Section VII Graphic Organizers

Section VII Graphic Organizers

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DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
Differentiated Curriculum:

CHALLENGINGHIGH-END LEARNERS:

ADDRESSINGOREGON

STANDARDSANDBENCHMARKS

SECTIONVII

GRAPHIC ORGANIZERS

OREGONDEPARTMENTOFEDUCATION

OFFICEOFSPECIALEDUCATION

TALENTEDANDGIFTED

2003

Revised 2005 and 2009

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TableofContents
Models and GraphicsOrganizers
GRAPHICORGANIZERS / Page Number / GRAPHICORGANIZERSCONTINUED / Page Number
ELEMENTSOF THOUGHT-R.Paul / 5 / LITERATURE WEB MODEL / 32
PAUL’S REASONINGWEB / 6 / LITERATURE WEB TEACHER’S EXAMPLE / 33
CHANGE MODEL / 7 / LITERATURE WEB / 34
RESEARCH PROCEDURES / 8 / LITERATURE RESEARCH LOG / 35
RESEARCH MODEL / 9 / SYNTHESISOF READING / 36
NEEDTO KNOWBOARD / 12 / UNDERSTANDING CREATIVETEXT / 37
K-W-L WORKSHEET / 13 / BOOK NOTES / 38
PROJECT CONTRACT / 14 / VOCABULARY
COMPARINGAND CONTRASTING VENN DIAGRAM / 15 / VOCABULARY WEB MODEL / 39
COMPARING INFORMATION / 16 / VOCABULARY WEB EXAMPLE / 40
CAUSEAND EFFECT / 17 / VOCABULARY WEB / 41
PRECIPITATING EVENT: LINEOF CONSEQUENCES / 18 / CHARACTER
POSITIVE/NEGATIVEQUALITIES CITINGSOURCES / 19 / CHARACTER ANALYSIS / 42
RAFT INSTRUCTIONS / 20 / TRACKING CHARACTER QUALITIES / 43
RAFT FORM PLANNER / 21 / BEHAVIOR CHARACTERISTICS / 44
ENGLISH/LANGUAGE ARTS / ANTAGONIST/PROTAGONIST CHARACTERISTICS / 45
CONFLICT ANALYSIS-NOVEL/SHORT STORY / 22 / SOCIAL SCIENCE
POINTOF VIEW/PERSPECTIVE / 23 / SOCIAL STUDIES WEB-WHEELOF REASONING / 46
A WEBTO GATHERMEDIA INFORMATION / 24 / GOVERNMENT’S RESPONSIBILITIES / 47
HAMBURGER & DAGWOOD MODELS / 25 / MEDIAAND INDIVIDUAL’S RESPONSIBILITY / 48
HAMBURGER MODELFOR PERSUASIVE WRITING FORM / 26 / RESPONSIBILITYTO OTHER AGENCIES / 49
DAGWOOD MODEL WEB / 27 / SIGNIFICANT EVENTS / 50
HOWTO CREATEA “SOMEONEWANTED” BOOK / 28 / SIGNIFICANT EVENTS:LIFECHANGINGEXPERIENCES / 51
INFORMATIVESPEECH OUTLINE / 29 / SIGNIFICANT CONTRIBUTIONS / 52
THESPEECH FORM / 30 / SIGNIFICANT PEOPLE / 53
LITERATURE / PEOPLE CHANGETHEWORLD / 54
LITERATURE WEB—WHEELOF REASONING / 31 / CIVILIZATIONAND CHANGE / 55
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TableofContents
Models and GraphicsOrganizers
GRAPHICORGANIZERS CONTINUED / Page Number
A WEBTO GATHER CIVILIZATION INFORMATION / 56
CAUSEAND EFFECT—WAR / 57
IMPACTOF WAR: CONSEQUENCES / 58
IMPACTOF HISTORICAL EVENTSONSOCIETALACTIVITIES / 59
A WEBTO GATHER GOVERNMENT INFORMATION / 60
GOVERNMENT BRANCHES / 61
REASONING ABOUTASITUATIONOREVENT / 62
LINKAGE OVER TIME: THEHUMAN EXPERIENCE / 63
LINKAGEINVESTIGATION / 64
OREGON ENVIRONMENTALCHARACTERISTICS I / 65
OREGON ENVIRONMENTALCHARACTERISTICS II / 66
SCIENCE
STUDENT BRAINSTORMING WORKSHEET / 67
SCIENCE WHEELOF REASON / 68
EXPERIMENT DECISION WORKSHEET / 69
SCIENTIFIC INQUIRYPLANNER: FRAMINGTHE INVESTIGATION / 70
SCIENTIFIC INQUIRYPLANNER: DESIGNINGTHEINVESTIGATION / 71
SCIENTIFIC INQUIRYPLANNER: COLLECTIONANDPRESENTATIONOF DATA / 72
SCIENTIFIC INQUIRYPLANNER: ANALYZINGAND INTERPRETING RESULTS / 73
STUDENT EXPERIMENT WORKSHEET / 74
STRUCTUREAND FUNCTIONOFORGANISM / 75
STUDENT SURVEY DATA TABLE WORKSHEET / 76
STUDENT RECORD SHEET / 77
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GRAPHIC ORGANIZER


