ED 540 Elementary School Language Arts

Phantom Tollbooth

Fifth Grade

Sabin K-8 School

Spring Semester, 2010

Gregory John Davis

University of Portland

School of Education

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Table of Contents

I. The Community, School & Class .........................................................................................................3  The Community ..............................................................................................................................3  The School ......................................................................................................................................3  The Class.........................................................................................................................................4  

II. Work-sample Overview ......................................................................................................................6  Integration of Literary Instruction ..................................................................................................7  Work-sample Goals ........................................................................................................................8  Related Standards ...........................................................................................................................8  Graphic Organizer...........................................................................................................................9  

III. Work-sample Lessons ......................................................................................................................10  Lesson 1: Chapter I-Introduction, Pre-assessment & Preliminary Questions ..............................10  Lesson 2: Chapter II-Vocabulary, Compound Words, Homophones & Synonyms.....................12  Lesson 3: Chapters III & IV-Read-aloud and Group Game (Q&A).............................................14  Lesson 4: Chapter IV-Figurative Expressions I (Analogies, Similes & Metaphors)....................16  Lesson 5: Chapter V-Figurative Expressions II (Analogies, Similes & Metaphors)....................19  Lesson 6: Chapter VI-Figurative Expressions and Reading for Comprehension.........................21  Lesson 7: Chapter VII Read-aloud, Mini-book & Imagery from Story .......................................23  Lesson 8: Chapters XIII & IX-Read (Aloud or Solo) and Discussion on Perspective .................25  Lesson 9: Chapters X & XI-Reading and Comprehensive Think-Pair-Share. .............................28  Lesson 10: Chapter XII-Group Reading and Midpoint Check-up................................................30  Lesson 11: Chapters XIII & XIV-(Project) Digitopolis Dodecahedron .......................................32  Lesson 12: Chapters XV & XVI-Read-Aloud, Semantic Map and Discussion ...........................34  Lesson 13: Chapters XVII to XX-Finishing the Story: Comprehension and Post-Assessment ...36  Lesson 14: Chapters XII & XVIII-Two Day Reading..................................................................38  Lesson 15: Chapters XIX & XX-Finish Story, Quick-Write & Quiz...........................................40  

IV. Work-sample Assessment Plan........................................................................................................42  Reporting Student Results to Parents............................................................................................43  Pre-Assessment and Post-Assessment Data and Analysis............................................................44  Individual Pre-Assessment vs. Post-Assessment Scores ..............................................................55  Paired Sample T-Test....................................................................................................................56  Test Scores by Ethnicity ...............................................................................................................57  Test Scores by Gender ..................................................................................................................59  

V. Summary Analysis & Reflection ......................................................................................................60  

VI. Appendix..........................................................................................................................................62  Fig. 1: Phantom Tollbooth Contract .............................................................................................63  Fig. 2: Chapter I Book Study ........................................................................................................64  Fig. 3: Chapter II Vocabulary & Questions ..................................................................................66  Fig. 4: Mini-Book: Cities at War ..................................................................................................68  Fig. 5: Drawing of Dictionopolis & Digitopolis...........................................................................69  Fig. 6: Half-way Check-up ...........................................................................................................70  Fig. 7: Chapters 13-14 Review & Crossword...............................................................................71  Fig. 8: Conclusions about Characters and Concept Map..............................................................73  Fig. 9: Chapter 17-20 Comprehension Questions.........................................................................75  Fig. 10: Pre-Assessment ...............................................................................................................76  Fig. 11: Post-Assessment ..............................................................................................................78  Fig. 12: Graphic Organizer II .......................................................................................................80  Fig. 13: Biography & Quotes of Norton Juster.............................................................................81  Works Cited ..................................................................................................................................82  

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I. The Community, School & Class

The Community

Taking into account all the diverse students attending Sabin K-8 School1, the Sabin

community encompasses a wide range of people, neighborhoods, ideas, and socioeconomic statuses

with positive support from families and community involvement. Also, Sabin K-8 School is a hub in

the community as it is home to a small neighborhood park, a native garden and vegetable garden, and

house two separate and independent schools. It is also a location for community education such as

continuing education classes, yoga, and other such activities. There is an active SUN School program

with programs such as agriculture, ceramics, a homework club, and dancing among other things that

provides extracurricular activities for students who may be at school after regular hours or for those

who chose to participate.

The Sabin community is located only two miles northeast of downtown Portland and within

the cultural and progressive heart of Alberta Street. This area has seen an influx of sustainably focused

business, restaurants, community-based organizations and activities in the last decade, also bringing

with it a noted gentrification of the populace. Sabin community is bordered by the King, Vernon,

Concordia, Alameda and Irvington neighborhoods, which all ultimately feed into Grant High School;

the largest school within PPS2.

The median income in the Sabin Neighborhood is $60,529, whereas the city of Portland’s

median income is $50,979 (http://www.city-data.com/neighborhood/Sabin-Portland-OR.html). In

decreasing order in respect to ethnicity, the Sabin neighborhood is predominantly White/Caucasian,

African America, Hispanic, and then Asian.

The School

Sabin School has changed names four times since its founding in 1919. It began as a portable

school named Dixon House at the present location, however after completion of the current structure

in 1928 it was renamed Sabin Elementary after R.L. Sabin, a prominent Portland School Board

member. From 1941-1947 Sabin served as Boy’s Edison High School, a school for young males

1 Sabin School was originally an elementary school and is still referred to as so, however, it now serves students to grade 8 so it is a K-8 school. From here on I will refer to Sabin as Sabin K-8 School. 2 Portland Public Schools

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considered disruptive. In 1948 it reverted back to Sabin Elementary and has stayed this way ever

since (Portland Bureau of Planning, 15).

For the 2009-2010 school year Sabin K-8 serves 348 students, putting it on the smaller side of

registration compared to other schools in Portland. Demographics are as follows: African American-

37%, White-35%, Hispanic/Any Race-13%, Multiple Races-6%, Undetermined-5%, Asian/Pacific

Islander-3%, Native American-1%. Within the PPS district there are 25,629 registered elementary

school students, meaning Sabin accounts for only 1.3% of the student population. This should be

noted that the make-up of Sabin school by student population is not representative of the population of

the surrounding neighborhood as a whole.

The size of the Sabin’s student population is reflective of the size of the school building itself,

but most importantly that there is also a separate and fully functioning public school, ACCESS

Alternative School, housed within the building. ACCESS is a 1-8 school serving roughly 200 students,

and has different administration, curriculum, faculty, and its own area within the school. Sabin and

ACCESS do not interact throughout the day and are on different schedules.

The Class

The class is comprised of twenty-seven interesting, creative, and different personalities. When

I began the class there were twenty-eight students enrolled, however, after Christmas break two

moved out of state. In early February one of those students moved back to Portland joining our class

again.

There are 18 males and 9 females. Six students claim Hispanic heritage, and twenty-one are

not Hispanic. Three students have an ELL3 designation. Four students are designated TAG4. Six

students have been assessed with an IEP5. With an IEP or ELL label, a student receives extra help

throughout the day with schoolwork in the form of an EA6. This is a person who enters the classroom

and assists the student with the general work, giving the learner extra support through a one-on-one

environment. In my classroom the EA sometimes takes the student or students into the hall and

teaches them in small group settings in hopes to foment the knowledge in a more structured manner.

3 English Language Learner 4 Talented and Gifted 5 Individual Education Plan 6 Educational Assistant

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The class is quite diverse in terms of learning needs as well as behavior. With a straight fifth

grade, and a fourth/fifth split at Sabin, a disproportionate number of behaviorally challenged students

were placed into a single class, which created class management opportunities for a novice student

teacher. The class provided a realistic perspective of a diverse and energetic student body, and when

challenged they stepped up and achieved success.

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II. Work-sample Overview Sabin received a new allotment of young-adult literature this year, including the heralded

classic, The Phantom Tollbooth, by Norton Juster. This work-sample, based off of fifth grade

standards, will require the student to read the short novel, The Phantom Tollbooth, and attempt to

delve deeper into its inconspicuous meaning, figurative language and difficult vocabulary. The class

will tackle the book in class via read-alouds, listening to the audio version of the story while reading,

silent reading time, discussions and reflections.

The book is a seminal text from 1961 and uses a vocabulary that may be out of the colloquial

realm of fifth graders today. After a personal reading of the book I found many words that a student

most likely has never come across in normal reading or general daily speech. That being said, one of

the areas this work sample attempts to target is fostering discussion and reflection on vocabulary

found in this book. Another area is reading for the underlying meaning that The Phantom Tollbooth

alludes to. Figurative language is a central style of Juster’s writing that will be focused in discussion,

as well as the important life lessons he references through metaphorical and literal examples. This

work sample targets some of those pieces, and more, through many avenues throughout the duration

of our reading The Phantom Tollbooth.

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Integration of Literary Instruction

Students are asked to read for underlying meaning and to reflect on ideas generated in the

text. Completing questions after some chapters will serve to increase understanding and

foreshadowing. This will hopefully provide time to more concretely plant foundations on what the

author says throughout the text.

Decoding words will be another aspect of literary instruction I hope to utilize in this work-

sample. By this, students look at individual vocabulary in different contexts or settings to deepen the

meaning of the words used. I intend to show examples of the difficult words we read. This is done by

engaging in games, looking at contextual different uses of synonyms, and kinesthetic and visual

activities throughout the unit. Weekly vocabulary lists for class will be tailored to this book, as well.

As an aside, I found the book on audio format at the public library and plan on having the

students read along while listening to the story as well. This has been found to assist some readers

who historically have had challenges in finding motivation to read independently. Hopefully some

students may find interest in listening and following the story by themselves.

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Work-sample Goals

I. Student will be able to define, illuminate, and differentiate the following literary devices:

simile, metaphor, idiom, and analogy.

II. Student will acquire 15 or more new vocabulary words from The Phantom Tollbooth.

III. Student will be able to analyze qualities of character and text, defending their reasons with

specific elements of character and plot development.

IV. Student will improve their comprehension by using newly acquired vocabulary and by

applying their knowledge of specific literary devices (simile, metaphor, idiom, and analogy)

Related Standards

Reading EL.05.RE.02 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level. Vocabulary EL.05.RE.11 Determine meanings of words using contextual and structural clues. EL.05.RE.12 Understand and explain frequently used synonyms, antonyms, and homographs. EL.05.RE.13 Determine the meanings of figurative expressions, such as those in similes and metaphors. Literature Listen to and Read Literary Text: Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity. EL.05.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. EL.05.LI.04 Identify the main events of the plot, their causes, and the influence of specific events on future actions. EL.05.LI.05 Predict future outcomes supported by the text. EL.05.LI.06 Identify the qualities of the character (e.g., courage, cowardice, ambition), and analyze the effect of these qualities on the plot and the resolution of the conflict. EL.05.LI.07 Identify the theme, understanding that theme refers to the lesson, moral, or meaning of a selection, whether it is implied or stated directly. EL.05.LI.08 Draw inferences, conclusions or generalizations about text, and support them with textual evidence and prior knowledge.

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Graphic Organizer

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III. Work-sample Lessons Lesson 1: Chapter I-Introduction, Pre-assessment & Preliminary Questions Student  Teacher:  Gregory  Davis   Location:  Sabin  K-­‐8  Class:  Language  Arts   Grade  Level:  5th    Unit:  Literature   Time:  10:15-­‐11:15  Topic:  Phantom  Tollbooth   Date:  March  1,  2010   Overview  Students will begin a new book today (The Phantom Tollbooth). Students will be given individual copies of the book, and a “Book Study” worksheet to complete before, during and after the reading. Group & individual work will be used in the lesson. Lesson should last one to one-and-a-half (1-1.5) hours. Goals  (III & IV) My goals for this lesson are to have students get interested in a new book, read the sections assigned, and comprehend the material well enough to write (in complete sentences) basic answers to prompted questions. Rationale    Attempt to satisfy literature requirement for fifth grade. For some students in this class the Phantom Tollbooth will be easy, and others it will be quite challenging. This book comes highly recommended by significant authors in respect to youth literature and other teachers, and I am hoping to get a portion of the class interested in this story, especially after coming off of a class favorite, The City of Ember, only days prior. Standards      EL.05.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. EL.05.LI.04 Identify the main events of the plot, their causes, and the influence of specific events on future actions. EL.05.RE.02 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level. Objective  a) TLW foreshadow and read The Phantom Tollbooth looking at differences and similarities. b) By looking for particular ideas, TLW read for comprehension. c) To quantify student learning gain, TLW complete formative assessment of knowledge from first

chapter. Teacher will use this information to assess pre-existing knowledge of material. Resources  1. Juster, Norton. 1961. Phantom Tollbooth. New York, NY: Random House. 2. Contract (Fig. 1) 3. Pre-Assessment (Fig. 10) 4. Chapter 1 Comprehension (Fig. 2) Modifications/Accommodations  For lower level/SPED students I plan to offer more assistance within class. Students who finish early will then be asked to discuss what was read in the day or pre-read chapter 2 until rest of class is caught up. The level of skill and degree of learning differences in this class is vast. I will attempt differentiating as best as possible.

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Procedure  10:15-Call class to order, discuss reading a new story and what it might entail. 10:20-Introduce Phantom Tollbooth; ask of any preconceived notions (what is a tollbooth or a phantom). Distribute the contract of expectations, have the class read them, sign and date, and return to Mr. Davis for safekeeping. Next, ask volunteers to distribute the books and accompanying worksheet. Read his biography to students (fig. 13). 10:30-Individually read cover, back and maybe introduction. Have students do questions 1-4 before reading chapter I. 10:45-Individually read chapter I, and as a table-group do questions 5-11. 10:05-As a class, do the vocabulary (12-17). 10:15-Give the class 10 minutes to finish the worksheet, and let them know that anything not finished in class that day will be homework to submit in Language Arts box. 10:25-Ask reflection questions. *Closure: A quick game of spelling in pairs at the board, before lunch, relating to some of the new words we will deal with. Although they may have not seen these words yet, the practice and attempts will get them thinking about what is to come. Assessment  Formative Assessment: Collection of the overview worksheet and contract. Reflection  and  Analysis  The lesson today went fairly well. Luckily Mr. Siprian took half of the class away for testing in two 45 minute blocks giving me a class size of eleven and fifteen students each time, respectively. The smaller class size was great for individual time and discussion, however, leaving two lines blank on the contract for student input proved to be too much of a debate for the students. The first group (eleven students) could not agree upon what rules they would make. As a class, we watched a short film and then took the pre-test. From there students got a copy of The Phantom Tollbooth and the teacher logged the book number so they could keep tabs on who kept their book in good condition, lost it, etc. The class got the chapter one worksheet and answered the first three questions dealing with vocab. Teacher took questions from the class on how to define a phantom and a tollbooth. We foreshadowed what was to come and began to read the story. Teacher read the first two pages, and then class volunteered to read half to a full page at one time. Students were quite excited to get started on reading, and there were more volunteers than the first chapter had pages. From there we got into groups and completed the rest of the 2-sided paper in small groups to discuss at the end. The class EA assisted some of the students who needed help. The discussions after the worksheet proved worthy as only a few students really understood what a tollbooth was, and how to define a phantom. The idea of the two concepts, usually not put together, seemed to escape a few students in spite of multiple discussions. Both classes were similar in process with the first group arguing much more and not getting as detailed of a lesson as the second group. The second group, however, was the larger group. I would have guessed these results from knowing the students ahead of time, which shows me that it is not just size of class, but group dynamic which can affect the learning environment. The pre-test showed that a few did have an idea of the vocabulary, and some amount of foreshadowing. Where the real assessment data will show prominent increases, if taught well, is in figurative language, and then vocabulary.

