a separate peace sample - esc4.net separate peace sample.pdf · a separate peace . sample sample...

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Overview ......................................................................................................................................... 1 Why Use a Skills-Based Approach .......................................................................................... .3 How to Use this Manual............................................................................................................ 4 Characters ..................................................................................................................................... .5 Chapter 1 (pp. 9–20) ....................................................................................................................... 9

Vocabulary Words .................................................................................................................. 11 Discussion Topics .................................................................................................................. 11

Vocabulary Activities ............................................................................................................. .13 Answer Key for Discussion Topics ........................................................................................ 20 Quizzes for Chapter 1............................................................................................................. 26 Answer Key for Quizzes ........................................................................................................ 29 Chapter 2 (pp. 21–32) ................................................................................................................... 31

Vocabulary Words .................................................................................................................. 33 Discussion Topics .................................................................................................................. 33 Vocabulary Activities ............................................................................................................. 35 Answer Key for Discussion Topics ........................................................................................ 42 Quizzes for Chapter 2............................................................................................................. 49 Answer Key for Quizzes ........................................................................................................ 51 Chapter 3 (pp. 33–48) ................................................................................................................... 53

Vocabulary Words .................................................................................................................. 55 Discussion Topics ................................................................................................................. .55 Vocabulary Activities .............................................................................................................. 58 Answer Key for Discussion Topics ........................................................................................ 63 Quizzes for Chapter 3............................................................................................................. 72 Answer Key for Quizzes ......................................................................................................... 74 Chapter 4 (pp. 49–60) ................................................................................................................... 77

Vocabulary Words .................................................................................................................. 79 Discussion Topics .................................................................................................................. 79 Vocabulary Activities .............................................................................................................. 81 Answer Key for Discussion Topics ........................................................................................ 89 Quizzes for Chapter 4............................................................................................................. 94 Answer Key for Quizzes ......................................................................................................... 96 Chapter 5 (pp. 61–71) ................................................................................................................... 99 Vocabulary Words ................................................................................................................ 101 Discussion Topics................................................................................................................. 101 Vocabulary Activities ............................................................................................................ 103 Answer Key for Discussion Topics ...................................................................................... 110 Quizzes for Chapter 5........................................................................................................... 115 Answer Key for Quizzes ....................................................................................................... 117

Table of Contents

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Chapter 12 (pp. 178–194) ........................................................................................................... 253 Vocabulary Words ................................................................................................................ 255

Discussion Topics................................................................................................................. 255 Vocabulary Activities ............................................................................................................ 257 Answer Key for Discussion Topics ...................................................................................... 264 Quizzes for Chapter 12......................................................................................................... 270 Answer Key for Quizzes ....................................................................................................... 272

Chapter 13 (pp. 195–204) ........................................................................................................... 275

Vocabulary Words ................................................................................................................ 277 Discussion Topics................................................................................................................. 277 Vocabulary Activities ............................................................................................................ 279 Answer Key for Discussion Topics ...................................................................................... 284 Quizzes for Chapter 13......................................................................................................... 292 Answer Key for Quizzes ....................................................................................................... 294

Final Assessment....................................................................................................................... 297 Multiple Choice Questions.................................................................................................... 299 Answer Key for Multiple Choice Questions........................................................................... 308 Short Answer Questions....................................................................................................... 318 Answer Key for Short Answer Questions.............................................................................. 319 Optional Essay Questions ................................................................................................... 320 Answer Key for Essay Questions ......................................................................................... 321 Appendices ................................................................................................................................. 325

Appendix I: General Rubric for Scoring the Essay Questions............................................. 327 Appendix II: General Rubric for Scoring the Short Answer Questions................................. 328 Appendix III: Using the Vocabulary Note Cards.................................................................... 329 Appendix IV: Suggested Researches ................................................................................... 330

References.................................................................................................................................. 333