Graphic: evoking lifelike images within themind; "pictorial poetryand prose"; "graphic accounts of battle"; "a lifelike portrait"; "a vivid description" [Synonyms:lifelike,pictorial,vivid]
Source: The American Heritage® Dictionary of the English Language, Fourth Edition
Copyright©2000by HoughtonMifflinCompany. Published by Houghton Mifflin Company. All rights reserved
Organizer: To put together into an orderly, functional, structured whole. To arrange in a coherent form; systematize. To arrange in a desired pattern or structure. [Synonyms: administrator, planner, manager]
Source: WordNet ® 1.6, © 1997 Princeton University
Graphic Organizer
Graphic organizers map the process of the mind when it is actively problem-solving, making decisions, reasoning, creating, etc. As written and spatial arrangements of information, the graphic organizer proves to beacommunicationtoolamonglearners.Informationmay be viewed as a meaningful whole and inter- relationships among ideas. Discusswithstudentswhatgraphic organizers are and how they canbe used.
~JackieBuisman
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GRAPHIC ORGANIZER
ELEMENTSOFTHOUGHT—R. PAUL
Name Date
QuestionatIssue(Frame)Purpose
InferencesAssumptions


ConceptsConsequences and implications
Evidence; DataPoint ofView:Audience/Speaker

Elementsof Thought GraphicOrganizer from VanTassel-Baska, J, Curriculum Planning and InstructionalDesign for GiftedLearners, Denver, LovePublishing Reprintedwithpermission.

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GRAPHIC ORGANIZER
PAUL’SREASONINGWEB
Name Date
Purpose/GoalPointofView


Issue/Problem
Implications/ ConsequencesEvidence/Data



InferencesAssumptionsConcepts/Ideas
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GRAPHIC ORGANIZER
CHANGEMODEL
Name Date

Directions: Developalistof threeto five
examples foreachofthe following
Change islinkedto time:statements (generalizations) about Changeis everywhere:
change.

Change


Changemay bepositive: Changemaybe
Or negative:perceived asorderly:
orrandom:

Changemay happen
naturally:
ormaycausedbypeople:
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GRAPHIC ORGANIZER
RESEARCHPROCEDURES
Name Date

Pre-Research: Describe the issue or problemFind Sources
Library, Internet, Interviews, Surveys



Post-Research: Describe the issue or problem


Evaluate PresentationSynthesize Information to Create Presentation
Reportedimportant informationGlean important information;
Usedvisualas supporttoinformationGatherinteresting facts;
Receivedaudience feedbackPersonalizeinformation(e.g.,write poetry,give
Usedeffectivespeakingskillsopinions)