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Lesson 2: Chapter II-Vocabulary, Compound Words, Homophones & Synonyms Student  Teacher:  Gregory  Davis   Location:  Sabin  K-­‐8  Class:  Language  Arts   Grade  Level:  5th    Unit:  Literature   Time:  10:15-­‐11:15  Topic:  Phantom  Tollbooth   Date:  March  2,  2010   Overview  The second lesson attempts to delve further into the book, look at specific vocabulary, and look at certain grammatical theory: compound words and homophones. Students read in groups or individually, and answer prompted questions. Goals  (II & IV) Goals for this lesson are to enhance new vocabulary (this book expects the reader to know larger words or vocabulary not used on a day-to-day basis), and a discussion (Compound words, homophones/homonyms, and synonyms) through a think-pair-share model. Within all of this, students will read for meaning. Rationale    Attempt to satisfy Literature requirement for fifth grade. For some students in this class The Phantom Tollbooth will be easy, and others it will be quite challenging. Oregon standards stress vocabulary enrichment and comprehension. Standards      EL.05.RE.02 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level. EL.05.RE.11 Determine meanings of words using contextual and structural clues. EL.05.RE.12 Understand and explain frequently used synonyms, antonyms, and homographs. Objective  a) For deeper comprehension TLW analyze selected vocabulary for meaning. b) To reinforce learning of homophones, TLW find homophones from text. c) To better understand synonyms TLW find & cite synonyms from text. d) To begin vocabulary enrichment TLW decipher new vocabulary to better understand story. Resources  1. Juster, Norton. 1961. Phantom Tollbooth. New York, NY: Random House. 2. Section II Vocabulary/Comprehension Worksheet (Fig. 3) 3. Doldrums PowerPoint Modifications/Accommodations  Modifications are sections of the worksheets that are not mandatory for all students. TAG students will be asked to finish the backside of the worksheet, and use new vocabulary & find more homophones. Lower level students do not necessarily need to finish at this time because our education assistant can help complete this later in the day. For this class we will work together to finish in a timely fashion. Anything not completed will be assigned for homework. Procedure  10:15-Call class to order, ask questions about what we learned yesterday, rehashing the book. Discuss what “predicting future outcomes” from a story is (foreshadowing). 10:25-Discuss new vocabulary (lethargic, expectations, doldrums), compound words, and homophones, and synonyms. On the board write each word and have a student volunteer to find one of today’s definitions and write the answer on the board. We have already discussed homophones,

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synonyms, and compound words in past lessons, so see if class can pick out examples as we read, and volunteer answers at the end. 10:40-Hand out worksheet, let class begin the first part on vocabulary; ask students to find the definitions for the 3 words, and write a sentence for each one. 10:50-Next read chapter 2 individually or in a small table-group at a proper volume level. I will move throughout the room and work with individuals asking them questions regarding what we are reading.

a) What do you think the “Land of Expectations” means? b) What is the main homophone here? (Weather & Whether) What do they mean? c) What are the “doldrums”? d) What are the different words for being lazy that the LETHARGIANS use? (pg. 27) e) Ask what an idiom is and mention Just Killing Time (pg. 30). Why is the Watchdog angry about that phrase?

f) What is the double meaning of watchfully ticking on page 31? *At the end of class we will at group discussion based upon what class has read so far and foster a discussion of foreshadowing * If time allows show the doldrums PowerPoint slideshow to strengthen idea of what the doldrums really are. Assessment  Formative Assessment: Vocabulary/Comprehension Worksheet Reflection  and  Analysis  So after looking at the lesson 2 days later, and with a day to see the change in student learning while applying the new knowledge, I can see an effective impact. As far as vocabulary goes, the three targeted terms were hit and understood by a majority of the students. From the worksheet the students completed in class, they defined the word and wrote it in a sentence, so when we got to them in the book (terms were crucial to story and repeated) there should be some solid idea of what was being discussed by the author. For example, I believe the students understood that the Letharigians’ eponymous namesake came from their daily actions, and that the Doldrums was a proper place to name their homeland. As far as the theory of synonyms, homophones, and compound words; these were a review of concepts studied in the past, and which fifth grade students should be aware. None-the-less, we looked at them in relationship to Juster’s repetitive use of synonyms and crucial compound words. The multiple methods to a hello or being lethargic warranted review. I feel that it was a good exercise to literally draw the meaning of what watchdog or gatehead in order to fully realize what these terms imply depending on how one interprets them. Homophones were a bit trickier for some students, but valuable in the end and one of their favorite exercises from this lesson. The students found a plethora of examples and came up later in the day with new ones thought up during the day. In fact, some of the words we discussed in class brought up homophone ideas in other lessons. Some of the lower-end language arts students really took a shining to this, much as they did in metaphors and similes two days later when there was not enough time to get in all of the student examples. For lesson flow, I feel as though it went well despite the circumstances of a substitute teacher and a full class on a relatively rough day behaviorally. This was the day where referrals were handed out in abundance. I asked the substitute teacher to take into the hallway our students who were focused and working cooperatively, and I took the students who in the end received the referrals. That being said, the dynamic of a half-and-half split benefitted the students immensely as the outside class, seen through brief respites walking into the hall to monitor them, read and worked in a group of ten quite well. The inside group of thirteen eventually broke into small groups of two or three and, from my vantage point, settled down and achieved good work in reading and discussing. The rate of class slowed down at that point and during the end discussion we had a decent overview of chapter two, which worked out well. That is important as the beginning of this, and any book, lays a foundation that needs to be grasped well to understand the rest of the story.

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Lesson 3: Chapters III & IV-Read-aloud and Group Game (Q&A) Student  Teacher:  Gregory  Davis   Location:  Sabin  K-­‐8  Class:  Language  Arts   Grade  Level:  5th    Unit:  Literature   Time:  10:15-­‐11:15  a.m.  Topic:  Phantom  Tollbooth   Date:  March  3,  2010   Overview  Read chapters 3 and possibly 4 of the book (fourth chapter could be assigned as homework if students do not finish in class later today). In this lesson we’ll conduct a read-aloud, reading time in groups or silently, game show following that based on our reading (1.5 hours w/game show) Goals  (II, III & IV) My goals for this lesson are reading at an appropriate level and show through questions and answers they understand what we have read today (through a game). Rationale    Attempt to satisfy literature requirement for fifth grade. For some students on this class the Phantom Tollbooth will be easy, and others it will be quite challenging. Standards      EL.05.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. EL.05.LI.04 Identify the main events of the plot, their causes, and the influence of specific events on future actions. Objective  a) To increase reading ability TLW read Phantom Tollbooth to/with the class. b) For comprehension TLW engage in a think-pair-share. c) TLW work in groups to solve questions for character building. d) TLW participate in a class game to go over knowledge acquired in class. Resources  1. Juster, Norton. 1961. Phantom Tollbooth. New York, NY: Random House. 2. Questions from gameshow (Found in procedure section) Modifications/Accommodations  This website is available for students who would like more practice with adjective synonyms. (http://www.esec-nuno-alvares.rcts.pt/professores/ingles/Adjectives-Synonyms1.htm) This could be extra help for lower level students, or solidifying concept for those who may be confident Procedure  10:15-Call class to order, rehash story from yesterday. Have a writing prompt for students to think about in the beginning of the class. *“Discuss the term LETHARGIC and how it relates to the LETHARGIANS”, in the same way “America” relates to “Americans”. 10:20-Foreshadow reading to come today through think-pair-share. Ask questions about day’s work 10:25-Discuss/Review synonyms; then find Synonyms from memory (A synonym is a word that means the same or close to the same as another word. Usually adjectives or verbs): 1. Cranky & Angry 2. Hungry & Famished 3. Run & Sprint

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10:35-Next read chapter 3 as a read-aloud (possible student assistance if desired). After finishing the reading, take a 3-minute break, come back to foreshadow and read into 4th chapter; assign leftover as homework. Explain that we will discuss it tomorrow in class and maybe read a little of it, however we’ll be focusing on 5 & 6, so chapter 4 should be read at silent reading later in the day or as homework that evening. 11:15-Come back as a class and discuss what we just read. Then, get ready for the Game Show. Directions:

a. Table Groups b. Get a runner/writer/speaker/helper. c. I point for each correct answer. d. Monkey Business costs your team a point or expulsion from team. e. Grade of 10/12 or higher gets 2 minutes early for lunch. Grade of 8/12 gets 1 minute.

Game Show questions: Students should use book if desired

1. What is dog’s name? Tock 2. What kind of dog is he? Watchdog 3. What is Milo’s dilemma in the beginning of the story? He is bored with everything 4. What are some problems that cause his boredom? Too many toys, lack of purpose

responsibility 5. What was his package? A small box. 6. What was in it? Tollbooth/caution signs/coins/mp/book of rules & regulations. 7. Where does Milo go? 8. What is lethargic mean? Sluggish, lazy, no motivation 9. What are expectations? Things that predict, hypothesize, expect to happen 10. What are doldrums? Light winds above the equator, slow periods of time. 11. How does Milo escape the Doldrums? 12. Find some synonyms from page 27 for being lazy.

Assessment  Formative Assessment: Answers from the game show and/or participation in finishing the questions. Reflection  and  Analysis  This lesson worked out quite well in the end. As for the assessment and submitted student work 20/27 students completed the 12-question game show assessing comprehensive knowledge of the first three chapters. Students worked in groups to complete the questions hitting on basic concepts such as character names and theoretical knowledge drawn from the text. Group work benefited those who chose to participate as the work was comprehensive and necessitated reviewing the book to find critical details. With the timeframe available to the students to finish this, they needed to delegate work between members: scribe, researcher, question asker, etc. Today, the class was broken into halves again, this time with Mr. Siprian taking each group to the computer lab for state testing allowing (2) two one-hour blocks of identical material. We reviewed the concepts, characters, and story and then got into small reading blocks to finish chapter three. If done early students read into chapter four. That, however, only happened in three small groups and I doubt that much was done in those groups leading to reading chapter four tomorrow. I asked students to read ahead, for homework, chapter four as well. We will see how effective that is, and I am not gambling on many students getting that accomplished as it is out of their routine and they do have normal homework to take care of for the week. Basically, in one hour each group reviewed, read, and completed the required work. For distribution of the questions, I posted this lesson plan on the overhead (with crossed-out answers) and groups rewrite each question and answer it in a sentence. Tomorrow I will add a fresh lesson involving only chapter four. I believe that this lesson, shortened as it was, fostered good comprehension and group work, as well as achieved desired goal of student-focused reading.

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Lesson 4: Chapter IV-Figurative Expressions I (Analogies, Similes & Metaphors) Student  Teacher:  Gregory  Davis   Location:  Sabin  K-­‐8  Class:  Language  Arts   Grade  Level:  5th    Unit:  Literature   Time:  10:15-­‐11:15  Topic:  Phantom  Tollbooth   Date:  March  5,  2010   Overview  We are going to look at different literary elements before, during, and after reading. We’ll read chapter 4. At this point we will go back through a few of the chapters and pick out some of the past metaphors, similes, and other literary devices to decode their true meaning. Goals  (I & IV) My goals for this lesson are for the student to get a deeper meaning out of the text. They will practice reading while thinking about what the author is really writing about through figurative language. Rationale    Attempt to satisfy literature requirement for fifth grade. For some students on this class the Phantom Tollbooth will be easy, and others it will be quite challenging. Also, this lesson will focus on similes and metaphors, and idioms for the first time; part of the literature section of Oregon standards. Standards      EL.05.RE.02 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level. EL.05.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. EL.05.LI.04 Identify the main events of the plot, their causes, and the influence of specific events on future actions. EL.05.RE.13 Determine the meanings of figurative expressions, such as those in similes and metaphors. Objective  a) TLW discuss what a simile is, and decode a simile from text. b) TLW discuss what a metaphor is decode a metaphor form text. c) TLW read the story to strengthen reading ability. d) TLW work collaboratively in a group setting to find answers from the text to enhance comprehension. Resources  1. Juster, Norton. 1961. Phantom Tollbooth. New York, NY: Random 2. House.http://www.homeschoolshare.com/phantom_tollbooth.php 3. http://library.thinkquest.org/J0112392/metaphor.html (metaphor page) 4. http://library.thinkquest.org/J0112392/simile.html (simile page) 5. http://www.factmonster.com/analogies (analogy quiz) 6. http://library.thinkquest.org/J0112392/index.html (literary devices @ thinkquest) 7. Juster, Norton. (2008). Phantom Tollbooth. New York, NY: Harper Collins/Harper Children’s

Audio. Modifications/Accommodations  Students who complete work ahead of time should do one of two things: (a) foreshadow on paper and read ahead, or (b) complete a 13 question “quiz” for extra credit to strengthen comprehension. This will be available for all to complete, however, I do not think everyone will have time for it.

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Procedure  10:15-Call class to order. Discuss what was read from previous day and/or night. (If students did not finish reading form previous night, we can catch up by reading before beginning lesson. Students will lead this discussion if enough can foster this. Teacher will facilitate this with Socratic questioning as well. 10:30-Introduce concepts in today’s reading: what an analogy is; give some examples. Talk about a simile and a metaphor; give examples.

Analogy-a similarity between like features of two things, on which a comparison may be based: the sun and god.

Ex: Fork is to spaghetti as spoon is to soup. Ex: Labrador Retriever is to dog as finch is to .

Simile-a figure of speech in which two unlike things are explicitly compared, as in she is like a rose.

Ex: The bus is like a long bobsled! Ex: Legos are like nuggets of fun.

Metaphor-a figure of speech in which a term or phrase is applied to something to which it is not literally applicable in order to suggest a resemblance, as in Winning is everything!

*Metaphor is when you use two nouns and compare or contrast them to one another. Unlike simile, you don't use "like" or "as" in the comparison. Ex: I am a rainbow. Ex: You are as sneaky as a snake. 10:45-Assign book as read-aloud for chapter 4; mention need to find examples of similes, analogies, & metaphors. 11:15-Call class back together and talk about what they found in their book, and ask students to look at these pages to individually search for these examples: -(42) money doesn’t grow on trees (figure of speech, but useful). -(43) easy as falling off of a log. -(59) like a beet-red face. -(63) air was dank and musty, like the smell of wet blankets. -(70) return of Rhyme & Reason. 11:30-Foreshadow what will come in next chapter, encourage students to come up with 3 similes, metaphors, or idioms for the start of class tomorrow. Assessment  Formative Assessment: Individual student participation Reflection  and  Analysis  This lesson worked out well, and better on the second run-through. Today, the figurative language lesson began with analogies, metaphors, and similes, and it was my first time teaching these concepts to an audience. I prepared the material well enough to have a grasp, but lacked the fluidity and background knowledge to do it with style. My University Supervisor, Bob Anderson, was present for today’s lesson and added helpful pieces to the technical aspect that I lacked. Students responded to my questions of metaphors and similes with ideas that although were not always correct, did have merit and solid backing. I was not adept at this point to respond to each idea with, as I saw it in retrospect, adequate responses. That changed during the second trial of this lesson. I temporarily attribute that fact to (a) being observed by a supervisor, (b) lack of preparation, and (c) being the first attempt. Next time we cover this material I feel I will be able to better instruct the principles with more fluid responses, critiques, and examples. I need to revise the lesson plan because for the previous two days we did not get as far into the book as I originally planned due to shortening the length of class time to testing, and taking more time on concepts than originally expected. This is not a problem, and if anything a blessing. It shows me from

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our group discussions and quality of answers from the students that it was necessary to take this time and divert. As of now, we are one chapter behind schedule, but not any farther in terms of concepts. So we will be able to take time reading and discussing ideas before catching up to the lesson plan as scheduled. Also, today was the first time I implemented the book-on-tape read-aloud concept instead of group or individual reading. The Portland Public Library has a copy of The Phantom Tollbooth on CD and today, we turned off the lights (second run-through) sat in a comfortable spot in the room, and listened along to the audio track while we read. I asked students to pick out examples of metaphors or similes as we read and share them to me quietly as we read along. A number of students looked for examples! On further questioning this turned about to be a popular way to read the book. I theorize now that it would work well in a small 12-14 person group instead of a class of 27, but we will see. I plan on talking more in depth about figurative language tomorrow before reading into chapter 5. Hopefully we get similar results as today, with possibly deeper thinking into the concepts as they were allowed to percolate for one night.