Table of Contents

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Overview

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5

Why Use a Skills-Based Approach? In order to be successful in today’s high school literature classrooms, students must demonstrate that they are able to respond to literature on a critical level. They must develop and practice the skills that will allow them to go beyond the literal level questions that deal only with plot and definitions. Students must be able to demonstrate an understanding of how the author uses literary elements and techniques to craft a story. They must also be able to develop and defend their own interpretations of text and make thoughtful judgments about what they have read. The ability to connect thematic elements to personal experience, evaluate an author’s point of view or purpose for writing, and recognize organizational techniques the author might be using to convey an attitude, idea, or opinion are important skills for students to use when reading critically. Additionally, students must develop sensitivity for language and be able to explore how authors use language to persuade, entertain, or emotionally affect readers. Students must then be able to communicate this deeper understanding of what they have read through effective writing that is focused, logical, and well-organized. Comprehending text and responding to literature on a critical level requires students to develop an extensive vocabulary. Students need techniques for determining the meanings of the new words that they encounter in challenging text. In addition to being able to use context to determine the denotative and connotative meanings of words, phrases, technical vocabulary and figurative language, students should also be able to apply knowledge of prefixes, suffixes, root words, and word etymologies to determine meanings. The ability to use dictionaries and thesauruses to determine exact meanings and usage is important, as is a basic knowledge of syntax. In order for students to be able to analyze text on a critical level, they must practice applying critical reading and thinking skills to everything they read in the classroom—even novels. Student-teacher interactions that embrace these skills should be an integral and not a superficial part of classroom discussions about literature that is read. This guide is designed for teachers who want to provide that interaction for their students. It allows teachers to use this novel to teach and assess the skills that will lead their students to read, comprehend, and write with a critical eye. In this guide there are three basic types of discussion questions: literal level questions that deal with summary, questions that promote critical thinking, and questions that explore how literary elements are used to achieve meaning. The specific skill that each question addresses is identified in the answer key.

A Separate Peace A Skills-Based Approach to Teaching the Novel

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6

How to Use this Manual This guide has been designed to be used in conjunction with the First Scribner trade paperback 2003 edition of A Separate Peace by John Knowles. All page and line references are based upon that edition. For purposes of discussion and assessment, a set of vocabulary words, discussion questions, a short quiz, and suggestions for studying the vocabulary has been developed for each of the thirteen chapters. The answer keys for the discussion questions contain suggested interpretations that are meant to be a stimulus for discussion between students and teachers. They are not meant to be definitive interpretations. The answer keys also provide the skills that each question addresses. The questions are designed to promote discussions, either in teacher-directed class discussions, or for small-group student discussions, which may be shared with the class at a later time. The quiz questions correlate with the discussion questions. The answer keys for the quiz questions contain a listing of the skills they are measuring. In addition to providing suggestions for discussing text, this guide provides suggestions for teaching vocabulary in context. Each vocabulary word has corresponding suggestions for teaching skill development. These suggestions are found in the answer key for the vocabulary. Teachers need not teach all the vocabulary. They may select the words and/or skills from the list that will help them meet the needs of their students. The teaching suggestions that accompany the vocabulary words in the vocabulary answer keys suggest that the students put the vocabulary words and their synonyms on note cards. The appendix contains suggestions for using the note cards for different kinds of word study. In order to attain a more authentic assessment and to promote an internalization of specific vocabulary, it is suggested that the vocabulary activities be used for assessment in lieu of an objective vocabulary test. Assessment of vocabulary and comprehension skills occurs throughout this guide. The short quizzes that occur at the end of each chapter contain three short answer and five multiple choice questions. Suggested responses for the short answer questions are provided in the answer key and a general rubric for assessing the quality of the written response is provided in the appendix. Two final unit assessments are also provided: a multiple-choice test and an alternate essay examination. The answer key for the essay questions provides suggested responses for the essays, while the answer key for the multiple-choice test provides the list of skills that are being measured. A general rubric for assessing the quality of student essay responses is found in the appendix. As Carol Jago states in her book, Classics in the Classroom, Designing Accessible Literature Lessons, “The study of literature requires a subtle interplay of classroom tasks that scaffold difficult texts (p. 7).” This guide is designed to stimulate that interplay between students and teachers, providing students with chances to read critically and providing teachers with activities for teaching and assessing specific skills that will enable their students to read, think, and write about A Separate Peace on a critical level.