Deliver PresentationPrepare Visual/Model
Use visuals assupport to informationBecreative (e.g., makeposters,costumes, re-
Presentinteresting factsenactment,overheads, slide show,video,
Answerquestionstime-line)

Graphic Organizerfrom DIFFERENTIATED CURRICULUM: CHALLENGINGHIGH ENDLEARNERS ADDRESSINGOREGONSTANDARDSBENCHMARKSODE/TAG 2003

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GRAPHIC ORGANIZER
RESEARCHMODEL
Name Date
Selectanissueofsignificanceandexploreitfollowingtheprocedurebelow:
1.Identifyyourissueorproblem.
What is the issue or problem?
Who are the stakeholders and what are their positions?
Whatisyourposition on thisissue?
2.Read about your issue and identify points of view or arguments through information sources.
What aremy print sources?
What aremedia sources?
Whataremypeoplesources?
What aremy preliminary findings based on a review of existing sources?
3.Form a set of questions that can be answered by a specific set of data.
Examples:

1. Whatwouldbetheresultsof ______?

1. Who would benefit and how much?

1. Who would be harmed and by howmuch?

My research question:

Persuasion:A language arts unit for high-ability learners.(1998).CenterforGiftedEducationat TheCollegeofWilliamandMary

College. Dubuque,Iowa:KendallHuntPublishing.Pgs.135-136.Reprintedwithpermission.

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
GRAPHIC ORGANIZER
RESEARCHMODEL
Name Date
Selectanissueofsignificanceandexploreitfollowingtheprocedurebelow:
4.Gather evidence through research techniques suchassurveys,interviews,orexperiments.
What survey questionsshould I ask?
What interview questions should I ask?
What experiments should I do?
5.Manipulate and transport data so that they can be interpreted.
HowcanIsummarizewhatI found?
Should I develop charts, diagrams, or graphs to represent my data?
6.Draw conclusions andmake inferences.
What does the datamean? How can I interpret what I found?
How does the data supportyour original point of view?
How does the data support other points of view?
What conclusions doyou make about the issues?

Persuasion: Alanguageartsunitforhigh-abilitylearners. (1998). Centerfor GiftedEducationat TheCollegeofWilliamandMary

College. Dubuque,Iowa:KendallHuntPublishing.Pgs.135-136.Reprintedwithpermission.

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
GRAPHIC ORGANIZER
RESEARCHMODEL
Name Date
Selectanissueofsignificanceandexploreitfollowingtheprocedurebelow:
7.Determine implicationsandconsequences.
What are the consequences of following the point of view thatyou support?
Do I know enough or are there now new questions to answer?
8.Communicate yourfindings.(Preparean oral presentation for classmates basedonnote cardsandwrittenreport.)
What aremy purpose, issue, and point of view, and how will I explain them?
How will I conclude my presentation?
DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
GRAPHIC ORGANIZER
NEEDTOKNOWBOARD
Name Date
What do we know? / Whatdo we need toknow? / Howcanwefindout?

Persuasion: A language arts unit for high-ability learners.(1998).CenterforGiftedEducationat TheCollegeofWilliamandMary.

Dubuque: Iowa.Kendall Hunt Publishing.P.127.Reprinted with permission.

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
GRAPHIC ORGANIZER
K-W-L
Name Date
What StudentsKnow / Whatstudents Want
(orneed)toknow / HowwillstudentsLearn
what they need to know?

