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SREB

Standards-based UnitStandards-based UnitHigh School to College and Career

Transitions

Senior English Redesigned:Senior English Redesigned:A 12th-grade EnglishTransitional Course

SouthernRegionalEducationBoard

592 Tenth Street, N.W.Atlanta, GA 30318(404) 875-9211www.sreb.org

Survival 101Survival 101Unit PlanUnit Plan

Unit Plan OverviewUnit Plan Overview

Unit Title: Survival 101

Course Name: Senior English Redesigned

Grade Level(s): 12

Unit OverviewThis unit will focus on survival stories both fiction and non fiction. Students will learn the creative problem solving process and use it to produce a technical document and prepare and present a multi-media oral presentation.

Timeframe: 12 90-minute classes

Essential Questions: (Open-ended style which promote in-depth investigation)1. In what ways do survival experiences change people?2. What are effective ways to cope with such experiences and other challenging situations?3. What do people learn about themselves when they have to struggle to survive?4. How can we help 9th graders survive the high school experience?

SREB Readiness Indicators

1. Develop vocabulary appropriate to reading, writing, and speaking proficiency.4. Make inferences and predictions. (Problem Solving Process)

10. Use research skills to locate, gather, evaluate and organize information for different purposes.11. Use appropriate organization, language, voice, delivery style, and visual aids to match the audience and

purpose of oral presentations.

State/Local Standards: Mississippi

1. The student will develop and apply expansive knowledge of words and word meanings to communicate.b. The student will compare and contrast author’s uses of word choice and diction as stylistic devices.

2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing levels of difficulty.b. The student will...research a topic, integrating multiple sources to synthesize information.c. The student will interpret textual evidence of details, organization, and language to predict, draw

conclusions or determine author’s purpose.3. The students will produce, analyze, or evaluate effective communication.

a. The student will compose functional documents.b. The student will compose...documented texts.

4. The student will use standard English grammar, mechanics and sentence structure to communicate.a. The student will analyze the appropriate use of advanced grammar in composing or editing passages

to enhance style. (i.e., verbs, pronouns) b. The student will analyze the appropriate use of advances mechanics in composing or editing passages

to enhance style. (i.e. quotes, colons) c. The student will analyze the use of advanced sentence structure in or editing passages to enhance

style. (i.e. Parallel structure)

Acknowledgment(s): Elizabeth Bailey

Survival 101– Overview 1

Unit Plan OverviewUnit Plan Overview

Literacy Strategies Habits of Success_X_ Admit/Exit slips_X_ Graphic organizer_X_ Know/Want to

Know/Learn Chart (KWL)

_X_ Open-response questions

_X_ Two-column/Cornell notes

___ Re-telling_X_ Reflection_X_ Jigsaw reading_X_ Peer Review_X_ Peer Editing___ Anticipation Guide___ RAFT

(Role/Audience/Format/ Topic)

___ Summarization (GIST)(Generating Interactions Between Schemata and Text)

_X_ Paired Reading_X_ Other

1. _X_ Create RelationshipsTeamwork/responsibility/effective communication2. ___ Study, Manage Time, OrganizeOrganization/time management/study skills3. ___ Improve Reading/Writing SkillsUse reading and writing to learn strategies4. ___ Improve Mathematics SkillsEstimate/compute/solve/synthesize5. ___ Set Goals/PlanSet goals/plan/monitor progress6. _X_ Access ResourcesResearch/analyze/utilize

Assessments: Pre, Daily/Weekly and Post

Daily/Weekly: (Included on daily activities plans) Responses to reading (Attachment 5) Steps of the CPS process/practice on Documentation Guide (Attachment 35) Quiz on language conventions/editing (Attachments 12, 13) Quiz on Day 3 (Question in “Evaluate”) Socratic Seminar (Attachment 25) Portfolio Checklist (Attachment 30)

Post-assessment consists of two parts:1. Content-based (traditional paper and pencil test):

a. Literary Analysis Paragraph (Attachments 26, 27, 28)b. Reading Comprehension Test (Attachment 31b)

2. Performance - or product-based:a. group problem solving (Attachment 34, 35, 36)b. a survival manual (Attachment 37)c. multi-media oral presentation (Attachment 38)

Survival 101– Overview 2


Day 1 of 12

SREB’s Readiness Indicator(s) for Daily Activities

1. Develop vocabulary appropriate to reading, writing and speaking proficiency.4. Make inferences and predictions. (Problem Solving Process)

State/District Standard(s) for Daily Activities: Mississippi



conclusions or determine author’s purpose.

Anticipated Times*(90-minute Block Schedule) Sequence of Instruction Activities Checklist

8 minutes Get StartedPut Essential Questions from p.3 on chart paper and post for the duration of the unit. Read the questions aloud.Use the ABC2 (Attachment 1 for instructions and Attachment 2 template) to explore the concept of Survival.Tell students that they are about to watch and read stories of survival.

Build Vocabulary

2 minutes EngageImagine that you are on a school trip and the plane crashes. Luckily, you survive and as you look around, you discover that the only other survivors are fellow students. No adults are present. What would you do? We are going to read a novel by William Golding entitled Lord of the Flies that is based on this premise. (Show the book.) Before we begin the book, let’s explore a similar premise in another storytelling medium.

Display object/ picture

30 minutes Explore Give students background on the classic series “The Twilight Zone” and its creator Rod Serling found at the following website:http://www.scifi.com/cableintheclassroom/twilightzone/tz.1025.htmlA copy of the show may be ordered:http://www.imdb.com/title/tt0734575/Discuss before viewing: Is it always best to follow the rules? If you think rules are inappropriate, what can you

do? How do you feel when those who are in charge

won’t listen to your ideas? What are your alternatives when this happens?

Media presentation

Survival 101– Day 1 3

http://www.imdb.com/title/tt0734575/

http://www.scifi.com/cableintheclassroom/twilightzone/tz.1025.html

http://www.scifi.com/cableintheclassroom/twilightzone/tz.1025.html

How does what you can do differ from what you should do?

5 minutes ExplainTo assist students during viewing, distribute Attachment 3 and assign students to one of the 4 groups.

Active note-taking strategy

5 minutes Practice in Teams/Groups/Buddy-pairsDiscuss the charts with members of the groups and then share.

Group discussion

30 minutes Practice TogetherNow we are ready to begin the book. Read aloud from chapter 1 (as long as time allows). Stop every 3 or 4 pages and ask the students to predict what they think will happen next. Ask them to test the prediction as you continue to read aloud. (Attachment 4)

Make predictions

5 minutes Practice AloneAssign independent reading and written responses. (Attachments 5 and 6)

Reading responses

5 minutes Closing ActivitiesExit Slip:What questions do you have about the book, the TV show or the concept of Survival?

Exit slip

As Needed Enrichment/Extension/Re-teaching/Accommodation(s)Assign a reading partner to students who struggle with reading alone.For enrichment, suggest that students begin to do some research on true life survival stories.

Reading

Resources/Instructional Materials Needed Classroom set of Lord of the Flies (Page numbers in

this plan refer to the Perigee editionISBN 0-399-50148-7.

Video of Twilight Zone “I Shot an Arrow Into the Air” Attachments 1, 2, 3, 4, 5, 6

Notes



Day 2 of 12






conclusions or determine author’s purpose.3. The student will produce, analyze, or evaluate effective communication.

b. The student will compose . . . documented texts.4. The student will use standard English grammar, mechanics and sentence structure to

communicate.a. The student will analyze the appropriate use of advanced grammar in composing or editing passages

to enhance style. (i.e., verbs, pronouns)b. The student will analyze the appropriate use of advances mechanics in composing or editing

passages to enhance style. (i.e. quotes, colons) c. The student will analyze the use of advanced sentence structure in composing or editing passages to

enhance style. (i.e. Parallel structure)


10 minutes Get StartedAnalyze the quotes on Attachment 7. Discuss the underlined words and phrases and the underlined punctuation. Add unfamiliar words to the Word Wall.(Attachment 8)The following URL is a good overview of the colon:http://leo.stcloudstate.edu/punct/colon.html

Grammar editing exercise

Vocabulary

5 minutes EngageShow a short clip from “Survivor” which can be found at www.cbs.com/primetime/survivor9Briefly discuss connections between this reality show and chapters 1-3 in LOF.


5 minutes ExploreList on chart paper the themes in the book that students have identified.

[Some suggestions are as follows: The flaws in society can be traced to the flaws in

human beings. A society can be judged by the way it treats its

most vulnerable citizens. Without the structure of society, individuals will

revert to primitive behavior. All human beings have some inherent evil in their

nature.]

Brainstorm


http://www.cbs.com/primetime/survivor9

http://leo.stcloudstate.edu/punct/colon.html

15 minutes ExplainMake transparencies of Attachments 6 and 9. Think aloud for the students as you demonstrate how to analyze the passage and use the Triple Column Note template. [Attachment 10 provides an example.]

Demonstrate graphic organizers

10 minutes Practice TogetherMake a transparency of Attachment 11 and ask for student volunteers to analyze the passage, adding information to the Triple Column Notes [TCN] transparency. (Attachment 6)

Collaborative writing

10 minutes Practice in Teams/Groups/Buddy-pairsAssign students to a group of 3 or 4. Their task is to add additional information regarding themes, evidence, and explanation to the TCN template

Practice active reading strategies

10 minutes Practice AloneBegin reading independently on the assignment for Day 2; (Attachment 5).

Writing

15 minutes Evaluate Understanding (Daily/Weekly/Post-Assessment)Quiz (Attachments 12 and 13)

Quiz/test

5 minutes Closing ActivitiesExit Slip:Predict something you believe will happen to one of the characters or to the whole group next.

Exit slip

As Needed Enrichment/Extension/Re-teaching/Accommodation(s)Resources/Instructional Materials Needed Attachments 6, 7, 8, 9, 10, 11, 12, 13 Transparencies Overhead Projector Markers Chart paper



Day 3 of 12


1. Develop vocabulary appropriate to reading, writing and speaking proficiency.2. Make inferences and predictions.



2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing levels of difficulty.c. The student will interpret textual evidence of details, organization, and language to predict, draw

conclusions or determine author’s purpose.4. The student will use standard English grammar, mechanics and sentence structure to






5 minutes Get StartedMake a transparency of Attachment 14. Instruct the students to do one or more of the following: Underline the verbs Locate unfamiliar words and add them to the Word

Wall Lead brief discussion on Golding’s choice of active

verbs, his use of past tense, past perfect tense, and subjunctive mood [“he dare not throw”].

Guide students in using context clues and phonemic analysis to deduce the meanings of unfamiliar words.

Grammar review

5 minutes EngagePair-Share their charts and responses to the assigned reading. (Attachment 15)Instruct students to decide in their pairs on the one most pressing problem that the boys face at the end of the reading.

Active reading strategy

10 minutes ExploreAsk each pair of students to report, and list the problems they identify on chart paper or on a transparency.

Create lists


15 minutes ExplainAsk:How would you solve the problems in such a situation? Let’s consider a process for solving problems.Introduce the creative problem solving process. See the URL below for a mini-lesson on the background and steps of the Osborn-Parnes Problem Solving Method (Attachment 16a)Make handouts of the four-step (condensed) process presented by Win Wenger at URLhttp://www.winwenger.com/gravel.htmAdditional information can be found at the following site:http://www.eddept.wa.edu.au/gifttal/provision/ provparn.htmReview the Rules of Brainstorming (Attachment 16b). Model this by brainstorming “What can I do this weekend?” Say your ideas out loud and write them on slips of paper (e.g. party, clean house, visit Paris, study, shop, sew a new dress, read, visit museum, bathe the dog, grade papers, plant garden)

Explain process

10 minutes Practice TogetherAfter explaining the 4 (or 6) steps, review the sample problem presented in “Gravel Gulch” found at the Win Winger URL above.Use the jigsaw method (Attachment 17). Divide the class into 4 groups and assign each group one of the steps as described in the handout. The task of each group is to read, ask questions, clarify understanding, and then present that step to the class. As students are working, visit each group to answer questions and to ask questions as a way to push their thinking and to guide students as needed.

Solving problems

20 minutes Practice in Teams/Groups/Buddy-pairsAssign students to 4 person Problem Solving Teams. (Give these groups careful thought because they will be working together for the remainder of this unit. Include a leader, a strong writer, and a technology guru in each group if possible)Distribute the Project Packet made up of attachments 34, 35, 36, 37, 38.Read together the Situation described in Attachment 34. Ask questions to spark their thinking: Do you remember what it was like to be a 9th grader? Are there some things you know now that you wish you had known then? Give each team a stack of slips of paper 4.25 x 2.75. (Cut these from 8.5 x 11 sheets of paper using a paper cutter.)