A Separate Peace A Skills-Based Approach to Teaching the Novel

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7

Chapter 1 pp. 9~20

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8

Chapter 1 (pp. 9–20)

_________________________________________ _______________________ Student Name Date

A Separate Peace

Vocabulary Words nondescript (p. 10) harmony (p. 12) foyer (p. 11) inanimate (p. 17) convalescence (p. 11) seigneurs (p. 18) specters (p. 12) deigning (p. 19) contentious (p. 12) collaborator (p. 19) Discussion Topics 1. How many years does the speaker say it has been since he was a student at the Devon

School?

2. On page 10, the speaker states that he could feel “fear’s echo” along with “uncontrollable joy which had been its accompaniment and opposite face.” What does the speaker mean?

3. Read the first paragraph on page 12 that begins, “Devon is sometimes considered the most beautiful…” Which word or words from the paragraph help the reader to understand the meaning of the word contentious?

4. On page 12, the speaker states, “Everything at Devon slowly changed and slowly harmonized with what had gone before. So it was logical to hope that since the buildings and the Deans and the curriculum could achieve this, I could achieve, perhaps unknowingly already had achieved, this growth and harmony myself.” These sentences help the reader to understand that the speaker wants to—

5. Read the paragraph on page 14 that begins, “Moving through the soaked, coarse grass… The speaker compares the tree to old men in order to convey his realization that—

6. What are the two “fearful sites” that the speaker has come back to the school to see?

7. Read the paragraph on page 14 that begins, “The tree was not only stripped by the cold season, it seemed weary from age…” What inferences can the reader draw about why the speaker is thankful about seeing the tree?

8. On page 14, when the speaker says, “I was drenched; anybody could see it was time to come in out of the rain,” he is really saying that he is finally—

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9

Vocabulary Word Skills Suggestions for Developing Skills nondescript It was a raw, nondescript time of year… (p. 10)

• Meaning in context • Denotation • Parts of Speech/

Sentence Patterns • Etymology • Synonyms • Diction/Tone

• Ask the students to read the entire paragraph that contains this sentence. Discuss what the meaning of the word might be within the context of the paragraph. Point out the clues inside the text that would support such a meaning.

• Have the class look at the dictionary definition (denotation) of the word.

• Point out that this word is used as an adjective because it modifies the noun “time.” The word may also be used as a noun.

• Point out that the word nondescript has the Latin root non plus the root word describere, which means “to describe.”

• Synonyms for the word nondescript as it is used in sentence include unremarkable, unexceptional, unmemorable, ordinary, commonplace, and average. Have students record the word and all of its synonyms on note cards.

• Discuss that the speaker is making it clear that the time of year was not special in any way, and the day is not a particularly beautiful day. The description of the setting is reflecting the narrator’s “self-pitying” mood.

foyer In through the swinging doors… (p. 11)


Sentence Patterns • Etymology • Synonyms • Diction/Tone

• Ask the students to read the entire paragraph that contains the word and the preceding paragraph. Discuss what the meaning of the word might be within the context of the paragraphs. Point out the clues inside the text that would support such a meaning.

• Have the class look at the dictionary definition (denotation) of the word.

• Point out that this word is used as a noun because it is a place.

• Point out that the word foyer has the Latin root focus, which means “fire.”

• Synonyms for the word foyer as it is used in the sentence include entrance hall, hall, hallway, entrance, entry, and reception area. Have students record the word and all of its synonyms on note cards.

• Note that the word is a formal way of naming an entry hall. This might refer to the formality of the building.

Vocabulary Activities Chapter 1 (pp. 9–20)

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10

Vocabulary Activities for Chapter 1 (continued)

Vocabulary Word Skills Suggestions for Developing Skills convalescence Well, I naturally felt older… (p. 11)


Sentence Patterns • Etymology • Forms of the word • Synonyms • Diction


• Have the class look at the dictionary definition (denotation) of the word and determine which definition applies to the word as it is used in this sentence.