Graphic Organizerfrom DIFFERENTIATED CURRICULUM: CHALLENGINGHIGH ENDLEARNERS ADDRESSINGOREGONSTANDARDSBENCHMARKSODE/TAG 2002

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
GRAPHIC ORGANIZER
PROJECTCONTRACT
Describe the proposed project: / Proposed due dates foreach part of the project, which must include atleasttwo deadlines priortothe overallduedate:
___Iwillidentify tasksthatneedtobedone andinitiate action tocomplete thetasks.
___Iagreetokeepacomplete bibliography of works consulted and works cited.
___Iwill meetthelearningobjectives oftheunit.
___ I will plan, organize, and completeassigned tasks on time, meeting agreed uponstandards of quality.
___Iwill maintain appropriateinteractionswithintheclassroom.
___Iwillconsultwiththeteacheratleast______times.
___Iwillparticipateinclass activities whenrequired.
___Other______
______
Student’s signatureTeacher’s signatureDate
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GRAPHIC ORGANIZER
COMPARINGANDCONTRASTINGVENN DIAGRAM
Name Date

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GRAPHIC ORGANIZER
COMPARINGINFORMATION
Name Date
TOPIC: /
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GRAPHIC ORGANIZER
CAUSEANDEFFECT
Name Date

Effect Effect
(then …)(then …)

Cause
(Because of …)




Effect Effect
(then …)(then …)

Graphic Organizerfrom DIFFERENTIATED CURRICULUM: CHALLENGINGHIGH ENDLEARNERS ADDRESSINGOREGONSTANDARDSBENCHMARKSODE/TAG 2002

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GRAPHIC ORGANIZER
PRECIPITATINGEVENT:LINEOFCONSEQUENCES
Name Date
Event


1storder
consequences
(affects)


2ndorder
consequences
(affects)


3rd order
consequences
(affects)


4thorder
consequences
(affects)
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GRAPHIC ORGANIZER
POSITIVE/NEGATIVEQUALITIESCITINGSOURCES
Name Date
Please identify 5 examples
PositiveQualities / EvidencefromSelection / NegativeQualities / EvidencefromSelection

Graphic Organizerfrom DIFFERENTIATED CURRICULUM: CHALLENGINGHIGH ENDLEARNERS ADDRESSINGOREGONSTANDARDSBENCHMARKSODE/TAG 2003

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DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
RAFT
A model forplanning for allability students.
RAFT is an acronym for Role, Audience, Format and Topic.
In creating a RAFT grid: (See Graphic Organizer RAFT)

• consider the skills and content we want to teach students individually and collectively.
• plan to modify the content, process, or product of a student as- assignment based on student readiness, learning style, and or interests.
• modify the assignments based on a level that ranges from simple to complex, from concrete to abstract.

In meeting the needs of all learners in a Standards based classroom, theRAFTmodel can be an effective tool to help organize differentiated assignments. The concept of the RAFT organizer has been taken from a Carol Ann Tomlinson workshop.
Begin by creating five clusters of students; this number is flexible, youmay create asmanyor as few tiers as needed, based on student readiness. Five clusters that would likely be found in a regular classroom are: 1) slowlearners, 2) below average, 3) average ability,4) academically talented and 5) intellectually gifted.
Select a theme based on Oregon State Standards. Collaborate with peers atyour grade level. Have Oregon State Standards newspapers on hand as a point of reference. Using a chart based on Bloom’s Taxonomymay be helpful in this process. (Seeexplanation and example in Graphic Organizers.) / Assignments around a class thememay be developed with the high- end learner expected to work at two to three grade levels above.
DIFFERENTIATION EXAMPLES
SolarSystemTheme-Traveling in a spacemodule,you leave Earth headed forPlutopassingotherplanets.

• Average students:Writeasentence,givingan important fact, about Mars, Jupiter, Saturn, Uranus,Neptune,Plutoasyoupass onyourway.
• Above average students:Researchtheplanetsthatyou will pass andfillouttheSolarSystemComparisonGraphicOrganizer. (3rd GradeBenchmark istoidentify and trace the movement of objects inthesky.)
• High End Learners:Research the planets thatyouwillpassand create a visual product that showsthe earth in relation to the other planets. (5th Grade Benchmark is to describe the earth’s place in
• the solar system and the patterns of movement of objects within the solar system using pictorial models.)

