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www.kendallhunt.com Send all inquiries to: 4050 Westmark Drive Dubuque, IA 52004-1840 1-800-542-6657

Center for Gifted Education College of William & Mary PO Box 8795 Williamsburg, VA 23187-8795 757-221-2362 www.cfge.wm.edu

Funded by the Jacob K. Javits Program, United States Department of Education, under a subcontract from the Washington-Saratoga-Warren-Hamilton-Essex BOCES, Saratoga Springs, New York.

Copyright © 2003, 2011 by Center for Gifted Education

ISBN 978-0-7575-6605-9

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Permission is granted for copying blackline masters from this book for classroom use only.

Printed in the United States of America

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ContentsAcknowledgments v

TheWilliamandMaryCenterforGiftedEducationUnits vi

CorrelationtotheCommonCoreStateStandards xvii

UnitIntroductionandCurriculumFramework Introduction to the Unit 1 Rationale and Purpose 1 Goals and Outcomes 2 Letter to Teacher 3 Unit Reading and Resource List 5

TeachingTipsforImplementingThisUnit Classroom Guidelines for Unit Implementation 9 Teaching Models 19

LessonPlans Unit Planner 30 Unit Vocabulary List 40 Glossary of Literary Terms 41 Letter to Family 43

Lessons 1 Introduction and Preassessment 45 2 The Concept of Change 58 3 Language and Change 63 4 Adjectives 68 5 Similes and Metaphors 74 6 More About Metaphor 78 7 Creating Imagery 83 8 Using Context Clues 87 9 Owl Moon 94 10 Persuasive Writing 100 11 Analogies 104 12 Understanding Words in Context 110 13 Haiku and the Seasons 114 14 Personification 118 15 Symbols 123 16 Wordless Picture Books 129 17 The Mysteries of Harris Burdick 134

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18. Pictures Made of Words . . . . . . . . . . . . . . . . . . . . . . . . 139 19. Research Presentations . . . . . . . . . . . . . . . . . . . . . . . . 144 20. Wrap-Up and Postassessment . . . . . . . . . . . . . . . . . . . . . 147

Bibliographies Student Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

Appendices Appendix A: Alternative Novel and Related Activities . . . . . . . . . . . 167 Appendix B: Books Supporting Figurative Language Emphasis of Unit . . . 169 Appendix C: Novel Lexile Measure Information . . . . . . . . . . . . . . 171 Ap pendix D: The Concept of Change:

Interdisciplinary Inquiry and Meaning . . . . . . . . . . . . . . . . . 172 Appendix E: The Nature of Metaphor . . . . . . . . . . . . . . . . . . . 178 Appendix F: Additional Blackline Masters for Unit Research Project . . . . 183 Appendix G: Blackline Masters . . . . . . . . . . . . . . . . . . . . . . 189

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193

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The William and Mary Center for Gifted Education UnitsAt the College of William and Mary’s Center for Gifted Education, we believe in investing in the realization of each gifted student’s potential. Our award-winning language arts units provide teachers with the concrete tools they need to unlock and nurture students’ nascent analytical and writing capabilities. Anchored by guided discussions and structured around advanced literature, the lessons are designed to allow considerable intellectual freedom to students and to encourage original thought. While the format of lessons allows learning to unfold in an organic, spontaneous manner, the planning behind the activities is rigorous. Each discussion question, activity, and project is precisely aligned to the analytical, communication, and reasoning skills that gifted students most need to participate and succeed in society’s highest levels. These skills include literary analysis and interpretation, persuasive writing, linguistic competency, listening/oral communication skills, reasoning skills, and concept development.

Teachers who participate in our program have access not only to quality literature and content, but to the expertise of one of the nation’s foremost centers for gifted education. In accordance with considerable research and evidence of effectiveness, a series of teaching models has been developed which provides scaffolding and support to students’ work throughout the units. The program’s emphasis on persuasive writing has resulted in great gains in student performance on writing tasks. Students are also held to unusually high standards in reasoning and research; Paul’s Reasoning Model provides a method of inquiry that permeates analytical and communication tasks, while the Research Model combines stringent reasoning criteria with formal scholarly practices. As an added bonus, the Curriculum Guide assists teachers not only in understanding and implementing the units, but in differentiating instruction to reach a variety of learners, as well as evaluating and monitoring the effectiveness of language arts curricula. In addition to the language arts units, the Center for Gifted Education offers series in other subject areas including science and social studies, so teachers can have access to the same support and wealth of resources across the curriculum.

Due to the popularity of the first edition of William and Mary language arts units, we have created a second edition with even more teacher support. While the quality content has been retained, new features to help the teacher prepare, plan, and succeed have been added, including unit and lesson overview features, a section with helpful background information, more cross-curricular connections, additional consumable student activity pages, and a system of design elements to make the lessons easier to follow. In addition, we have put directions into more concise and teacher-friendly language and updated our literature offerings. The result is a program that has the same core teaching philosophy and wealth of activities that made the first edition so popular, but is easier to use and provides substantial support for a teacher who may not have a background in gifted education.

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ix

Literature and Discussion

All of the William and Mary units feature advanced reading selections chosen for their complexity, depth, relevance to issues facing our society, and capacity to provoke interpretive behavior and contemplative thought. A wide range of genres is explored; in addition to core novels, students read historical documents, poems, essays, speeches, and plays, as well as explore other forms of media such as visual art, music, and advertisements.

Examples of Literature Used in William and Mary Units

• The poems of Langston Hughes

• Hiroshima by John Hersey

• Animal Farm by George Orwell

• Esperanza Rising by Pam Muñoz Ryan

• The poems of Emily Dickinson

• Billy Budd by Herman Melville

• Rising Voices: Writings of Young Native Americans by Arlene Hirschfelder and Beverly Singer

• Maus II by Art Spiegelman

• The Diary of Anne Frank by Anne Frank

• Essays for and against censorship

• Martin Luther King’s “I Have a Dream” speech

• Autobiograpical writings of Beverly Cleary, Eloise Greenfield, Isaac Singer, and Lawrence Yep

The William and Mary lessons provide teachers with targeted discussion questions that will form a foundation for students’ development as critical thinkers. In addition to providing opportunities for higher-order analysis, these questions cross into the reasoning and concept dimensions. Students have the opportunity to apply rigorous reasoning standards as well as concept generalizations to a variety of situations in literature and society.