• Point out that this word is used as a noun in the sentence.

• Point out that the word convalescence has the Latin root convalescere, which means “to grow strong.”

• The word has a verb form convalesce and an adjective form convalescent.

• Synonyms for the word convalescence as it is used in the sentence include recuperation, recovery, rehabilitation, and improvement. Have students record the word and all of its synonyms on note cards.

• Discuss that the speaker is referring to himself as going through a period of recovery. This recovery occurred between the present time and the time he spent as a student in this place. Yet, it is an “emotional examination” that he conducts to determine how far his “convalescence had gone.” Discuss that the speaker seems to be recovering from an emotional illness of some kind. He has come back to his school to heal emotionally, possibly by facing up to things that happened here.

specters I had more money… (p. 12)


Sentence Patterns • Etymology • Forms of the word • Synonyms • Diction/Tone


• Have the class look at the dictionary definition (denotation) of the word and determine which definition applies to the word as it is being used in this sentence.

• Point out that this word is used as a noun in the sentence.

• Point out that the word specters has the Latin root spectrum, which means “appearance or apparition.”

• The word specters has an adjective form spectral. • Synonyms for the word specters as it is used in the

sentence include ghosts, phantoms, apparitions, shadows, spirits, and presences. Have students record the word and all of its synonyms on note cards.

• Discuss that the speaker is making it clear that something haunted him when he used to go up and down these stairs. Discuss that the specters are not ghosts but are memories of something unpleasant that he cannot forget. Have the students brainstorm as to what kind of memory might haunt someone for several years.

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11

Discussion Topics Targeted Concepts, Processes, Skills 1. How many years does the speaker say it has been

since he was a student at the Devon School?

Fifteen years (p. 9)

• Identify main ideas and their supporting details

2. On page 10, the speaker states that he could feel “fear’s echo” along with “uncontrollable joy which had been its accompaniment and opposite face.” What does the speaker mean?

The speaker is remembering how he felt when he was a student at this school fifteen years before. It is “fear’s echo” because he is only remembering the fear he had while he was a student; he is not fearful now. He is also remembering the good times or “uncontrollable joy” that he had as well.

• Analyze relevance of setting and time frame to text’s meaning

3. Read the first paragraph on page 12 that begins, “Devon is sometimes considered the most beautiful…” Which word or words from the paragraph help the reader to understand the meaning of the word contentious?

“argument might begin again any time”

• Rely on context to determine meanings of words

4. On page 12, the speaker states, “Everything at Devon slowly changed and slowly harmonized with what had gone before. So it was logical to hope that since the buildings and the Deans and the curriculum could achieve this, I could achieve, perhaps unknowingly already had achieved, this growth and harmony myself.” These sentences help the reader to understand that the speaker wants to—

find a peaceful reconciliation within himself. Something happened at Devon that caused a lack of harmony, a lack of balance within the speaker. The speaker is trying to restore harmony and balance to his life

• Draw inferences such as conclusions, generalizations, and predictions and support them from text

5. Read the paragraph on page 14 that begins, “Moving through the soaked, coarse grass…” The speaker compares the tree to old men in order to convey his realization that—

his memory of the tree had been distorted and that the tree was not as tall, isolated, or fear-inspiring as he had thought

• Understand and analyze figurative language, specifically similes

6. What are the two “fearful sites” that the speaker has come back to the school to see?

The marble stairs in the foyer of the First Academy Building (p. 11) and a specific tree that grows by the river (pp. 13-14)

• Identify main ideas and their supporting details

Answer Key Discussion Topics


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12

1. The speaker has returned to the school in order to— A. attend a class reunion B. see if the school has changed C. find an internal sense of balance D. think about several of his old teachers

2. The speaker is thankful after he sees the tree because he realizes that—

A. the memory of it will no longer haunt him B. nothing has really changed at the school C. the tree reminds him of his childhood D. the tree has survived along with his memories

3. Finny does not like the speaker’s “West Point stride” because it represents— A. the army B. the speaker C. a necessary evil D. rules and rule makers

4. The speaker calls the seniors “draft-bait because after graduation they all expect to— A. help draft new laws B. fight in World War II C. protest against the draft D. become sailors on a torpedo ship

5. From the description of Phineas on pages 14–19, the reader can tell that he— A. does not want to go to West Point B. wants to contribute to the war effort C. enjoys resisting authority D. likes to climb trees


A Separate Peace Multiple-Choice Quiz

Chapter 1

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13

1. When the two boys jump from the tree, how are their jumps different? Explain your answer and support it with evidence from the selection.

