interesting history and diverse culture. Found just north of the equator in the southwest Caribbean, Curacao is sunny and warm year-round with an average temperature in the 80s. Historically, the Spanish discovered Curacao in 1499 and eventually forced all native people into slavery. The Dutch took over Curacao in 1634 and in time, put an end to slavery. During the 1930s, many more people came to Curacao when the country began to prosper from the development of an oil refinery. Just like the United States, this mix of people from various parts of the world has added to the diverse culture living in the country. More information on Curacao can be found by visiting two online reference sites: www.curacao.com and www.worldatlas.com.

http://www.worldatlas.com/

http://www.curacao.com/

Documents

Learning Life’s Lessons through Literature - ELA …chippewavalleyela.pbworks.com/w/file/fetch/54674780/MISD... · Web view“It’s important while we read to be able to figure