DiscussionQuestions

Literary Response and Interpretation Questions• What adjectives would you use to describe

the character of Tom Sawyer, based upon the excerpt you just read? What evidence from the story supports your description?

• What was Tom’s “great, magnificent inspiration”? How did he “put the thing in a new light”?

• Tom found the world “not so hollow” after all. What does he mean by that statement?

• How does Aunt Polly perceive Tom? In what ways is this different from how he perceives himself? Are either of their perceptions more accurate? Why or why not?

• What title might you give to this excerpt from the book? Give reasons for your selection.

Reasoning Questions• What was Tom’s problem? What was his first

solution? What was his second solution?• How were the consequences of Tom’s eventual

solution different from the consequences he would have faced if Jim had agreed to trade places with him? Which solution was a better one for Tom?

• Tom’s solution to his problem was based on certain assumptions or guesses he made about the other boys. What did Tom assume about the other boys? What is meant by the words, “He had discovered a great law of human action, without knowing it—namely, that in order to make a man or a boy covet a thing, it is only necessary to make the thing difficult to attain”?

• Would you have been persuaded by Tom’s argument? Why or why not?

• What can distinguish persuasive techniques from being dishonest to get one’s way?

Change Questions• What techniques did Tom use to change

people’s minds?• Would you classify the changes that took

place in the story as positive or negative for the people involved? Why? In what ways was the whitewashing arrangement thought to be positive by everyone?

• How does the classification of something as either work or as play change the way you feel about it?

Literature and Discussion sample from Persuasion unit


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Oral communication Strong emphasis is given to oral communication, as it is an essential part of the professional lives of adults. Students explore the importance of sound reasoning and substantial support as well as the art of persuasion and delivery through oral activities ranging from presentations to debates.

Assessment

Assessment in the William and Mary units is ongoing and comprised of multiple formative and summative options.

• Pre- and Postassessments for Literature

• Pre- and Postassessments for Writing

• Pre- and Postassessments for Grammar

• Rubrics for teacher/student conferences

• Rubrics for Self-, Peer, and Teacher Evaluations

• Rubrics for performance in group discussions

Each assessment tool is accompanied by substantial teacher support. Rubrics are detailed and include samples of scored responses.

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Section 3 · Lesson Plans 63Teacher Resource Page

Directions: Write a paragraph to answer the following question. State your opinion, include three reasons for your opinion, and write a conclusion to your paragraph.

Do you think the poem “The Road Not Taken” by Robert Frost should be required reading for all students in your grade?

Persuasive Writing Preassessment 1DName: ______________________________________________ Date: ______________________

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Correlation to the Common Core State StandardsThe Common Core State Standards in English Language Arts for grades K–5 and 6–12 define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards. The College and Career Readiness (CCR) anchor standards provide broad standards, that, together with the grade level standards, define the specific skills and understandings that all students must demonstrate.

This correlation will provide the correlation of the William and Mary language arts units to the College and Career Anchor Standards for ELA.

College and Career Anchor Standards for Reading

William and Mary Language Arts Units

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Major goal related to analysis and interpretation of literature. (Goal 1)

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.


Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Major goal related to the concept of change in the language arts. (Goal 6)

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Major goal related to developing linguistic competency. (Goal 3)

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.


Assess how point of view or purpose shapes the content and style of a text.


Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Major goal related to reasoning skills in the language arts. (Goal 5)

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.


Use of the change matrices supports the analysis of multiple texts.

Read and comprehend complex literary and informational texts independently and proficiently.

Broad-based reading in poetry, short story, biography, essay, and novel forms.

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College and Career Anchor Standards for Writing


Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Major goal related to persuasive writing. (Goal 2)


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.


Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Research project focuses on these skills.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.



Draw evidence from literary or informational texts to support analysis, reflection, and research.


Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.



College and Career Anchor Standards for Speaking and Listening


Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Major goal related to listening/oral communication skills. (Goal 4)

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.


Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.


Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Major goal related to listening/oral communication skills. (Goal 4)

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.



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College and Career Anchor Standards for Language


Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.



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4 Beyond Words

Teachers should always read literature selections before assigning them to students, and be aware of the school and/or district policy on the use of materials that may be deemed controversial. While many gifted readers are able to read books at a significantly higher Lexile level than what other children their age are reading, they may not be ready for the content that is targeting older audiences. One guideline for choosing appropriate literature for students is that the age of the central protagonist provides an indication of the target audience for the book. For example, Jonas, in The Giver, is twelve. Although the Lexile level for this book is indicative of upper elementary age students, the concept of utopia that is covered in this book is appropriate for students in higher grade levels. Both content and Lexile level should be taken into account when selecting literature for students, but one should not automatically eliminate a book from being used. However, if a child reads something that he or she is not ready for, he/she may want to abandon the book, skip the section that he/she is not comfortable with, or he/she may want to discuss it with an adult.

Assessment approaches in the unit include pre-, post-, and midpoint assessments in reading and writing, writing evaluations, a research presentation evaluation, and portfolio work to be collected and evaluated in each lesson.

Specific information about implementing the unit may be found in Section 2, “Teaching Tips for Implementing This Unit.” Teachers are encouraged to read this section and also, if possible, to attend an implementation workshop on the units. (Contact the Center for Gifted Education at [email protected] for more information.) In addition, the Guide to Teaching a Language Arts Curriculum for High Ability Learners includes detailed information about the curriculum framework for the William and Mary units, research evidence of effectiveness, instructional support for special needs learners, and frequently asked questions about the curriculum.

We thank you for your interest in our materials!

Sincerely,

The Center for Gifted Education Curriculum Development Team

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Section 1 · Unit Introduction and Curriculum Framework 7

Recommended Dictionaries

Dictionary

The American Heritage Dictionary of the English Language (Fifth Edition)

Merriam-Webster’s Collegiate Dictionary (Eleventh Edition)

The American Heritage Dictionary for Learners of English (This may be useful in classrooms with ESL students.)