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Lesson 5: Chapter V-Figurative Expressions II (Analogies, Similes & Metaphors) Student  Teacher:  Gregory  Davis   Location:  Sabin  K-­‐8  Class:  Language  Arts   Grade  Level:  5th    Unit:  Literature   Time:  10:15-­‐11:15  Topic:  Phantom  Tollbooth   Date:  March  8,  2010   Overview  We will review figurative languages from yesterday, and students will create and share examples of their own work with the class in small groups and as a whole. We will then read chapter five and search for examples in the text. As a closing, the class will discuss the story thus far and possibly take the Part I comprehension quiz. Goals  (I, III & IV)- By reviewing figurative language tools and using them in context and groups, the student will successfully further achieve understanding initially stated in the Work-sample goals. Through reading and discussion, the student will build knowledge and better understand the text. Rationale    These are all sections of my work sample goals, and are an integral in the reading process. If successful in achieving these, the student gains foundational knowledge to strengthen reading ability and understand figurative language, as outlined in Oregon’s standards. Standards      EL.05.RE.02 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level. EL.05.RE.13 Determine the meanings of figurative expressions, such as those in similes and metaphors. EL.05.RE.11 Determine meanings of words using contextual and structural clues. Objective  a) TLW read for figurative language in the story and dissects the different styles talked about thus far

to show awareness while reading. b) TLW create example of figurative language we have discussed building upon past discussions in

hopes to better understand the concept. c) By listening to the story on tape and reading along TLW hear and see the vocabulary creating a

literacy strategy through audio and visual senses. Resources  1. Juster, Norton. 1961. Phantom Tollbooth. New York, NY: Random House. 2. ThinkQuest. (2010). Analogy quiz for kids. Retrieved from http://library.thinkquest.org/C005172/satPrep/unit3.html 3. ThinkQuest. (2010). Metaphor page for kids. Retrieved from http://library.thinkquest.org/J0112392/metaphor.html 4. ThinkQuest. (2010). Simile for kids. Retrieved from http://library.thinkquest.org/J0112392/simile.html 5. Home School Share. (2010). Phantom Tollbooth Minibook. Retrieved from http://www.homeschoolshare.com/phantom_tollbooth.php 6. Juster, Norton. (2008). Phantom Tollbooth. New York, NY: Harper Collins/Harper Children’s Audio.

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Modifications/Accommodations  Students may take the ThinkQuest quizzes/programs if teacher feels they have adequate knowledge of figurative language thus far. While discussing the figurative language strategies, if a student seems not to fully understand, teacher will ask them to use the ThinkQuest programs/quizzes later in period, possibly during the reading or at the discussion depending on how relevant the teacher feels chapter 5 comprehension is to the student. Procedure  (*Before beginning lesson, have ready the cd player/computer with chapter 5 queued up to begin when class gets to that point.) 10:15-Call class to order, discuss point of where we are in the book, what has happened in last chapter. Discuss figurative language devices we learned about in class yesterday and ask if students can separate examples given by teacher. Use any possible examples students came up with last night. 10:25-Do a comparative rubric on board and ask for examples of what differentiates the different devices and then examples of each. For example: Simile   Metaphor   Idiom  Links  unlike  things….  Ex:  Bird  is  like  a  plane  b/c  

Explicitly  relates…..  The  bird  is  a  plane.  

Sum  of  words  ≠  whole  We  will  “Hit  the  Road”  

10:40-Students pair up and create their own example of each. Share with each other and then share with the class. Write these on comparative chart. 10:50-Get out book, go to chapter 5. Have students get in a comfortable part of the room where they can hear well and be relaxed to listen for about 20 minutes. While students are reading, remind them to look for examples of figurative language during the reading and motion to teacher or say it to class at that time 10:15-Discuss events from chapter 5, how they related to previous chapters, different turns students may not have expected, and how they can take what was read today and foreshadow further into the book. As a connection to home ask students to discuss the story with their parents/guardians, to get another perspective, or if nothing else time to talk about something they learned today. Assessment  Formative Assessment: Students can submit personal examples of figurative language Reflection  and  Analysis  This lesson did not go as well as planned expected. Students were able to grasp figurative language fairly well, however, behavior sidetracked a portion of the lesson and we were not able to finish the chapter in time. Again Mr. Siprian split the class into two groups and we had about 60-65 minutes for each session. Each group showed a bit of disrespect and apathy toward what was taught today. Some said the material was “too boring”, however, those who typically expressed these feelings were not on task and more often the ones who did not grasp the material. Analogies were relatively easy, but similes and metaphors still posed an issue. The linking words as if and like tripped up a few students. On the whole, idioms were the big winner. Many students had multiple examples and they taught me a thing or two today. I now know what a “pants cannon” is flatulence. We were able to get some really good examples on the board; however, the time it took to do that jeopardized the remainder of the lesson. I would say, in the end, that the students do understood fairly well the concepts we discussed over these two days and could give examples of each one if tested the following lesson. Comprehension of the story and getting through the chapter did not go as planned, but conceptual understanding of things is the ultimate goal and so I would say we had success in general.

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Lesson 6: Chapter VI-Figurative Expressions and Reading for Comprehension Student  Teacher:  Gregory  Davis   Location:  Sabin  K-­‐8  Class:  Language  Arts   Grade  Level:  5th    Unit:  Literature   Time:  10:15-­‐11:30  Topic:  Phantom  Tollbooth   Date:  March  9,  2010   Overview  We will read chapter 6 and meet the character of Faintly Macabre, when Milo is thrown in jail for 6 million years. Students will read in small groups and work together to find answers to the questions teacher has prepared for the students. The Part I summary is distributed for the students to show comprehension of what has taken place in the first five chapters as well. Goals  (I & III) Reading for comprehension (minor vocabulary building) and focusing on figurative language. Use of figurative language learned in previous two lessons will be emphasized in this lesson. Rationale    The story’s foundation is now secure, and hopefully the students now understand what is happening. The book breaks easily into 4 sections and we will now look at the first quarter of the story to strengthen what is learned. Using the Figurative Language in the book is also necessary to remembering the skill, so practice or a discussion hopefully enhances this. Standards      EL.05.RE.02 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level. EL.05.RE.13 Determine the meanings of figurative expressions, such as those in similes and metaphors. Objective  a) To scaffold previous learning of figurative language TLW use figurative language clues and

attempt to dissect the different styles we have talked about. b) TLW use Thinkquest websites as a test-taking tool to see figurative language in electronic form. c) To strengthen reading AND comprehension TLW read chapter 6 in small groups and search for

answers to pre-selected questions. d) For cumulative comprehension TLW take summary quiz of first quarter of story. Resources  1. Juster, Norton. 1961. Phantom Tollbooth. New York, NY: Random House. 2. ThinkQuest. (2010). Analogy quiz for kids. Retrieved from http://library.thinkquest.org/C005172/satPrep/unit3.html 3. ThinkQuest. (2010). Metaphor page for kids. Retrieved from http://library.thinkquest.org/J0112392/metaphor.html 4. ThinkQuest. (2010). Simile for kids. Retrieved from http://library.thinkquest.org/J0112392/simile.html 5. Home School Share. (2010). Phantom Tollbooth Minibook. Retrieved from http://www.homeschoolshare.com/phantom_tollbooth.php Modifications/Accommodations  Some students will not be able to follow the entirety of this lesson. Differing examples of figurative language will be given to students of higher or lower capabilities. The expectations of mini-books will be graded on differentiated levels as well. Students who do finish everything will be allowed to use computers in class to do the analogy quiz or have some free time

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Procedure  10:15-Call class to order, discuss point of where we are in the book, what has happened in last chapter. 10:20-Ask for examples of analogies, similes, and metaphors. This will be in think-pair-shares and done on the board (my temporary idea for this is to make columns on the board and have each group call one person to the board to add examples of each one, using group feedback). On the board, with these figurative ideas, we can do a spelling bee-style idea with competing teams going for the correct answer on the board. 10:35-Read chapter 6 in small groups. If students get done early, have them work on the computer (maximum 3) using the pre-bookmarked sites listed above to reinforce figurative language. Take computer quiz (via projector) for analogies as a class, in a thumbs-up/thumbs-down activity. 11:00-Students should be working on their questions by now, and most likely have begun the first quarter summary. 11:20-Class will go over the 4 questions in discussion format, and submit their quiz. 11:30-Ask students to take their books home and reread any chapters they have had difficulties with thus far. Have students attempt to remember any idioms they hear over the day or while they are at home to share with the class tomorrow. Assessment  Summative Assessment: Part I summary and questions completed by students in groups. Reflection  and  Analysis  This lesson did not go as well as planned. Students began the lesson well and showed signs of a promising class. When working individually things went well, and we had solid work keeping similes and metaphors separated, and many idioms listed. The kink arose when students got into small groups, some went into the hall, and some stayed in the class. The groups in the hall worked very well and got great work done, however, some of the inside groups reverted to old devices and accomplished very little. I went between the two groups (hall and class) putting out small fires and answering questions. Some students did quite well, as expected, and some students did not focus as much. 60% of the students did “A” material work on the questions, 10% did “B” material work, and the other 30% decreased in varying levels of work quality. A few students decided to try the figurative language websites with positive results, however that eventually turned into surfing the web for one of the two groups, and uploading profanity to the desktop. Our head teacher then took the privileges of the computers away from the whole class as no one accepted responsibility. The summary of the first quarter of the book proved promising. From the submitted work it looks like about 50% of the class is on track to comprehending the material at a “B” level.

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Lesson 7: Chapter VII Read-aloud, Mini-book & Imagery from Story Student  Teacher:  Gregory  Davis   Location:  Sabin  K-­‐8  Class:  Language  Arts   Grade  Level:  5th    Unit:  Literature   Time:  10:15-­‐11:30  Topic:  Phantom  Tollbooth   Date:  March  10,  2010   Overview  We will read chapter 7. Students will answer comprehension questions, and then make a mini-book of Digitopolis vs. Dictionopolis based on information from the book. Students will then draw a picture of what they imagine the two cities to look like. Goals  (II & III) Reading for comprehension and vocabulary building. Rationale    Getting away from the figurative language, we will now focus on comprehension and vocabulary. This chapter explains main pillars of the story, the two kingdoms and their rulers, and the mini-book product is added to make the lesson/chapter more visual. Standards      EL.05.RE.02 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level. EL.05.RE.11 Determine meanings of words using contextual and structural clues. EL.05.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. EL.05.LI.04 Identify the main events of the plot, their causes, and the influence of specific events on future actions. Objective  a) TLW gain plot and character knowledge through a read-aloud and discussion of the chapter b) TLW draw specific vocabulary from the text and link it to the Mini-book as a connection to

authentic use/better understanding. c) Through separating the two cities in the mini-book TLW distinguish and better visualize significant

characteristics of each one. d) TLW better visualize the cities by drawing the image of how they see it in their head and on paper. Resources  1. Juster, Norton. 1961. Phantom Tollbooth. New York, NY: Random House. 2. ThinkQuest. (2010). Analogy quiz for kids. Retrieved from http://library.thinkquest.org/C005172/satPrep/unit3.html 3. ThinkQuest. (2010). Metaphor page for kids. Retrieved from http://library.thinkquest.org/J0112392/metaphor.html 4. ThinkQuest. (2010). Simile for kids. Retrieved from http://library.thinkquest.org/J0112392/simile.html 5. Home School Share. (2010). Phantom Tollbooth Minibook. Retrieved from http://www.homeschoolshare.com/phantom_tollbooth.php Modifications/Accommodations  Some students will not be able to follow the entirety of this lesson. Differing examples of figurative language will be given to students of higher or lower capabilities. The expectations of mini-books will be graded on differentiated levels as well. Students who do finish everything will be allowed to use computers in class to do the analogy quiz.

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Procedure  10:15-Call class to order and share any idioms students can remember hearing since yesterday’s lesson. 10:20-Teacher will explain (a) new chapter, (b) mini-book, and (c) what imagery from a story can do to enhance the richness of reading a book. 10:30-Teacher will highlight necessary new vocabulary on the board and talk about what these words might mean. Have students write these words on their mini-book papers to use later in the lesson, or refer to when reading. 10:40-Read chapter 8 (read-aloud) 11:20-Mini-book: Describe the cities of Digitopolis and Dictionopolis as told by F. Macabre. (Fig. 4) Idiom Work:

Idiom Example (pg. 85 & 86)

-Chapter 7- -Eat your words -Splitting hairs -Square meal -Hit the books -Hanging by a thread -Half-Baked (90) -Make mountain out of molehill -I’m all ears -Take all day-Light Meal Vocabulary Work: -Chapter 7- a) foie gras- duck liver e) famished- b) nervously- f) synonym bun- c) chandeliers- g) contentedly- *Closure or homework- Discuss the double meaning of Rhyme & Reason, and discuss how they (both meanings and princesses) could be rescued. Assessment  Formative Assessment: Minibook & drawing of the two cities. Reflection  and  Analysis  Again, I need to remember to get the students away from group work too much and have them focus on individual work. Some students can handle groups, and do better on these activities, however, as a class this does not hold true. Bad habits are hard to break, and too often does a cacophonous environment arise where students who really try to work end up being shorted quality time. It is hard on me to do this because I personally like groups and understand that it is really only a few students who bring down the work. I am going to move towards a group-solo-group-solo (<><><>) pattern daily As for vocabulary, I think the students are getting the material well. Vocabulary is being done though dissecting the root words and using them in our discussions or linking them to our daily activities beyond this lesson. We looked at faintly and macabre today, along with others, to highlight the characteristics that make the character Faintly Macabre distinct. That has been a theme throughout the lesson, and my teaching in general, and the small payoffs are nice when students are using these words or idioms and referencing the simple fact of their using them. In this case, the mini-book was a good venue to present and practice the vocabulary. Some students utilized it more than others, and some put one-word answers for each section. Diction and digit were common threads throughout this lesson, and letters and numbers played a key role in the images and mini-books. Drawing the image of each city proved to be a fairly useful activity, again, for those who participated. There were ten students who I would say put great effort into producing a quality piece of work, ten more who invested a legitimate amount of time, and a few who didn’t participate much beyond a stick figure and a bomb (in one example).

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Lesson 8: Chapters XIII & IX-Read (Aloud or Solo) and Discussion on Perspective Student  Teacher:  Gregory  Davis   Location:  Sabin  K-­‐8  Class:  Language  Arts   Grade  Level:  5th    Unit:  Literature   Time:  10:15-­‐11:15  Topic:  Phantom  Tollbooth   Date:  March    12  ,  2010   Overview  Looking at Perspective or point of view within chapters eight and nine. We will do a read aloud and a group reading at the end to discuss what is going on in the book. Goals  (III & IV) Goals for this lesson are to present the student with the concept of perspective, and look at some of the more difficult vocabulary in order for the students to better understand the story now and in the future (a short-term and a long-term goal). Rationale    Attempt to satisfy literature requirement for fifth grade. Understanding perspective of a character better equips reader with empathy and interest. Standards      EL.05.RE.02 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level. EL.05.RE.11 Determine meanings of words using contextual and structural clues. EL.05.LI.07 Identify the theme, understanding that theme refers to the lesson, moral, or meaning of a selection, whether it is implied or stated directly. EL.05.LI.08 Draw inferences, conclusions or generalizations about text, and support them with textual evidence and prior knowledge. Objective  a) Using props as a tool for perspective TLW compare varying ways to look at things from a different

angle. b) TLW be given difficult and (possibly) new vocabulary and then through reading for comprehension

and decoding will be better equipped to use them in writing. c) By creating examples of perspective personally TLW find examples of perspective in the class and

worldly situations. d) If time permits TLW use past knowledge of figurative language to find, from the text, examples

Juster uses to elicit understanding. Resources  1. Juster, Norton. 1961. Phantom Tollbooth. New York, NY: Random House. 2. Wilhelm, Carolyn. (2000). Phantom Tollbooth Literature Circle. Retrieved from http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Language_Arts/Literature/Childrens_Literature/CHL0215.html 3. Juster, Norton. (2008). Phantom Tollbooth. New York, NY: Harper Collins/Harper Children’s Audio. Modifications/Accommodations  Students who finish ahead of time will be given time in the hall to complete the figurative language chart from text examples. Students who are not caught up to speed will be asked to find only two perspective examples and look for only 1-2 of the difficult words in the text. The audio-text is available for students who read better with a book-on-tape.