2. Why does Leper react the way he does when it is his turn to jump from the tree? Support your answer with evidence from the selection.

3. What does the speaker mean when he calls himself Finny’s “collaborator”? Support your answer with evidence from the selection.


A Separate Peace Short-Answer Quiz

Chapter 1

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14

Questions Targeted Concepts, Processes, Skills 1. The speaker has returned to the school in order to—

A. attend a class reunion B. see if the school has changed C. find an internal sense of balance D. think about several of his old teachers

• Draw inferences • Reference: p. 12

2. The speaker is thankful after he sees the tree because he realizes that— A. the memory of it will no longer haunt him B. nothing has really changed at the school C. the tree reminds him of his childhood D. the tree has survived along with his memories

• Draw inferences • Reference: p. 14

3. Finny does not like the speaker’s “West Point stride” because it represents— A. the army B. the speaker C. a necessary evil D. rules and rule makers

• Understand and analyze literary terms such as symbolism

• Reference: p. 19

4. The speaker calls the seniors “draft-bait because after graduation they all expect to— A. help draft new laws B. fight in World War II C. protest against the draft D. become sailors on a torpedo ship

• Connect to historical context • Reference: p. 15

5. From the description of Phineas on pages 14–19, the reader can tell that he— A. does not want to go to West Point B. wants to contribute to the war effort C. enjoys resisting authority D. likes to climb trees

• Use elements of text to defend and clarify responses and interpretations

• Reference: pp. 14–19

Answer Key Multiple-Choice Quiz Chapter 1 (pp. 9–20)

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15

Questions Targeted Concepts, Processes, Skills 1. When the two boys jump from the tree, how are their

jumps different? Explain your answer and support it with evidence from the selection.

Suggested Response Finny “smashes” into the water, implying that he is meeting the experience “head-on” and with a sense of abandonment. The jump for him is an exciting adventure, a source of fun. The speaker “crashes” into the water, implying that he is being propelled into the experience against his will and with a sense of foreboding. The speaker does not look at the jump as being liberating, but, rather, a “stupid” thing that brings him the sensation of “throwing [his] life away.”

• Use elements of text to defend, clarify, and negotiate responses and interpretations

• Reference: pp. 15–17

2. Why does Leper react the way he does when it is his turn to jump from the tree? Support your answer with evidence from the selection. Suggested Response Leper deals with conflict in a different way from his friends. Leper refuses to deal with what frightens him in any way. Instead of refusing and excusing the way his friends do, he simply closes himself away from whatever it is that has frightened him. He “closes his mouth as if forever” and becomes “inanimate” or dead to whatever he fears. Something that is dead can no longer be hurt or frightened. Leper becomes dead in the face of conflict, removing himself from having to deal with it in any way.


• Reference: pp.17-18

3. What does the speaker mean when he calls himself Finny’s “collaborator”? Support your answer with evidence from the selection

Suggested Response The speaker is saying that when he follows Finny’s lead and collaborates with Finny in his schemes, the speaker feels “trapped” into doing things he normally would not do. For example, the speaker begins by using his “West Point stride” to try to get to dinner on time. Finny, however, makes it clear that he does not want to follow the rules. He taunts the speaker, telling him to hurry “or they’ll put you in the guardhouse.” The speaker now has become Finny’s partner-in-crime, his “collaborator,” his sympathizer against the rules and the rule-makers.


