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Grades 6-7 Persuasion Language Arts Enrichment Activities for Advanced and Gifted Learners Overview The College of William and Mary's Center for Gifted Education is one of the nation's foremost leaders in the development of curriculum materials and instructional and assessment approaches for gifted learners The lessons included in this packet are condensed versions of those lessons In these abridged lessons, teachers will find the following components: Lesson Title: Please note this is the lesson title exactly as it is referred to in the accompanying teacher's edition Grade Level: The grade level has been assigned by the College of William and Mary Teacher's Edition Title and Lesson Number: Several teachers' editions were referenced in creating the lessons Use the title listed (i.e Journeys and Destinations, Patterns of Change, etc.) and lesson number, to locate the full lesson in the teacher's edition Lesson Goals: GOAL 1-to develop analytical and interpretive skills in literature GOAL 2-to develop persuasive writing skills GOAL 3-to develop linguistic competency GOAL 4-to develop listening/oral communication skills GOAL 5-to develop reasoning skills in the language arts GOAL 6-to understand the concept of change in the language arts Assignment Overview: The major activities of the lesson are summarized here so that teachers may see at a glance what each lesson will entail Suggested Materials: This section includes the title of the text as well as the author When possible, a direct link to the text has been provided Discussion Questions: When necessary discussion questions are categorized by text (if more than one text is used for the lesson), as well as by question type (literary response/interpretation, reasoning, and questions pertaining to change) Response Journal: Encourage the students to keep a Response Journal for responding to the questions in each lesson Extensions/Homework: Here you will find a preview of all extension activities, which are optional activities offered to provide further enrichment or to accommodate expanded schedules Cross curricular connections are also noted here The texts for these lessons include high-quality poems, short stories, and essays A great deal of the language arts lessons focus on the concept of change As students progress through these units, they learn that change is everywhere, change is linked to time, change may be positive or negative, change may be perceived as orderly or random, change may happen naturally or change may be caused by people As students read they will identify examples of how change affects the story To enhance the learning experience of students, the concept of change and accompanying generalizations should extend into the students' other curricula The more connections they are able to draw, the deeper they will be able to examine and understand the concept of change The following generalizations are introduced in Lesson 2: Change is linked to time Change may be perceived as orderly or random Change is everywhere Change may be positive or negative Change may happen naturally or may be caused by people Change does not affect everything Throughout each lesson, two models are frequently used to encourage close interaction with the text: The Literature Web Model and Vocabulary Web Model The Literature Web Model encourages students to consider five aspects of the selection they are reading: keywords, feelings, ideas, images or symbols, and the structure This web helps students organize their initial responses and provides them with a platform for discussing the piece in small or large groups Whenever possible, students should be allowed to underline and make marginal notes as they read and reread After marking the text, students then organize their notes into the web Suggested Discussion Questions for Literature Web: Key Words-What words or phrases from the story are important? Why you think the author chose these words? What are some words that the author seems to emphasize? Feelings-What feeling you get when you read the story? Why you think you had those particular feelings? What feelings you think the characters have? What feelings you think the author had or is trying to show? Ideas-What idea is the story mostly about? What other ideas does the folk tale show? What is the author saying about Change? Images/Symbols-What are some pictures or images that came to mind when you read the story? How does the author use description and imagery? Structure-What are some characteristics of the way the story is written? How is dialogue used? How does its structure contribute to the meaning of the story? After students have completed their webs individually, they should compare their webs in small groups This initial discussion will enable them to consider the ideas of others and to understand that individuals interpret literature differently These small groups may compile a composite web that includes the ideas of all members Following the small group work, teachers have several options for using the webs For instance, they may ask each group to report to the class, they may ask groups to post their composite web, or they may develop a new web with the class based on the small group work The discussion that is generated through the use of the Literature Web is one which the teacher should facilitate through the use