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Procedure  10:15-Greet class and briefly explain daily outline: Perspective and chapters that will be read. 10:20-Discuss previous day’s reading and learning. Discussion begins:

(a) What is perspective (“It’s All How You Look At It” Chapter title) Talk about how people view things differently, by culture or opinion, upbringing.

i. Glass half full/empty ii. Baby-child-adult sizes can be similar, but different for people of different ages iii. Look at a globe from different angles, what do you see?

(b) New vocabulary for day. 10:40-Read chapter eight: individually, in groups, read-aloud by teacher, or book-on-tape. Discussion: What does Humbug do in this chapter? 11:00-Those who are done can talk about chapter eight, foreshadow, and move onto chapter nine. Those who are still reading may go at their own pace. Discussion: Who is Alec, what is his story, how do his people grow, where does he live, and how does he show Milo a new perspective. *For further learning-Recommend to read ahead this afternoon or evening if possible. For students who finish early: Idiom & Vocabulary Work. -Idiom is a phrase that means something different as a whole that its individual words would lead the reader to believe. Speakers of foreign languages have a hard time with this because it is culturally unique.

Idioms Vocabulary -Drive a bargain -Lower the boom -Bar the Door -Pull the switch -Toe the line -Raise the bridge

a) puffed (92) f) undertaking b) bouquet (93) g) obstacle c) sympathetically h) ceremoniously (99) d) resourceful (100) i) concurred (97) e) indistinctly

Chart for Students Pg.  #   Idiom  Phrase   What  it  Really  Means      

   

   

   

   

   

   

   

   

   

   

   

   

   

   

   

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Assessment  Formative Assessment: Group discussion of reading, noting what groups are following story and the groups who are not, adapting lesson to meet these needs. Reflection  and  Analysis  Students grasped the concept of perspective well today, and it tied in with the book so that as we went through, there were different examples (in text or life) the students could draw from. Talk about how the child grew down was cool, and we had a group of on-task students come to the front of the class and demonstrate by looking the globe or growing up as babies and how they looked at things. It was helpful and one of the better moments of class when generally students were not talking or otherwise. The lesson was good, but I was not as prepared as I could have been. This is the second to last day of this trimester and I intend to bring in the next trimester with a major overhaul of planning, lesson plan included. I started the lesson plan out smoothly, but the ideas are getting stale, I feel. I think I am going to revamp this plan I formulated 16 days ago, take out what I think will not work, add some new parts, and make some needed adjustments. (March 13, 2010)

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Lesson 9: Chapters X & XI-Reading and Comprehensive Think-Pair-Share. Student  Teacher:  Gregory  Davis   Location:  Sabin  K-­‐8  Class:  Language  Arts   Grade  Level:  5th    Unit:  Literature   Time:  10:15-­‐11:15  Topic:  Phantom  Tollbooth   Date:  March  16,  2010   Overview  We are going to read chapter 10 & 11. This could be in a read-loud fashion, small groups or individually if so desired. The class will then partner up into a think-pair-share activity to discuss new vocabulary and comprehension. Students will have study questions to assess when reading for the end-of-class discussion. Goals  (II & III) My goals for this lesson are discussing plot comprehension and learning new vocabulary. Rationale    Attempt to satisfy literature requirement for fifth grade. The comprehension aspect aims to increase macro understanding, and vocabulary is for micro understanding. Standards      EL.05.RE.02 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level. EL.05.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. EL.05.RE.11 Determine meanings of words using contextual and structural clues. Objective  a) Continuing with the style of text understanding to hopefully get the reader engaged in the story

TLW read or hear the story through different outlets in order to continue absorbing the material in a fun and sensorially stimulating methods.

b) To facilitate dialogue between students and deepen understanding TLW participate in a Think-Pair-Share and collaborate with other students to find answers to comprehensive questions.

Resources  1. Juster, Norton. 1961. Phantom Tollbooth. New York, NY: Random House. 2. Robots, Sol. (2006). Phantom Tollbooth Crossword. Retrieved from http://www.mckeown.org/sixthgrade/phantom/index.html 3. Wilhelm, Carolyn. (2000). Phantom Tollbooth Literature Circle. Retrieved from http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Language_Arts/Literature/Childrens_Literature/CHL0215.html Modifications/Accommodations  Students who feel they learn the material better a different way can read independently, and students who are not able to perform in this lesson can complete it with our Educational Assistant in the hallway. Students who feel they could be more challenged will have the option to complete further questions into the first half of the book and get started on the Phantom Tollbooth Crossword Puzzle (hard copy or online at http://www.mckeown.org/sixthgrade/phantom/index.html)

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Procedure  10:15-Call class to order, discuss day’s activities. Get into a big circle around the room, and prepare for a round-table read-aloud. Discuss the vocabulary words/people found in these chapters. 10:25-Read Chapter 10. Each student gets a copy of the synopsis below. Questions for discussion will be put on overhead individually to not fluster or confuse students. We will do this via think-pair-share. 10:50-3-minute Break 10:53-We will discuss all questions for the second quarter of the book in our groups, round-table style. (pg. 71-142) Read part or all of chapter 11. 11:30-All written answers will be submitted to teacher. Class will then put desks, chairs, and materials in order as quickly as possible so they can play a game of Pilots (A spelling Bee) dealing with vocabulary words we plan on using in class, transitioning to the next activity. Recommend reading ahead into Ch. 12 this afternoon or evening if possible. Questions What happens when Milo tries to conduct the orchestra? Discuss whether it was right for Milo to keep the extra week a secret. Who are Dr. Dischord and Dynne? What was wrong in the Valley of Sound? Who is the Soundkeeper? Why has she stopped the sounds from going out? Cacophonous (cacophony) - harsh sounding, harsh sounds or words Din- a loud continued noise Assessment  Formative Assessment: Think-pair-share activity w/ submitted questions Reflection  and  Analysis  Unfortunately computer privileges have been taken away from these students because profanity was posted on the computer and the Cooperating Teacher steeped in with a punishment. This took away the online puzzle for students who would have utilized it. For the musical vocabulary, bring in your guitar and show what dissonance, major, minor, melody, din, and cacophony sound like. The class was split per usual with students who are superbly on task and students who are disruptive. I did and am going to limit outside hall time to students who take respectful and conscious decisions within class. This angered some students, and some left the room without asking, but overall I liked the work that was done and it sounded like form the question and answer session at the end of class from the prompted ideas, there was good learning that went on in class. I have found that some students really like this book and some do not. However, we as a class we are doing well with this, and having the book on tape is working well.

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Lesson 10: Chapter XII-Group Reading and Midpoint Check-up Student  Teacher:  Gregory  Davis   Location:  Sabin  K-­‐8  Class:  Language  Arts   Grade  Level:  5th    Unit:  Literature   Time:  10:15-­‐11:15  Topic:  Phantom  Tollbooth   Date:  March  17,  2010   Overview  For the third part of the book, the class is going to take a more individual approach to the reading, getting in groups instead of read-alouds, and engaging whole-class discussions. This will foster for the student their own perspective of the book with less influence from the rest of the class. In this class we will read chapter 12 in small groups and submit answers to prompted questions as assessment. Goals  (III & IV) Goals for this lesson are to foster the most independent reading so far since we began this book as a class. Solid comprehension through group-work, as well. Rationale    We have thus far proceeded with plenty of reading as a large group, and I want to let the class “spread their wings” and read a few chapters individually or in small groups. My hypothesis is that if they can invest more of themselves into this book, the reward (of understanding) will be sweeter and better remembered. That being said, I understand some students will not fully do this and I plan to assist them with more direct instruction. Standards      EL.05.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. EL.05.LI.04 Identify the main events of the plot, their causes, and the influence of specific events on future actions. Objective  a) For comprehension of story TLW read The Phantom Tollbooth and search for clues. b) TLW work in groups to problem solve and discuss the reading in hopes to better understand the material and get different ideas from group members. Resources  1. Juster, Norton. 1961. Phantom Tollbooth. New York, NY: Random House. 2. Mid-point check-up worksheet done as Jigsaw (Fig. 6) Modifications/Accommodations  Whether or not groups need help will depend on my personal involvement in this lesson. Groups not getting along or having trouble comprehending I will assist more, and those who are moving along well will be allowed to work on other work if work is completed. Procedure  10:15-Call class to order. Discuss activities of day (First Half Discussion/Reading/Q&A). Midpoint questions to be completed will be placed on the board. Students will have 15 minutes to find answers. We will do a brief rehash of previous chapter and I will let the class get to work. 10:35- When they are done as a group, there will be time to work on other schoolwork until we wrap up the lesson as a class with a few questions from the reading. 11:00-Come back together and we will discuss the correct answers to these questions. Wrap-up will be around 11:15. Submit only one paper with each group-member name on it. *At home ask students to look for a cacophony or a din so we can compare in class tomorrow.

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6 questions to answer: 1) What is the strange part about the thunder from the letter on pg. 149? 2) What is the double meaning of “Hear Here” on 146? (Like Real Eyes Realize Real Lies) 3) What was wrong in the Valley of Sound? 4) Who is the Soundkeeper? Why has she stopped the sounds from going out? 5) Describe what happens to make these sounds? Drum beat- Clap-_ Music- Laughter- 6) How did he keep the “but” at the end of the chapter? Assessment  Formative Assessment: Submitting 6 Question sheet. Reflection  and  Analysis  This worked well today as a Jigsaw activity tailored to fifth grade. The students were separated into rows instead of groups because interpersonal history. We then looked at the five cumulative questions and reread the previous 70 pages to find clues and answers. Ideally I would have preferred group work, but working individually and answering questions within rows and teaching the rest of the class ideas from their respective questions seemed to go over well. Many students who might be on the fence about answering in class decided to volunteer answers in this activity. As encouraged from the previous class period, it appeared many of the students read ahead and were prepared to work on chapter 12. With time prepared for one hour, and the jigsaw took about 40 minutes of the lesson, but because the students were prepared they were able to read silently (well...) and individually, and complete the questions prepared in just over one hour and ten minutes. That was surprising and well received by myself and the CT. I need to stress reading at home more if this could be a possible outcome. Although I have in the past with limited success, it is reaffirming to see it works sometimes.

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Lesson 11: Chapters XIII & XIV-(Project) Digitopolis Dodecahedron Student  Teacher:  Gregory  Davis   Location:  Sabin  K-­‐8  Class:  Language  Arts   Grade  Level:  5th    Unit:  Literature   Time:  10:15-­‐11:15  Topic:  Phantom  Tollbooth   Date:  March  18,  2010   Overview  Class is going to read chapters 13 & 14 independently with the audio version of the text. Figure 7 in the appendix, questions and a crossword, is available for students to complete today, and we will make a visual/kinesthetic project in the form of a dodecahedron for students to write on and better understand the story. Goals  (II & III) Goals for this lesson are to read for more comprehension, working in smaller groups, and doing a kinesthetic activity revolved around a math concept in language arts. I am hoping to move away from the group reading aspect with this activity and get student gears going in another direction for the last part of these lessons. Rationale    Oregon Education calls for reading for meaning, and that is what this lesson supports. The dodecahedron will be a fun kinesthetic activity, as well as a good visualization for the students to use later. I hope to tie theory with practice by combining these two ideas. Standards      EL.05.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. EL.05.LI.04 Identify the main events of the plot, their causes, and the influence of specific events on future actions. Objective  a) By listening to the book and reading along TLW absorb the story in two forms for increased

comprehension. b) To tie a visual aspect to a character in the story TLW build a dodecahedron and see the relationship

of the persona and object known as Dodecahedron. c) For social interaction and comprehension TLW discuss and write answers to comprehension

questions (in groups). Resources  1. Juster, Norton. (1961). Phantom Tollbooth. New York, NY: Random House. 2. Juster, Norton. (2008). Phantom Tollbooth. New York, NY: Harper Collins/Harper Children’s Audio. 3. Dodecahedron worksheet 4. Glue 5. Scissors 6. Colored Pencils, crayons, etc. 7. Possibly show Office Space movie clip of the jumping to conclusions doormat idea. 8. Questions/Crossword (Fig. 7) Modifications/Accommodations  Students who do finish this activity early will be asked to start or continue working on a 13-question quiz. Most students will probably finish around the same time, and those who take longer (within reason) will not see their scores affected. Teacher will spend additional time working with the students who are behind or are having trouble with the dodecahedron.

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Procedure  10:15-Call class to order and discuss what was read the day before as an entire class. Discuss the dodecahedron project and display a finished or started example for proper modeling. When questions and answers are finished, explain that this project will only be given out after your group has finished the reading and answered the necessary questions. Safety & Housekeeping Talk 1. Scissors are sharp, and everyone must safely share. 2. Supplies are limited so be thoughtful and put them back when you are done or not using them 3. The dodecahedron will be displayed hanging in class (please do a good job). 4. Individuals will not be able to go on to the next activity without a group paper submitted with satisfactory answers. Questions to answer and submit in groups/individually: Ch.13 & 14 Overview w/crossword (Fig.6) 10:25- Disperse into selected groups and begin reading. When groups are finished reading students submit their questions and get the dodecahedron page to begin. Teacher will move about class assisting students in need, while monitoring the groups who have already finished. Wrap-up Q & A: Use the question sheet and student answers from today. Ask students to read ahead if possible and be ready for class tomorrow. Assessment  Formative Assessment: Review-questions and crossword puzzle dealing with vocabulary Reflection  and  Analysis  Some students had read ahead almost two chapters making the questions relatively easy today. We listened to chapter 13 and read along, and I distributed the worksheets for chapter 14 as we again listened to the chapter. From there students were allowed to pair up and complete the worksheet in groups of no more than two students. From the answers given and discussion in class there was considerable comprehension and thinking going on, at least between the select groups of folks who applied themselves today. The audio format of absorbing the book is great. It settles the class energy and gets some people to focus intensely in order to follow the material. Some students do not really get into the book-on-tape format, however, they are able to follow along if desired and can use it as extra noise in the background. The dodecahedron never came to fruition because of a shortened day. That was okay because the work that got accomplished was worthwhile and the students really seemed to be into the material. In general, student understanding and workmanship was pretty good today. I think the dodecahedron could be a good project with smaller groups (or a when better expectations are laid down by the teacher in the beginning of the year) and it would be a great visual for students to see. I brought in the guitar a we all talked about and heard what a cacophony, a din, minor vs. major chords, and musical terms we came across in the book, or that were relatable to what we covered. At one point the whole class was banging a beat on their desks as I played an instrumental piece of music. It was a great experience.

