1st-3rd The Garden of Abdul Gasazi

39 Pages·2014·1.49 MB·English

Center for Gifted Education
School of Education
* The College of William and Mary
Acknowledgement

Special recognition and appreciation go to 1r. Joyce VanTasscl-Baska,
whose leadership and vision have inspired this Navigator series.

‘sitine and Muy Navdovtor: he Gate of Abdi Csi
simu 258

{Ces foe Git Fe aon
lly 0 Wise ard Mary

BO.Bo es
‘Willner, 6a 2187 ATS
Phun 797921 2907

Toceisn ont ais
Web she woe tems

rede
ig Mono, a

Diz Cee fowl Fatation

‘Nevignor Conon lens Lide, PAD. en Kimbo Chal 102

Leveouesien Waka tne
Introduction

This Raw-astor 4 eel echon ofsjsestuns ané ceivitiog neenated to supp group or
inndependznt slady 0: the novel He Gorden af ball Cassin’ by Cis Van Alishurg, Tis ore of a
deri of Navigators developed by ths Cons for Cifheé Education at The College of Wiltiam anh
[Mary wes Lmgur ge are resccee for Teachers ane scsi

[Novel studies should exeonrage udvancel readers ty Gevelog thc skills at snalying.and
fnterpreng Fzrature theeugl:strstared questions and wc ivties tat highlight themes md
fimcepls ilerary elersents, aad ical World comncctions ccnaine diy ‘ue books, Jp adicon
hovel scien ae opportunities fr saderts to levelep thelr sven socabulaly and wating SUS by
exploring and crvulucny the hanguage ant style used by authors

Whar are the gnats af the Navigator?
Navigator addresses the following earning yok

© To dovelop anulylical en interpretive eal in fieruture,

# Toslevelop usetstandiag af soleciod literary trernen

# To develop finguisic eummpetency then vealuary al langage study

4 devslnp ils in written aad eral commanienxiom
To develop higher level king and seagoing sills in damguaye es
io develop rewarch sls

Wha isthe uadience fur the Navigator?

This Navigator is imended for rsaders of the téanden of Abdel Cased. a oval agpoogy'ags For
serorg raiders nthe priauuy geides, This novel meets many 0” tho crite:in identified by Baskin
sid Lars {198 fr hows Forged ccaders,inlnding rian, tried, excising faewager cpr
sdednces; compacts teaaias i faery ive Defaviarsy ane proBlaon voli.

Hav shold dhe Navigator re used?
The Navigator may be tsed as sn instructional uno hy’ teacher wr es an inlepondent seady emi
boy a soudene or group of sLadeni, The cout nent i for teachers suse te Navigator 10
tpporta non! aeidy with a govp of sudeots, sslecting queatons anc avtiiliey I asin a8
desired giveu “be contest, Howerur, teachers say also choose 9 make the Navigator available
ferstulents ala Teaeuiag comer, with expects specified far studs as 12 which ites they
shell eamplete

‘The Navigatac incorporates several iypen of questions zeated to te novel, Some of ae,
‘ented ux “white you iad” cuostions ste specifically inlendes ta by used for eflecion aud
[Merfictiem a sens progress ftomgh che Eccl, Other questions are intel fr response after
The reader has completed the eel, whife will ets aay be answered ether uray crafter
wading, All of the quenions.cn pages I 22 ofthe
slisensin,

Navigator may be used for vaiting anor

_Additioon astivcics heyomd the discussion ant rtlsetion questions apear on pa
the Navigator, Some of chote wetvtes sppout Esher development f the Taapeage ats SIDS
identi in dhe goths while others provide interdseiplinsey connections and rseurch
pcan

What are ke prerequisites for students using dhe Navigator?
Shunlentsesing de Navigator shovad he able us eoraplets the novel isolfiulspendendly and
should Se Fasiiar with the Lgerary und ressoring tec lice in questions. Ta acai,
Suidonts ill he asked 1o-counplereactivices chat utilize sevecalspeciticteuchiny/learning:
ices. the: Literature Web, the Hamborger Model fur Persuasive Writing, and the,
Vocabulary Web, # chess vers and models are now ty suidesie, teachers nay W3eh #9 eontucl
rmivi-lessues un tera ether prior en or during use of the Nawignex. Seme guidanee Far using tee
reaching models is provided on the fllenciny: Es,
Teaching Modets

>

“The tterasure Web

Sine Latereuure Web is 9 model designee to gui intesprotacion of Likrxture selena yy
encosriging # watler ‘a connect pasonal response wih panGculae eemouts of the test. Tho weh
nay be comalered meepemlently wxVor as a tool For dixeusvion. The recorninended ws ist
Ttave studeuls comple the ech independectly ang then share ideas ina wall eroup, fullowed by
stteacher-Feilitted debvicting, Hhe web Tas five vouspencats

sb og Words: veresting wafer. srking, ox paticelarly montane wade ad
pluses conels# within the text
> the poade"s feelings, wih discussion of specie txt tls risen
cong: mle ocknge We eae snfcs Hs aor tended ©
ews major themes and minis af helen: Rey eons
Tages snd Symbols osubls semuny nnages in he tent, “plcrnes” i he reers
nn aad se ex th Inspr tas sym ar acact ideas