SeeSolar SystemRAFT on the next page.
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GRAPHIC ORGANIZER
RAFT PLANNER
Student Profile / Role / Audience / Format / Topic
,
DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
GRAPHIC ORGANIZER
CONFLICTANALYSIS
Name Date
Novel/Short Story Title Author

1. Describe theConflict. Include who is involved, what happened, and theoutcome.

1. Describe the qualities of character shown by theantagonists intheconflict. Show howthe qualities led to action.

1. Impact analysis: Show how thequalitiesofcharactereffecta specificconflict orevent intheplot—cause or solve?

1. Evaluation, Part1: Were the qualities of characterillustrated in this incidenteffective forthecharacter, him- self? Did ithelp him/her gaintheir goals? Explain your thinking.

1. Evaluation, Part2: Were the qualities of charactereffectivein helping achievethe author’s purpose? Explain youranswer.

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GRAPHIC ORGANIZER
POINTOFVIEW/PERSPECTIVE
Name Date

Point of View/
Perspective



Example: PatriotExample:ToryExample:20thCentury

Point of View/
Perspective

Author Author

Graphic Organizerfrom DIFFERENTIATED CURRICULUM: CHALLENGINGHIGH ENDLEARNERS ADDRESSINGOREGONSTANDARDSBENCHMARKSODE/TAG 2003

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GRAPHIC ORGANIZER
A WEBTOGATHERMEDIAINFORMATION
Name Date
Event

FACTS

MEDIA GENREOPINIONS
STRENGTHS/
WEAKNESSES




EVENT

ADVERTISINGTARGET
SPONSORSHIPS AUDIENCE


POINTOFBIAS
VIEW
DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
GRAPHIC ORGANIZER
HAMBURGERANDDAGWOODMODELS
FORPERSUASIVEWRITING
HAMBURGERMODEL
TheHamburger Modelistoprovidestudentswith a useful metaphorto aidthemindevelopinga persuasiveparagraphor essay.Themodelshould be introducedby theteacher, showingstudentsthe topbunandthebottom bunrepresentingtheintroductionandconclusionofanypersuasivewriting piece. The teacher shouldnote thatthereasonsgiven in supportofthethesisstatement arelike themeatandvegetableinahamburger,providingthe majorsubstanceofthesandwich.Elaborationrepresentsthecondimentsin asandwich,the ketchup,mustard,andonions thatholdthesandwichtogether,justas examplesandillustrationsholda persuasivewritingpiece together.
Teachersshouldshowstudents exampleofhamburgerparagraphsandessays and studentsfindthebun, hamburgerandcondiments. Discuss how
“good”eachsandwichis.
Teachersmaynow ask students to constructtheir own “hamburger” paragraphs.Afterstudentshave constructed their own paragraphs,teachers mayusepeerandselfassessmentstohavestudents judge their ownand oneanother’swriting.
Whatisthe“topbun”ortopicand opinionstatementoftheparagraph? Whatisthewriter’s“meat” orsupporting information? Howmany reasons does theauthor provide? Aretheyconvincing reasons? How didthewriteradd details and examples or extrafixings to theparagraph?
What is the “bottom bun” or conclusion to the paragraph?
DAGWOOD MODEL
The Dagwood Modelor Club Sandwich is an elaborateversionof the
Hamburger paragraphor essay. / HAMBURGERMODEL

Introduction
(Stateyouropinion)


ElaborationElaborationElaboration


ReasonReasonReason


ElaborationElaborationElaboration

Conclusion

Persuasion: Alanguage arts unitforhigh-ability learners.(1998). CenterforGifted Educationat TheCollegeofWilliamandMary

College. Dubuque,Iowa:KendallHuntPublishing.Pgs.68,300

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GRAPHIC ORGANIZER
HAMBURGERMODELFORPERSUASIVEWRITINGFORM
Name Date

Introduction (Stateyour opinion)

ElaborationElaborationElaboration


ReasonReasonReason


ElaborationElaborationElaboration

Conclusion

Persuasion: Alanguage arts unitforhigh-ability learners.(1998). CenterforGifted Education atTheCollegeofWilliamandMary

College. Dubuque,Iowa: Kendall HuntPublishing.Pg 73. Reprintedwith permission.