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Lesson 12: Chapters XV & XVI-Read-Aloud, Semantic Map and Discussion Student  Teacher:  Gregory  Davis   Location:  Sabin  K-­‐8  Class:  Language  Arts   Grade  Level:  5th    Unit:  Literature   Time:  10:15-­‐11:45  Topic:  Phantom  Tollbooth   Date:  March  19,  2010   Overview  Class will finish work from yesterday, and read chapter 15 individually. This could be a read-aloud by the group and/or with the teacher. During and after reading they will be making a Semantic Map of the events, people, and ideas found in the third section of the book and a Conclusions about Characters sheet reviewing chapters 11-15. After finishing the work they will be asked to begin reading chapter 16 during this class period, for silent reading after lunch, or if not by that point then for homework. We will begin class tomorrow with a discussion on this material. Goals  My goals for this lesson are for students connect ideas through visualization: semantic (or concept) map, and read individually and as a group in a read aloud setting. Rationale    Independent reading will put onus on the students to finish reading and work towards grade level expectations, and group reading will achieve same goal, however, in a more social setting Group reading hopefully gets the students more involved by hearing other people’s inflections, pronunciations, and ideas in the literature. The Concept Map is a way for the students to put pieces of past 2 days reading together in a clear, concise package, and the Conclusions about Characters will be review for those who are farther along. Standards      EL.05.RE.02 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level. EL.05.LI.04 Identify the main events of the plot, their causes, and the influence of specific events on future actions. EL.05.LI.06 Identify the qualities of the character (e.g., courage, cowardice, ambition), and analyze the effect of these qualities on the plot and the resolution of the conflict. EL.05.WR.01 Use a variety of strategies to prepare for writing, such as brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes. Objective  a. By absorbing book in a read aloud fashion TLW be invested in story and hopefully be ready to ask questions or take questions to/from teacher or other students. b. From the comprehension questions TLW hopefully be actively engaged in plot and characters and reread certain sections to gain more complete understanding of the story. c. TLW create a semantic map covering comprehensive ideas and characters to reinforce reading and also practice reading for meaning, and using gained knowledge in a systematic approach. Resources  1. Juster, Norton. 1961. Phantom Tollbooth. New York, NY: Random House. 2. Semantic Map & Conclusions about Characters Worksheet (fig. ) Modifications/Accommodations  Students who finish ahead of time will be asked to work on better describing characters through the Conclusions About Characters reverse side of worksheet. This is used as extra credit for those students who complete this assignment. If students progress beyond that while others are still working, or student could engage in conditional” free-time” of choice or work on the Dodecahedron.

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Procedure  10:15-Call class to order. Ask students to put materials away and get out Phantom Tollbooth. Talk briefly about story thus far in 3rd section. Explain the semantic map/conclusions-about-characters and what students are looking for to complete it (Show example). 10:25-Have class start reading chapter 15 silently at desks. Teacher will roam the class to assist students who may need more help, or look like they are off task. Teacher will have difficult vocabulary from chapter on overhead and ask students to be cognizant as they come to it. This will be mostly an individual reading (silently) respecting other students around them who are still working. 10:50-Students are given reading break to get the semantic map and move around. They can opt to get a drink or use the restroom. At this point, if they are done they will pair up into groups of 2 or 3 and begin the Semantic Map. I will help individual groups or assist a few at a time. 11:10-Make sure all students are on track, getting some farther along if needed, and seeing that early finishers are not done with worksheet. Help second wave of finishers with Semantic Map, and instruct the early finishers that reading chapter 16 is mandatory for tomorrow. They can choose to begin now or later, if they want some free time until the next lesson. 11:20-By this time, I expect class to be finished with the reading and map, and we can now come back together and complete a copy as a class getting examples from students. 11:30-Collect student maps, put books away, foreshadow what is to come next, and encourage taking book home to read. Assessment  Formative Assessment: Semantic Maps/Conclusions about Character Reflection  and  Analysis  We read chapter 15 as a read aloud with the audio format, and 16 as an individual/paired group activity. Students were given the worksheet to complete about ¾ through reading chapter 15. I think that could have been postponed till after reading chapter 15, however, in the style and manner this was finished today I think it was not detrimental to the learning. But, I think waiting till students are finished is beneficial because they get the chance to read without preconceived notions of what to look for and can then do their scouring of the text when they have once digested the material. A benefit would be the single read-through, but the benefit of an early distribution is that the students get practice in reading for specific meaning. The lesson worked well today, and I think from the submitted work student understanding increased. We are only four chapters away from finishing the story, and we have a good portion of the class who still is highly engaged in what we are doing. I plan on finishing in a single long reading day tomorrow or the following day, administering the post-test directly afterwards. The book so far has gone smoothly with a few expected hiccups with certain students. It would be beneficial to get a few students to get a more individualized track to get the understanding they theoretically (and in reality) need. There are some students in this class with 2nd grade reading or writing levels, and I cannot properly cater to their needs with twenty-six other students. In reality it would be next to impossible to do that, but I am doing what I can, along with the other 5 IEPs that are found in this class. I should be more meticulous with getting the vocabulary posted for the students, and have more examples of figurative language picked out of each chapter for the students to reflect upon. In all honesty, next time I do this work-sample I will be more prepared and ready to do this. It is tough to teach this the first time through and enact all of the things I have outlined in this work-sample. I am learning about limits for myself AND the students while doing this. I think sometimes I expect too much from them and they get too bogged down with the conceptual ideas I am throwing out to them. I have to remember they are only 10 and 11 years old!

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Lesson 13: Chapters XVII to XX-Finishing the Story: Comprehension and Post-Assessment Student  Teacher:  Gregory  Davis   Location:  Sabin  K-­‐8  Class:  Language  Arts   Grade  Level:  5th    Unit:  Literature   Time:  9:15-­‐11:45  Topic:  Phantom  Tollbooth   Date:  March  19,  2010   Overview  Read chapters 17-20 through the audio book, in small groups, individually, or as a read aloud depending on the chapter. Students will be asked to read for meaning throughout these chapters, as I have broken them into pairs: 17-18 & 19-20. Students will submit examples as a formative assessment, however, they will be doing this as practice for the post-assessment that will be administered when each student/group is finished with the required work, respectively. Goals  (II & III) Students will be able to gauge qualities of a character & text, and empirically defend their reasons with information found in the text. Students will strengthen reading ability through individual and group reading. Rationale    Students should be able to read for comprehension and defend their answers from parts of the text. We will do this as a group and discuss possible reasons for differing ideas. Standards      EL.05.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. EL.05.LI.04 Identify the main events of the plot, their causes, and the influence of specific events on future actions. EL.05.RE.02 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level. Objective  a) Through group, individual, and listening to the story read aloud by an audio format TLW better visualize and comprehend the story through these different mediums. b) By jigsawing and working in groups to define preselected questions TLW get different opinions of story meaning/concepts. c) Searching for different examples of figurative language and creating their own TLW be able to conceptualize and compare differences in their own and in text. Resources  1. Juster, Norton. 1961. Phantom Tollbooth. New York, NY: Random House. 2. Juster, Norton. 2008. Phantom Tollbooth. New York, NY: Harper Collins/Harper Children’s Audio. 3. Comprehension/Vocabulary questions from chapters 17-20. (Fig. 9) Modifications/Accommodations  The audio book will be available for students who read and comprehend the material better with that environment. Quick readers and students who understand the material well will be given the post-assessment earlier, rewarding their efforts and allowing them time to work on other things. A few students will be allowed to use the book for the post-assessment. These students will be selected students with a SPED IEP, or those who I know have tried and could benefit from such help.

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Procedure  9:15-Call class to order. Discuss reading from previous day. Ask any students if they reread or read ahead the previous night. Remind them what an important tool that is, and give examples of how a reader can benefit from rereading.

• Better understanding by repetition • Deeper connection to book • Finding things you miss the first time • It is usually faster the second time around

9:30-Do Q&A regarding similes, metaphors, and analogies and discuss that we are going to find these today in our reading. Explain splitting the last four chapters into two groups of two. Explain to the class that after we are finished with the audio book, read aloud, and chapter 19 the class could split into groups to find answers to the question sheet (Fig. 9). 9:40-Ask students to get out their books and find chapter 17. We will read this in a group read-aloud, audio book, and/or individually if desired.

• As we read, ask students to look for example of literary tools and write them down on given sheet. Let the class know if you think you have found one.

• Students who have read ahead will be able to go into the hall to begin reading the chapter they are currently on.

10:00-Take a break before going onto chapter 18. Because the reading section of this lesson is extra long I will make sure students will have ample break time to get oxygen moving, break up monotony. Talk about what has happened and/or what might happen next. 10:05-Begin chapter in format students are most comfortable with at this point. 10:20-Stop at chapter end, foreshadow, remind reading in groups after this chapter. 10:25-Begin chapters 19; when kids are finished allow them to independently get the worksheet on their own pace. 10:45-Most or all students should be finished with the reading and be working on the worksheet. When they submit it (in groups) and get the okay by the teacher on comprehension, the student can then get the post assessment and finish it individually. When that is finished they will be given free time until lunch to catch up on back work and/or play games with other students in the class who are also finished. Assessment  Formative Assessment: Submitting ch.17-20 comprehension page (Fig. 9) Summative Assessment: Post-assessment Reflection  and  Analysis  This class period went exceptionally well. My CT encouraged me to wrap up the work-sample on the final day before spring break. This was done because (a) although the amount of reading to do would belong it was manageable because of the short length of the chapters, and (b) to wait until after spring break to finish would be detrimental to comprehension, interest, and overall scores. So, we decided to read the final four chapters in one day, do the chapter questions on groups, and do the post-assessment all in one shot. I was able to successfully collect the book as well in an organized manner!The class voted for the book-on-tape version to begin with as the class had grown to enjoy the reader’s voice. They asked to keep that medium of reading for the rest of the class period because the vast majority of the class benefited from hearing it while reading it. I agree that this style of reading the book is beneficial to learning. There were probably 5-6 kids who did not want to listen to the tape; however, I allowed them to read in the hall if they chose to. A few kids had read ahead and so I gave them the comprehension questions earlier than others and had them work independently in small groups to finish it. I was please with the answers they came up with in groups, proving that the early finishers indeed read and understood the material. They subsequently were given the post-assessment early and had a large amount of free time to work independently on games or other projects. These students also corresponded strongly to those who understood the material well, as gauged from the post-assessment. As a class I feel the book was appropriate, and given time most of the class honestly enjoyed the work and story. I learned a lot from this work-sample, however, I will go into detail in the final reflection.

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Lesson 14: Chapters XII & XVIII-Two Day Reading Student  Teacher:  Gregory  Davis   Location:  Sabin  K-­‐8  Class:  Language  Arts   Grade  Level:  5th    Unit:  Literature   Time:  10:15-­‐11:15  Topic:  Phantom  Tollbooth   Date:     Overview  This is a 2-day lesson. Day One will be reading and answering questions if students finish their work. Students have opportunity to read in groups, individually or with the teacher if desired Day Two is a time to finish the reading from yesterday and finish the questions, if students have not done so already. Goals  My goals for this lesson are independent student reading time (for practice and comprehension) and having students draw direct information from the text to answer questions. Rationale    Independent reading is a skill that some students are not engaged in, and reading in general should be championed as a necessary skill. With this lesson, I hope the time for students to read at their own pace will help them get through the text easier, at the same time, helping them search for the answers to the questions at hand. Standards      EL.05.RE.02 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level. Listen to and Read Literary Text: Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity. EL.05.LI.03 Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections. Objective  1. TLW read chapters 17 and 18 of The Phantom Tollbooth. 2. TLW demonstrate comprehension through answering questions from the text. Resources  Juster, Norton. 1961. Phantom Tollbooth. New York, NY: Random House. Modifications/Accommodations  Students who finish early are asked to search chapter 17 & 18 for more examples of similes, analogies and/or metaphors. Explain to them that this is counted as extra points towards their final grade of this unit for motivation. Procedure  -Day 1- 10:15-Call class to order, discuss previous reading and foreshadow what will happen today. Explain that for 2 days the class will engage in independent reading and have questions to complete. 10:25- Have students settle into a comfortable place to read today. Hand out the question sheet so students can read them together before we begin working. We will read the questions together to make sure the students understand what is asked of them, and I will put the questions on the board for students to compare and have a constant visual of what they should be searching for today.

• Teacher roams class today assisting students who need help, or have questions. • Check on groups/individuals who are traditionally well on task and might need more work, or

traditionally not on task and may need guidance.

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11:00-Bring group back together and discuss some of the questions from chapter 17, leaving chapter 18 mostly for tomorrow. 11:00-Have students hold on to papers, but books away, ask any final questions, and get ready for next lesson. -Day 2- 10:15- Begin class by getting students alert and prepared; books, pencils, and questions on desk. Ask students questions pertaining to yesterday’s reading, and possible foreshadowing. 10:25-Again, get into groups or areas you want to read, and explain they have a half hour to work, read and answer questions. 11:00-Call groups/individuals back together and call attention by asking “Who was in the castle in the air, and what happened to them.” Put chapter 18 questions up on the board and discuss them, answering them as well for students to get ideas from, and rehash what has happened in the previous 2 chapters as the students read alone/in groups. 11:15-Collect chapter 17 and 18 papers. Ask students to put their materials away and prepare to begin the next lesson. Assessment  Formative Assessment: Questions collected from day Day One questions: Day Two questions:

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Lesson 15: Chapters XIX & XX-Finish Story, Quick-Write & Quiz Student  Teacher:  Gregory  Davis   Location:  Sabin  K-­‐8  Class:  Language  Arts   Grade  Level:  5th    Unit:  Literature   Time:  10:15-­‐11:15  Topic:  Phantom  Tollbooth   Date:     Overview  Read Chapter 19 and 20. Discuss the ending of the book through a quick write, and finish by doing a selection test from the Scott Foresman workbook. (The post-test will be given the following day). Goals  My goals for this lesson are reading at a proper level and comprehension of material. Rationale    As we finish the book, I would like the class to better understand what was read, and by discussion this could be accomplished, but only by a few. With the selection test (as practice) students can put a better face on what was read, and I can see where the class understood most and missed the most. Also, I want the students to read as much as possible and by doing a read-aloud we’ll be able to collectively get a better feeling for the story. Standards      EL.05.LI.08 Draw inferences, conclusions or generalizations about text, and support them with textual evidence and prior knowledge. EL.05.RE.02 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level. Discuss ideas for writing with classmates, teachers, and other writers, and develop drafts alone and collaboratively. Objective  a. TLW read final two chapters of The Phantom Tollbooth. b. TLW write about feelings after finishing the book. c. TLW take a basic comprehension quiz. Resources  1. Foresman, S. (Pearson Education, Inc). Trade Book Library Teaching Guide-The Unexpected: The Phantom Tollbooth. Glenview, IL. pg. 193-200. 3. Juster, Norton. (1961). Phantom Tollbooth. New York, NY: Random House. Modifications/Accommodations  I will ask struggling students to work together after formal lesson is done to complete list of questions. This will allow them roughly 15 minutes of extra time to discuss the problems we have to answer. Students who are finished will be given free time to complete other work. Procedure  10:15-Call class to order, ask students to get out their books, papers, and pencils. We will be allowed to sit in seats not our own today, as we finish the story. I would like students to feel comfortable in finishing the book. 10:20-Students rehash and foreshadow events, and begin in an open read-aloud. 10:35-We will take a break before moving to 20th chapter. 10:38-Begin 20th chapter, and I will ask questions relating to text as we read. 10:55-Engage in free write of story. Students will be prompted with a writing topic for a 10 minutes time to write about their feelings and impressions of the book. When this is done, we will review the questions from the Scott Foresman Book and, on the reverse side of the paper, take the quiz independently at our seats.