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Section 2 · Teaching Tips for Implementing This Unit 13

or plea for assistance, but an interactive communication and discovery process. As the student asks a question and the media specialist makes suggestions, the student will gain a better understanding of the topic and find new questions and ideas to explore. To maximize the use of resources, the student should then discuss these new questions and ideas with the media specialist. Learning to use the services of library media specialists and other information professionals is an important tool for lifelong learning.

In order to facilitate the research process outside of school, the teacher may want to contact the local public library to provide basic information about the research that students will be conducting. In order to help the library media specialists be prepared for the students who might visit, the teacher could provide a copy of the research project guidelines, and an explanation of the types of sources that students might be exploring.

Assessment

The language arts units include both formative and summative assessments. Each unit has pre- and postassessments which are excellent tools to measure student growth during the unit instruction. There are other opportunities for assessment throughout the language arts units. Evaluation forms for self, peers, and teachers are included with the writing assignments. These are samples and can be adapted to meet the needs of an individual school or district. Evaluation forms are also included for the oral presentations and research assignments. Finally, informal assessment rubrics allow teachers to monitor students’ participation in discussions as well as progress in independent writing tasks.

Discussion Participation Log

Since discussion plays a prominent role in the students’ learning, teachers may want to consider teaching students a specific

• Word processing software: writing, revising, and editing written work

• Presentation software: developing the final product produced in the research strand

• Wikis: writing workshops/peer editing

• Blogs: collaborative learning related to issues in the unit

• Concept mapping software: designing concept maps and developing webs for pre-writing work

Collaboration with Library Media Specialists

Because literature and information play key roles in the search for meaning, this unit depends on rich and extensive library resources. Working with library media specialists is essential for both teachers and students throughout the unit. Teachers and library media specialists should work together in the planning stages of the unit to tailor the literature and research demands to the interests and abilities of the students. Because many of the resources suggested in this unit exceed the scope of school library media centers, public and university library media specialists should also be involved in the planning and implementation. Library media specialists can suggest resources, obtain materials on interlibrary loan, and work with students on research projects.

Students should be encouraged to become acquainted with the library media specialists in their community for several reasons. First, library media centers are complex systems of organizing information. The systems vary from one place to another, and access via technology to the systems is constantly changing. Library media specialists serve as expert guides to the information maze, and they are eager to assist users. Secondly, the most important skill in using the media center is knowing how to ask questions. Students should learn that working with a media specialist is not a one-time inquiry

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14 Beyond Words

a student and the teacher can monitor the student’s contributions to discussions about various types of literature, both through original contributions and elaboration on classmates’ comments. (For example, a student may contribute original ideas often when examining short stories but rarely when poetry is the topic of discussion.) For younger students, the wording on the rubric may be adjusted as appropriate and pictures (smiley faces, sad faces, etc.) may be used to indicate ratings.

process for the discussion elements of the unit. The Socratic Seminar is one method for organizing discussions that is often used when analyzing literature. The teacher may want to design a chart such as the one below to give to students to monitor their contributions during discussions. The date for the discussion can be written at the top. The literary selections that are being discussed can be written beneath the dates. Tally marks are placed in the boxes according to the contribution. In this way,

Discussion Participation Log

Date:

Text(s)

Made original contribution(s) to discussion

Elaborated on another’s ideas

Used evidence from text to support ideas

Asked questions that led to enhanced discussion and deeper group understanding

Comments

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Word

Student Example

Part of Speech Origin

Analysis

Dictionary Definition

Sentence in Text

Stems

Word Families Synonyms Antonyms

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26 Beyond Words

The Hamburger Model for Persuasive Writing

The purpose of the Hamburger Model is to provide students with a useful metaphor to aid them in developing a persuasive paragraph or essay. The model should be introduced by the teacher, showing students that the top bun and the bottom bun represent the introduction and conclusion of any persuasive writing piece. The teacher should note that the reasons given in support of the thesis statement are like the meat or vegetables in a hamburger, providing the major substance of the sandwich. Elaboration represents the condiments in a sandwich, the ketchup, mustard, and onions that hold a sandwich together, just as examples and illustrations hold a persuasive writing piece together.

Teachers should show students examples of hamburger paragraphs and essays and have students find the top bun, bottom bun, hamburger, and condiments. Discuss how “good” each sandwich is.

Teachers should ask students to construct their own “hamburger” paragraphs. After students have constructed their own paragraphs, teachers may use peer and self-assessments to have students judge their own and one another’s writing. This process should be repeated throughout the unit.

For guiding persuasive writing, it is also recommended that teachers do the following:

• Share models or examples that highlight positive aspects of writing or missing elements.

The American Heritage Dictionary of the English Language (Fifth Edition) and the Merriam-Webster’s Collegiate Dictionary (Eleventh Edition) are the recommended dictionaries for use with the Vocabulary Web. Many online dictionaries are also suitable for use with the Vocabulary Web. The American Heritage Dictionary for Learners of English is another resource that may be useful in classrooms with ESL students.

Some resources that are useful for finding and learning the Greek and Latin stems of words are books written by Michael Clay Thompson and available from Royal Fireworks Press. (See “Teacher Resources” in the “Bibliographies” section at the back of this book.)

Vocabulary Web Model

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Section 3 · Lesson Plans 29

The pages ThaT follow provide some introductory information about the unit lessons. The Unit Planner gives an overview of the unit’s lessons, including goals, assignments, and assessment opportunities. Following the Unit Planner are lists of key vocabulary words, a glossary of literary terms, and a letter to send home to the family about the unit. The lesson plans themselves appear after the letter to families.

The Unit Planner, which begins on the next page, contains the following information to help teachers plan.

• AlignmentwithUnitGoals: This feature allows teachers to identify quickly which major unit goals are met in each lesson. The goals are:

Content GoalsGoal 1 – Literary Analysis and InterpretationGoal 2 – Figurative LanguageGoal 3 – Persuasive WritingGoal 4 – Linguistic Competency

Process GoalGoal 5 – Analogical Reasoning

Concept GoalGoal 6 – Concept of Change

• Materials: This section includes a list of the items the teacher will need for the lesson, including Teacher Resources, Student Activity Pages, reading selections, and other necessary supplies.