of open ended questions Students should be encouraged to provide evidence from the text to support any response A black line master of the Literature Web is found in Appendix E in the designated teacher's edition Similarly, the purpose of the Vocabulary Web Model is to enable students to gain an in-depth understanding of interesting words Rather than promoting superficial vocabulary development, the web approach allows for deep processing of challenging and interesting words Vocabulary Web components include: word, origin, part of speech, word families, synonyms, antonyms, sentence from the text using word, student example using word, stems, and dictionary definition A black line master of the Literature Web is found in Appendix E in the designated teacher's edition Students may complete the Vocabulary Web individually or in small groups Please allow students to access a dictionary as needed Once students become familiar with this activity, they may use a streamlined version to accommodate new words they meet in their independent reading A vocabulary section should be kept in a separate place in students' notebooks for this purpose They only need to list the word, definition, and sentence in which the word was encountered, plus any additional information they find particularly interesting They may then develop webs for the few selected words We hope you are able to implement these lessons in your classroom to enrich and differentiate your curriculum The original, unabridged lessons can be found in the designated teacher's editions published by the College of William and Mary If you have any questions regarding the content or procedures involved within this adapted curriculum, please feel free to contact the Advanced Studies and Gifted Learners Department Teacher's editions and student guides for each unit are available for check out from the Advanced Studies and Gifted Learners Department Contact Irene Benfatti’s secretary, Kathleen Romano, for details (ext 70102) Lesson Title: Introduction and Preassessment (page of 2) Grades 6-7: Persuasion-Lesson GOAL 1-to develop analytical and interpretive skills in literature GOAL 5-to develop reasoning skills in the language arts GOAL 6-to understand the concept of change in the language arts Assignment Overview: Read and discuss The Road Not Taken Complete a graphic organizer entitled, The Roads Taken and Not Taken Suggested Materials: The Road Not Taken by Robert Frost http://www.poemhunter.com/poem/the-road-not-taken/ Discussion Questions: Literary Response/Interpretation: How does the speaker describe the two roads? How are they similar and different? What the two roads in the poem symbolize? How is making choices in life like the choice made in the poem? What you think the speaker means by the last two lines of the poem? Reasoning: How does the speaker feel about each of the roads now? How does the speaker believe he will fell about the roads in the future? Give evidence from the text to support your answers What reasons could you give to support taking a “less-traveled road” in life? What reasons could you give for taking a “well-worn path”? Change: This poem suggests that the choices that we make determine the directions that our lives take Do you agree or disagree? How can choices change one’s life? What does the poem say about how we might feel about our current choices later in life? Lesson Title: Introduction and Preassessment (page of 2) Extensions/Homework: Ask students to recall a time when they had to make a decision that was like choosing between two roads Have each student illustrate the choice taken and the choice not taken as roads with obstacles and destinations in each situation Encourage them to use the following graphic organizer: The Road Taken Describe the choice you made: List reasons why you made this choice: List changes that resulted from your choice: The Road Not Taken Describe the choice you could have made: List reasons why you did not make this choice: List the ways your life would be different if you had made this choice: What choice was, or would have been better, and why? Are you pleased with the outcome, and why? Have students read Birches and After Apple Picking by Robert Frost Write a paragraph describing what each poem says about change http://www.poemhunter.com/poem/after-apple-picking/ http://www.bartleby.com/104/66.html Lesson Title: The Concept of Change (page of 3) Grades 6-7: Persuasion-Lesson GOAL 2-to develop persuasive writing skills GOAL 6-to understand the concept of change in the language arts {The content of this lesson provides the framework for future lessons and activities.