Set a 2-3 minute time limit. Say “Begin.” Teams should be brainstorming: saying problems out loud, writing them on slips, putting slips in piles.At the end of time, say, “Stop.” Instruct them to

Solve similar problems


http://www.eddept.wa.edu.au/gifttal/provision/%20provparn.htm

http://www.eddept.wa.edu.au/gifttal/provision/%20provparn.htm

http://www.winwenger.com/gravel.htm

count their ideas and ask how many they came up with.Teams will place each idea in a category. (See suggested categories on Attachment 16b.) Give them 3-5 more minutes to categorize and brainstorm more ideas in categories they had not thought of earlier. Call time; count. Have them collect all ideas slips and place them in an envelope with the team name on the outside. Collect these for tomorrow.

15 minutes Evaluate Understanding (Daily/Weekly/Post-Assessment)Quiz:Name and describe the steps of the problem solving process. (See attachments above for key.)

Quiz/test

5 minutes Closing ActivitiesExit slip:What are your questions about the creative problem solving process? What step do you need more help with?

Exit slip

As Needed Enrichment/Extension/Re-teaching/Accommodation(s)Resources/Instructional Materials Needed Attachments 14, 15, 16a, 16b, 17 Transparency of attachment 14 Overhead projector Classroom set of “Gravel Gulch: 4 steps to problem

solving” handoutshttp://www.winwenger.com/gravel.htm

Packets of attachments 34, 35, 36, 37, 38 Chart paper Slips of paper for brainstorming Timer


http://www.winwenger.com/gravel.htm


Day 4 of 12


1. Develop vocabulary appropriate to reading, writing and speaking proficiency.





b. The student will compose...documented texts.4. The student will use standard English grammar, mechanics and sentence structure to



passages to enhance style. (i.e. quotes, colons)c. The student will analyze the use of advanced sentence structure in composing or editing passages to



5 minutes Get StartedUse Attachment 18 as a transparency or give each student a copy. Instruct the students to do some or all of the following: Write one question concerning Golding’s

punctuation, grammar, usage. Provide an example from the passage that is the source of the question. Turn in the cards.

Identify unfamiliar words to add to the Word Wall. Pick out your favorite sentence. Write it on a

notecard with an explanation for your choice.Draw out one anonymous card and explain. Include student ideas in the explanation as much as possible. Note words students add to the wall. Comment as necessary. Let student volunteers share their favorite sentences and explain their choices.

Grammar review Vocabulary

10 minutes EngageAsk students to create a drawing of the scene or an element in the scene (e.g. Simon, the Pig’s head on a stick, the flies) described in the passage Attachment 18 and found on pp. 137-138 in LOF. Assure them that stick figures are fine; the art is not the issue. Encourage them to use their imaginations and their senses to see the scene. Share the drawings.


10 minutes ExploreLead discussion on the meaning of this scene. Some possible questions are as follows: What do you think is really happening? Why does Golding have Simon encounter the Lord

Discussion


of the Flies in this way? What are the symbols in this passage? What mood does Golding create with his choice of

words and images? What does this passage reveal about the way this

survival experience has changed the boys?25 minutes Practice in Teams/Groups/Buddy-pairs

Return to problem-solving teams and distribute the envelopes. Instruct teams to look back through their problem ideas. Discuss these and decide on 5 which are most important to success in high school.Rank these by importance to the group.Write these on chart paper with team name and post in the room. Remind students to fill in log sheet and project documentation guide (Attachment 35).

Solve problems

Evaluate Understanding (Daily/Weekly/Post-Assessment)Observe teams as they work to assess how well they are using the cps. Adjust teaching to help correct problems.

Writing sample

5 minutes Closing ActivitiesDistribute the reflection sheets (Attachment 23). After students complete these, take them up and attach them to the quiz.

Student reflection activity

Resources/Instructional Materials Needed Attachments 18, 23 Attachment 35, which was already distributed Transparencies Overhead projector Markers Chart paper



Day 5 of 12













5 minutes Get StartedUse examples of quotes used in student writing to support analysis from Attachment 28. Use these examples without punctuation and ask students to punctuate the sentences and then discuss the purpose of introducing quotes, etc. Admit Slip:Was the ending of the book happy or sad? Why do you think so?

Admit slip Grammar editing

exercise

5 minutes EngageTake up the cards and share some of the students’ ideas.

Connect to prior experiences

10 minutes ExploreComment on the fact that there is no “right” answer to the question. Consider with students the criteria of a good answer: Based on the text Logically supported by text Clear What makes a good question? Based on the text Can be logically supported by the text Has many possible, good answers. Causes people to think deeply about the text Requires inferences, analysis, synthesis, evaluationUse chart paper to list students’ questions.

Brainstorm

10 minutes Explain the Socratic Seminar (Attachments 24 and 25)

Lecture with guided notes


Emphasize that this seminar will be a dialogue, not a debate.

10 minutes Practice in Teams/Groups/Buddy-pairsIn small groups of 3 or 4, students will evaluate their questions by the criteria developed earlier.Questions that are appropriate for the discussion will be written on index cards with page references.

Peer review/edit

30 minutes Practice TogetherConduct the Socratic Seminar. (You may want to divide the class into 2 groups. One group will sit in an inner circle and the other group will sit in an outer circle. The inner circle will be the first to conduct the Socratic Seminar. The students in the outer circle will listen for interesting points and to provide feedback on the quality of the dialogue. After 12-15 minutes of discussion, let the outer circle share their observations. Then have students switch roles and continue the seminar.)

Socratic Seminar

10 minutes Practice AloneWrite a paragraph based on Essential Question 1.Attachments 26, 27, 28

Draft writing

0 minutes Evaluate Understanding (Daily/Weekly/Post-Assessment)Rubric for Socratic Seminar (Attachment 25)

Discussion

10 minutes Closing ActivitiesReflection (Attachment 29a)Collect all TCNs and journal responses. Place these and the reflections from Days 4 and 5 in the students’ portfolios. Use the checklist (Attachment 30) to evaluate the portfolio.


As Needed Enrichment/Extension/Re-teaching/Accommodation(s)A mini-lesson on using quotes to support explanation may be needed.Use attachments 27 and 28.Provide writing conferences for students as needed.

Mini-lesson

Resources/Instructional Materials Needed Attachments 24, 25, 26, 27, 28, 29, 30 Index cards Chart paper markers



Day 6 of 12















3 minutes Get StartedAsk students to read through their paragraphs and to write on an index card the topic sentence and one other sentence in which they have introduced a quote. Take these up to use in the next days of the unit. Take up the literary analysis paragraphs.(See “Evaluate” below.)

Admit slip Collect homework

5 minutes EngageRead aloud “Frozen Alive” by Kim Feltes, pp. 107-108 in Read-Aloud Anthology by Janet Allen and Patrick Daley. [ISBN 0-439-04759-5]

Read aloud

15 minutes ExploreConduct whole group discussion: Have you heard of other true stories of survival

against all odds like this one? (Let students share briefly.)

What do you think makes it possible for people to survive in such situations? (List students’ ideas on chart paper.)

Brainstorm

5 minutes Explain Interactive discussion


Introduce the excerpt from Miracle in the Andes:72 Days on the Mountain and My Long Trek Home by Nando Parrado which appeared in the May 2006 issue of Outside magazine. Search by the name of the article (“The Long Way Home” by Nando Parrado) at http://outside.com.We have just completed a fictional work about survival; now we are going to read a true story of survival.

15 minutes Practice TogetherRead aloud from the excerpt stopping at the paragraph that begins, “Never had I felt so terribly alone” and ends “I promise you I will not die here!”Ask students to respond to the story so far: How is their situation similar to and different from

the boys in Golding’s book? What kinds of problem solving do you think they will

have to do? Predict what you think will happen next. Assign the rest of the article for homework.

Reading response

30 minutes Practice in Teams/Groups/Buddy-pairsReturn to CPS Teams.The first order of business is to verify that teams are working on separate problems to solve. Let a representative from each team present the 5 most important problems identified. If each team has a different number 1, each may use that choice. If not, lead them in a negotiation so that each team will have a different “chapter” in the manual. When the focus problems are chosen/assigned, teams will continue working on the project.


10 minutes Practice AloneRead the rest of the article for homework.

Read

0 minutes Evaluate Understanding (Daily/Weekly/Post-Assessment)Literary Analysis paragraphs collected at the beginning of the class. Use rubric. Read and provide feedback on ways to improve. Return paragraphs before the end of the unit and allow the students to revise them based on your suggestions. All paragraphs must be revised and returned by Day 10 for a final grade.

Writing sample

5 minutes Closing ActivitiesAsk if there are any questions about the problem solving process, the paragraphs they have written, or the reading assignment for tomorrow. Answer questions.

Answer questions


http://outside.com/

As Needed Enrichment/Extension/Re-teaching/Accommodation(s)You may suggest the books Alive! about the plane crash in the Andes by Piers Paul Read and Between a Rock and a Hard Place by Aaron Ralston about his experience of survival in the Utah wilderness.

Reading

Resources/Instructional Materials Needed Attachments for the group project and the literary

analysis rubric given out on previous days Chart paper



Day 7 of 12






1. The student will develop and apply expansive knowledge of words and word meanings to communicate.

b. The student will compare and contrast author’s uses of word choice and diction as stylistic devices.2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of

increasing levels of difficulty.b. The student will...research a topic, integrating multiple sources to synthesize information.c. The student will interpret textual evidence of details, organization, and language to predict, draw








5 minutes Get StartedSelect 2 or 3 sentences from those students wrote on index cards on day 6 or other sentences from their writing. Put these on a transparency or on the board for students to revise and edit. Let several students share their revised and edited sentences by writing on the board or on a transparency. Discuss.


5 minutes EngageDraw a large Venn Diagramhttp://www.sdcoe.k12.ca.us/score/actbank/tvenn.htmon the board or on a transparency. Ask students to refer to their journals and call out similarities and differences between the LOF boys and the Rugby team boys. [This activity can also be done in small groups.]

Ask:Which story of survival after a plane crash is more chilling? Why?

Complete graphic organizer

20 minutes Explore Debate


http://www.sdcoe.k12.ca.us/score/actbank/tvenn.htm

Read the quote on Attachment 31a.Ask students to write their reactions to this solution to the problem of surviving on the mountain.Conduct a “Four Corners” debate on the resolution: The Uruguayan Rugby Squad was right to cannibalize the dead in order to survive.For directions for this style of debate, see Literacy Across the Curriculum, p. 152.

Debrief at the end by having students respond out loud or in writing to the following questions: Have your views changed? How? Why? What statement was made in the debate that was

most important to your views now? Why? How did this experience change these men?

15 minutes ExplainSay:These men lost in the Andes had to work together to find solutions to their life and death problems. Even if you don’t agree with their choices, you must admire their teamwork and ingenuity in the worst of conditions.Now it’s your turn to work with your team to come up with some solutions for 9th graders who may be lost in high school.Let’s practice coming up with solutions. Let’s consider the problem of transportation. Most 9th graders are still too young to have a driver’s license but they are anxious to be independent. Turn the problem into a question that will provide a springboard for solution finding: How might 9th graders travel from place to place before they have a driver’s license? Let’s brainstorm. (Review the rules of brainstorming if necessary.)

Interactive discussion

10 minutes Practice TogetherBrainstorm together. Write their ideas on chart paper or a transparency. Accept all ideas. Look over the solutions. Which ones seem to have merit? Mark those.

Brainstorm

5 minutes Practice AloneComplete log sheet and documentation guide.

Document work

20 minutes Evaluate Understanding (Daily/Weekly/Post-Assessment)Reading Test (Attachment 31b)

Test

5 minutes Closing ActivitiesTake up the test.Ask students if they have any questions.


As Needed Enrichment/Extension/Re-teaching/Accommodation(s)Resources/Instructional Materials Needed Attachments 29b, 31a, 31b Slips of paper for brainstorming



Day 8 of 12


4. Make inferences and predictions. (Problem Solving Process)10. Use research skills to locate, gather, evaluate and organize information for different purposes.


2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing levels of difficulty.b. The student will...research a topic, integrating multiple sources to synthesize information.

3. The student will produce, analyze, or evaluate effective communication.a. The student will compose functional documents.b. The student will compose...documented texts.






5 minutes Get StartedSelect 2 or 3 sentences from those students wrote on index cards on day 6 or other sentences from their writing. Put these on a transparency or on the board for students to revise and edit. Let several students share their revised & edited sentences by writing on the board or on a transparency. Discuss.