• AssignmentOverview: The major activities of the lesson are summarized here, as well as the estimated time frame needed to complete the activities, so teachers can see at a glance what each lesson will entail.

• TeachingModels: Any core teaching models employed in the lesson are noted here. The teaching models used in this unit include the Literature Web, Vocabulary Web, Taba Model of Concept Development, Metaphor Analysis Model, Hamburger Model for Persuasive Writing, and Writing Process Model.

• Extensions: This section gives a preview of all extension activities, which are optional activities offered to provide further enrichment or to accommodate expanded schedules. Cross-Curricular Connections (activities that connect to other subject areas) are noted here.

• Homework: All homework assignments are listed here. In addition to assignments initiated in the particular lesson, this section also includes reminders about ongoing assignments so teachers can help students stay on track to complete independent work.

• Assessment: Opportunities for formative and summative assessment are listed here. All assessment types are supported by resources including detailed rubrics and/or sample responses.

LessonPlans

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Notes to Teacher• The activity with emotion words on cards could

also be done as a charades-style game. However it is done, the emphasis of the activity should be on nonverbal communication.

• You may wish to assign only one part of the unit research project to your students. Or, you may wish to do the different parts of the unit research project over several lessons, rather than assigning all of them at once. No matter how you choose to structure the assignment, set up regular checkpoints throughout the unit. Tell students that they can look to each other for ideas, and ask them to share questions that have prompted informative responses as well as their findings. Ask them to share their methods of recording and organizing their findings, and offer suggestions as appropriate. Also ask students to share any difficulties they have encountered so that you can troubleshoot and provide guidance. Check in with students individually as well, because students may be reluctant to share their difficulties with the entire class.

• Plan your checkpoints and help students pace themselves so that they will be prepared to begin organizing their findings for an oral presentation by Lesson 17 (for homework). Students will discuss and practice giving oral presentations in Lesson 18. They will then give an oral presentation on their research findings in Lesson 19.

• Additional tools for assisting the students with the unit research project may be found in Appendix F:

• F-1: Topic web• F-2: Brainstorming• F-3: Reflection Log

• For more assistance with the unit research project, see A Guide to Teaching Research Skills and Strategies for Grades K-12, available from the Center for Gifted Education.

• Also plan to have students present their findings in written form, such as through lists of words, on a poster or timeline, in a booklet, and so on. Decide on the forms you would like this aspect of the project to take, discuss them with students, and check in with students as they work on this part of the project. Point out that students can incorporate their written work into their oral presentation.

• Consider inviting parents or other older people to class for the discussion of the unit research project. Keep in mind that some students may have difficulty finding family members to interview. Be sensitive to their needs and help them find other appropriate people to interview.

• Use the Response Journal questions included in lessons throughout the unit to encourage student reflection and writing.

• The unit novel, Frindle by Andrew Clements, is introduced in Lesson 8. However, the novel is relevant to this lesson, and so you may consider introducing it to students in this lesson.

Response Journal

Have students respond to the following prompt in their Response Journals:

• Tell about a time when you read something that changed you or someone said something to you that changed how you were thinking or feeling. Was the change positive or negative for you? Why?

Homework

• Have students begin the unit research project. Tell them to discuss language and changes with at least one person on their list, preferably a family member so that they can focus on changes in their own language. Tell them to write three examples of words they used when they were younger.

• Read and discuss the directions and examples on Student Activity Page 3C. Have students complete the page.

Extensions

• Explain that words in the English language come from other languages, including older languages. The dictionary gives the origin of many English words. Look up a word in the dictionary and show students how the dictionary gives the origin of the word. (If possible, display the dictionary definition to demonstrate.) Then have students choose a word and find its origin in the dictionary. Have them share and discuss their findings.

HistoryConnect to

• Explain that a timeline is one way to show change over time. Have students make a timeline showing at least five major events in local, national, or world history that have occurred within their lifetimes. Have them share their timelines with the class.

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Homework

• Have students make a list of five or more words that have more than one meaning. They may draw from the unit research project for some examples, such as mouse (an animal or a tool used with computers).

• Have students read through Chapter 7 of Frindle.They should reach this point by Lesson 14.

• Tell students to continue their work on the unit research project. Remind them that they should be prepared to use their information by Lesson 17.

NotetoTeacher• At the beginning of this lesson, students

have reached the approximate midpoint of the unit. If desired, at this point you may administer a midpoint assessment using “Daisies” as the text. Use the format of the pre- and postassessements; for question 2, ask about the quotation, “Each daisy stands up like a star, / Out of a sky of green.”

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DiscussionQuestions

• What kind of relationship do Nick and Mrs. Granger have? What happens in the story to show you what their relationship is like?

• How does Mrs. Granger “outsmart” Nick when he asks her about her dictionary?

• Does any one of you have a different opinion about the relationship between Nick and Mrs. Granger or about whether or not Mrs. Granger “outsmarts” Nick? Explain your opinion.

• At one point in the story, it says that “Nick could feel the tips of his ears glowing red.” What do you think this statement means?

• Are there any words in the chapters you have read that might be important? Why? Are there any words that you do not understand? Which ones?

• Remember how you used context clues to figure out the meaning of some of the words in Baloney (Henry P.). Could using context clues help you figure out the meaning of words in this story? How? Give an example from the book.

• Do you think the dictionary will play an important part in Chapter 5?

Extensions

• Have students write a poem that, like “Daisies,” is based on an analogy. Invite them to share their poem with the class.

ScienceConnect to

• Have students use reference materials to learn more about daisies. Tell them to draw a daisy plant and label its parts (roots, stem, leaf, flower). Then have them write a few sentences about what they know about plants like daisies. What do plants need to grow? How are new daisy plants made? Why do daisy plants make flowers?