} Assignment Overview: Facilitate the brainstorming of multiple examples of change on chart paper Complete a change model chart including change linked to time, change is everywhere, change may be positive or negative, change may be perceived as orderly or random, change may happen naturally or may be caused by people, and change does not affect everything (see chart below) Share group ideas with class adding new ideas to their original lists Encourage groups to categorize their examples of change using the following criteria: Change is linked to time Change may be perceived as orderly or random Change is everywhere Change may be positive or negative Change may happen naturally or may be caused by people Change does not affect everything Suggested Materials: Chart paper, markers Discussion Questions for Change Model Brainstorming ideas about change and recording all responses: What you think about when you hear the word change? What kinds of things change? What is it about them that changes? Categorizing ideas and titling each group: How could you put your change ideas into groups? How are some of the changes alike? What could you call each group? Why? Could some of your changes belong to more than one group? Why? What are some different ways that you could categorize your changes? Lesson Title: The Concept of Change (page of 3) What your ideas tell you about changes in general? What are some of the characteristics of change? Brainstorming a list of things that not change: What are some things that are always the same, or that always happen the same way? Look at the list of things that change While those things are changing, can you think of anything else that stays the same? What can you say about the ideas of things that not change? How could you put them into groups? What would you call each group? Why? Think about these ideas and whether they show change: routines or habits, rules and regulations, table manners, laws, customs of cultures Explain your answers If they show change, then where would they fit into your categories of changes? If they not, then where would they fit into your categories of things that not change? Making generalizations about change: A generalization is something that is always or almost always true Can you say something that is always or almost always true about change? Look at the categories of changes that we found and see if they help you make generalizations about change How are your examples alike? Discussion Questions: Change is linked to time How is change linked to time? Are all changes linked to time in the same way? How some of your examples relate to time? Change may be positive or negative What is progress? Does change always represent progress? How could a change be both positive and negative? Change may be perceived as orderly or Change may happen naturally or may be random Can we predict change? Select caused by people What causes examples of change and describe change? What influence people which aspects of these changes can be have over changes in nature? What predicted and which are unpredictable? influences does nature have over the changes people intend to make? Change is everywhere Does change Change does not affect everything apply to all areas of our world? What Consider the following: non-living are some specific changes that are things, traditions, religious rituals, and universal and some that apply only to a universal truths How does not apply particular area at a given time? or not apply to these categories? Lesson Title: The Concept of Change (page of 3) Extensions/Homework: Have students find a newspaper or magazine article that tells about change or changes Have them write a paragraph identifying the change or changes described in the article and explaining which of the generalizations about change the article illustrates Have students research a common scientific misconception Through their research have them address the following questions: How has our understanding of the misconception changed over time? What has caused these changes? What other changes can be expected? Have students select one of the six generalizations of change from the chart above Have them give three or more reasons why the generalization is true Tell them to provide explanations and examples to support each reason Lesson Title: Introduction to Literary Analysis (page of 2) Grades 6-7: Persuasion-Lesson GOAL 1-to develop analytical and interpretive skills in literature GOAL 3-to develop linguistic competency {The content of this lesson provides the framework for future lessons and activities.} Assignment Overview: Complete a Vocabulary Web to explore literary terms including word, origin, part of speech, word families, synonyms, antonyms, sentence from the text using word, student example using word, stems, and dictionary definition for teacher selected vocabulary (Suggested word to use: diverge, Hyla, flourished, foliage) Read and discuss The Road Not Taken and Hyla Brook Complete a Literature Web for The Road Not Taken and Hyla Brook including key words, feelings, ideas, images/symbols, and structure Write a Response Journal entry Suggested Materials: The Road Not Taken by Robert Frost http://www.poemhunter.com/poem/the-road-not-taken/ Hyla Brook by Robert Frost http://www.poemtree.com/poems/HylaBrook.htm Discussion Questions for Literature Web: Key Words-What words or phrases you especially notice? Why are they significant to you? What are some words that the author seems to emphasize? Why you think the author chose these words? Feelings-What feelings you get when you read the poem? What words contribute to those feelings? What feeling you think the poet was trying to express? Why you think you had those particular feelings? What feelings you think the characters have? What feelings you think the author/speaker had or is trying to show? Ideas-What is the main idea or theme of this poem? What other ideas was the poet trying to share? What was the poet saying about choices? About change? Images/Symbols-What is the central symbol of the poem? What deeper meaning the roads have? What other images contribute to the poem and its meaning? How does the author use description and imagery? 