• Reference: p. 19

Answer Key Short Answer Quiz


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John Knowles’s A Separate Peace: A Skills-Based Approach to Teaching the Novel

© Region 4 Education Service Center. All rights reserved. 299

MASTER

Final Assessment Multiple-Choice Questions

1. The narrator of the novel is returning to the school in order to— A. see if the school has changed B. find an internal sense of balance C. attend a class reunion D. think about several of his old teachers

2. The speaker is thankful after he sees the tree because he realizes that—

A. the tree reminds him of his childhood B. nothing has really changed at the school C. the memory of it will no longer haunt him D. the tree has survived along with his memories

3. The speaker calls the seniors “draft-bait” because after graduation they all expect to—

A. help draft new laws B. fight in World War II C. protest against the draft D. become sailors on a torpedo ship

4. Finny does not like the speaker’s “West Point stride” because it represents—

A. eagerness to join the army B. rules and rule makers C. a necessary evil D. the speaker’s personality

5. Mr. Prud’homme is unable to enforce all of the school rules because he—

A. wants to be friends with Finny B. is concerned with the boys’ health C. does not know all of the rules D. does not agree with the rules

6. In the following sentences, what does the word indulgent mean? “Anyway, they were more

indulgent toward us than at any other time; they snapped at the heels of the seniors, driving and molding and arming them for the war. They noticed our games tolerantly.” A. Lenient B. Unforgiving C. Passionate D. Indifferent

A Separate Peace

___________________________________ _______________________ Student Name Date

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© Region 4 Education Service Center. All rights reserved. 319


Short-Answer Questions

1. Why are memories of Finny important to Gene? Explain your answer and support it with evidence from the selection.

Suggested Response During their last year at Devon, Gene’s and Finny’s lives become inseparable. To Gene, memories of Finny are synonymous with memories of himself. Finny’s life is a “flow of simple, unregulated friendliness” and is the “essence of this careless peace.” Gene’s passive acceptance of rules and life is only altered by Finny’s influence. Gene claims that it is “quite a compliment...to have such a person choose me for his best friend.” The two boys are more than just best friends or roommates. After Finny’s second accident, Gene concludes, “Phineas had thought of me as an extension of himself.” Gene leaves Devon completely changed, mostly due to his relationship with Finny. Gene’s nature is self-described as “Phineas-filled,” and he readily admits that “Phineas created an atmosphere in which I continued now to live.”

2. How does the class of 1943 change in A Separate Peace? Support your answer with evidence from the selection.

Suggested Response Devon’s class of 1943 undergoes a life-altering change. The novel describes their journey from a “summer in complete selfishness” when they could be “careless and wild,” living “lives which were not bound up with destruction” to a time when “happiness had disappeared” because “the simplicity and unity of their characters” is broken as they “grasped the fact of the war.” This journey from peace to war makes an inescapable impact on each boy, and they all react individually. Leper moves from making “little sketches of birds and trees” to being mentally disturbed when he finds out “that the army was just too much for him.” Brinker changes from the model student, the “Lawgiver,” into a questioning “rebel for the Duration.” Even though Gene claims that Finny was exempt from this process, he states that “all others at some point found something in themselves pitted violently against something in the world around them.”

Answer Key Final Assessment–Short-Answer Questions

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320 © Region 4 Education Service Center. All rights reserved.

MASTER

Directions: Choose one question and write a well-organized essay that responds to the question. Use specific examples from the novel to support your position.

1. One of the themes in the novel A Separate Peace deals with the definition of “separate peace” and how different characters try to acquire it. Discuss how you feel the novel defines peace and how the novel suggests peace can be achieved on a personal level.

2. The novel A Separate Peace is a “coming-of-age novel.” Discuss the ways that the descriptions of the Naguamsett and Devon Rivers symbolize a student’s journey from childhood to adulthood.

3. On page 191, Gene states, “Phineas, you wouldn’t be any good in the war, even if nothing had happened to your leg.” What “important and right” message is Gene telling Finny?

4. Explain why the reference to the Maginot Line in the last paragraph is an effective way to close the novel.

Final Assessment Essay Questions

__________________________________________ _______________________ Student Name Date

A Separate Peace

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