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NotetoTeacher• Another collection of seasonal haiku is Today

and Today, which includes translations of work by a master of haiku, the 18th century Japanese poet Kobayashi Issa. Through illustrations by G. Brian Karas, the sequence of haiku tells the story of a family, and the changing seasons become a metaphor for the cycle of life.

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116 Beyond Words

third line. Explain that haiku do not always follow this pattern because the form has been adapted for the many different languages in which haiku have been written. (English, for example, is a heavily accented language.)

• Display the haiku “Cloud” by Steven Smith (TeacherResource13A). Ask a volunteer to read it aloud. Discuss the poem, using the following questions as a guide.

DiscussionQuestions

• What images do you see in your mind when you read this poem? Explain.

• What season do you think this poem reflects?• In what ways could the cloud be compared to

a person?

• Have students take out the Comparison Chart on Student Activity Page 4C (from Lesson 4). Ask students to identify the comparison in “Cloud.” Discuss the comparison and add it to the class chart. Have students add the comparison to their individual charts.

3.IllustrateandWriteHaiku

• Divide the class into small groups of students who chose the same season as their favorite. Have groups explore the haiku in the section of Poetry for Young People: The Seasons that relates to their favorite season. Tell them to select their favorite poem.

• Distribute chart paper and drawing materials to each group. Tell them to write the haiku they chose onto the chart paper and to work together to illustrate it.

• When groups have finished, invite them to share the haiku and their illustration with the class.

• Have students work individually or with their group to write their own haiku about their favorite season.

• When students have finished, invite them to share their haiku with the class. Tell students to add comparisons from student haiku to the Comparison Chart.

Homework

• Have students think about what the seasons would look like if they were people. Tell them to draw pictures of one or more of the seasons as people.

• Remind students to read through Chapter 7 of Frindle by Lesson 14.

• Tell students to continue their work on the unit research project. Remind them that they should be prepared to use their information by Lesson 17.

You may also have students write haiku based on nature photographs.

Tip

Extensions

GeographyConnect to

• Provide students with resources about the geography of Japan. Have them explore the information, select a feature of the environment, such as a mountain or flower, and write a haiku about it.

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Extensions

• Have students write words to go with the illustrations in Flotsam. Then have them share their stories with a partner. Have partners discuss the similarities and differences in their stories.

ArtConnect to

• Have students work with a partner or in a small group to make their own photographic wordless picture book in the same vein as Flotsam, in which images from a traveling camera tell its story. If possible, have students create their books from photographs; as an alternative, you can have students simply illustrate their books.

MusicConnect to

• Have students select and play a piece of music they feel could accompany Flotsam. Ask them to explain their selection.

NotetoTeacher• Consider purchasing two used copies of

Flotsam, cutting them up, and posting the illustrations in order as a “journey around the room” so that students may revisit the story whenever they like. You could also use the illustrations for activities reinforcing the concept of story order.

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Extensions

Mathematics Connect to

• Have students write a concrete poem about a geometric figure, such as a circle, rectangle, square, or triangle, like the poem on Teacher Resource 18A. Encourage them to include information about the attributes of the figure in their poem.

• Have students take out their index cards with the important ideas and examples that they learned from their research (completed for the Lesson 17 homework). Remind students that the purpose of their oral presentation is to share these important ideas and examples of language and change.

• Explain that students will need to begin their presentation with an introduction and end it with a conclusion. Remind them to give their main idea in the introduction and sum up their ideas in the conclusion. Work with students to write some sample introductory and concluding sentences.

• Match each student with a partner and distribute at least two large index cards to each student. Have partners help each other write introductions and conclusions for their presentations. Circulate around the room and meet with students to review the ideas and examples that they plan to share in their presentations and their introductions and conclusions.

• Have students write their introduction and conclusion on index cards and to revise their ideas and examples based on your feedback. Encourage students to practice their presentation with their partner.

Homework

• Tell students to write a concrete poem about something they see on their way home from school.

• Tell students to practice their oral presentation for the unit research project.

• Tell students to finish reading Frindle for Lesson 20.

NotetoTeacher• In the next lesson, students will give their

oral presentations for the unit research project. You may wish to invite parents to the presentations.

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• After class, use the Scoring Rubric and Sample Student Responses on TeacherResources20B and 20C to evaluate student work.

3.TakethePersuasiveWritingPostassessment

• Distribute copies of the Writing Postassessment on TeacherResource20D. Read aloud the prompt to students. Explain that their job is to explain why they would or would not recommend the poem “April Rain Song” to other students in their grade.

• Have students complete the assessment independently. When students have finished, collect the postassessment.

• After class, use the Scoring Rubric and Sample Student Responses (TeacherResources20E and 20F) to evaluate student work.

Response Journal

Have students respond to the following prompt in their Response Journals:

• Why does Mrs. Granger love the dictionary?

Extensions

• Have students discuss and complete a Literature Web for “April Rain Song.” (See Appendix G for a blackline master of the Literature Web.)

MusicConnect to

• The poem “April Rain Song” encourages readers to think of the rain as a song with its own rhythm. Have students work with a partner to make up repeating rhythms by tapping on their desks, a table, or a drum. Tell them to string several of the rhythms together to imitate the sounds of the beginning, middle, and end of a rainstorm. Have partners share their rainstorm songs with the class.

NotestoTeacher• Remember that comparing scores on the

pre- and postassessments alone may not adequately or definitively reflect the progress that students have made through the unit. Review student responses to both pairs of pre- and postassessments and use the rubrics to evaluate them.

• Use the Overall Student Assessment Report on TeacherResource20G to rate student progress on each goal.

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Winter, J. (1988). Follow the drinking gourd. NY: Alfred A. Knopf.

Yolen, J. (2000). Color me a rhyme. Homesdale, PA: Wordsong Boyds Mills Press.

Yolen, J. (1987). Owl moon. NY: Philomel Books.

Yolen, J. (1993). What rhymes with moon? NY: Philomel Books.

Zahares, W. (2001). Red are the apples. Orlando, FL: Harcourt.

Teacher Resources

Art

Sullivan, C. (Ed.) (2004). Children of promise: African-American literature and art for young people. NY: Diane.