10 Lesson Title: Introduction to Literary Analysis (page of 2) Structure-What type of writing is the piece? What poetic structures and devices are used? Examine the punctuation of the poem How does the organization of the sentences contribute to its meaning? Find words and phrases that are repeated How does the repetition contribute to the meaning of the poem? Writing to Respond: Have students respond to the following question in their Response Journal: In the poem, Frost says that “way leads onto way,” suggesting that the choices we make lead us to different choices later on Describe a time in your life when a choice you made led you to taking another, unexpected path (EX: Because I decided to play soccer rather than basketball, I met my best friend and won a championship trophy.) Extensions/Homework: Have the students generate a list of slang words that students and their friends use Tell them to think about which of the words might be added to the dictionary in their lifetimes Then have students each select five words that they think should be added to the dictionary Have them write a justification explaining why each word should be added 11 Lesson Title: Persuasion in Historical Documents (page of 3) Grades 6-7: Persuasion-Lesson GOAL 1-to develop analytical and interpretive skills in literature GOAL 2-to develop persuasive writing skills GOAL 3-to develop linguistic competency GOAL 5-to develop reasoning skills in the language arts Assignment Overview: Read and discuss The Declaration of Independence Complete a Vocabulary Web to explore the meaning of new words in depth, including word, origin, part of speech, word families, synonyms, antonyms, sentence from the text using word, student example using word, stems, and dictionary definition for teacher selected vocabulary (Suggested words to use: unanimous, unalienable, acquiesce, annihilation, perfidy, rectitude, magnanimity, usurpations, consanguinity, despotism, jurisdiction, tyrant) Complete the Literature Web for The Declaration of Independence including key words, feelings, ideas, images/symbols, and structure Complete the Language of Persuasion criteria chart for The Declaration of Independence including: word choice (words with “loaded” connotations and euphemisms), figurative language (metaphors, similes, and analogies), sentence patterns, imitative language patterns (language patterns familiar from other sources), and concrete and abstract images (stereotypes and generalizations) Write a Response Journal entry Suggested Materials: The Declaration of Independence http://www.archives.gov/exhibits/charters/declaration_transcript.html Discussion Questions: According to its first two paragraphs, what is the purpose of The Declaration of Independence? In these paragraphs, what words and phrases express the point of view of the Second Continental Congress? Which specific sentence or sentences in the preamble summarize the problem or issue? Why does The Declaration of Independence state, “Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes”? How does this statement strengthen the argument presented in The Declaration of Independence? 12 Lesson Title: Persuasion in Historical Documents (page of 3) What are some of the specific pieces of evidence in support of the argument presented in The Declaration of Independence? Does the evidence provided justify the claim that King George III was a tyrant “unfit to be the ruler of a free people”? Why or why not? Who was the intended audience for The Declaration of Independence? How you know? How might different audiences reacted to it? What consequences and implications might this document have had for its authors? How was Thomas Jefferson an agent for change in Colonial America? How was The Declaration of Independence itself a catalyst for change? Discussion Questions for the Language of Persuasion: Word Choice Jefferson uses the words “dissolve the political bands” to describe the efforts to separate from Great Britain What efforts were actually being made to dissolve those bands? Why are the words “rebellion” and “revolution” not used? Find several adjective used to describe the people of the colonies Find several adjectives to describe the British How might the choice of these adjectives influence the reader’s understanding of events? Figurative Language Find examples of figurative language in The Declaration of Independence Why is the phrase “swarms of Officers” used? Why does The Declaration of Independence compare the actions of the “foreign Mercenaries” to those of “the most barbarous ages”? Sentence Patterns Consider the series of sentences outlining the actions of King George III How does each sentence begin? What is the effect of the repetition? Some of the most well-known words from The Declaration of Independence are near its beginning-“Life, Liberty, and the pursuit of Happiness”-and at its very end-“our Lives, our Fortunes, and our sacred Honor.” What you notice about the structure of these two series? Why you think they are memorable? Why you think three items are included in each case? Try to find other examples of phrasing that reflects numerical patterns 13 Lesson Title: Persuasion in Historical Documents (page of 3) Imitative Language Patterns “Life, Liberty, and the pursuit of Happiness” is itself a variation of a phrase that was common at the time Similarly