3 minutes EngageAsk students to take one minute to answer the following question and then share:Would it be helpful to have a handbook, manual, or list of instructions to help you survive in difficult situations? Why or why not?Share

Answer question

15 minutes ExploreWrite “Instruction Handbook” on the Word Wall. Use the ABC2 (Attachment 1) to clarify the concept.Distribute copies of FM 21-76 SURVIVAL, which is the Army Survival Handbook. (Available from Amazon.com or from your JROTC.)Look together at the table of contents.Read Chapter 1, Introduction, aloud.

Brainstorm


20 minutes ExplainAsk students what features they notice about this handbook that make it easy to understand and follow.- Notice the style of writing including vocabulary and

sentence structure.- Notice the format including use of bold type,

sub-headings, spacing, acronym, use of chartsand illustrations.

Make a transparency of Attachment 32 which is an excerpt from “Teaching Technical Communication,http://www.indiana.edu/~reading/ieo/digests/d58.html

Teach mini-lesson on using criteria to evaluate ideas and actions. (Attachment 19)

Explain that although they most probably wouldn’t need to go through this process to select a favorite CD, when they are working with a group a people to reach consensus on which are the desired qualities of a product or the best solution to a problem, they need a process like this one.

If your students need more practice, use Attachments 20, 21, 22


20 minutes Practice TogetherNow your task is to decide how you will judge good solutions. Write at least 3 criteria. For example, in relation to the transportation issue, we may use the following criteria: Which mode of transportation will be the safest? Which mode of transportation will be most reliable? Which mode of transportation will be most

affordable for the 9th grader?Can you think of others?After you have the criteria, you will be ready to apply the criteria to your most promising solutions in order to select the best one.

Brainstorm

10 minutes Practice in Teams/Groups/Buddy-pairsDistribute together. Students will move into their 4 person teams. Return their solutions. Observe the groups and prompt as necessary as they write criteria and evaluate the solutions. They should end with solutions ranked in order of effectiveness based on their criteria.


5 minutes Practice AloneComplete Project Log and Documentation Guide

Document work

5 minutes Closing ActivitiesDistribute the article “How to Make It in College, Now That You are Here.” Assign sections and explain assignment. (Attachments 39 and 40)Preview the article, noting that it is a “survival manual” for college, much like the survival manual they will create for the 9th graders. As they read, they should notice how the author has used scenarios, described problems, listed solutions.

Assign/explain homework

As Needed Enrichment/Extension/Re-teaching/Accommodation(s)Offer writing conferences to students who are struggling with the revision and editing of the literary

Individual assignment


http://www.indiana.edu/~reading/ieo/digests/d58.html

analysis paragraph.Resources/Instructional Materials Needed Attachments 1, 19, 20, 21, 32, 39, 40 Overhead Projector Transparencies Survival Field Manuals (classroom set if possible,

but enough for pairs or teams will also work) Chart paper Markers



Day 9 of 12


4. Make inferences and predictions. (Problem Solving Process)10. Use research skills to locate, gather, evaluate and organize information for different purposes.






5 minutes Get StartedPut samples of student writing from the LOF paragraphs on a transparency for editing.


5 minutes EngageRead Aloud “Autobiography in Five Short Chapters” (Attachment 41) by Portia Nelson found in the Read Aloud Anthology by Janet Allen and Patrick Daley, p. 109. Share the following introduction with your students: “When one of the editors...first heard this poem that you are about to hear, it was being recited by an eighth-grade girl who had struggled throughout most of her years in school. But in seventh grade she began to work really hard. And because of her hard work, she made better grades. When she read this poem aloud, she introduced it by saying, “This poem reminds me of my life.” As you listen to this poem, what do you think she meant?”How might this poem just as easily be about a 9th

grader or a freshman in college?

Read aloud

20 minutes ExploreStudents will move into their teams and share with each other their Topic/Main Idea Summaries.Regroup students so that new groups have one student from each of the project teams. Each student will tell the others in this sharing group what the section he/she read was about.

Jigsaw

15 minutes ExplainLead students in developing a list of 5-10 qualities of an effective technical handbook. (Attachments 33, 34, 37) Some to include are as follows: Convey information and ideas logically and correctly Provide detailed descriptions of procedures Use language that is easy for the intended user to

understand Include scenarios, definitions, and examples to aid

comprehension



Include illustrations Break instructions into parts which are easy to

access when needed so that document does not have to be read from beginning to end to find needed help.

Labels parts clearlyUse the students’ suggestions to complete the rubric in Attachment 37. Refer again to the SURVIVAL Field Manual as well as the article for examples.You can find many other examples of technical writing/manuals online.

20 minutes Practice TogetherWork together to evaluate the College article using the rubric they created for their own technical documents.Use this as an opportunity to illustrate elements of the technical document that should be included in their manuals.

Evaluate writing

10 minutes Practice in Teams/Groups/Buddy-pairsStudents will return to their project teams. Their task today is to make assignments for writing the solutions for their chapter of the Surviving High School Manual.Visit each group and ask questions about their assignments and progress. Assist as needed with the problem solving process.


10 minutes Practice AloneFill in log and documentation sheet (Attachment 35)

Document work

5 minutes Closing ActivitiesExit Slip:Describe your project responsibilities. What help do you need?Remind students that the polished, revised paragraph on LOF is due on Day 10.

Exit slip

As Needed Enrichment/Extension/Re-teaching/Accommodation(s)Offer to let teams meet in your classroom before or after school to work on the project.

Extended time

Resources/Instructional Materials Needed Attachment 33, 34, 35, 37 Chart paper Markers



Day 10 of 12
















3 minutes Get StartedAdmit slip:Describe how you have improved your literary analysis paragraph through revision and editing? What part of the paragraph needs further improvement?Attach this slip to the paragraph and turn it in to the teacher.

Admit slip

10 minutes EngageShow 5 minute clip from Apollo 13 about problem solving to save the astronauts in space.Let students share their reactions to this problem solving situation.

Media presentation

10 minutes ExploreMake a transparency of the KWWL chart(Attachment 44)Clarify the purpose of each section.Ask:Where can you find information you need to write

Brainstorm


your chapters in the manual? Brainstorm and list on chart paper: Counselor Principal Teachers School web site

District web site School District office Superintendent

45 minutes Practice in Teams/Groups/Buddy-pairsMove into Project Teams. Students should use the KWWL charts to pre-write and plan research.Visit each team to assist/prompt as needed.Facilitate research during class if possible.

Research information

10 minutes Practice AloneComplete log and documentation guide.(Attachment 35)

Document work

Carried out during team work

Evaluate Understanding (Daily/Weekly/Post-Assessment)Observation and interviews with teams(Attachment 42)

Other

10 minutes Closing ActivitiesReflection:Place the poem “Testing New Waters” on the overhead. Read it aloud. Ask the students to write a personal reflection about how they are testing new waters and what it feels like for them. Can they identify with the narrator of the poem? Why or why not.


As Needed Enrichment/Extension/Re-teaching/Accommodation(s)Offer to meet with teams or individuals who need extra help. Some students may need extra guidance accessing the needed resources.


Resources/Instructional Materials NeededMake arrangements for students to use the computer lab on Day 11. Attachments 42, 43, 44 Overhead Transparency

Chart paper Markers



Day 11 of 12


10. Use research skills to locate, gather, evaluate and organize information for different purposes.


2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing levels of difficulty.b. The student will...research a topic, integrating multiple sources to synthesize information.

3. The student will produce, analyze, or evaluate effective communication.a. The student will compose functional documents.b. The student will compose...documented texts.






3 minutes Get StartedAdmit slip:What questions do you have before you begin writing your section of the manual?

Admit slip

3 minutes EngageShare some of the interesting comments from the closing reflections on Day 10.

Share writing

10 minutes ExplainPresent tips on creating an effective power point presentation found at URL http://people.csp.edu/saylor/effective_powerpoint.htm

Lecture with notes

50 minutes Practice in Teams/Groups/Buddy-pairsMove immediately into project teams. Allow students to go to computer lab as needed. Observe and interview teams using Attachment 42 to record observations.

Solve problems

20 minutes Practice AlonePlan, draft paragraph.

Draft writing

0 minutes Evaluate Understanding (Daily/Weekly/Post-Assessment)Observation

Observation

4 minutes Closing ActivitiesExit Slip:What have you learned about technical writing from this experience?

Exit slip

As Needed Enrichment/Extension/Re-teaching/Accommodation(s)Groups should arrange to work together out of class to complete PowerPoint and other parts of the project


http://people.csp.edu/saylor/effective_powerpoint.htm

that cannot be completed in class.Resources/Instructional Materials Needed Attachment 42 Computer lab (Reserve computer lab for Day 10.)



Day 12 of 12
















60 minutes Practice in Teams/Groups/Buddy-pairs(Remind students that they are a team. No one is through until all are through.)Teams will revise and edit their paragraphs. Use the Revision Guide, p. 134 and the Editing Guide, p.135 in Literacy Across the Curriculum. They should go to the computer lab to type and print.Complete PowerPoint and script for presentation if this was not completed outside of class.

Revise writing

25 minutes Evaluate Understanding (Daily/Weekly/Post-Assessment)Take up chapters for the manual to be evaluated by rubric created by the class. (One suggestion for assembling the manual is to have one member of an editorial team chosen from each group. These students with the teacher will assemble the chapters into a manual and reproduce it to have a copy for each student in the class and each student in the 9th grade class to which it will be presented.)Call on each group to make their presentations for the class as a practice. (Use the rubric to give them feedback. Do not give them the final grade on this project until they present for the Ninth Grade class.)

Presentation Writing sample


Instruct students to do refer to the rubric for presentation. They should complete these self evaluation and group evaluation after the presentation for the 9th grade class.

5 minutes Closing ActivitiesAnnounce to the class the date of the “real” presentations.Reflection on the unit (Attachment 45)


As Needed Enrichment/Extension/Re-teaching/Accommodation(s)Some groups may need extra help with the presentation before the live performance.


Resources/Instructional Materials Needed Attachment 45 Projector Computer Screen for Power Point presentation practice


Attachment 1Attachment 1

Understanding A ConceptUnderstanding A Concept

ABC2

Survival 101– Attachment 1 1-A

Survival

A B C

Analyze:[Take the word apart: prefix, root, and suffix.]

Contrast:What is survival NOT like? What are its opposites? What characteristics would not be included in a survival experience?

Compare:Think of things that survival is like? Create similes. What are the characteristics of a survival experience?

Apply:[Consider meaning of the prefix, root, and suffix. What do these parts suggest about the meaning of the word or the implications of the concept?]

Bridge:[Make connections: What personal experience have you had with survival situations or events? Allow students to work on this individually and then share.]

Brainstorm:[Draw on previous knowledge to list all the kinds of survival they can think of in 1 or 2 minutes.]


Understanding A ConceptUnderstanding A Concept

ABC2


Concept Word

A B C

Analyze:

Contrast:

Compare:

Apply: Bridge:

Brainstorm:

Attachment 3Attachment 3While viewing the video of “I Shot an Arrow into the Air,” listen for one of the following, making notes in the appropriate box.

GROUP 1

Donlin’s good qualities Donlin’s bad qualities

Donlin’s good choices Donlin’s bad choices

Describe Donlin’s reaction to Corey Other Notes

After viewing: What is your personal response to this show?



GROUP 2

Pierson’s good qualities Pierson’s bad qualities

Pierson’s good choices Pierson’s bad choices

Describe Pierson’s reaction to Corey Other Notes




GROUP 3

Corey’s good qualities Corey’s bad qualities

Corey’s good choices Corey’s bad choices

Describe Corey’s actions to overpower Donlin and Pierson.

Other Notes



Attachment 3Attachment 3While viewing the video of “I Shot An Arrow into the Air,” listen for one of the following, making notes in the appropriate box.

GROUP 4

Note the symbolism in the story (e.g., cross in the sand). What are the symbols?

What do the symbols represent?




My Prediction What Really Happened


Attachment 5Attachment 5Lord of the Flies: Reading Assignments and Responses to Reading

Day 1: - Read chapters 1, 2, 3.- Write a brief summary (100 words or less) of themes introduced in these chapters and the

problems the boys are facing.

Day 2: - Read chapters 4, 5, 6.- Use the Triple Column Note Chart. Write the themes and abstract ideas, in the left hand column. In

the middle column note the concrete symbols, characterization and setting details that relate to the specific theme. Include page numbers. In the third column explain why or how the quoted evidence supports the theme. [Just to say that a symbol, image, or character supports a theme is not enough; you must make a logical case.]

- Journal in response to the following questions: What new problems are the boys facing? Why? What would you recommend that they do differently? What should they do now? Predict what you think will happen next?