Language Arts Skills Development (Including: Comprehension, Reading, Critical Thinking, Research, & Speaking)

American heritage dictionary of the English language. (5th ed). (2011). Boston: Houghton Mifflin.

Boyce, L. N. (1997). A guide to teaching research skills and strategies in grades 4–12. Williamsburg, VA: Center for Gifted Education.

Costa, A. L. (Ed.). (2001). Developing minds: A resource book for teaching thinking (3rd. ed). Alexandria, VA: Association for Supervision and Curriculum Development.

Hirschberg, S. (2006). One world, many cultures. NY: Longman.

Holden, J., & Schmidt, J. S. (2002). Inquiry and the literary text: Constructing discussions in the English classroom, Vol. 32, Urbana, IL: National Council of Teachers of English.

Kaufer, D. S., Geisler, C. D., & Neuwirth, C. M. (1989). Arguing from sources. NY: Harcourt Brace Jovanovich. (out of print)

Levine, E. (1995). I hate English! NY: Scholastic.

Lucas, S. E. (2007). The art of public speaking. NY: McGraw-Hill.

Merriam-Webster Collegiate Dictionary. (11th ed). (2003). Merriam-Webster.

Miller, R. K. (2001). The informed argument: A multidisciplinary reader and guide (7th ed). Boston: Thomson Heinle.

Paul, R. (1992). Critical thinking: What every person needs to survive in a rapidly changing world. Sonoma, CA: The Foundation for Critical Thinking.

VanTassel-Baska, J., Johnson, D. T., & Boyce, L. N. (Eds.). (1996). Developing verbal talent. Boston: Allyn & Bacon.

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Section 5· Appendices 183

Appendix F: Additional Blackline Masters for Unit Research Project

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Directions: Brainstorm questions and possible sources for finding the answers to your questions.

Topic WebName: ______________________________________________ Date: ______________________

Changes to Your Language

Changes to Language Because of Moving

Changes Caused by Language

Changes to the Language of Your Parents and Grandparents

Changes In Language

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Directions: Brainstorm a list of the types of changes to language.

1. Brainstorm a list of changes to your language.

Brainstorming: Changes in LanguageName: ______________________________________________ Date: ______________________

Changes to Your Language: Original Word

Example: blankie

Changes To Your Parents’/Grandparents’ Language: Words Used In The Past That Are Not Used Now

Example: boot (for the trunk of a car)

Changes to Your Language: New Word

blanket

2. Brainstorm a list of changes to the language of your parents and grandparents.

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186 Beyond Words

Changes to Your Parents’/Grandparents’ Language: Words They Have Learned to Use as a Result of New

Inventions/Technology

Example: google

3. Brainstorm a list of ways that language may have changed as members of your family moved.

WORD USED IN ONE PLACE

Example: soda (Virginia)

WORD USED IN NEW PLACE

pop (Iowa)

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4. Brainstorm a list of ways that language may have caused change in your family.

WORD

Example: My mom missed the word “deferent” in the seventh grade spelling bee.

HOW LANGUAGE CAUSED CHANGE

It made her learn a new word.

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188 Beyond Words

1. What did you learn about your topic today?

2. What did you learn about the process of finding information?

3. What part(s) of the research process did you do today?

4. What was easy for you today?

5. What was hard for you today?

6. I think I need more help with

because .

Reflection LogName: ______________________________________________ Date: ______________________

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Appendix G: Blackline Masters

The pages ThaT follow contain blackline masters for the following teaching models:

• Literature Web Model

• Vocabulary Web Model

• Hamburger Model for Persuasive Writing

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190 Beyond Words

Directions: Complete a Literature Web about your reading.

Literature WebName: ______________________________________________ Date: ______________________

Key Words

Ideas Images or Symbols

Feelings

Title

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Directions: Complete the Vocabulary Web for your word.

Vocabulary WebName: ______________________________________________ Date: ______________________

Word

Student Example

Part of Speech Origin

Analysis

Dictionary Definition

Stems

Word Families Synonyms Antonyms

Sentence in Text

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192 Beyond Words

Directions: Use the Hamburger Model for Persuasive Writing to organize ideas for your essay.

Hamburger Model for Persuasive WritingName: ______________________________________________ Date: ______________________

Conclusion

Introduction (State your opinion.)

Reason Reason Reason

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Index 193

AAdjectives

background, 68discussion of, 70lesson plan for, 68–73Unit Planner for, 30–31

Alliteration, 41

Alternative novels, 5

Amelia Bedelia (Parish), 5discussion of, 112lexile measurement of, 171

The American Heritage Dictionary for Learners of English, 7, 26

The American Heritage Dictionary of the English Language, 7, 26

Analogiesbackground, 104lesson plan for, 104–109Unit Planner for, 34–35

“April Rain Song” (Hughes), 6discussion of, 148Unit Planner for, 38–39vocabulary, 40

Assessment. See also Postassessment; Preassessmentgoals and outcomes, 1–2overall report of, 160

“Autumn” (George), 118–119, 122

“Avalanche” (George), 93

bBaloney (Henry P.) (Scieszka & Smith), 5

lesson plan for, 88–89lexile measurement of, 171literature web, 92

Barretta, Gene, 5, 34–35, 171

Bibliographies, 161–166

Blackline masters, 183–186

cThe Canada Geese Quilt (Kinsey-Warnock),

5, 171

Change, as conceptbackground, 58chart for, 131, 145discussion of, 59–61, 172–173generalizations and outcomes of, 60,

172–173 (table)as goal of unit, 2language and, 63–67lesson plan for, 58–62personal, 96–97Taba Model of Concept Development and,

19–21, 58Unit Planner for, 30–31

Change, concept ofintroduction to, viii

Character, 41

“Circle” poem, 142

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194 Beyond Words

Discussionof adjectives, 70of Amelia Bedelia, 112of “April Rain Song,” 148of “Autumn,” 119of “Avalanche,” 89of change, 59–61, 145of “Cloud,” 116of “Daisies,” 105–106of Flotsam, 130–131of “Fog,” 46of Follow the Drinking Gourd, 124–125of Frindle, 107–108, 135, 148of language and change, 64, 65of metaphors, 79, 80of moon poems, 75of Owl Moon, 95–96of similes and metaphors, 76of Sweet Clara and the Freedom Quilt, 125