in its Declaration of Colonial Rights, the First Continental Congress claimed that the colonists “are entitled to life, liberty, and property.” How is the version of the phrase in the Declaration different from its precursors? What is the effect of the difference? Concrete and Abstract Images Find instances of the words “tyrant” and “tyranny” in The Declaration of Independence What are the implications of these words? Is King George III ever called a “tyrant” directly? Why or why not? Why you think The Declaration of Independence does not refer to any specific dates, events, or colonies? In what ways does the text apply generally to the situation on all thirteen colonies? Writing to Respond: Have students respond to the following questions in their Response Journal: Imagine you are one of the representatives in the Second Continental Congress Would you have signed The Declaration of Independence right away, or would you have argued about certain parts of it? Why? What arguments might have persuaded you one way or the other? Write a paragraph to explain your decision and reasons Extensions/Homework: Have students write an essay about how the government of the United States today reflects the principles laid out in the Preamble of the Declaration of Independence Have students research the historical context, purpose, and the effects of The Gettysburg Address Tell them to create a poster with a graphic organizer comparing the historical context, purpose, and the effects of The Declaration of Independence and The Gettysburg Address 14 Lesson Title: Persuasion in “The Pied Piper of Hamelin” (page of 2) Grades 6-7: Persuasion-Lesson 12 GOAL 1-to develop analytical and interpretive skills in literature GOAL 3-to develop linguistic competency GOAL 4-to develop listening/oral communication skills GOAL 5-to develop reasoning skills in the language arts GOAL 6-to understand the concept of change in the language arts Assignment Overview: Read and discuss The Pied Piper of Hamelin Complete a Vocabulary Web to explore literary terms including word, origin, part of speech, word families, synonyms, antonyms, sentence from the text using word, student example using word, stems, and dictionary definition for teacher selected vocabulary (Suggested words to use: vermin, subterranean, pied, piebald, pottage, paunch, mutinous, consternation) Complete the Literature Web for The Pied Piper of Hamelin including key words, feelings, ideas, images/symbols, and structure Write a Response Journal entry Suggested Materials: The Pied Piper of Hamelin by Robert Browning http://www.indiana.edu/~librcsd/etext/piper/text.html Discussion Questions: Literary Response/Interpretation: What is unusual about the Piper’s appearance? What words would you use to describe him? How does the Piper persuade the Mayor to allow him to get rid of the rats? What evidence does the Piper use to support his argument? Why the rats jump into the river? How does the solution to the original problem create new problems? How might the new problems have been avoided? What warning does the Piper provide that his power extends to more than just rats? What does the Piper mean by the words, “And folks who put me in a passion/May find me pipe after another fashion”? Why you think the Piper uses music to charm the rats and the children? What title could you give to the Piper’s song? Explain What lesson does the poem convey? 15 Lesson Title: Persuasion in “The Pied Piper of Hamelin” (page of 2) Reasoning: Was a thousand guilders a lot of money? Support your response with evidence from the poem? What evidence from the poem supports the idea that the Mayor and Council not make wise use of the town’s funds? What assumption does the Mayor make about the Piper? What is the Piper’s point of view about how he was treated? Are his actions justified? Why or why not? Change: How does the society of Hamlin change after the events described in the poem? What efforts the people in the town make to ensure the events were remembered? How the generalizations about change apply to this poem? How can music affect how people feel and act? Are these changes always positive? What are some examples of some ways in which music may have affected music in history? Writing to Respond: Have students respond to the following questions in their Response Journal: Describe a time when you decided to be a follower of another person or idea Describe a time when you allowed someone else to solve a problem for you and found that it only created more problems for you What are some examples of problems you should solve on your own, and what are some problems that should be solved with help? How you react to someone who helps you solve a problem? Extensions/Homework: Have students read Peter Pan by J M Barrie Create a T-chart or Venn diagram to compare and contrast the characters Have students find several picture book versions of the tale of the Pied Piper Tell them to consider what aspects they have in common and how they are different, and then have them create their own picture book of the story 16 Lesson Title: Persuasion and Social Justice (page of 2) Grades 6-7: Persuasion-Lesson 14 GOAL 1-to develop analytical and interpretive skills in literature GOAL 3-to develop linguistic competency GOAL 4-to develop listening/oral communication skills GOAL 6-to understand the concept of change in the language arts Assignment