Day 3: - Read chapters 7, 8, 9.- Continue your Triple Column Note Chart.- Journal in response to the following questions: How are the boys changing? What are the most

critical factors that are causing the boys to change? Evaluate your predictions. Predict what you think will happen at the end of the book.

Day 4: - Read chapters 10, 11, 12.- Continue your Triple Column Note Chart.- Journal in response to the following questions: Evaluate your predictions about the ending. Is the

end of the book happy or sad? Defend your position.- Prepare to participate in a Socratic Seminar by writing open-ended questions. You may find ideas

in your responses to the reading assignments, but you are not limited to these.

Day 5: - Write a literary analysis paragraph. (Attachments 26, 27, 28)

Day 6: - Read “Miracle in the Andes.” - Journal in response to the following questions: Evaluate your predictions about what would happen in this story. Create a chart to compare and contrast the young men from Uruguay with the boys in LOF. What is your view of the boys’ solution to the problem of starving? What do you think Nando Parrado learned about himself from this survival experience?

Day 7: Revise the literary analysis paragraph.

Day 8: Read assigned section of “How to Make It in College . . .” (Attachments 39 and 40)

Day 9: Complete final revision and editing of the literary analysis paragraph.

Day 10: Group Project Assignment

Day 11: Power Point Presentation

Day 12: Turn in sections of manual for printing; continue to polish presentation for real audience.


Attachment 6Attachment 6Triple Column Notes on Lord of the Flies

Abstract Ideas (Themes) Concrete Evidence/Support from the Text with page numbers

Explanation of evidence (Why/How does this passage support the theme?)



“For the moment the boys were a closed circuit of sympathy with Piggy outside: he went very pink, bowed his head and cleaned his glasses again.” (21)

“It [the island] was roughly boat-shaped: humped near this end with behind them the jumbled descent to the shore.” (29)

“Eyes shining, mouths open, triumphant, they savored they right of domination. They were lifted up: were friends.” (29)

“They knew very well why he [Jack] hadn’t: because of the enormity of the knife descending and cutting into living flesh; because of the unbearable blood.” (31)


Attachment 8Attachment 8Word Walls

Word walls are sheets of paper on which students and the teacher write interesting, confusing and important words from what they are reading. The words are then posted in a prominent place in the classroom. Students refer to the words on the word wall for writing activities, comprehension assistance and for word-study activities.

The steps in developing a word wall are1. Provide students with an article or excerpt that has key information and vocabulary for a unit being

studied.2. Students preview the article to identify up to five words that they do not know, think are very important

to the content or that others may not know. Each word is written on a separate sheet of paper or large card.

3. With a partner, students use the context in which the words occur and write their own definitions on the sheets with the words.

4. In larger groups or as a whole group, all definitions for a single word are discussed. The group agrees on a common definition based on the context in which the word is used.

5. The “accepted” definition is posted on the word wall for all students.

There are many ways to vary the process of developing a word wall. Include the pronunciation for difficult or foreign words. Write a new sentence in which the word is used correctly. Identify the part of speech Post all definitions until all the passage is read and then have students vote on the best definition. Allow students to write some definitions that sound reasonable but are not accurate as a way of

assessing understanding. Let the teacher pre-select the terms. At the end of the unit, select words that may be applicable to the next unit or are the most important

concepts and move those words to a permanent word wall.



Passage 1

“ ‘Meetings. Don’t we love meetings? Every day. Twice a day. We talk.’ He got on one elbow. ‘I bet if I

blew the conch this minute, they’d come running. Then we’d be, you know, very solemn, and someone would

say we ought to build a jet, or a submarine, or a TV set. When the meeting was over they’d work for five

minutes, then wander off or go hunting.’” (51)


Attachment 10Attachment 10Triple Column Notes on Lord of the Flies

Abstract Ideas (Themes) Concrete Evidence/ Support from the Text with page numbers

Explanation of evidence (Why/How does this passage support the theme?)

Without the structure of society, individuals will revert to primitive behavior.

“ ‘When the meeting was over they’d work for five minutes, then wander off or go hunting.’” (51)

Even though the boys have been on the island only 2 days, they are already relaxing their disciplined behavior. Without rules or adults to enforce rules, responsible behavior is showing the first signs of disappearing.



Passage 2

“They faced each other on the bright beach, astonished at the rub of feeling. Ralph looked away first,

pretending interest in a group of littluns on the sand. From beyond the platform came the shouting of the

hunters in the swimming pool. On the end of the platform, Piggy was lying flat, looking down into the brilliant

water.

“ ‘People don’t help much.’ “

“He wanted to explain how people were never quite what you thought they were.

“ ‘Simon. He helps.’ He pointed at the shelters.” (54)


Attachment 12Attachment 12Quiz on Chapters 1-3

Name____________________________________________________ Date__________________________

Directions: Correct the mechanics and re-write each of the statements in standard written English. Then, sequence the sentences into the correct order by placing a “1” next to the sentence that corresponds with the event that happened first, “2” beside the event that happened second, etc.

_____ Piggie demonstrate how to blow the conch shelle.

_____ A large scar be made in the un-touched jungle of the Island.

_____ The little boy wit the birth-mark goes missing.

_____ Them boys use Piggys specticles to lite the fire.

_____ Jack is disappointed that he musn’t kill the pig but he said hed do it next time.

_____ A war begins rageing in the World beyond the Island.

_____ Ralph calls an assembley and states there is no adults.

_____ The boys’ argue bout weather hunting or tending to the fire are most important.

_____ Simon helps the young children pick fruit he hides in the creapers.

_____ Jack is trackin a pig cause he be wanting to kill it, for food.



KEY

1. A war begins to rage in the world beyond the island.

2. A large scar is made in the untouched jungle of the island.

3. Piggy demonstrates how to blow the conch shell.

4. Jack is disappointed that he couldn’t kill the pig, but he said that he would next time.

5. Ralph calls an assembly and states that there are no adults.

6. The boys use Piggy’s spectacles to ignite the fire.

7. The little boy with the birthmark is missing.

8. Jack is tracking a pig because he wants to kill it for food.

9. The boys argue about whether hunting or tending to the fire more important.

10. Simon helps the young children pick fruit; he hides in the creepers.



The subsoil beneath the palm trees was a raised beach, and generations of palms had worked loose in this

the stones that had lain on the sands of another shore. Roger stooped, picked up a stone, aimed, and threw it

at Henry—threw it to miss. The stone, that token of preposterous time, bounced five yards to Henry’s right

and fell in the water. Roger gathered a handful of stones and began to throw them. Yet there was a space

around Henry, perhaps six yards in diameter, into which he dare not throw. Here, invisible yet strong, was the

taboo of the old life. Round the squatting child was the protection of parents and school and policemen and

the law. Roger’s arm was conditioned by a civilization that knew nothing of him and was in ruins.



Directions for Pair-Share:

Assign each student a partner.

Student pairs sit facing each other, knee-to-knee if possible.

One student is designated as the first speaker and the other student as the first listener.

The first student speaks for 1 minute on the topic. [In this case the response to LOF, chapters 4, 5, 6.]

The listener then has one minute to ask questions like the following:

- I don’t understand what you mean by____________

- Explain why you said____________

- Clarify_____________

- Elaborate______________________

Then the students switch roles and follow the same procedure.

After the second exchange is completed, the students have one minute to decide on one insight or question

from their responses to the reading they will share with the class. [For this lesson, the students will decide

on the most pressing problem facing the boys.]


Attachment 16aAttachment 16a

The process flows logically through the six steps of:

1. Objective (Mess) Finding - identifying the goal, challenge and future direction.

2. Fact Finding - collecting data about the problem, observing the problem as objectively as possible.

3. Problem Solving - examining the various parts of the problem to isolate the major part, stating the problem in an open-ended way.

4. Idea Finding - generating as many ideas as possible regarding the problem, brainstorming.

5. Solution Finding - choosing the solution that would be most appropriate, developing and selecting criteria to evaluate the alternative solutions.

6. Acceptance Finding - creating a plan of action.

Survival 101– Attachment 16a 19-A

Attachment 16bAttachment 16bRules of Brainstorming

Say ideas out loud so all team members can hear.

Write the idea in an abbreviated form as you say it.

Each person writes his/her ideas on a small slip of paper and places it in pile with the other ideas. (If one person does all the writing in the brainstorming phase of the process, that person is left out of the thinking. You need all the brains working on this creative step.)

Withhold judgment (Commenting on ideas shuts down the creative juices. Don’t make any comments, negative or positive; just write the ideas down as fast as they come.)

Aim for fluency (Try to collect as many ideas as possible in a few minutes of brainstorming.)

Piggyback off of the ideas of your team members. (The advantage of a team is that you can build on each others’ ideas. Add details, make changes, etc.)

Expand your ideas by thinking in different categories. (When you seem stuck, think of a completely different category: education, business, transportation, religion, art, physical health, psychological health, economics, recreation, relationships, safety, government/politics, basic needs, etc.)

Survival 101– Attachment 16b 20-A

Attachment 17Attachment 17Jigsaw Directions

One Version1. Arrange all students in groups of 3-4. Have students count off. Each student who is a 1, for instance, gets

the article numbered 1. All students in the group have a different article.2. Ask students to identify a facilitator, recorder and reporter. If there are more students, additional roles

such as timekeeper or materials clerk may be assigned.3. Explain to the group that the articles are all related in some way. Students will be looking for key ideas as

they read. Underlining, highlighting, margin notes may all be helpful because they will be looking back for support for their ideas.

4. All students engage in silent reading of their article.5. Groups collaborate to find similarities in their articles and produce some form of visual representation such

as sentence strips, graphic organizers, or pictographs.6. Each group will report briefly to the entire class on what they have learned. Although there will be

similarities in each report, it is important that each group reports because that provides multiple reinforcements of the content.

7. Reach class consensus of the important ideas in the articles.8. Students should do an extension writing from this reading. It may be a journal entry, a RAMPS assignment,

a summary, a letter to the author, etc.

Another Version1. Students all count off 1-4 to create small groups. Explain that each group will be reading the same article.2. All the 1's join the same group, etc. Students should select a facilitator, reporter, recorder or other roles

as explained above.3. Students silently read the article.4. Students in each group collaborate to agree on the key ideas of the article. They then devise a plan to

return to a heterogeneous group to share their learning. They should create a visual, an acronym, a list of key ideas or some other way to ensure that everyone can remember the key points.

5. Students move to a group that has one person from each of the expert groups. They share what they have learned. The new group then looks for connections among all the reports.

6. Each group will report briefly to the entire class on what they have learned. Although there will be similarities in each report, it is important that each group reports because that provides multiple reinforcements of the content.

7. Reach class consensus of the important ideas in the articles.8. Students should do an extension writing from this reading. It may be a journal entry, a RAMPS assignment,

a summary, a letter to the author, etc.



“Simon looked up, feeling the weight of his wet hair, and gazed at the sky. Up there, for once, were clouds,

great bulging towers that sprouted away over the island, grey and cream and copper-colored. The clouds

were sitting on the land; they squeezed, produced moment by moment this close, tormenting heat. Even the

butterflies deserted the open space where the obscene thing grinned and dripped.... There were no shadows

under the trees but everywhere a pearly stillness, so that what was real seemed illusive and without definition.

The pile of guts was a black blob of flies that buzzed like a saw. After a while these flies found Simon. Gorged,

they alighted by his runnels of sweat and drank. They tickled under his nostrils and played leapfrog on his

thighs. They were black and iridescent green and without number; and in front of Simon, the Lord of the Flies

hung on his stick and grinned. At last Simon gave up and looked back; saw the white teeth and dim eyes, the

blood—and his gaze was held by that ancient, inescapable recognition...”


Attachment 19Attachment 19How Do We Evaluate Actions and Ideas?

People have thousands of excellent ideas and do wonderful deeds everyday; however, when we are trying to solve a specific problem, we must be able to decide which ideas and actions will be most effective in helping us solve the problem. Some ideas and actions may actually make the problem worse or be totally irrelevant and waste our time and energy. Below are some steps teams and individuals can take to evaluate their ideas and actions in order to choose wisely:

Imagine that you have received an Amazon.com gift certificate worth $10.00. You want a new CD, but you can only choose one. If there are several that you really want, which one will you choose?

1. Establish criteria. Criteria are the “measuring sticks” we use to determine which ideas or actions will have the desired effects.Example: When you go to buy a CD with a limited amount of cash in your pocket, you have some criteria:

Which one is by my favorite singer? Which one can I afford? Which one has songs I want to own?

Suggest some other criteria you may use.