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
GRAPHIC ORGANIZER
DAGWOODWEBFORM
Name Date




Details Details
Background

Persuasion: Alanguage arts unitforhigh-ability learners.(1998). CenterforGifted Educationat TheCollegeofWilliamandMary

College. Dubuque,Iowa: KendallHuntPublishing.Pg79.Reprintedwithpermission.

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GRAPHIC ORGANIZER
HOWTOCREATEYOUR“SOMEBODYWANTED…”BOOK
Name Date
TitlePage / Page 2 / Page 3 / Page 4
Somebodywanted…
but …so…finally…Book
Title
Author / Somebody
(choose acharacter) / Wanted
(explain the plot orgoal) / But
(telltheproblem)
Page 5 / Page 6 / Page 7 / Page 8
So(tellevents
leading tosolution) / Finally
(tell the solution) / THE END / BLANK

Graphic Organizerfrom DIFFERENTIATED CURRICULUM: CHALLENGINGHIGH ENDLEARNERS ADDRESSINGOREGONSTANDARDSBENCHMARKSODE/TAG 2003

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
GRAPHIC ORGANIZER
INFORMATIVESPEECHOUTLINE
Name Date

SettingDescription LinkageArea

Introduction(includeanappropriatehook)

Body

Conclusion

Afteryourpresentation,bereadytorespondtothefollowingquestion:

GraphicOrganizer fromDIFFERENTIATED CURRICULUM: CHALLENGINGHIGH END LEARNERSADDRESSINGOREGONSTANDARDSBENCHMARKSODE/TAG2003

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
GRAPHIC ORGANIZER
THESPEECHFORM GRAPHICORGANIZER
Name Date

/ Who areyou and where doyou fit in this community? (e.g., “Myname is Jorgé and I am aminister at the local Hispanic Catholic Church.)

What areyou here to address? (e.g., “I am here today to sharemy ideas withyou on the topic of (fill in research topic.) /

/ State “Here is what I think/believe” and say why.

State the reason: “I wanted to share my viewswithyou because …” (Why is this important issue for others to be aware?) /

/ For closure, state “In conclusion… (Give astatement which summarizesyour thoughts.)

Graphic OrganizerfromDIFFERENTIATED CURRICULUM: CHALLENGINGHIGHENDLEARNERS ADDRESSINGOREGONSTANDARDSBENCHMARKSODE/TAG2003

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
GRAPHIC ORGANIZER
LITERATUREWEB—WHEELOFREASONING
What assumptions doesWhatevidenceis presented
theauthormakeaboutthat thecentralcharacter
the concept of change? Assumptionsis motivated by agiven Data, Evidence Whatconcepts
emotion?arecentral to
understanding
Whatis thecentral the story? What
issue in this story? do we understand
about these concepts?
Issue Concept

Reasoning in
Literature

Whatare theImplicationsPointof View
implications
of character
behavior atFrom what
this pointinpoint of view
the story?is the story
told?
Whatis the
purposeof PurposeInferences
the poem
story?

Whatinferences might
be madeabouttheending
of the storybasedon

Guidetoteachingalanguage artscurriculumforhigh-abilitylearners.(1999).CenterforGiftedEducation at The College ofWilliamand Mary.

Dubuque:Iowa.KendallHuntPublishing.Pg.59.Reprintedwithpermission.