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11:15-Students should be finished with both the quick-write and quiz. We will look at the answers to the quiz through a show-of-hands going through each question. (Post-test given following day.) Assessment  Formative Assessment: Quick Write Summative Assessment: Quiz

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IV. Work-sample Assessment Plan

Within this work-sample can be found a pre-assessment, numerous formative assessments,

and a post-assessment. These serve as my method to properly assess each student’s growth from

beginning to end. The pre-assessment gauged two of the work-sample goals while the post-test gauged

three, however, both serving as assessments for learning. The formative assessments primarily acted

as assessments of learning, to better understand where the students stand in relationship to our

material. Initially I looked for understanding of some components of figurative language and a few of

the tougher vocabulary words the book used. This also measures overall understanding of what a

reader should or would take away from a book, such as character strengths, expectations, and/or

changes traditionally found in the protagonist.

The pre-assessment (assessment of learning) asks the learner to think about concepts or

vocabulary they may not have been familiar with previously. For some students this may be review

from previous years schooling or familiar from more difficult reading, however, for some this could

be new material and seem challenging. In any case, the data will give the teacher a good idea of where

the class as a whole stands with what we are about to undertake.

The formative assessments (assessments for learning) will be the scaffolding, or the grease to

move the wheels easier, through the lessons. Within this work-sample, formative assessments take the

form of (a) mini-books, (b) chapter review questions, (c) drawing ideas/visualizing the text, and

(d) group work in the form of think-pair-shares, jigsaws, and games. Each lesson has something tied

into it that assists learning in some fashion, rather than just reading and moving on to another subject.

By doing this, the material becomes tangible while somehow relating or interacting with the material.

The post-assessment (assessment of learning) serves to capture the growth of knowledge,

individually and as a whole, in a fair and balanced procedure. Through work-sample goals and

objectives the post-assessment attempts to engage the learner’s newly acquired ability and show their

mastery. In this case, it will look to showcase the students’ improved understanding of figurative

language, vocabulary relating to The Phantom Tollbooth, and certain areas of comprehension relating

to the story.

If done correctly, the student will be able to show usage (of a few) and knowledge of 15

vocabulary words and definitions, a clear understanding of characters, places, main themes of the

story, and an increased understanding of idioms, metaphors, and similes. Future uses of this work-

sample will include the different forms of figurative language, broader understanding of vocabulary

and better assessment of usage.

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Reporting Student Results to Parents

As far as reporting results to parents, I was able to perform this aspect through two distinct

paths. For one, through doing the second trimester report cards, I was able to assess progress on a

proficiency scale. Because most of the work sample was taught in the second trimester I used a good

deal of the associated work as grades for the Language Arts content area. Because I was given reign of

calculating the report cards (with my CT checking the final products) I feel that this adequately fulfills

the reporting.

As well, I made many phone calls home to parents during the work sample regarding student

behavior. A tip from another teacher was to make an even number of positive calls as negative calls

home, as they said, “To balance out the energy for each one.” I made the calls regarding student

participation to at least eight students’ homes. This was a good exercise. Dealing with parents and

verbally communicating student progress was an educating experience, and gratifying.

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Pre-Assessment and Post-Assessment Data and Analysis The two tests had different maximum scores, and because of this I created a rubric to

correlate the different learning goals and targets each assessed. The rubric scored four categories on a

scale of five (5).

1=(Little to No Comprehension) Little to no knowledge of target, and limited ability to use any of the concepts

2=(Limited Comprehension) Understands basic ideas of target but neglects and/or

interchanges vocabulary or ideas 3=(Adequate) Seems to understand target, could confuse or neglect 3-5 concepts 4=(Proficient) Understands target & appears to have little difficulty using it, 1-2

important concepts could be incorrect 5=(Highly Proficient) Understands target well & could apply concept on different

examples *Note- All references are “he” or “his” as qualified by MLA style; a default to avoid gender

misconceptions or pronoun disagreement. Student One

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange

Figurative Language Comprehension (Goal 1)

n/a � Figurative Language Comprehension (Goal 1)

x � +3

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � +2

Plot & Character (Text) Comprehension (Goal 3)

x � Plot & Character (Text) Comprehension (Goal 3)

x � +2

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

n/a � n/a

Total Pre-test-5/10 Total Post-test-11/15

Student One showed a gain of 23% from pre to post-test, and his dedication to work at hand and quest for knowledge is solely attributed to this increase. This student showed an unwavering appetite to learn and understand the material we covered, which included reading ahead as far as two chapters sometimes, and requesting to work in the hall with other “on-task” students to finish his work. This student is from an immigrant family and does not have the grasp of the English language that other students with native families have, however, he works harder than most to overcome this.

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Student Two

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange

Figurative Language Comprehension (Goal 1)

n/a � Figurative Language Comprehension (Goal 1)

x � +3

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � +5

Plot & Character (Text) Comprehension (Goal 3)

x � Plot & Character (Text) Comprehension (Goal 3)

x � +4

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

� n/a

Total Pre-test-5/10 Total Post-test-12/15

Student Two improved 30% showing strong gains, and I am not surprised at this fact from his dedication to work in class. He is a highly dedicated student when in a positive mindset, however can easily be taken off task when mixed with a certain group of students in class. This student comes from a broken family, lives with a great-grandmother, and has a patchy background as far as grammar and math goes, but is dedicated and a self-proclaimed visual artist. I attempted to give him, and others, an outlet to use their creativity in class to better understand this material, and he proved on the post-assessment and formative assessments that he is extremely capable when given the opportunity.

Student Three

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange Figurative Language Comprehension (Goal 1)

n/a � Figurative Language Comprehension (Goal 1)

x � +5

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � 0

Plot & Character (Text) Comprehension (Goal 3)

x � Plot & Character (Text) Comprehension (Goal 3)

x � +1

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

� n/a

Total Pre-test-8/10 Total Post-test-13/15

Student Three is designated TAG, and usually scores above the average in academic pursuits. This post assessment was no different with an almost perfect score on figurative language and story comprehension. They did a thorough job of summing up the meaning of the story and describing character motivation and change. They enjoyed listening to the book-on-tape version of getting through the text, and participated in classroom discussions, however, on the post-test left the vocabulary section mostly blank. I attribute this to either a lack of time or not understanding the objective for some reason. This student progressed close to what I expected and scored, from class discussions, within the top four students in class.

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Student Four

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange

Figurative Language Comprehension (Goal 1)

n/a � Figurative Language Comprehension (Goal 1)

x � +1

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � -2

Plot & Character (Text) Comprehension (Goal 3)

x � Plot & Character (Text) Comprehension (Goal 3)

x � 0

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

� n/a

Total Pre-test-6/10 Total Post-test-5/15

Student Four showed a net loss by the end of the work-sample. He has a SPED IEP and is extremely unpredictable in class performance, from my novice eye. In fact, each day I get a checklist from his psychiatrist gauging progress. In any case, he did not participate or engage well in class activities, was removed from the class a few times, and often associated with a group of students who quite often veered away from class work to engage in mischief. I feel he can be a great short-term thinker, but loses sight of the whole picture. His tests are usually very high or very low depending on his involvement in activities and, from what I have learned over the semester, a steady routine on or off medication. His post-test showed a 27% decrease, however, I do not think that adequately represents his general understanding. With just a little more focus he would have scored higher and probably participated in the work more often. Also, the student rarely brought their book to class and for a spell of two weeks completely lost it relying on asking other students to use theirs. Improvement organization and focus will make a large difference, and hopefully I can affect those before I leave this school.

Student Five

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange Figurative Language Comprehension (Goal 1)

n/a � Figurative Language Comprehension (Goal 1)

x � +3

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � +1

Plot & Character (Text) Comprehension (Goal 3)

x � Plot & Character (Text) Comprehension (Goal 3)

x � +1

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

� n/a

Total Pre-test-4/10 Total Post-test-12/15

Student Five showed a vast improvement of understanding from pre to post-test. Behavior compromised his progress, and aligning himself with student four I feel was detrimental to his understanding more of the material. That being said, he performed well on the post-assessment and from reading his comprehension of the text I may have underestimated his understanding. His use and connecting vocabulary words was great, and my only concern with the figurative language section of the text was my using all multiple choice, which could sway a student’s score positively in some instances. In any case the post-test score and his attitude shift from the beginning to end is impressive.

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Student Six

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange

Figurative Language Comprehension (Goal 1)

x � Figurative Language Comprehension (Goal 1)

x � +4

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � 0

Plot & Character (Text) Comprehension (Goal 3)

x � Plot & Character (Text) Comprehension (Goal 3)

x � 0

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

� n/a

Total Pre-test-11/10 Total Post-test-15/15

Student Six is hyper-intelligent and curious, however can be extremely volatile in terms of completing assigned work or focusing in class. Throughout this work-sample, he showed a solid grasp on the ideas presented (figurative language or textual knowledge) and showed from the assessments that his beginning and end knowledge was quite high. Deciphering the author’s ideas seemed easy for him, and vocabulary use and understanding was solid. As for this work-sample, the student did well and showed they knew the information adequately from beginning to end. I would like to see students like him think at a higher level, and hopefully with more time in the profession I will be better equipped to challenge their minds with appropriately leveled material.

Student Seven

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange Figurative Language Comprehension (Goal 1)

n/a � Figurative Language Comprehension (Goal 1)

n/a � 0

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � +1

Plot & Character (Text) Comprehension (Goal 3)

x � Plot & Character (Text) Comprehension (Goal 3)

x � 0

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

� n/a

Total Pre-test-3/10 Total Post-test-4/15

Student Seven showed a gain of knowledge, but a net loss of roughly 5% in terms of what was assessed form pre to post-test. This student returned to our class at the beginning of the work-sample after an attempt to acclimate to another class in Idaho for two months. His attitude in class was one of minor sarcasm and apathy, with a period of almost no talking to anyone for a few days. In any case, I attempted to honor his independence and let him work at his own pace. He submitted very scarce work, but attempted some of the questions and concepts, and towards the end of the work-sample his demeanor improved in all aspects of class. His scores are true to his level of understanding with thin these lessons, however, I feel that they do not represent his level of understanding in general, and with just a little more effort he word drastically improve. He needs to work on putting thoughts into words, spelling, and staying focused. His connection with students four and five hindered his learning as well, and that is something I see in hindsight and would change.

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Student Eight

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange Figurative Language Comprehension (Goal 1)

n/a � Figurative Language Comprehension (Goal 1)

x � +1

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � +2

Plot & Character (Text) Comprehension (Goal 3)

x � Plot & Character (Text) Comprehension (Goal 3)

x � +1

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

� n/a

Total Pre-test-3/10 Total Post-test-7/15

Student Eight is a hard working student, and proved to be an attentive and inquisitive participant in class. They did great work for his respective level. He is designated SPED and is usually quiet in class, but it looks like with just a little probing and higher level thought they can produce solid results. Reading is a challenge for him, and seeing the “whole picture” can prove difficult. I feel, however, that more individualized attention could really benefit him and possibly get them out of their shell. The results here are representative of their understanding, and I feel that when grouped with the correct people and given differentiated instruction they shine. In fact when they requested moving into the hallway to avoid the confusion of our cacophonous class I recognized the positive effort and results produced.

Student Nine

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange Figurative Language Comprehension (Goal 1)

n/a � Figurative Language Comprehension (Goal 1)

x � +3

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � +4

Plot & Character (Text) Comprehension (Goal 3)

x � Plot & Character (Text) Comprehension (Goal 3)

x � +0

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

� n/a

Total Pre-test-5/10 Total Post-test-12/15

Student Nine showed a 30% gain form pre-test to post-test, and showed me that they could do solid work and contribute to the overall class dialogue positively. This is something that was not too surprising given their level of commitment to scholastic activities. During class discussion of figurative language they chimed in with funny and creative examples, and during reading he would normally be one who volunteered during a read-aloud or group activity. Overall their scores show a solid understanding of story, vocabulary, and figurative language comprehension, and from interacting with them I would say this is an accurate portrayal of his skills.

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Student Ten

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange

Figurative Language Comprehension (Goal 1)

n/a � Figurative Language Comprehension (Goal 1)

n/a � n/a

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � +1

Plot & Character (Text) Comprehension (Goal 3)

x � Plot & Character (Text) Comprehension (Goal 3)

x � +2

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

n/a � n/a

Total Pre-test-7/10 Total Post-test-10/15 (By taking out Figurative Language I would score him at 100%)

Student Ten is a vigorous worker, and despite his SPED IEP he attempts his best efforts most of the time when we do work he can get into. I scored him on his ability, and not strictly to the content. He lacked the necessary knowledge to complete the figurative language part of the post-assessment. However, his ability to draw the meaning from the text and understand the protagonist’s character showed in an overarching comprehension of the story itself, and his understanding of the vocabulary was above a good part of the class’s. This is a testament to his dedication and hard work in general. I feel that with some individual time with him he could easily grasp the concepts of figurative language and analogies we talked about during the work-sample. In general, his scores may be on the low side, but he tries as hard as anyone in class.

Student Eleven

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange

Figurative Language Comprehension (Goal 1)

n/a � Figurative Language Comprehension (Goal 1)

x � +2

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � 0

Plot & Character (Text) Comprehension (Goal 3)

x � Plot & Character (Text) Comprehension (Goal 3)

x � 0

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

n/a � n/a

Total Pre-test-4/10 Total Post-test-8/15

Student Eleven is a student with lower-than-average writing abilities from what I have seen in class, however, he attempted to do the work and participated in our discussion well. I calculated a 14% increase between assessments, however, that may not be wholly accurate given the multiple choice aspect of some of the questions and the student’s overall understanding as I see it. From reading his answers I feel they did an average job of understanding a character motivations and intentions. As far as the vocabulary, he wrote the required sentences well enough, but failed to do the matching of vocab/definitions, save one. All in all, I feel they did adequately on the test and showed understanding of the story. Their minibook showed a decent comprehension. Reading in class he was engaged and followed along in a timely fashion while we went through the book.

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Student Twelve

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange

Figurative Language Comprehension (Goal 1)

n/a � Figurative Language Comprehension (Goal 1)

x � +5

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � +5

Plot & Character (Text) Comprehension (Goal 3)

x � Plot & Character (Text) Comprehension (Goal 3)

x � +5

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

n/a � n/a

Total Pre-test-10/10 Total Post-test-15/15

Student Twelve showed no percentage gain between pre and post-assessment, but they did show a gain of overall knowledge and scored accordingly between each. This student showed a mastery of this story above all else in the class, and the concepts that went with the lesson plans. This student has a TAG IEP, and followed our material with a talent for mixing humor with his academics. He also read the story last year and had preexisting ideas of what we did in terms of story content, but the vocabulary and figurative language aspect were new and he scored perfectly on both assessments, as well as submitting thorough and timely formative assessments allowing extra time for him to complete personal work. I have no doubt this student is very capable, and would probably have done similar work without previously reading the story.

Student Thirteen

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange Figurative Language Comprehension (Goal 1)

n/a � Figurative Language Comprehension (Goal 1)

x � +4

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � 0

Plot & Character (Text) Comprehension (Goal 3)

x � Plot & Character (Text) Comprehension (Goal 3)

x � 0

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

x � +1

Total Pre-test-10/10 Total Post-test-15/15

Student Thirteen improved accordingly, as well. He tests at the top of the class consistently, and this work-sample was no different. He was in the first group to finish the story and complete all of the required assignments. Throughout the work-sample they did a meticulous job answering questions completely, and in detail. They showed their comprehension well in answering main themes and character relationships in his answers on the formative assessments as well as the post-test. This student also showed their mastery of the concepts of figurative language and the vocabulary from the story. This student was able to read quickly through this book and do other work while retaining the necessary knowledge and participating in class discussions or finishing group-work assignments. I awarded them a point in Goal 4 for their use of a class discovered idiom in his post-test. This was the only student who received a point on that goal on the post-test.