2. Consider the best possibilities from the many choices you have. If you have 50 good ideas to solve a problem, try to narrow that group to the 5-10 best. Otherwise, you may be so overwhelmed that you will not be able to make a decision.Example: In the music store, zero in on the section of your favorite music and your favorite artists. Pick one or two CD’s from each of your favorite artists. Now you are ready to decide.

3. Apply the criteria to each choice. Now you need a method to have one idea or action rise to the top of the group; therefore, at this point, it will help to use the superlative form of the key adjective in each criteria:

Which one is my most favorite singer? Which one is most affordable for me? Which one has the most songs I want to own?

How many “most favorite” singers do you have? One, of course! The superlative form of the adjective forces us to pick the one that is best.

Be careful here. Be sure your criteria describe desirable traits. Otherwise, you’ll get what you don’t want!

4. Add up the results of all the criteria. It is likely that one idea or action will not be the best choice according to each criterion, so what do you do? If you are working with a group, one approach is to rank the choices by each criterion. For example, if you are looking at 5 CD’s, the one that is by your most favorite artist will be a 5. Then consider the remaining 4; the one that is your most favorite of those gets a 4, and on down the line until each possibility is assigned a ranking. If you use this process for each criterion, you can add up the results. The solution with the highest number should be your best choice, based on the criteria you have established. The scale for ranking is always based on the number of choices being considered. The highest ranking is the total number of choices.


Attachment 20Attachment 20For the sake of example, imagine that you have narrowed your choices to the following:“Monkey Business” by Black Eyed Peas - $9.76“The Trinity” by Sean Paul - $11.96“In My Words” by Ne-Yo - $7.96“Live at Stubbs” by Maticychu - $9.76“Curtain Call” by Eminem - $11.98

To help with this step, use the chart below.

Criteria: (The number of criteria is strictly related to the important characteristics of the best choice in the given situation.)

1. Which CD is by my most favorite singer?

2. Which CD is most affordable for my pocketbook?

3. Which CD includes the most songs I want to own?

4._____________________________________________________________________________

5._____________________________________________________________________________

Idea or Action being evaluated

Criterion1

Criterion2

Criterion3

Criterion4

Criterion5

Total for each idea

“Monkey Business” 5 3.5 5 13.5

“The Trinity” 3 2 1 6

“In My Own Words” 2 5 4 11

“Live at Stubbs” 1 3.5 2 6.5

“Curtain Call” 4 1 3 8

Based on my criteria, “Monkey Business” is my best choice.



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http://www.amazon.com/exec/obidos/tg/detail/-/B0007VDF22/qid=1146752200/br=1-5/ref=br_lf_vg_5/104-8922620-0231961?v=glance&s=videogames&n=12508741

Attachment 22Attachment 22Criteria:

1. _____________________________________________________________________________________

2. _____________________________________________________________________________________

3. _____________________________________________________________________________________

4. _____________________________________________________________________________________

5. _____________________________________________________________________________________


Criterion1

Criterion2

Criterion3

Criterion4

Criterion5

Total for each idea


Attachment 23Attachment 23Day 4: Reflection on the Problem Solving Process

What do you think is the most valuable aspect of the brainstorming process and why?

What is the most frustrating part of the process and why?

When would the creative problem solving process be most beneficial and why?


Attachment 24Attachment 24Socratic Seminars

What does Socratic mean? Socratic comes from the name Socrates. Socrates (ca. 470-399 B.C.) was a Classical Greek philosopher who developed a Theory of Knowledge.

What was Socrates' Theory of Knowledge?Socrates was convinced that the surest way to attain reliable knowledge was through the practice of disciplined conversation. He called this method dialectic.

What does dialectic mean?di-a-lec-tic (noun) means the art or practice of examining opinions or ideas logically, often by the method of question and answer, so as to determine their validity.

How did Socrates use the dialectic?He would begin with a discussion of the obvious aspects of any problem. Socrates believed that through the process of dialogue, where all parties to the conversation were forced to clarify their ideas, the final outcome of the conversation would be a clear statement of what was meant. The technique appears simple but it is intensely rigorous. Socrates would feign ignorance about a subject and try to draw out from the other person his fullest possible knowledge about it. His assumption was that by progressively correcting incomplete or inaccurate notions, one could coax the truth out of anyone. The basis for this assumption was an individual's capacity for recognizing lurking contradictions. If the human mind was incapable of knowing something, Socrates wanted to demonstrate that, too. Some dialogues, therefore, end inconclusively.

What is a Socratic Seminar?A Socratic Seminar is a method to try to understand information by creating a dialectic in class in regard to a specific text. In a Socratic Seminar, participants seek deeper understanding of complex ideas in the text through rigorously thoughtful dialogue, rather than by memorizing bits of information.

The Text: Socratic Seminar texts are chosen for their richness in ideas, issues, and values and their ability to stimulate extended, thoughtful dialogue. A seminar text can be drawn from readings in literature, history, science, math, health, and philosophy or from works of art or music. A good text raises important questions in the participants' minds, questions for which there are no right or wrong answers. At the end of a successful Socratic Seminar participants often leave with more questions than they brought with them.

The Question: A Socratic Seminar opens with a question either posed by the leader or solicited from participants as they acquire more experience in seminars. An opening question has no right answer instead it reflects a genuine curiosity on the part of the questioner. A good opening question leads participants back to the text as they speculate, evaluate, define, and clarify the issues involved. Responses to the opening question generate new questions from the leader and participants, leading to new responses. In this way, the line of inquiry in a Socratic Seminar evolves on the spot rather than being pre-determined by the leader.

The Leader: In a Socratic Seminar, the leader plays a dual role as leader and participant. The seminar leader consciously demonstrates habits of mind that lead to a thoughtful exploration of the ideas in the text by keeping the discussion focused on the text, asking follow-up questions, helping participants clarify their positions when arguments become confused, and involving reluctant participants while restraining their more vocal peers.

As a seminar participant, the leader actively engages in the group's exploration of the text. To do this effectively, the leader must know the text well enough to anticipate varied interpretations and recognize important possibilities in each. The leader must also be patient enough to allow participants' understandings to evolve and be willing to help participants explore non-traditional insights and unexpected interpretations.

Assuming this dual role of leader and participant is easier if the opening question is one which truly interests the leader as well as the participants.

The Participants: In a Socratic Seminar, participants carry the burden of responsibility for the quality of the seminar. Good seminars occur when participants study the text closely in advance, listen actively, share their


Attachment 24Attachment 24ideas and questions in response to the ideas and questions of others, and search for evidence in the text to support their ideas. Eventually, when participants realize that the leader is not looking for right answers but is encouraging them to think aloud and to exchange ideas openly, they discover the excitement of exploring important issues through shared inquiry. This excitement creates willing participants, eager to examine ideas in a rigorous, thoughtful manner.

Guidelines for Participants in a Socratic Seminar 1. Refer to the text when needed during the discussion. A seminar is not a test of memory. You are not

"learning a subject"; your goal is to understand the ideas, issues, and values reflected in the text. 2. It's OK to "pass" when asked to contribute. 3. Do not participate if you are not prepared. A seminar should not be a bull session. 4. Do not stay confused; ask for clarification. 5. Stick to the point currently under discussion; make notes about ideas you want to come back to. 6. Don't raise hands; take turns speaking.7. Listen carefully.8. Speak up so that all can hear you.9. Talk to each other, not just to the leader or teacher.

10. Discuss ideas rather than each other's opinions.11. You are responsible for the seminar, even if you don't know it or admit it.

Expectations of Participants in a Socratic Seminar Did the Participants... Speak loudly and clearly? Cite reasons and evidence for their statements? Use the text to find support? Listen to others respectfully? Stick with the subject? Talk to each other, not just to the leader? Paraphrase accurately? Avoid inappropriate language (slang, technical terms, sloppy diction, etc.)? Ask for help to clear up confusion? Support each other? Avoid hostile exchanges? Question others in a civil manner? Seem prepared?

What is the difference between dialogue and debate? Dialogue is collaborative: multiple sides work toward shared understanding.

Debate is oppositional: two opposing sides try to prove each other wrong. In dialogue, one listens to understand, to make meaning, and to find common ground.

In debate, one listens to find flaws, to spot differences, and to counter arguments. Dialogue enlarges and possibly changes a participant's point of view.

Debate defends assumptions as truth. Dialogue creates an open-minded attitude: an openness to being wrong and to change.

Debate creates a close-minded attitude, a determination to be right.


Attachment 24Attachment 24 In dialogue, one submits one's best thinking, expecting that other people's reflections will help improve it

rather than threaten it. In debate, one submits one's best thinking and defends it against challenge to show that it is right.

Dialogue calls for temporarily suspending one's beliefs. Debate calls for investing wholeheartedly in one's beliefs.

In dialogue, one searches for strengths in all positions. In debate, one searches for weaknesses in the other position.

Dialogue respects all the other participants and seeks not to alienate or offend. Debate rebuts contrary positions and may belittle or deprecate other participants.

Dialogue assumes that many people have pieces of answers and that cooperation can lead to a greater understanding. Debate assumes a single right answer that somebody already has.

Dialogue remains open-ended. Debate demands a conclusion.

Dialogue is characterized by: suspending judgment examining our own work without defensiveness exposing our reasoning and looking for limits to it communicating our underlying assumptions exploring viewpoints more broadly and deeply being open to disconfirming data approaching someone who sees a problem differently not as an adversary, but as a colleague in common

pursuit of better solution.

Sample questions that demonstrate constructive participation in Socratic Seminars. 1. Here is my view and how I arrived at it. How does it sound to you?2. Do you see gaps in my reasoning?3. Do you have different data?4. Do you have different conclusions?5. How did you arrive at your view?6. Are you taking into account something different from what I have considered?

________________________________________________________________________________________

Information for this site came from the following sources:Jeannie Murphy. "Professional Development: Socratic Seminars." Regions 8 and 11 Professional Development Consortia, Los Angeles County Office of Education 6 Dec.2000 <http://www.lacoe.edu/pdc/professional/socratic.html>

Stumpf, Samuel Enoch. Socrates to Sartre: A History of Philosophy, 6th ed. McGraw-Hill, 1999. http://www.mcps.k12.md.us/schools/wjhs/depts/socialst/ams/Skills/SocraticSeminar/SocraticSeminarIntro.html


http://www.mcps.k12.md.us/schools/wjhs/depts/socialst/ams/Skills/SocraticSeminar/SocraticSeminarIntro.html

http://www.lacoe.edu/pdc/professional/socratic.html

Attachment 25Attachment 25Socratic Seminar Grading Rubric

Uses text - Examples/evidence from book and articles. Use them during the Socratic Seminar. Refer to them for evidence. Evidence and examples are essential to your grade and are a habit of mind you should have. Use the texts for your evidence.Number of Comments - How often did you speak? Did you interrupt people? Don't talk to the teacher, talk to the class. You will lose points if you are talking while others are trying to score points.Use habits of mind - Repeat the question in the answer, give evidence, state connections to other topics, state the significance of what you are saying, "what if," and state the other side. Be obvious in the use.Quality of Comments - A quality comment offers a new idea, not yet expressed, or the comment takes a new approach to previously stated ideas and the comment applies the habits of mind.

A. Number of comments

No comments.0 points

1 comment5 points

2 comments8 points

3 comments 12 points

4 + comments.15 points

B. Quality of comments

Does not comment0 points

Repeats others’ comments

5 points

Original ideas expressed10 points

Original, deep comments, new ideas, reasons

15 points

,,,,,,,,,,,,,..........C. Text Reference

No reference to texts0 points

2 references to text8 points

3 references to text12 points

4 + references to text15 points

D. Clearly demonstrates "Habits of Mind."

No habits of mind demonstrated

0 points

2 habits demonstrated

8 points

3 habits demonstrated

12 points

4 + habits demonstrated

15 points

E. Connection to the book and articles No connection

0 points2 references connections

10 points3 connections

15 points4 + connections

20 points

A___+B___+C___+D___+E = Total _______/80



Name____________________________________________________ Date__________________________

Directions: Write one paragraph in response to the prompt. Purpose: State your view and support it with evidence from the text.Audience: The teacherPrompt: Consider the essential question, “In what ways do intense life or death experiences change people?” in relation to The Lord of the Flies. In your view, which character was changed most and how was he changed? What evidence in the book shows the change?Parameters:

Topic Sentence (Include the title of the book, the author, the name of the character who changed, and the nature of the change, e.g. In Lord of the Flies by William Golding [character’s name] __________________ changes from being [descriptor of character trait at the beginning of the book] ______________________ to being [descriptor of character at the end of the book] ________________________________________.