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
GRAPHIC ORGANIZER
LITERATUREWEBMODEL
TheLiteratureWebmodelencouragesstudentstoconsiderfive aspectsofaselectiontheyarereading:keywords(important, interesting,intriguing,surprising,orunknowntothereader), feelings(those ofthereader), imagesorsymbols,ideas, and structureofwriting(anythingyounoticeabouthowthepieceis written,suchasdialogue,rhyming,shortsentences,orbig words).Thewebhelpsstudentstoorganizetheirinitialresponsesandprovidesthemwithaplatformfordiscussingthe piecein smallor large groups.Wheneverpossible,students shouldbeallowedtounderlineandtomakemarginalnotesas theyreadandreread.Aftermarkingthetext,theythenorganize theirnotesintotheweb.
Suggested questions forcompletinganddiscussingthewebarede- scribed below:
Key Words:Thinkandlookbackoverthestory.Whatwere somewordsorgroupsofwordsthatyoureallylikedorthought werereallyimportant?Whyweretheyspecialwordstoyou? Whatweresomewordsthatyouthoughtwereinterestingorexciting?
Feelings:Whatfeelingsdidyougetwhenyoureadthestory? Whatfeelingsdoyouthinkthecharactershad?Whathappened inthestorytotellyouhowthecharacterswerefeeling?Why doyouthinkyouhadthefeelingsthatyoudid?
Ideas:Whatwas themain ideaofthestory? Whatwere some
oftheotherideastheauthorwastryingtotalkabout?Whatwas shesayingaboutchange? / Images:Whatwere someof thekey images ofthepiece? Whathiddenmeaningdidsomeofthesymbolshold?
StructureofWriting:Whataresomeimportantcharacteristicsofthewaythispieceisputtogether?Howdoesthe rhymingpattern(ordialogue,shortsentences,etc.)contributetothepiece?Howisthestructureimportantforthe meaningofthepiece?
Afterstudentshavecompletedtheirwebsindividually,they shouldcomparetheirwebsinsmallgroups.Thisinitialdiscussionwillenablethemtoconsidertheideasofothersand tounderstandthatindividualsinterpretliteraturedifferently.Thesesmallgroupsmaycompileacompositeweb thatincludes theideas ofallmembers.
Followingthesmallgroupwork,teachershaveseveraloptionsforusingthewebs.Forinstance,theymayaskeach grouptoreporttotheclass;theymayaskgroupstopost theircompositewebs;ortheymaydevelopanewwebwith theclassbasedonthesmallgroupwork.However,each webservestopreparestudentstoconsidervariousissues theteacherwillraiseinwholegroupdiscussion.Itisimportantthatteachersholdawholegroupdiscussionasthe finalaspectofimplementingthemodelasateaching- learningdevice.Teachersareencouragedtopostthepoem orstoryunderconsiderationonanoverheadorwhereverit canbeseenasthediscussionisheld.Theteachershould recordideas,underlinewordslisted,andcallattentionto studentresponsesvisually.

Persuasion: Alanguageartsunitforhigh-ability learners.(1998).Center for GiftedEducation at TheCollege ofWilliamand Mary.

Dubuque:Iowa.KendallHuntPublishing.Pg283.Reprintedwithpermission.

DIFFERENTIATED CURRICULUM: CHALLENGING HIGH-END LEARNERS: ADDRESSING OREGON STANDARDS AND BENCHMARKS
GRAPHIC ORGANIZER
LITERATUREWEBTEACHER’SEXAMPLE
Name Date

Key WordsFeelings
• Roads• Confidence
• Diverged• Sorrow
• Traveler• Doubt
• difference• Resignation


Reading
“TheRoadNot Taken”
ByRobertFrost

IdeasImages or Symbols
• Decisions• Two roads
• Freedom• Yellow woods
• Independence• Traveler
• Individuality• diverging
Structure
• Rhyme pattern same across stanza
• Simplelanguage
• Repetitionof firstline

Persuasion: Alanguageartsunitforhigh-ability learners.(1998).Centerfor GiftedEducation at TheCollege ofWilliamand Mary.