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Student Fourteen

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange

Figurative Language Comprehension (Goal 1)

n/a � Figurative Language Comprehension (Goal 1)

x � +2

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � +1

Plot & Character (Text) Comprehension (Goal 3)

x � Plot & Character (Text) Comprehension (Goal 3)

x � +3

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

� n/a

Total Pre-test-8/10 Total Post-test-11/15

Student Fourteen improved from pre to post-test, however, not in proportion to percentage. They knew their vocabulary going into the tests, and he showed me he had mastery of it on the post-assessment. The only thing that tripped him up was the figurative language section. I feel they understood it better than the test shows, from classroom discussion and formative assessments. This student is dedicated, polite, and hard-working with little hesitation to speak or volunteer for activities in class and I scored them higher on figurative language before this test. In the end, he did well and showed that in the main goal at hand, reading and understanding the text, he did solid work. I would have liked more written examples on the post-test, but his bare-bones approach listed all necessary items the assessment asked for, and so if grading for grammar he would have missed some points, his comprehension and recall was acceptable. I would have scored him with a 5/5 on Goal 3 if he had backed up his answers with more textual references.

Student Fifteen

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange Figurative Language Comprehension (Goal 1)

n/a � Figurative Language Comprehension (Goal 1)

x � +3

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � +2

Plot & Character (Text) Comprehension (Goal 3)

x � Plot & Character (Text) Comprehension (Goal 3)

x � +3

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

� n/a

Total Pre-test-7/10 Total Post-test-11/15

Student Fifteen is an all-around strong student who is, however, openly defiant and very confident in his abilities (for good or bad). When he does his best people follow him, and in this case, he seemed to put some solid effort into the lessons at hand. He mastered vocabulary comprehension and spelling, and offered thoughtful answers into character motives and learning. My only critique from pre-test to post-test was the lack of focus from the overall story; such as, when asked to describe the story’s overall meaning he summed up events without ever getting to the authors main message. That however, does not take away from his understanding of the small smaller pieces of the lessons, and I honestly feel with just a little additional instruction of what I was looking for he might be able to create a better answer. My only guess at his lack of overall understanding was he possibly slipped

52

under my attention during reading and did not do the work but completing the formative assessments. In any case, I feel he did quite well during the work-sample, could have done better overall, but performed at an adequate level for this assessment.

Student Sixteen

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange Figurative Language Comprehension (Goal 1)

n/a � Figurative Language Comprehension (Goal 1)

x � +3

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � +3

Plot & Character (Text) Comprehension (Goal 3)

x � Plot & Character (Text) Comprehension (Goal 3)

x � +3

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

� n/a

Total Pre-test-8/10 Total Post-test-15/15

Student Sixteen made gains on all three of the quantifiable goals on this test. This student is hard working and probably the most outspoken student in this class. He volunteered answers in any situation, and from that I assume trial-and-error or participation lends itself well to better understanding material or issues in all environments, as this student does. He truly understood the material on a level only three other people showed on the post-assessment. From dissecting sentences to find figurative language, rewriting main ideas of the story, or vocabulary understanding this student proved to have a mastery of everything covered in this assessment. My idea when grading his test was that next time I would need a more appropriately leveled test for a few students such as this.

Student Seventeen

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange

Figurative Language Comprehension (Goal 1)

n/a � Figurative Language Comprehension (Goal 1)

x � +1

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � 0

Plot & Character (Text) Comprehension (Goal 3)

x � Plot & Character (Text) Comprehension (Goal 3)

x � +1

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

� n/a

Total Pre-test-4/10 Total Post-test-6/15

Student Seventeen improved by two points from pre-test to post-test, however his overall performance gave an overall neutral movement for total score. This student has a SPED IEP and reads at a 2nd grade level making a lot of what we did above his head. That being said, this student participated with us and seemed to get a lot out of listening to the book-on-tape, understandably, as he could follow with what we did a little easier. Looking at his overall understanding from this test, I could not easily assess where the student might properly be. Parts of the test were blank and the written pieces were illegible at times. I helped this student during the test and I admit now that when dealing with a student like this in the future I will nee to have some different material made up to better suit their educational abilities. He completed the formative assessments we did best while in

53

groups, and participated within discussion, however, in this case it seems as though this work-sample did not fully benefit his learning needs.

Student Eighteen

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange Figurative Language Comprehension (Goal 1)

n/a � Figurative Language Comprehension (Goal 1)

x � +4

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � +2

Plot & Character (Text) Comprehension (Goal 3)

x � Plot & Character (Text) Comprehension (Goal 3)

x � +5

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

� n/a

Total Pre-test-6/10 Total Post-test-14/15

Student Eighteen submitted quality work throughout the unit and seemed to be an attentive participant within our discussions. From the formative assessments I can tell they worked at learning figurative language, and I have to believe they read the material through the completeness of answers and work. This student was usually well-behaved, and asked to work in the hall with another on-task student to get their assignments finished without some of the distractions we had in class. Overall they followed directions and were participatory in discussions and activities, which logically lends towards better comprehension. I assessed the student just under 100% on the post-test from their understanding of the characters, plot, vocabulary, and overall knowledge of figurative language. I would have expected this student to be in this range, however, they definitely performed at this level with confidence in answers.

Student Nineteen

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange Figurative Language Comprehension (Goal 1)

n/a � Figurative Language Comprehension (Goal 1)

x � +1

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � -1

Plot & Character (Text) Comprehension (Goal 3)

n/a � Plot & Character (Text) Comprehension (Goal 3)

x � +2

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

� n/a

Total Pre-test-2/10 Total Post-test-4/15

Student Nineteen did not appear to improve much throughout the unit, and honestly he did not make much of an attempt on any one part of the assessment. Throughout the lessons he submitted partial work and, as in general class work, he did his own thing and was not really on task usually working with student ten. Student ten however, usually submitted thorough work and completed most things. I could not adequately assess his performance on this port-test, but from his formative assessments I can say he did not seem to get the whole picture. This student also has a SPED IEP, and I tried to offer different amounts and styles of work for him to take advantage of during the work-

54

samples. However, of all of the students in the class assessed here his performance seems to be the weakest, taking into account his abilities.

Student Twenty

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange

Figurative Language Comprehension (Goal 1)

n/a � Figurative Language Comprehension (Goal 1)

x � +3

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � +2

Plot & Character (Text) Comprehension (Goal 3)

x � Plot & Character (Text) Comprehension (Goal 3)

x � +1

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

� n/a

Total Pre-test-4/10 Total Post-test-9/15

Student Twenty made solid gains in respect to the two assessments. He also has a SPED IEP, but this student usually tries to get completed work submitted. On the whole, he had a command of the vocabulary and a solid portion of its meaning and usage. His figurative language understanding could have been better, and comprehension of the overall story might have been wavering, but his level of thinking and attitude was laudable. His frequent absences towards the end of classes might have disrupted his overall understanding. I graded his overall understanding at a C+, and I think taking into account the IEP and level of achievement he did well.

Student Twenty-one

Pre Pre-test 1 2 3 4 5 � Pre Post-test 1 2 3 4 5 � ΔChange Figurative Language Comprehension (Goal 1)

n/a � Figurative Language Comprehension (Goal 1)

x � +2

Vocabulary Comprehension & Use (Goal 2)

x � Vocabulary Comprehension & Use (Goal 2)

x � +2

Plot & Character (Text) Comprehension (Goal 3)

x � Plot & Character (Text) Comprehension (Goal 3)

x � +2

Use of Figurative Language (Goal 4)

n/a � Use of Figurative Language (Goal 4)

� n/a

Total Pre-test-6/10 Total Post-test-11/15 Student twenty-one showed solid improvement from start to finish. His post assessment I feel represented fairly well his over comprehension. Their grasp of figurative language was not as strong as I would have wanted to see, especially gauging their academic capacities. As for vocabulary and story comprehension, they did extremely well. I attribute this to their extracurricular interests, such as reading and writing. This is an area that this student shines and normally understands quite well. This student read voraciously as we went through this book, and only lacked focus of figurative language and minute details for vocabulary that would have put him on par with the grade of A. With more attention towards everyday class activities this student would have gained substantially more intricate knowledge.

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Individual Pre-Assessment vs. Post-Assessment Scores

This graph shows the pre-test and post-test percentage scores by individual students in

relation to learning goals. From the disaggregation of data, it appears that four students decreased,

four stayed neutral, and thirteen improved. The fact that eight students made negative to no progress

seems to be a fault on my part, however, from the overall class gain in relation to percentage as

gauged from the Paired Sample T-test, I feel as though there was considerable progress made within

the work-sample. My best guess is that I did not properly level the test for the diversity of the class.

Also, almost each student that fit into the negative/no gain group was identified with an IEP of either

TAG or SPED. With that in mind, I think the use of better differentiation needed to be implemented

more succinctly. With different tests for the varying skill levels within the class, I imagine

improvements would have been shown for every student.

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Paired Sample T-Test

p <.05

  Pre-­Test   Post-­Test  

Stand.  Dev   25.194   23.183  Mean   60.476   71.381  P  value   .005  

This Paired Sample T-Test shows three important factors of the effectiveness of the work-

sample. First it shows an improvement of over class understanding to the degree of an 11% increase

from beginning to end. My hope would be to show higher numbers on both tests, however, the

increase tells me this was moderately successful. Second, it shows the standard deviation went down,

if only by a small margin, leading to the belief that the class grew closer together in understanding as a

whole. Third, with a p-value of .005, it can be confidently assumed that the increase is not due to

chance, but rather correlated positively to some kind of coherency of the lessons. In other words, it is

only a 5/1000th chance that this student learning and the material used to assess could incorrectly be

related.

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Test Scores by Ethnicity

  Pre-­Test  (Mean)   Post-­Test  (Mean)  1  (African  American)   57.000   67.000  

2  (Caucasian)   61.667   68.333  3  (Hispanic)   50.000   77.667  4  (Mixed)   90.000   93.000  

This chart and table shows the disaggregated test scores of the four ethnicities within the fifth

grade class at Sabin. From data it can assumed that Hispanic/Latino students made the most progress

by group, and I qualify this speculation with the fact that the six Hispanic students included in the data

(of the twenty-one students) are some the most hard-working students in this class. None of these

students are designated TAG. In fact, from my discussions with their parents/guardians I have found

that half of them come from almost completely Spanish speaking homes; relatively no English. I feel

this tells of their dedication, and the obstacles they overcame.

The mixed-race student is TAG, and showed improvement to the tune of a 3% increase. I am

please with his work, and expected similar results. With tougher tests this could have been expanded.

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The African American students raised their score, respectively, ten points. This group too was

quite hard working. I believe if all of the African American students in this class were included the

change would not have been as high as it was because of the students missing from this data a number

of them were designated with a SPED IEP. Individually, some of the students made greater gains and

in some cases made profound improvements.

The White/Caucasian students made the weakest gains in the class, respectively. I feel that

this group did well, taking into account that it undoubtedly has the most varying scores in the class. Of

the four perfect scores on the post-assessment, three came from this group, meaning that with such a

low post-assessment mean, a number of this group scored relatively low to put the mean at 68%. This

fact corresponded to the behavior and attitude toward the work we did in class. I am not surprised with

this change.

As a whole class the group was fairly difficult to maintain, and I attribute lacks of gain to

classroom management on my part, as well as teaching a book I was new to going into the unit. With

another attempt at teaching this lesson plan things would go smoother, tests would be leveled more

appropriately, and scores would most likely be closer to the C+ to B range assuming a more natural

bell curve. The data by ethnicity showed me some interesting and enlightening ideas, such as looking

at things in retrospect and reflecting on what group did certain things compared with their mean test

scores. I feel this represents the class fairly accurately.

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Test Scores by Gender

  Pre-­Test  (Mean)   Post-­Test  (Mean)  Female   57.143   71.714  Male   62.143   71.214  

When looking at scores by gender, the data shows the class change was relatively equal,

implicating gender as a relatively weak indicator of an unbalance in content understanding. From the

scoring system used the males produced better numbers on the pre-assessment, however, the females

beat the males by 1/10th of a percent on the post-assessment. Take into consideration that there are

twice as many males in class, and they possess most of the IEPS (beneficial or non-beneficial to

learning).

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V. Summary Analysis & Reflection

Student teaching at Sabin Elementary School was an educational way to spend a semester

internship for a variety of reasons. I learned a few things about myself and my role as an educator for

one. Another is the perspective found; we all paid for (in time and money) an expensive perspective,

and undoubtedly I look back and say it is a good one. Coming from an affluent school in Beaverton to

a Portland school with 80% Title I enrollment was a big difference in everyday activities and protocol.

The following information presents my personal analysis and reflection of the work-sample and

activities from the final four months I spent at Sabin Elementary School.

As far as analysis of learning is concerned, I feel this was a learning time for myself to the

point where it took away some of the potential learning for students. I came into the class in late

November, and took over the majority of class functions in early to mid January. I came from a high

school oriented history and educational track, and I believe this translated to my teaching more

difficult and abstract concepts in a way that may have sometimes missed the mark of the average fifth

grader.

The work sample proved to be an organic project at times and got a healthy portion of the

class involved in different capacities. I know that some students had previously read or been exposed

to the story and so they might have influenced others. Some students took a fondness to the story from

the beginning and thoroughly empathized with Milo and Tock (the protagonists), sometimes taking

my recommendation to read ahead over an evening or during a read-aloud time in class. The work

sample lesson group was obviously the most in-depth assessment I performed while at Sabin, and

from this I was able to assess from different angles the class’s performance by gender, ethnicity,

individuality, and so forth. From this I feel as though in general things went pretty well, even with the

mean scores being low as I did not curve them. There were a number of students far below or above

the average, and that is directly related to the abnormally high concentration of IEPs in this class.

The story, The Phantom Tollbooth, was incredible for this age group, and in cojunction with

the audio book version of the story, we cemented whole class involvement. Without the audio book a

number of students probably would not have gotten as into the story as much as they did. The class

initially disliked the reader’s slow voice and style, however, over time grew to thoroughly enjoy the

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mannerisms and impersonations of the different characters. By the end, I feel a solid amount of

comprehension was gained, and figurative language was better understood. I will use more student

created examples next time I do this (or most lessons). Figurative language was a key aspect of the

work sample and from the interdisciplinary use and ties from myself and students I feel they

comprehended the concept better than I assed them at. The assessment was more abstract, whereas

examples would have better showcased their talents. Vocabulary was relatively high, and I think more

conscious work towards building it would help the work-sample and student understanding.

Looking back on all subjects and styles we did during my time, I can say that the more effort,

discussion, time, and empathy a student seemed to put into the material, the better the respective

outcome was. That probably seems obvious, but I saw it first-hand throughout the last few months. It

is true.

Reflecting upon the student teaching general, I have a few things to mention. Working with

Mr. Dan Siprian was eye opening and an authentic example of teaching. He seemed to fit in well with

the age group and has a rapport with them that is beneficial to the overall climate of the class. Be it

nature or nurture I better understand what I would like some instances of my future class-flow to look

like. Another thing was the high IEP numbers associated with this particular class. It was daunting at

first, and I did not know how to handle the atmosphere. In all honesty I don’t know that I do now but

at least I have better idea of what a healthy version of this class looks and feels like. Classroom

management loomed over the lessons and I really saw the importance of firmness, following through

with what you say, repetition, setting boundaries, and assuming the role of teacher, not friend or push-

over, while leading a class. Just having one or two personalities in the class seemed to throw off a

lesson or change the classroom dynamic in an unhelpful way. Having the back-up plan to alleviate that

is crucial.

This was a great semester and one I will not soon forget. I hope my presence in the class was

helpful, and foremost educational. It will be enjoyable to take this work-sample to another class and

put it to the test, no pun intended.

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VI. Appendix

These documents incorporate the materials used in the Phantom Tollbooth unit. They follow the

sequence the class did each project with the exception of the pre-test and post-test. The Graphic

Organizer and Works Cited are also found here.