At least 3 [or more] quotes from the book that show how your selected character changed.- The first quote (or more) should show what the character was like when he arrived on the island.- The second and third quotes (or more) should show a change that progresses- Introduce the quotes with words of your own, e.g. When Jack and Ralph first meet, Jack introduces himself

as “chapter chorister and head boy. I can sing C sharp” (22). Other effective introductory tags are as follows: The narrator tells that “_______________” (p#). “When (short explanation about what is happening in the story), Ralph says, “[quote],” (p#). According to the narrator, “[quote]” (p#).

Explanation of the quotes (What do the quotes tell you about this person and about how this intense experience has affected him? This explanation reveals your thinking about the book and the character. Use your own words and explain your reasons for thinking what you do. It may be obvious to you, but the point of the paper is to make it obvious to the teacher.)

A concluding sentence (What does this character reveal about the effects of intense life and death situations on human beings? He is just one case, so don’t say “all people.” However, using him as an example will allow you to draw a conclusion about “some” people. Was there something about this character that made him change as he did? What? (Be sure you have shown that in the quotes and explanation.)

1-2 pages, typed, double-spaced



HINTS ON WRITING A LITERARY ANALYSIS PARAGRAPH

Begin the paragraph with a topic sentence that includes the title of the work and your answer to the question. [For example: “In Lord of the Flies by William Golding, the author’s hopeless view of unredeemed man is revealed most vividly through the characterizations of Roger.”

Refer to the work by title and author in the topic sentence. Refer to the author by last name thereafter.

Write in PRESENT TENSE (literary present) when discussing action in the book. Use past tense when discussing action in time that really happened in the past. [For example: Golding wrote Lord of the Flies after experiencing the horrible savagery of World War II. The story reveals these horrorsthrough the actions of seemingly innocent boys stranded on an island after a plane crash.]

Use 2-3 quotes from the book to illustrate each main point. [SEX-EX – Make a statement, give an example to support and illustrate, explain the connection between example and statement, give another example and explain it. Tie all together and always connect everything you say to your thesis.]

Introduce the quote so that it makes sense both logically and grammatically, [for example: "Even Ralph is pulled down into evil as he participates in a hunt for a pig and decides "that hunting ... [is] good after all" (113)-]

Use parenthetical citations after each quotation. [See the example above.]

Follow quotes with explanation. [For example: This admission by Ralph, who has stood for order and civility, reveals that even he has an inner evil which can emerge in the right circumstances.]

Use transition words and phrases to guide the reader [Transitions can be words or phrases picked up from the preceding paragraph as well as transitional words like moreover, nevertheless, in addition.1

Conclude the paragraph with explanation of how what you have written develops the topic. Don't just say that it does; explain how. [For example: Ralph shows his weakness for seemingly innocent violence when he joins in the second pig hunt. Ultimately, his dark side is clearly revealed when he gets caught up in the mob violence that results in Simon's death. Placing Ralph in these situations where his resolve to be civilized and logical is compromised, Golding reveals his dim view that even the most upstanding members of society are corruptible when limits are removed and temptation is introduced.]

AVOID PLOT SUMMARY.


Attachment 28Attachment 28Paragraph Rubric

Criteria Exemplary4

Proficient3

Basic2

Inadequate1

No Response0

Topic Sentence

Topic sentence is stated as a well constructed, clear, and interesting sentence that answers the question.

The topic sentence is a clear, correctly written sentence that mostly answers the question.

The topic sentence is a sentence that somewhat answers the question.

There is no topic sentence or the topic sentence is unrelated to the question.

There is no thesis.

Organization & coherence

The paragraph progresses logically from point to point. Every sentence develops the topic in a meaningful, logical way. Appropriate transitions are used to guide the reader.

The paragraph progresses in a logical order, and almost every sentence develops the topic. Some transitions are used.

The paragraph has some order, but irrelevant material that distracts from the topic may be included. Few of amy transitions ma be used or transitions may be misleading.

The paragraph is confusing or illogical. No transitions may be used or the transitions may be used incorrectly or illogically. The reader cannot follow the thinking of the writer.

There is no attempt to make the essay organized or coherent.

Development of ideas

At least 3 appropriate specific examples are identified and clearly and logically explained.

2 or 3 mostly appropriate examples are identified and logically explained.

1 or 2 examples are identified, but little explanation is provided.

1 or 2 examples may be listed, but explanation is illogical or mostly unclear.

No attempt is made to develop ideas in the essay.

Voice & style The paragraph is written in appropriate language for the audience (teacher.) Words are used correctly and sentences are fluent and varied.

The paragraph is mostly appropriate for the audience. Most words are used correctly and sentences are clear.

The paragraph may use inappropriate words (too formal or too informal), or there may be some words used incorrectly which change or cloud the meaning. Sentences may be stiff or unclear.

The writer may show little regard for audience or purpose. Sentences may be choppy or confusing. Many words may be used incorrectly.

The writer shows no effort to adjust voice and style for audience & purpose.

Language Conventions & MLA Style

Editing

The paragraph is carefully edited and has no distracting errors in grammar, mechanics or usage.

The paragraph is mostly edited and has some minor errors but no distracting errors in grammar, mechanics, or usage.

The paragraph shows little evidence of editing and has 1-5 distracting errors.

The essay is unedited and has more than 5 distracting errors.

The essay has so many errors of all kinds that the reader is not able to understand it at all.


Attachment 29Attachment 29Day 5: Reflection

Name__________________________________________________Date____________________

What was the most important insight you gained from reading Lord of the Flies? (You may refer to the essential questions or to the themes of the book for ideas.) Why?

Describe one observation about the value of dialogue based on the Socratic Seminar.

Describe your participation in the Socratic Seminar.


Attachment 30Attachment 30Survival 101: Portfolio Checklist

Name____________________________________________________ Date__________________________

Day Assignment Met specifications of assignment

Points Awarded Comments

1 Summary of themes

2 Response to reading; TCN chart



4 Reflection (Attachment 23)

5 Reflection (Attachment 29)

6 Literary Analysis Paragraph rough draft

6 Response to reading

8 Summary of reading

10 Polished Literary Analysis paragraph

10 Reflection from Closing Activities

11 Rough Draft of Technical Paragraph

12 Log

12 Documentation Guide

12 Technical Paragraph, revised, edited


Attachment 31aAttachment 31a“Finally, I slipped the flesh into my mouth. It had no taste. I chewed, once or twice, then forced myself to

swallow. I felt no guilt. I understood the magnitude of the taboo we had just broken, but if I felt any strong

emotion, it was resentment that fate had forced us to choose between this horror and the horror of certain

death.

“That night, for the first time since we’d crashed, I felt a small flicker of hope. There were no illusions now.

We all knew our fight for survival would be uglier and more harrowing than we had imagined, but we had made

a declaration to the mountain that we would not surrender. In a small, sad way, I had taken my first step back

toward my father.”

Survival 101– Attachment 31a 37-A

Attachment 31bAttachment 31bReading Test

Name____________________________________________________ Date__________________________

RESPONSIBILITYM. Scott Peck

1. We cannot solve life's problems except by solving them. This statement may seem idiotically self-evident0, yet it is seemingly beyond the comprehension of much of the human race. This is because we must accept responsibility for a problem before we can solve it. We cannot solve a problem by saying "It's not my problem." We cannot solve a problem by hoping that someone else will solve it for us. I can solve a problem only when I say, This is my problem and it's up to me to solve it." But many, so many, seek to avoid the pain of their problems by saying to themselves: "This problem was caused by other people, or by social circumstances beyond my control, and therefore it is up to other people or society to solve this problem for me. It is not really my personal problem."

2. The extent to which people will go psychologically to avoid assuming responsibility for personal problems, while always sad, is sometimes almost ludicrous0. A career sergeant in the army, stationed in Okinawa and in serious trouble because of his excessive drinking, was referred for psychiatric evaluation and, if possible, assistance. He denied that he was an alcoholic, or even that his use of alcohol was a personal problem, saying, "There's nothing else to do in the evenings in Okinawa except drink."

3. "Do you like to read?" I asked.

4. "Oh yes, I like to read, sure."

5. "Then why don't you read in the evening instead of drinking?"

6. "It's too noisy to read in the barracks."

7. "Well, then, why don't you go to the library?"

8. "The library is too far away."

9. "Is the library farther away than the bar you go to?"

10. "Well, I'm not much of a reader. That's not where my interests lie."

11. "Do you like to fish?" I then inquired.

12. "Sure, I love to fish."

13. "Why not go fishing instead of drinking?"

14. "Because I have to work all day long."

15. "Can't you go fishing at night?"

16. "No, there isn't any night fishing in Okinawa."


Attachment 31bAttachment 31b17. "But there is," I said. "I know several organizations that fish at night here. Would you like me to put you

in touch with them?"

18. "Well, I really don't like to fish."

19. "What I hear you saying," I clarified0, "is that there are other things to do in Okinawa except drink, but the thing you like to do most in Okinawa is drink."

20. "Yeah, I guess so."

21. "But your drinking is getting you in trouble, so you're faced with a real problem, aren't you?"

22. "This damn island would drive anyone to drink."

23. I kept trying for a while, but the sergeant was not the least bit interested in seeing his drinking as a personal problem which he could solve either with or without help, and I regretfully told his commander that he was not amenable to assistance. His drinking continued, and he was separated from the service in mid-career.

24. a young wife, also in Okinawa, cut her wrist lightly with a razor blade and was brought to the emergency room, where I saw her. I asked her why she had done this to herself.

25. "To kill myself, of course."

26. "Why do you want to kill yourself?"

27. "Because I can't stand it on this dumb island. You have to send me back to the States. I'm going to kill myself if I have to stay here any longer."

28. "What is it about living on Okinawa that's so painful for you?" I asked.

29. She began to cry in a whining0 sort of way. "I don't have any friends here, and I'm alone all the time."

30. "That's too bad. How come you haven't been able to make any friends?"

31. "Because I have to live in a stupid Okinawan housing area, and none of my neighbors speak English."

32. "Why don't you drive over to the American housing area or to the wives' club during the day so you can make some friends?"

33. "Because my husband has to drive the car to work."

34. "Can't you drive him to work, since you're alone and bored all day?" I asked.

35. "No. It's a stick-shift car, and I don't know how to drive a stick-shift car, only an automatic."

36. "Why don't you learn how to drive a stick-shift car?"

37. She glared0 at me. "On these roads? You must be crazy."


Attachment 31bAttachment 31b1. The word inquired in “Do you like to fish?” (Paragraph 11) means

a. joked.b. stuttered.c. thought.d. asked.

2. The word amenable in “but the sergeant was not the least bit interested in seeing his drinking as a personal problem which he could solve either with or without help, and I regretfully told his commander that he was not amenable to assistance” (paragraph 23) means

a. opposed.b. lost.c. agreeable.d. asked.

3. Which sentence best expresses the central point of the selection?a. People often blame others for their own problems.b. Americans in Okinawa had many problems.c. A young army wife who refused to help make her life on Okinawa better wanted someone else to

solve her problem.d. Before a problem can be solved, a person must take responsibility for it, which many refuse to do.

4. Which sentence best expresses the main idea of paragraphs 2-23?a. The sergeant said that the only thing there was to do in Okinawa was to drink.b. People will go to ridiculous extremes to avoid taking responsibility for their own problems.c. The sergeant’s drinking problem had gotten him in serious trouble with the army.d. The sergeant was referred to the author for psychiatric evaluation.

5. According to the author, many people see their problems as being a. beyond their control.b. easy to solve.c. caused by drinking.d. caused by loneliness.

6. Think back over “The Miracle in the Andes” by Nando Parrado. What did the author learn about himself as he struggled to survive? Answer the question in complete sentences. State one thing you believe Parrado learned about himself, provide a quote from the article to support your belief, and explain why the quote supports your view. You may use your copy of the article.


Attachment 31bAttachment 31bKey to Reading Quiz

1. The word inquired in “Do you like to fish?” (Paragraph 11) meansa. joked.b. stuttered.c. thought.d. asked.

2. The word amenable in “but the sergeant was not the least bit interested in seeing his drinking as a personal problem which he could solve either with or without help, and I regretfully told his commander that he was not amenable to assistance” (paragraph 23) means

a. opposed.b. lost.c. agreeable.d. asked.

3. Which sentence best expresses the central point of the selection?a. People often blame others for their own problems.b. Americans in Okinawa had many problems.c. A young army wife who refused to help make her life on Okinawa better wanted someone else to

solve her problem.d. Before a problem can be solved, a person must take responsibility for it, which many refuse to do.