Overview: View Martin Luther King, Jr.’s speech I Have a Dream Discuss the speech and consider its use of the Language of Persuasion Complete a Vocabulary Web to explore literary terms including word, origin, part of speech, word families, synonyms, antonyms, sentence from the text using word, student example using word, stems, and dictionary definition for teacher selected vocabulary (Suggested words to use: manacle, proclamation, redemptive, segregation) Complete the Language of Persuasion criteria chart for I Have a Dream including: figurative language (metaphors, similes, and analogies), sentence patterns (anaphora), and imitative language patterns (language patterns familiar from other sources Write a Response Journal entry Suggested Materials: I Have a Dream by Martin Luther King, Jr http://www.youtube.com/watch?v=smEqnnklfYs&safe=active Discussion Questions: What issues did Martin Luther King, Jr address in his speech? Consider the sentence, “We have also come to this hallowed spot to remind America of the fierce urgency of now.” What does King mean by the phrase “this hallowed spot”? What does he mean by the phrase “the fierce urgency of now”? What perspectives did people in the 1960s have on the issues King addressed in his speech? What is your evidence? How have those perspectives changed since the 1960s? Discussion Questions for the Language of Persuasion: Word Choice Why does King use the word “dream” to appeal to his listeners? Why is it an effective word? 17 Lesson Title: Persuasion and Social Justice (page of 2) Figurative Language Track the allusions to money in King’s speech Why is the idea of “giving the Negro people a bad check” an effective metaphor? What makes other metaphors that King uses effective? Sentence Patterns Repetition is a powerful tool in this speech Cite examples and comment on how it adds to the appeal of the speech Imitative Language Patterns The opening line of King’s speech is imitating the opening of another famous speech Can you identify the speech? To what does the paragraph that starts, “I have a dream that one day every valley shall be exalted…” refer? Concrete and Abstract Images King uses concrete images to represent abstract ideas For example, he speaks of freedom as ringing like a bell What other concrete images does he use to illustrate concepts? Writing to Respond: Have students respond to the following question in their Response Journal: If you could experience the I Have a Dream speech in only one form, would you prefer to watch and listen to a video, or to read the written text? Explain and support your point of view Extensions/Homework: Have students write their own I Have a Dream speech about their hopes and dreams for the world Have students research King’s leadership or the work of others in the Civil Rights Movement and create a poster showing their findings Have students discuss how these leaders brought about change and explain which generalization or generalizations about change are shown 18 Lesson Title: Postassessment of Literary Interpretation (page of 2) Grades 6-7: Persuasion-Lesson 24 GOAL 1-to develop analytical and interpretive skills in literature GOAL 2-to develop persuasive writing skills GOAL 5-to develop reasoning skills in the language arts GOAL 6-to understand the concept of change in the language arts Assignment Overview: Read and discuss Stopping by Woods on a Snowy Evening Write a Response Journal entry Suggested Materials: Stopping by Woods on a Snowy Evening by Robert Frost http://www.poetryfoundation.org/poem/171621 Discussion Questions: Literary Response/Interpretation: Why does the speaker stop to watch the snow? Why would the horse think it was odd to stop? What is the difference between what the horse probably wants and what the speaker wants? What kind of snowstorm is illustrated in the poem? What words tell about the atmosphere of the evening? How are the structure and rhyme scheme of the last stanza different from those of the other stanzas? Why does the poet repeat the line, “And miles to go before I sleep”? What does the line mean? Reasoning: What inferences might you make about the owner of the woods? On what evidence you base your inferences? What does the poem say about responsibility? Change: How does the poem relate to the generalizations about change? What feeling might the phrase “The darkest evening of the year” bring up in the reader? How does the rest of the poem change or dispel those feelings? 19 Lesson Title: Postassessment of Literary Interpretation (page of 2) Writing to Respond: Have students respond to the following question in their Response Journal: What does the poem say about change? Support your response with details from the poem Extensions/Homework: Describing how the poem would change if it had not been snowing that night 20 ... and interesting words Vocabulary Web components include: word, origin, part of speech, word families, synonyms, antonyms, sentence from the text using word, student example using word, stems, and... http://www.bartleby.com/104 /66 .html Lesson Title: The Concept of Change (page of 3) Grades 6- 7: Persuasion-Lesson GOAL 2-to develop persuasive writing skills GOAL 6- to understand the concept... activities. } Assignment Overview: Complete a Vocabulary Web to explore literary terms including word, origin, part of speech, word families, synonyms, antonyms, sentence from the text using word,