Discussion rubric, 13–14

Doodle Dandies (Lewis), 6, 171

“Dream Maker” (Yolen), 6lesson plan for, 78–82literature web, 82Unit Planner for, 32–33

eEnglish Language Art standards, 17–18

fFigurative language, 2, 41

Flicker Flash (Graham), 6, 171

Flotsam (Wiesner), 6discussion of, 130–131Hamburger Model for, 136lexile measurement of, 171literature web, 133Unit Planner for, 36–37

“Fog” (Sandburg), 6lesson plan for, 45, 70Unit Planner for, 30–31vocabulary, 40

Clements, Andrew, 5. See also Frindle

Climax, 41

“Cloud” (Smith), 6, 117discussion of, 116lesson plan for, 114–117Unit Planner for, 36–37

Cloud Dance (Locker), 5lesson plan for, 46lexile measurement of, 171Unit Planner for, 30–31

Coates, Joseph, 175

“Cobbler, Cobbler” (poem), 6lesson plan for, 63–67Unit Planner for, 30–31vocabulary, 40

Color names, 84–85

Comparison chart, 70, 72

Concrete poem, 142–143

Context, role of, 1

Context cluesbackground, 87, 110lesson plan for, 87–93, 110–113Unit Planner for, 32–33, 34–35

Curriculum framework, 1–7

dDagwood Model for Persuasive Writing, xiii,

27–28

“Daisies” (Rossetti), 6discussion of, 105–106literature web, 109Unit Planner for, 34–35vocabulary, 40

Dear Deer (Barretta), 5lexile measurement of, 171Unit Planner for, 34–35

Dialogue, 41

Dickinson, Emily, 6, 32–33, 74–77

Dictionaries, 7, 26, 166

Dillard, Kristin C., 6, 143


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Index 195

Hamburger Model for Persuasive Writing, xiii, 26–27lesson plan for, 101–102, 136masters, blackline, 186review of, 105sample of, 108

Heller, Ruth, 5, 30–31, 68–73, 171

Heterogeneous gifted programs, 10

Homophones, 111–112

Hopkinson, Deborah, 6, 36–37, 125, 128, 171

Hughes, Langston, 6, 38–39, 40, 148

iIdioms, 170

Imagery, 41background, 83color names, 84–85lesson plan for, 83–86similes and metaphors, 84 (see also Similes

and metaphors)Unit Planner for, 32–33

Inclusion gifted programs, 10

Information technology, 175–176

Integrated Curriculum Model, 1

Integrated Curriculum Model (ICM), vii–viii

International Reading Association (IRA), 17–18

Introduction, to lesson. See Preassessment

Issa, Kobayashi, 6, 171

It Looked Like Spilt Milk (Shaw), 5lesson plan for, 45lexile measurement of, 171Unit Planner for, 30–31

jJournal response rubric, 15–16

kKinsey-Warnock, Natalie, 5, 171

Follow the Drinking Gourd (Winter), 6discussion of, 124–125lexile measurement of, 171literature web, 127Unit Planner for, 36–37

Framework, 1–7

Free verse, 41

Frindle (Clements), 5discussion of, 107–108, 135, 148lexile measurement of, 171literature web, 138Unit Planner for, 32–33, 34–35vocabulary, 40

Future Innovations in Science and Technology (Coates), 175

gGeorge, Kristine O’Connell, 6. See also Old

Elm Speaks

Gifted program types, 10

Gifted student characteristics, vii

Glossary, 41

Goals and outcomes, 1–2assessment of, 160lesson plan alignment with, 29

Graham, Joan Bransfield, 6, 171

Grammaradjectives, 30–31, 68–73homophones, 111–112idioms, 170

Graphic organizer, 15

“The Great Oak” (Dillard), 6, 143

Grouping, of students, 10

hHaiku and the seasons, 36–37

background, 116lesson plan for, 114–117


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196 Beyond Words

mThe Magic Lens I: A Spiral Tour through the

Human Ideas of Grammar (Thompson), 174

Many Luscious Lollipops (Heller), 5lesson plan for, 68–73lexile measurement of, 171literature web, 73Unit Planner for, 30–31

Masters, blackline, 183–186

Materials. See Resources; Unit Planner

Merriam-Webster’s Collegiate Dictionary, 7, 26

Metaphor Analysis Model, 24–25

Metaphorsbackground, 78, 79defined, 41discussion of, 80lesson plan for, 78–82

Metaphors and similesdiscussion of, 76lesson plan for, 74–77nature of, 178–181supporting books for, 169Unit Planner for, 32–33vocabulary, 40writing, 46, 84, 88

Models, for teaching, 19–28

“The Moon” (Stevenson), 6lesson plan for, 74–77Unit Planner for, 32–33

“The moon was but a chin of gold ...” (Dickinson), 6lesson plan for, 74–77Unit Planner for, 32–33

“The Moon’s the North Wind’s Cooky (What the Little Girl Said)” (Lindsay), 6lesson plan for, 74–77Unit Planner for, 32–33vocabulary, 40

Motivation, 41

The Mysteries of Harris Burdick (Van Allsburg), 6lesson plan for, 134–138lexile measurement of, 171Unit Planner for, 38–39

lLanguage and change, 63–67

Language processes, 174–175

Language study, 174

Language Study Center, 11

Learning Centers, 10–12

Lettersto parents, 43–44to teachers, 3–4

Lewis, J. Patrick, 6, 171

Lexile measurement, 171

Library media specialists, 13

Lindsay, Vachel, 6, 32–33, 40, 74–77

Literary terms, 41

Literature analysis and interpretation, as goal of unit, 1–2

Literature journal, 12

Literature postassessment, 150–155

Literature preassessment, 46, 48–49, 50–53

Literature selection, 10, 175. See also Reading list

Literature Web Modelof Baloney (Henry P.), 92of “Daisies,” 109of “Dream Maker,” 82of Flotsam, 133of Follow the Drinking Gourd, 127of Frindle, 138of Many Luscious Lollipops, 73masters, blackline, 184of Old Elm Speaks, 93, 122overview and model of, 22–24of Owl Moon, 99of Sweet Clara and the Freedom Quilt, 128