4. Which sentence best expresses the main idea of paragraphs 2-23?a. The sergeant said that the only thing there was to do in Okinawa was to drink.b. People will go to ridiculous extremes to avoid taking responsibility for their own problems.c. The sergeant’s drinking problem had gotten him in serious trouble with the army.d. The sergeant was referred to the author for psychiatric evaluation.

5. According to the author, many people see their problems as being a. beyond their control.b. easy to solve.c. caused by drinking.d. caused by loneliness.

6. Rubric_____ One lesson learned by Parrado is clearly described (Some lessons are as follows: he was willing

to do whatever it took to survive; he believed the opposite of death was love; the love of his family and particularly his father was a strong motivation for him to survive. There may be many others.)

_____ An appropriate quote is provided._____ The quote is logically introduced._____ The quote is clearly & logically explained._____ The sentences have no errors that distract from understanding.



WHAT CHARACTERISTICS DISTINGUISH TECHNICAL COMMUNICATION?

Three characteristics distinguish technical communication from the more traditional composition courses in college curricula. Technical communication

is situation oriented and often directed to very specific audiences has a strong visual component has ties to other fields, including psychology and computer science



WHAT ISSUES CONCERN TEACHERS OF TECHNICAL COMMUNICATION?Real-World Application

Chief among the issues of concern to teachers of technical communication is the importance of real-world application and practice. Sometimes these real-world experiences must be simulated experiences, or "cases," such as those devised by Gifford (1983) or Smith (1990). Another technique is to adapt real-world situations, as Morrow (1988) does with cases in operations management. Faculty may also try to get technical documents from industry (Mancuso, 1984), for samples to work with or examples to illustrate writing principles.

In addition, degree programs must establish and maintain ties with industry so that curricula meet industry needs and expectations and graduates are prepared for careers in the field. Internships that allow students in such programs to work in industry may be particularly valuable (Bosley, 1988, and Norsworthy, 1988).

Process Versus Product

Another issue revolves around the process/product debate that came out of research concerning composition instruction. Is it better to teach various "forms" used in technical communication; or is it better to teach a process of analyzing and composing, which leads to forms appropriate for the communication situation? Bishop (1987) describes a process-oriented course with an emphasis on peer interaction. Roundy (1985) argues for the efficacy of combined methods. In tracing the history of technical communication textbooks, Souther (1990) notes that for the most part, a compromise has been reached with texts he calls "hybrids." These books combine process and product approaches. They include models but take students through typical writing processes. They may also note rhetorical strategies and include sections that emphasize language usage and style.

Oral and Visual Components

A third issue for teachers of technical communication is the importance of oral and visual components. Desjardins (1987) points out that in business and industry, those responsible for producing technical documents often have to present them orally and need preparation to do so.

With the increasing accessibility of desktop publishing, the technical communicator's role is expanding to include graphics, document design, layout, and the publication process. Gadomski (1988) discusses what can happen when a technical writer takes on the role of graphic designer. He also offers some resources for the writer in that new role.

The Importance of Computers

With the increasing use of computers, technical communicators will certainly be called on to use word processing and possibly desktop publishing. As Farkas (1988) points out, computers can alter, for the better, composing and editing techniques.

In addition to perhaps altering their composing, writers may be called on to write for a new medium. For online documentation or computer-based training materials, the "page" is not the printed one but a computer terminal screen.

Those who write computer manuals, argues Oram (1988) need an understanding of computer systems, both to understand the product and to know what to include in the manual.



Survival 101: Team Problem Solving and Technical Writing Project

Situation:As seniors you are experts on surviving high school. Ninth graders, however, are struggling to make it. They need your help! With your team, use the creative problem solving process to identify the problems that ninth graders will most likely face sometime in the next four years. Choose one problem that your group agrees is most important, or at least very important. Brainstorm solutions to that problem. Use criteria to evaluate the solutions and choose the best solutions or advice based on the criteria.

Product:Produce one section of a High School Survival Manual. Combine your section with sections produced by other teams.

Presentation:Present the Handbook to ninth graders in an oral presentation.

Procedures: Use the problem solving process and document your work (See next page) Divide the responsibilities for your assigned section so that each person will complete one sub-heading

in full paragraph. Each student will keep a log of each day’s work, team and individual. Research as needed to gather information. Keep in mind that your audience is ninth graders. Use the writing process to plan, draft, revise, and edit your paragraphs until they are as nearly perfect

as possible. In your team, edit and approve each paragraph. (Use the Rubric for Technical Manual) Type the polished paragraphs in the class approved format. Submit to the class and teacher for approval. Prepare a 3-5 minute Power Point presentation for the ninth grade class to help them understand your

team’s section of the Survival Manual. Practice Present Evaluate (self, group, class) Turn in your log sheet and documentation of problem solving.



Name____________________________________________________ Date__________________________

Creative Problem Solving Project Documentation Form

Step 1: Brainstorm together for several minutes and list the problems below:


Attachment 35Attachment 35Step 2: What is the most important problem or challenge ninth graders will face in high school?


Attachment 35Attachment 35Step 3: What are your proposed solutions for this problem or challenge?


Attachment 35Attachment 35Step 4: What are 3-5 criteria that describe an effective solution to this problem?

Criteria:

1. _____________________________________________________________________________________

2. _____________________________________________________________________________________

3. _____________________________________________________________________________________

4. _____________________________________________________________________________________

5. _____________________________________________________________________________________


Criterion1

Criterion2

Criterion3

Criterion4

Criterion5

Total for each idea

Step 5: Which solution will your team develop in the Surviving High School Manual?


Attachment 35Attachment 35Step 6: Write the names of the sub-headings you will use in your chapter and the name of the person who will

write that section paragraph:

Subheading Title Name of Student Author

Step 7: What additional information do you need, where will you find it, and who will gather it? (You may also use the KWWL chart for this purpose.)

Information Needed Where we will find it Person who will find it

Step 8: Carefully revise and edit the paragraphs. Place a check mark beside each step you complete. Sign below when you have completed this step._____ I have read the paragraphs submitted by me and my teammates._____ I have contributed to revision._____ I have contributed to editing._____ I have carefully edited and revised my own paragraph._____ I have typed my paragraph._____ I approve each paragraph from my team.

Signed___________________________________________________ Date__________________________


Attachment 35Attachment 35Step 9: Assign responsibilities to prepare a brief, 3-5 minutes, PowerPoint for the presentation to the ninth-

grade class. Decide together what to include in the Power Point, Who will create the slides? Who will write the script? Who will stand and deliver? Who will operate the projector?

Step 10: Practice outside of class as needed and in class on Day 12.

Step 11: Present to a ninth grade class on _______________.

Step 12: Turn in your log sheet, this documentation of work, and your evaluation of your team and yourself.



Individual Log Sheet

Date Team’s Work My Tasks Results Questions or Problems


Attachment 36Attachment 36Rubric for Individual Participation

Name____________________________________________________ Date__________________________

Evaluate yourself, assigning a 3 for excellent, 2 for good, 1 for poor, and 0 for no participation.

Categories Excellent:You get a promotion and a raise!

Good:I’ll keep my eye on you; you have potential!

Poor:I’m not going to fire you this time, but don’t let this happen again!

No Participation:You’re fired!

Participation in problem solving

Helpful participation in each step

Helpful participation in most steps

Some participation None or disrupted the process

Research Carried out assigned research promptly with thoroughness and careful documentation.

Carried out research promptly and carefully.

Completed some research.

Did not carry out assigned research.

Writing Process Contributed to the revision and editing of each paragraph.

Contributed to the revision and editing of some of the paragraphs.

Revised and edited your own paragraph only.

Did not participate in revision or editing.

Manual Completed and turned in on time a polished, typed paragraph in the proper format

Completed and turned in on time a typed paragraph.

Turned in a typed paragraph

Did not turn in a completed, typed paragraph.

PowerPoint Creative, full participation in planning the PP.

Strong participation in planning the PP

Some participation in planning PP

No participation or disrupted the work of others

Presentation Perfectly carried out responsibility in the presentation

Carried out responsibility in the presentation with few mistakes.

Helped in some way with the presentation.

Did not participate or help with the presentation.

Your Score


Attachment 37Attachment 37Rubric for Technical Paragraph Template

Category Advanced Proficient Basic Poor


Attachment 37Attachment 37Example Rubric for Technical Paragraph

Category Advanced Proficient Basic Poor

Conveys information and ideas

Information and ideas are conveyed logically and correctly throughout the paragraph

Information and ideas are conveyed logically and correctly in most of the paragraph

Information and ideas are conveyed logically and correctly in some of the paragraph

Information and ideas are conveyed logically and correctly in little of the paragraph

Description of solutions/procedures

Descriptions of the solutions and/or procedures are clear and adequately detailed throughout the paragraph.

Descriptions of the solutions and/or procedures are mostly clear and adequately detailed.

Descriptions of the solutions and/or procedures are somewhat clear and adequately detailed.

Descriptions of the solutions and/or procedures are mostly unclear and inadequately detailed.

Language Language is appropriate for the 9th grade audience throughout the paragraph.

Language is appropriate for the 9th grade audience in most of the paragraph.

Language is appropriate for the 9th grade audience in some of the paragraph.

Language is mostly inappropriate for the 9th grade audience.

Aids for comprehension

Includes ample well-constructedand appropriate aids to comprehension (scenarios, definitions, examples, illustrations)

Includes some aids to comprehension (scenarios, definitions, examples, illustrations) which are well-constructed and appropriate.

Includes a few aids to comprehension (scenarios, definitions, examples, illustrations).

Includes at least one aid but it may be inappropriate or poorly constructed.

Organization Information is labeled with appropriate headings and broken down into parts that are easy to follow and fit together logically throughout..

Information is labeled with appropriate headings and broken down into parts that are easy to follow and fit together logically in most of the paragraph

Information is labeled with appropriate headings and broken down into parts that are easy to follow and fit together logically in some of the paragraph.

Information may not be labeled or labels may be confusing and illogical.

Formatting Document is creatively and appropriately formatted throughout with bullets, numbers, bold type, etc. to complement the organization.

Document is appropriately formatted with bullets, numbers, bold type, etc..

Document is formatted somewhat with bullets, numbers, bold type, etc.

Document has few or no formatting features to aid the reader or the features used may be inappropriate.


Attachment 38Attachment 38Presentation Rubric

Name____________________________________________________ Date__________________________

Criteria Outstanding

Evidence of Mastery: 4

Strong Evidence of Mastery: 3

Adequate Evidence of Mastery: 2

Minimal Evidence of Mastery: 1

Not evident0

Appropriatenessfor Audience

Vocabulary, examples, issues were completely relevant and appropriate for 9th graders

Vocabulary, examples, and issues were mostly relevant and appropriate for 9th graders

Vocabulary, examples, and issues were somewhat relevant and appropriate for 9th graders

Vocabulary, examples, and issues were mostly irrelevant and inappropriate for 9th graders

No response

Power Point PP was clear, creative, informative

PP was clear and informative

PP was clear or informative

There was a PP, but it was unclear or uninformative

No response

Oral Presentation Presenter maintained eye contact, could be easily heard and understood, & held the interest of the audience throughout the presentation.

Presenter maintained eye contact, could be easily heard and understood, & held the interest of the audience through most of the presentation.

Presenter maintained eye contact, could be easily heard and understood, & held the interest of the audience through some of the presentation.

Presenter did not speak so that the audience could hear & understand most of the time.

No response

Group Participation

Full, enthusiastic participation of the group was evident.

Full participation of the group was evident.

Most of the group participated.

Only 1 person participated.

No participation

Individual Participation

Full, enthusiastic, participation and evidence of leadership role

Full, enthusiastic participation

Full participation

Minimal participation

No participation

Score for Group___________________________

Score for Individual________________________

Self Evaluation Score_______________________


Attachment 39Attachment 39HOW TO MAKE IT IN COLLEGE, NOW THAT YOU'RE HERE

Brian O'Keeney

Today is your first day on campus. You were a high school senior three months ago. Or maybe you've been at home with your children for the last ten years. Or maybe you work full-time and you're coming to school to start the process that leads to a better job. Whatever your background is, you're probably not too concerned today with staying in college. After all, you just got over the hurdle (and the paperwork) of applying to this place and organizing your life so that you could attend. And today, you're confused and tired. Everything is a hassle, from finding the classrooms to standing in line at the bookstore. But read my advice anyway. And if you don't read it today, save this article. You might want to look at it a little further down the road.

By the way, if this isn't your first day, don't skip this article. Maybe YOU haven't been doing as well in your studies as you'd hoped. Or perhaps you've had problems juggling your work schedule, your class schedule, and your social life. If so, read on. You're about to get the inside story on making it in college. Based on my own experience as a final-year student, and on dozens of interviews with successful students, I've worked out the no-fail system for coping with college. These are the inside tips every student needs to do well in school. I've put myself in your place, and I'm going to answer the questions that will cross (or have already crossed) your mind during your stay here.