• Phantom Tollbooth Contract • Chapter 1 Book Study • Chapter 2 Vocabulary & Questions • Mini-Book & Mental Image of Cities • Half-way Check-up • Chapter 13 & 14 Questions & Crossword Puzzle • Chapter 17 &18 Questions; Chapter 19 & 20 Questions • Pre-Assessment • Post-Assessment • Revised Post-Assessment • Graphic Organizer • Norton Juster’s Biography & Quotes • Works Cited

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Fig. 1: Phantom Tollbooth Contract

Name Date

Phantom Tollbooth Agreement: Contract for Class & the Book

1. I will read the book at our table groups or individually at my seat, but not at any other place in class

without a teacher’s permission. Moving seats will be based off of positive classroom behavior.

2. I will treat the book with respect and do my best not to damage it while it is in my possession. (Please write you name in pencil in the front top-left corner)

3. Respect other students in the class while we are reading by keeping your volume level to a moderate

level.

4. I will raise my hand if I have anything to say or a question to ask, unless in open discussion time.

5. I will refrain from chewing gum, eating food, or anything else during all class time (this applies to all class time).

-Student-led rules here-

6.

5.

Your Name

Your Signature

Date

*These will be collected and kept with Mr. Davis and Mr. Siprian until we finish the book.

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Fig. 2: Chapter I Book Study

Name _______________________________

Date ________________________________

Before you read Chapter 1 of the Phantom Tollbooth to answer the following questions. 1. What is a tollbooth? 2. What is a phantom? 3. How would you describe a phantom tollbooth? 4. Looking at just the cover of the book, what do you think the book will be about? Read Chapter 1 of the Phantom Tollbooth to answer the following questions. 5. What was Milo's problem?

6. What was the greatest waste of time?

7. Why does Milo dislike schoolwork?

8. Describe Milo's surprise gift.

9. What were the contents of Milo’s gift?

10. How did Milo decide on his destination?

11. What do you think will happen next?

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Name _______________________________

Date ________________________________

Define the following words from Chapter 1 of the Phantom Tollbooth. 12. dejectedly -

13. anxious -

14. glumly -

15. phonograph -

16. dimension -

17. wistfully -

Answer the following questions from Chapter 1 of the Phantom Tollbooth. 18. Describe Milo?

19. Where do you think Milo lives?

20. What is the guarantee of the tollbooth?

21. Look at the map (pg 2 & 3). If you could go anywhere, what destination would you choose and why?

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Fig. 3: Chapter II Vocabulary & Questions

Name Date

Phantom Tollbooth Vocabulary

Lethargic- Expectation- Doldrums-

Use each in a Sentence 1. 2. 3. Compound Words: Make a list of compound words from the chapter, discuss the 2 words that make up the word. Draw a picture of what that word would look like in real life.

Words & Definition 1. 2, 3. 4. 5.

Literal Picture of the Compound Word

   

     

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Find Synonyms from Chapter 2 of Some New Words

(A synonym is a word that means the same or close to the same as another word). 1. Doldrums & 2. Letharigians & 3. 4. 5.

Homophones

Weather        

Whether    

Pool      

       

   

 

   

   

 

   

   

   

   

   

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Fig. 4: Mini-Book: Cities at War

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Fig. 5: Drawing of Dictionopolis & Digitopolis

With color and details relating to the book, please draw each city as you see it in your head. Draw it so the characteristics make sense to what city you are representing. For example, in Digitopolis numbers (digits) might be found in the trees or parts of the city will follow numerical patterns. In Dictionopolis, words or books (diction) could be found in places.

My Digitopolis

My Dictionopolis

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Fig. 6: Half-way Check-up

PHANTOM TOLLBOOTH Part Two Discussion Pages 70-142.

Do not write the questions, ONLY THE ANSWERS!

A volunteer will give the book title, author’s name, and read the following summary: The Kingdom of Wisdom had conflict about which was better: Words or numbers? Numbers or words? And so it was divided between the two sons when the old king died. One son went south and became Azaz the Unabridged, king of Dictionopolis. The other went north and became the Mathemagician, ruler of Digitopolis. These two cities fought continuously about which was better. Princesses Rhyme and Reason had to settle many disputes, but they would not answer which was better: Words or numbers? The two princesses left to live in a castle in the air. After Milo visits King Azaz, the Humbug cheerfully volunteers to accompany him on the rest of his trip. They all set out to find Rhyme and Reason and return them to the Kingdom of Wisdom. They first meet a boy who was born in the air and who would continue growing until his feet finally met the ground. They travel to the cities of Illusion and Reality, both of which have plenty of problems. They meet Chroma the Great who directed an orchestra that played rainbows and sunsets. They also meet Kakofonous A. Dischord, Doctor of Dissonance who diagnosed them as having a severe lack of noise by simply looking at their tongues. (The “A” stood for “as loud as possible.”)

Each Row Takes a Different Question: Only Write That Answer 1. Which is better, words or numbers? Why do you feel that way? Do members of your group like words better if they enjoy reading the most, and numbers better if they prefer math? Why is this dispute used instead of an actual war situation? Do you think the author is trying to make a statement in regard to real war? 2. What is funny about the Humbug “cheerfully” volunteering to accompany Milo and Tock on the journey to find Rhyme and Reason? How would a Humbug’s company affect a group of travelers on a trip? Have members of your group ever traveled with a Humbug? 3. Tell about the cities of Illusions and Reality. What are the people like? Are real people in real cities similar to the residents of these two cities in the book? Why or why not? 4. What do you think it would be like to be born in the air, and to have to grow down to the ground before you became an adult? What problems do you think you would have? How would floating children affect games such as soccer and basketball? Would there be any advantages? 5. Would you like a noise doctor who would diagnose children as having too little noise? How would that affect different situations? How would that affect adults?

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Fig. 7: Chapters 13-14 Review & Crossword

Phantom Tollbooth: Chapters 13-14

1. How did Milo release the sound?

2. What did the Soundkeeper give to Milo? Did he appreciate the gift?

3. Who is Canby?

4. Discuss the idiom “jumping to conclusions” – to judge or decide something before knowing all the facts. How do we sometimes do this?

5. Why couldn’t they jump back?

6. Why did they have to swim through the Sea of Knowledge?

7. Discuss how finding out the facts is often times like swimming through a sea, and how it can be difficult and take much effort.

8. What is a Dodecahedron?

Discuss the idea that the dodecahedron presents: If the answer is right, who cares if the question is wrong? Is this a wise way to think?

9 (a). Describe the Mathemagician.

9 (b). Where do Milo, Tock, and Humbug meet him?

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1. chromatic 2. phantom 3. dissonance 4. discord 5. cacophony 6. audible 7. misfortune 8. distribute

9. strenuous 10. frantic 11. vigorous 12. infinity 13. exception 14. abolish 15. consensus 16. arithmophobia

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Fig. 8: Conclusions about Characters and Concept Map

Name Date

Phantom Tollbooth Concept Map Put Key Words in the squares from you reading. Then put examples of that concept in the space below it.

Places 1. Milo’s school 7 2. 8 3 9 4 10 5 11 6 12

Persuasive Arguments

1. 2. 3. 4. 5. 6.

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Conclusions about Characters

Pick any character from the story and make some predictions or conclusions about them. Describe what you think they: -look like -what they might eat for breakfast -act like -where they would go on vacation -what they might do next chapter -you think of anything to describe them (example) I think Milo is a pretty lonely character but likes to do new and interesting things because he is adventurous. Milo may be a quiet kid but when you get him talking he probably won’t stop. I think he would eat pizza because …………………

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Fig. 9: Chapter 17-20 Comprehension Questions

Phantom Tollbooth Chapters 17-18 Define the following terms:

Demon-

Trivial (Trivium) -

Worthwhile-

Insincerity-

Ignorance-

Discuss what the Princess of Pure Reason says, “You may not see it now, but whatever we learn has a purpose and whatever we do affects everything and everyone else, if even in the tiniest way.”

~How do they get down from the castle? What does the idiom “time flies” really mean?

Phantom Tollbooth Chapters 19-20

How long has Milo been gone from the real world? How long did Milo think he was gone?

What happened to the tollbooth?

Will Milo ever go on another journey again?

Pick and discuss from the following ideas and tell what Milo learned about them on his journey: Wisdom (or Common Sense), Time, Ignorance, Fear, Appreciation of Everyday Life, Boredom, Words, Numbers

What is Milo doing at the end of the book? Do you think he has changed or stayed the same as before he found the Tollbooth?

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Fig. 10: Pre-Assessment Name Date

Vocabulary-Circle the best answer that answers the word.

1. Tollbooth a. place to order food and sit down to eat b. where you get answers to questions c. table in a big building d. entrance to a road where you pay money 2. Phantom a. when it is hot, plug in the phantom b. ghost or illusion that is not real c. person who makes food at a restaurant d. someone who really likes a sports team 3. Lethargic a. tired, sluggish, drowsy b. very big, great in size c. captain of police d. a big car 4. Flabbergasted a. a ghost who is made of jelly b. astounded, taken by surprise c. to run really fast d. thinking of something that isn’t real 5. Idiom a. saying that is different than the words that make it. b. the person in the book who usually does bad things c. words that mean the same thing

Short Answer (Use full sentences, take your time with spelling, and remember punctuation)

6. If you were bored and could go somewhere, where do you think you would go? Why? 7. How is a person usually different at the end of a book from the beginning?

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8. A person who does math well is a mathematician. In the book, Phantom Tollbooth, is a mathemagician. What do you think that could be? 9. After reading the prompt on the board, write 3 sentences describing what you think will happen in the story. 10. What is the meaning of the following bold word; macabre? “The Halloween costume is macabre,” the boy said!”

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Fig. 11: Post-Assessment

Name Date Favorite Musician/Band Simile/Metaphor/Idiom/Analogy 1. The airplane flying in the air is like a bird soaring in the sky. a. idiom b. simile c. analogy d. metaphor 2. When we make art projects it is as if we create ideas from our minds and drop them to the paper.

a. idiom b. simile c. analogy d. metaphor

3. The big dog is a bull when it sees new people and runs after them.

a. idiom b. simile c. analogy d. metaphor 4. We are all so hungry we could probably eat a horse!

a. idiom b. simile c. analogy d. metaphor 5. Bird is to a wing as a person is to an arm.

a. idiom b. simile c. analogy d. metaphor 6. On the last day of school we are going to raise the roof and run like the wind when the bell rings! In this example circle the figures of speech you find in this sentence (There are 2).

a. 2 idioms b. 1 simile & 1 idiom c. 1 analogy & 1 metaphor d. 2 metaphors Comprehension 7. How is a person usually different at the end of a book from the beginning? 8. Was Milo happier or not happier after his journey? Use a fact from the story to support your idea.

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8. In as many sentences as you need write about Milo’s journey: Use 3 characters he met, 2 places he went, and what you think he learned from his journey through the Phantom Tollbooth. What was the overall message?

• 3 characters • 2 places • What he learned • Message

Vocabulary: Match each word with its definition (11 pts)

Draw a line from the word to its best definition (Use a ruler)

chromatic a. unlucky, to lack fortune of others phantom b. able to be heard, you can hear discord c. out of harmony or balance, war cacophony d. harsh noise, mush sound not in any order audible f. an illusion, a ghost misfortune g. colors, having color in it distribute h. to get rid of, do away with vigorous i. to pass out, give things to someone else infinity j. energetic, powerful, strong abolish k. to go on forever

Pick any 3 of these words and use them in 3 sentences (3 pts). 1. 2. 3.

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Fig. 12: Graphic Organizer II

• Analyze characters and their motives

• Predict possible outcomes of the story

• Reflect upon past reading and draw inferences to Phantom Tollbooth

• Show comprehension of characters' role within the story

• Foreshadow what could come next

• Show mastery of vocabulary Words: spelling & Definitions

• Show com-prehension of fig. language & create authentic examples

• Show Under-standing of story's ultimate meaning and how it relates to yourself

• Students will study at least 15 new vocabulary words

• Students will apply these words in writing

• Students Search for vocabulary words while reading in class

• Define these words & correctly spell them

• Find, create, & illustrate compound words, synonyms, homphones, & vocab

• Students will Dissect 3 styles of figurative language (idioms, metaphors & similes)

• Students will compare & contrast selected examples

• Students search for authentic uses within group & class discussion

• Students will create original examples

Goal I. Figurative Language

Understand-ing

Goal II. New Vocabulary

From the Phantom Tollbooth

Goal III. Conceptual

under-standing of Character &

Plot Development

Goal IV. Summative

Authentic Use of Newly Acquired

Knowledge

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Fig. 13: Biography & Quotes of Norton Juster

-Biography-

Born: June 2, 1929 Brooklyn, New York, United States Of America

Norton Juster was born on June 2, 1929 in Brooklyn, New York, just prior to the Great Depression. There are still a number of people who attribute that catastrophic event directly to his birth. He grew up in Brooklyn, studied architecture at the University of Pennsylvania, and spent a year in Liverpool, England, on a Fulbright Scholarship, doing graduate work in urban planning and learning to ride a motorcycle. After spending three years in the U.S. Navy (1954-1957), he began working as an architect in New York. He opened his own firm and within a few years moved to Western Massachusetts and expanded his practice as Juster-Pope-Frazier. Their projects included the Eric Carle Museum of Picture Book Art, educational and cultural projects throughout New England, and a number of buildings for the Colonial Williamsburg Foundation in Virginia. He taught architecture and planning at Pratt Institute in New York and was Professor of Design at Hampshire College in Amherst, Massachusetts, from 1970-1992. He began writing seriously while in the Navy. His first book, The Phantom Tollbooth, was published in 1961. Winner of the George C. Stone Centre for Children's Books Award, it is recognized as a classic and continues to be treasured by children and adults throughout the world. It was made into a feature film by MGM in 1969 and, more recently, into a musical. In 2007, it was produced at The Kennedy Center in Washington, D.C.. The nationwide tour will start in 2008 Other books he has written include The Dot and the Line, which was adapted into an Academy Award-winning film by MGM and famed animator Chuck Jones; Alberic the Wise; Otter Nonsense; As: A Surfeit of Similes; and the Caldecott Medal winner The Hello Goodbye Window. His latest book, Sourpuss and Sweetie Pie, is the sequel to The Hello Goodbye Window. Mr. Juster is retired from the practice of architecture and from teaching but continues to write. He is currently adapting a short story he wrote into ballet and is working on several new books. Norton Juster is married and lives in Western Massachusetts. He has a daughter and a granddaughter.

-Quotes-

• When you're very young and you learn something - a fact, a piece of information, whatever - it doesn't connect to anything.

• But I find the best things I do, I do when I'm trying to avoid doing something else I'm supposed to be doing. You know, you're working on something. You get bugged, or you lose your enthusiasm or something. So you turn to something else with an absolute vengeance.

• A good book written for children can be read by adults. • I think really good books can be read by anybody.

http://www2.scholastic.com/browse/contributor.jsp?id=1591 http://www.brainyquote.com/quotes/authors/n/norton_juster.html

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Works Cited Brainy Media. (2010). Norton Juster Quotes. Retrieved from http://www.brainyquote.com/quotes/authors/n/norton_juster.html City of Portland Bureau of Planning. (1993). City Council’s Adopted Neighborhood Plan [PDF]. Retrieved at http://www.portlandonline.com/shared/cfm/image.cfm?id=94450 Juster, Norton. (1961). Phantom Tollbooth. New York, NY: Random House. Juster, Norton. (2008). Phantom Tollbooth. New York, NY: Harper Collins/Harper Children’s Audio. Portland medium Income Information. (2010). Retrieved from http://www.city-data.com/neighborhood/Sabin-Portland-OR.html Robots, Sol. (2006). Phantom Tollbooth Crossword. Retrieved from http://www.mckeown.org/sixthgrade/phantom/index.html Wilhelm, Carolyn. (2000). Phantom Tollbooth Literature Circle. Retrieved from http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Language_Arts/Literature/Childrens_Literature/CHL0215.html