Locker, Thomas, 5, 30–31, 46, 171

“Lullaby” (George), 123


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Index 197

lesson plan for, 100–103postassessment for, 156–159preassessment for, 47, 54–57Unit Planner for, 34–35

Picture books, 5background, 129lesson plan for, 129–133Unit Planner for, 36–37

Pictures made of wordsbackground, 139concrete poems, 142–143lesson plan for, 139–143Unit Planner for, 38–39

Plot, 41

Poems. See also specific names of poemsconcrete, 142–143Haiku, 36–37, 114–117reading list of, 6

Poetry Center, 12

Poetry for Young People: The Seasons (Serio), 5lexile measurement of, 171Unit Planner for, 36–37

Point of view, 41

Portfolios and journals, 12. See also Response journal

Postassessmentbackground, 147lesson plan for, 147–160literature, 150–155persuasive writing, 159Unit Planner for, 38–39

Preassessmentbackground, 45lesson plan for, 45–57literature, 46, 48–53persuasive writing, 47, 54–57Unit Planner for, 30–31

Presentations, researchbackground, 144lesson plan for, 144–146Unit Planner for, 38–39

Protagonist, 41

Pull-out gifted programs, 10

nNarrator, 41

National Council of Teachers of English (NCTE), 17–18

oOld Elm Speaks (George), 6

lesson plan for, 89–90, 118–119, 123–128lexile measurement of, 171literature web, 93, 122Unit Planner for, 32–33, 36–37

Oral presentations, 38–39, 140–141, 144–146

Overall student assessment report, 160

Owl Moon (Yolen), 5background, 94discussion of, 95–96lesson plan for, 94–99lexile measurement of, 171literature web, 99Unit Planner for, 34–35vocabulary, 40

pParish, Peggy, 5, 112, 171

Parts of speech, adjectives, 30–31, 68–73

Paul’s Reasoning Model, xiii

Personificationbackground, 118lesson plan for, 118–122review of, 124supporting books for, 169Unit Planner for, 36–37

Persuasive writingbackground, 100Dagwood Model for, xiiias goal of unit, 1, 2Hamburger Model for (see Hamburger

Model for Persuasive Writing)jumbled paragraph exercise, 102


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198 Beyond Words

Rossetti, Christina, 6, 34–35, 40, 105–106, 109

Rubricsdiscussion, 13–14journal response rubric, 15–16literature postassessment, 152–153literature preassessment, 50–53persuasive writing postassessment, 157–158persuasive writing preassessment, 55–57

sSandburg, Carl, 6

Scieszka, Jon, 5, 88–89, 92, 171

Self-contained gifted classes, 10

Serio, John N., 5, 36–37, 171

Setting, 41

Shaw, Charles G., 5, 30–31, 45, 171

Similes and metaphors, 41discussion of, 76lesson plan for, 74–77nature of, 178–181supporting books for, 169Unit Planner for, 32–33writing, 46, 84, 88

Smith, Jane, 5, 88–89, 92, 171

Smith, Steven, 6, 36–37, 114–117

Standards, alignment with, 17–18

Stanza, 41

Stevenson, Robert Louis, 6, 32–33, 74–77

Student assessment report, 160

Student grouping, 10

Sweet Clara and the Freedom Quilt (Hopkinson), 6discussion of, 125lexile measurement of, 171literature web, 128Unit Planner for, 36–37

Symbolsbackground, 123defined, 41lesson plan for, 123–128Unit Planner for, 36–37

rReading list

alternative books, 5, 167–168dictionaries, 7lexile measurement of, 171picture books, 5poems, 6required, 5–6selection of, 10, 175supporting books, 169–170

Reasoning Model, xiii

Reasoning skills, as goal of unit, 2

Repetition, 41

Required reading, 5, 6. See also Reading list

Research Center, 12

Research Model, xiii

Research presentationsbackground, 144lesson plan for, 144–146Unit Planner for, 38–39

Resources. See also Reading listalternative novels, 167–168bibliographies, 161–162curriculum standards, 17–18dictionaries, 7, 26, 166glossary, 41letter to family, 43–44letter to teachers, 3–4library media specialists, 13masters, blackline, 183–186for teachers, 162–165teaching models, 19–28technology, 12–13vocabulary list, 40websites, 166

Response journal, 12on change, 67on Frindle, 113, 137, 148on imagery, 85on moon poems, 76on picture books, 131rubric for, 15–16


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Index 199

vVan Allsburg, Chris, 6, 38–39, 134–138, 171

Vocabulary journal, 12

Vocabulary list, 40

Vocabulary Web Model, 25–26, 90, 185

Voice, 41

wWebsites, 166

Wiesner, David, 6, 133

William & Mary Language Arts Units, 17–18

Winter, Jeanette, 6, 127

Wordless picture books. See Picture books

Wordplay booklet, 112

Writing. See also Persuasive writing; Response journal; Similes and metaphorsconcrete poems, 140Haiku, 116process model for, xiii

Writing center, 11–12

Writing Process Model, xiii, 28

yYolen, Jane, 5, 6, 34–35, 94–99

tTaba Model of Concept Development, xii,

19–21, 58

Teacher resources, 162–165. See also Resources

Teaching tips, 9–28. See also Resourcesassessment, 13 (see also Assessment)classroom guidelines, 9–16curriculum alignment, 17–18Learning Centers, 10–12library media specialists, 13rubrics, 13–16 (see also Rubrics)student grouping, 10teaching models, 19–28technology, 12–13

Technology, 12–13

Thompson, Michael, 174

Today and Today (Issa), 6, 171

uUnit Planner, 30–39

change concept, 30–31Owl Moon (Yolen), 34–35preassessment, 30–31

Unit Reading. See Reading list

Unit Research Project, 65–66

Unit Vocabulary Center, 11

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