What's the Secret to Getting Good Grades?It all comes down to getting those grades, doesn't it? After all, you came here for some reason, and you're

going to need passing grades to get the credits or degree you want. Many of us never did much studying in high school; most of the learning we did took place in the classroom. College, however, is a lot different. You're really on your own when it comes to passing courses. In fact, sometimes you'll feel as if nobody cares if you make it or not. Therefore, you've got to figure out a study system that gets results. Sooner or later, you'll be alone with those books. After that, you'll be sitting in a classroom with an exam sheet on your desk. Whether you stare at that exam with a queasy0 stomach, or whip through it fairly confidently, depends on your study techniques. Most of the successful students I talked to agreed that the following eight study tips deliver solid results:

1. Set up a study place. Those students you see "studying" in the cafeteria or game room aren't learning much. You just can't learn when you're distracted0 by people and noise. Even the library can be a bad place to study if you constantly find yourself watching the clouds outside or the students walking through the stacks. It takes guts to sit, alone, in a quiet place in order to study. But you have to do it. Find a room at home or a spot in the library that's relatively quiet—and boring. When you sit there, you won't have much to do except study.

2. Get into a study frame of mind. When you sit down, do it with the attitude that you're really going to get this studying done. You're not going to doodle on your notebook or make a list for the supermarket. Decide that you're going to study and learn now, so that you can move on to more interesting things as soon as possible.

3. Give yourself rewards. If you sweat out a block of study time, and do a good job on it, treat yourself. You deserve it. You can "psych" yourself up for studying by promising to reward yourself afterwards. A present for yourself can be anything from a favorite TV show to a relaxing bath to a dish of double-chocolate ice cream.

4. Skim the textbook first. Lots of students sit down with an assignment like "read chapter five, pages 125-150" and do just that. They turn to page 125 and start to read. After a while, they find that they have no idea what they just read. For the last ten minutes, they've been thinking about their five-year-old or what they're going to eat for dinner. Eventually, they plod0 through all the pages but don't remember much afterwards. In order to prevent this problem, skim the textbook chapter first. This means: look at the title, the subtitles, the headings, the pictures, the first and last paragraphs. Try to find out what the person who wrote the book had in mind when he or she organized the chapter. What was important enough to set off as a title or in bold type? After skimming, you should be able to explain to yourself what the main points of the chapter are. Unless you're the kind of person who would step into an empty elevator shaft without looking first, you'll soon discover the value of skimming.


Attachment 39Attachment 395. Take notes on what you're studying. This sounds like a hassle, but it works. Go back over the material

after you've read it, and jot down key words and phrases in the margins. When you review the chapter for a test, you'll have handy little things like "definition of rationalization" or "example of regression" in the margins. If the material is especially tough, organize a separate sheet of notes. Write down definitions, examples, lists, and main ideas. The idea is to have a single sheet that boils the entire chapter down to a digestible lump.

6. Review after you've read and taken notes. Some people swear that talking to yourself works. Tell yourself about the most important points in the chapter. Once you've said them out loud, they seem to stick better in your mind. If you can't talk to yourself about the material after reading it, that's a sure sign you don't really know it.

7. Give up. This may sound contradictory, but give up when you've had enough. You should try to make it through at least an hour, though. Ten minutes here and there are useless. When your head starts to pound and your eyes develop spidery red lines, quit. Rest for a bit with a short nap and go back later. Take the college skills course if you need it. Don't hesitate or feel embarrassed about enrolling in a study skills course. Many students say they wouldn't have made it without one.

How Can I Keep Up with All My Responsibilities Without Going Crazy?You've got a class schedule. You're supposed to study. You've got 13 a family. You've got a husband, wife,

boyfriend, child. You've got a job. How are you possibly going to cover all the bases in your life and maintain your sanity? This is one of the toughest problems students face. Even if they start the semester with the best of intentions, they eventually find themselves tearing their hair out trying to do everything they're supposed to do. Believe it or not, though, it is possible to meet all your responsibilities. And you don't have to turn into a hermit0 or give up your loved ones to do it.

The secret here is to organize your time. But don't just sit around 14 half the semester planning to get everything together soon. Before you know it, you'll be confronted with midterms, papers, family, and work all at once. Don't let yourself reach that breaking point. Instead, try these three tactics:

1. Prepare a monthly calendar: Get one of those calendars with big blocks around the dates. Give yourself an overview of the whole term by marking down the due dates for papers and projects. Circle test and exam days. This way those days don't sneak up on you unexpectedly.

2. Make up a study schedule: Sit down during the first few days of this semester and make up a sheet listing the days and hours of the week. Fill in your work and class hours first. Then try to block out some study hours. It's better to study a little every day than to create a huge once-or-twice-a-week marathon session. Schedule study hours for your hardest classes for the times when you feel most energetic. For example, I battled my tax law textbook in the mornings; when I looked at it after 7:00 P.M. I may as well have been reading Chinese. The usual proportion, by the way, is one hour of study time for every class hour. In case you're one of those people who get carried away, remember to leave blocks of free time, too. You won't be any good to yourself or anyone else if you don't relax and pack in the studying once in a while.

3. Use "to-do" lists: This is the secret that single-handedly got me through college. Once a week (or every day if you want to), write a list of what you have to do. Write down everything from "write English paper" to "buy cold cuts for lunches." The best thing about a "to-do" list is that it seems to tame all those stray "I have to" thoughts that nag at your mind. After you finish something on the list, cross it off. Don't be compulsive about finishing everything; you're not Superman or Wonder Woman. Get the important things done first. The secondary things you don't finish can simply be moved to your next "to-do" list.


Attachment 39Attachment 39What Can I Do If Personal Problems Get in the Way of My Studies?

One student, Roger, told me this story:Everything was going okay for me until the middle of the spring semester. I went through a terrible time

when I broke up with my girlfriend and started seeing her best friend. I was trying to deal with my ex-girlfriend's hurt and anger, my new girlfriend's guilt, and my own worries and anxieties at the same time. In addition to this, my mother was sick and on a medication that made her really irritable. I hated to go home because the atmosphere was so uncomfortable. Soon, I started missing classes because I couldn't deal with the academic pressures as well as my own personal problems. It seemed easier to hang around my girlfriend's apartment than to face all my problems at home and at school.

Another student, Marian, told me:I'd been married for eight years and the relationship wasn't going too well. I saw the handwriting on the wall,

and I decided to prepare for the future. I enrolled in college because I knew I'd need a decent job to support myself. Well, my husband had a fit because I was going to school. We were arguing a lot anyway, and he made it almost impossible for me to study at home. I think he was angry and almost jealous because I was drawing away from him. It got so bad that I thought about quitting college for a while. I wasn't getting any support at home and it was just too hard to go on.

Personal troubles like these are overwhelming0 when you're 21 going through them. School seems like the least important thing in your life. The two students above are perfect examples of this. But if you think about it, quitting or failing school would be the worst thing for these two students. Roger's problems, at least with his girlfriends, would simmer down eventually, and then he'd regret having left school

Marian had to finish college if she wanted to be able to live independently. Sometimes, you've just got to hang tough.

But what do you do while you're trying to live through a lousy 22 time? First of all, do something difficult. Ask yourself, honestly, if you're exaggerating small problems as an excuse to avoid classes and studying. It takes strength to admit this, but there's no sense in kidding yourself. If your problems are serious, and real, try to make some human contacts at school. Lots of students hide inside a miserable shell made of their own troubles and feel isolated and lonely. Believe me, there are plenty of students with problems. Not everyone is getting A's and having a fabulous social and home life at the same time. As you go through the term, you'll pick up some vibrations about the students in your classes. Perhaps someone strikes you as a compatible0 person. Why not speak to that person after class? Share a cup of coffee in the cafeteria or walk to the parking lot together. You're not looking for a best friend or the love of your life. You just want to build a little network of support for yourself. Sharing your difficulties, questions, and complaints with a friendly person on campus can make a world of difference in how you feel.

Finally, if your problems are overwhelming, get some 23 professional help. Why do you think colleges spend countless dollars on counseling departments and campus psychiatric services? More than ever, students all over the country are taking advantage of the help offered by support groups and therapy sessions. There's no shame attached to asking for help, either. In fact, almost 40 percent of college students (according to one survey) will use counseling services during their time in school. Just walk into a student center or counseling office and ask for an appointment. You wouldn't think twice about asking a dentist to help you get rid of your toothache. Counselors are paid—and want—to help you with your problems.

Why Do Some People Make It and Some People Drop Out?Anyone who spends at least one semester in college notices that 24 some students give up on their classes.

The person who sits behind you in accounting, for example, begins to miss a lot of class meetings and eventually vanishes. Or another student comes to class without the assignment, doodles in his notebook during the lecture, and leaves during the break. What's the difference between students like this and the ones who succeed in school? My survey may be non-scientific, but everyone I asked said the same thing: attitude. A positive attitude is the key to everything else—good study habits, smart time scheduling, and coping with personal difficulties.


Attachment 40Attachment 40What does "a positive attitude" mean? Well, for one thing, it 25 means not acting like a zombie. It means not

only showing up for your classes, but also doing something while you're there. Really listen. Take notes. Ask a question if you want to. Don't just walk into a class, put your mind in neutral, and drift away to never-never land.

Having a positive attitude goes deeper than this, though. It means 26 being mature about college as an institution. Too many students approach college classes like six-year-olds who expect first grade to be as much fun as Sesame Street. First grade, as we all know, isn't as much fun as Sesame Street. And college classes can sometimes be downright dull and boring. If you let a boring class discourage you so much that you want to leave school, you'll lose in the long run. Look at your priorities. You want a degree, or a certificate, or a career. If you have to, you can make it through a less-than-interesting class in order to achieve what you want. Get whatever you can out of every class. But if you simply can't stand a certain class, be determined to fulfill its requirements and be done with it once and for all.

After the initial high of starting school, you have to settle in for 27 the long haul. If you follow the advice here, you'll be prepared to face the academic crunch. You'll also live through the semester without giving up your family, your job, or Monday Night Football. Finally, going to college can be an exciting time. As you learn things, the world truly becomes a more interesting place.



Author Title TopicTopic

___________________________________by________________________________________

is about ______________________________________________________________________

_____________________________________________________________________________

Main Idea The main idea of this article is that

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Describe how the author used any of the elements below:Scenarios

Problems

Solutions

Formatting

Other features that made the article easy to read

What features might he have added to make the article more user-friendly?


Attachment 41Attachment 41Autobiography in Five Short Chapters

By Portia Nelson

CHAPTER 1I walk down the street.There is a deep hole in the sidewalk.I fall in.I am lost... I am helpless.It isn’t my fault.It takes forever to find a way out.

CHAPTER 2I walk down the same street.There is a deep hole in the sidewalk.I pretend I don’t see it.I fall in again.I can’t believe I am in this same place.But, it isn’t my fault.It still takes a long time to get out.

CHAPTER 3I walk down the same street.There is a deep hole in the sidewalk.I see it is there.I still fall in...it’s a habit...but,My eyes are open.I know where I am.It is my fault.I get out immediately.

CHAPTER 4I walk down the same street.There is a deep hole in the sidewalk.I walk around it.

CHAPTER 5I walk down another street.



Team Name_______________________________________________ Date__________________________

Observe and make notes on the following:

Engagement of team members in the problem solving process:

Evidence of progress:

Problems encountered:

Help needed:

Other comments:


Attachment 43Attachment 43Testing New Waters

By Sara Holbrook

Safely standingOn the bank of what-I-know,

Unfamiliar water passingIn a rush.

If I jumped in,would I float?Or Sink,Final as a flush?

I could paddle like a dogAnd still wind up downstream.

What if I couldn’t touch the bottom?What if no one heard me scream?

I’m shackled to this doubtful bankWith maybes swirling in my ears.

It’s hard to judge the depthOf an unknown stream of fears.

Fresh water gurgles by,Leaving me to wring my hands and look.

I could stand on what-I-know for life. or I could test one foot.


Attachment 44Attachment 44KWWL Chart

The solution I am working on is______________________________________________________________.

K[What do you already

know about this topic?]

W[What do you need to

know to write your section of the manual?]

W[Where can you find this

information?]

L[What have you learned

from your sources of information?]


Attachment 45Attachment 45Reflection on “Survival 101” Unit

1. What is the most important thing you learned in this unit?

2. What did you learn about yourself?

3. What did you learn about survival experiences?

4. What did you learn about working with a team to solve difficult problems?

5. What did you learn about technical writing?


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