Strtures the Fora wn stroctns ofthe writing an how Day captribnre te moanin
tngy identfy sch Tealures iy use ed unos me nequence ir aurrative, use of voice,
use of figuritv Language, etc sylo a wallng

es wens Feslings
‘the Hamburger Model for Persuasive Writing
“The Hambaraut Model usss the lolli’ rucaphor of asaadwicl w bely students construct a
yrarugraph or essay. Sludev begin hy steing Uheiraint of view om the nse in question (he ap
funy. thay Len provide ceann sr evieonce, to supper tele ator: they eel ty ra
ingorporsis ace three suppeive nesscns ihe "patties". Hlaberacoa on the eases avovldes
additional detait he “ange”. A couclnding sentence ue pargaraph wraps up Ike suusic (he
Frat bun,

Introduction
(Stale a poine f View 3
The Vocabulary Web
he Wrenilany Web isa ii fa exploring wands in depth, It asks seodents to invorgate #
single Word in cecal finding ty dfinien, nynorvas and antemytas. and etyanological
infaimatinn, With disinformation, students then idenuy “score faalien” br cuher eras using
the sume meaning. based sletn as he aigine) Word: and they pris an cxampls the ved,
whieh smiy he a sentence or analogy asi the ward, a visval ac drunatic repcescmttion, or
anetbse exoatve fom,

Pinar

erases} ——.

Feat \
Tr wldiéon tothe models cliscussed here, Navigusor devetopers also used Pals (1992) Eleaten
of Ressoning in preparing yusalions ain activites, This moet For cvtiel thing emphurizen
ths following eight clement sue, rym, ps! of view. axoumpions, concepes, evilenca,
injerences, and implications o€ consequrices Teachers way wish Gr intiueuce Gos fonts Fo
slivers. ane a Ganiliniseve such 35 somsttg heing discussed in the school or sxanunutity
fencers shuld hen encourage the as¢of the xyIe snd the ore fw approaching prubleras za

he Navigelor sso contains sescaeeh astignmonts thal ure fse-huse ane exnaed 4 he
novel, Students shuld be encouraged to explore 1h tiple points of view and ase human sad
frganization ne ll us print rencunves in hel vestigations of ches reul-wnd fasuen,

Sever! esouces ate I
lwacher in exploring these mudo's marher.

at rh enl af he Kavi Ia may be use lS stunlens aad
Standards Emphases:

Hinplementing the Navigator

—>

Hive long docs the Navigator sake?
Duration of study depends on teacher preference aud number of aetiviies and questions

signe.

Huw does he

vigator autdrese standards for language arts?

‘The Navigator was designed ‘wilh an eye to aldressing key standards for language ar deified

hy the Natcnal Council of Tee
6 well ay stunlard Goa 086

74 of Fnglinh and Ove Hnterutional Reading Assecinuion (9961
al state-level eductiiom deparieeris, Speciiealy, the Navigawr

refers stata the alos areas

Tat nt ale
tovferecmd, mterpret and
evaluate cont

Tavigator
+ Broa Te een wid gts Fa atecproting 128i
Literature Woh and guiding yuentens 10 suppo-€ understaning
sand critical analysis

“Tae of wr tingniraenie
‘uring proves ser

“provides wtking prompls, a wating asl, an! emyiusTe on

eps ef We waiting process

| sustisnoos and to accomplish

Ue of spoke nd wits
Tanguay oe prt

partculay pospo

*ineorprates activities for siting and speailng tha emghasie=
persuasive, reflective. informative. al nactative ca nranication

‘Knowledge af vacahuly,
language seoctoee, and
language voncentions aad
analis of how ey ace
deuyostatel in teat

Tncosages tr dgpih word windy oF lvanved vocabulary.
ickadieg euphasis on stymolegy' end unege nf words

= Restarel cin issces and sien
‘of intent, sith emphasis on
rliring n vsriety of
echpolog cal and
informeianal roveuress
sabber data. intersect Jesus,
and conn cca findings

~ Prive: neveralTahue-based rescafch asiignmaonls fi wmalenls
femprasiving data en. levtion from pein, now print, al com
fesopreca:aalysne snd ayes of daca: aod waite ae ral
‘cuannunication of find ngs

Pitielpation #¢ mombone ot
Fxeragy sommonities

~ Encourages discussion within amd beyond the clessroom about
the specified west snd invites sinllar exploration af biker ents

Faiphitcsom “eucing » wide
range af Tezaro sclecrions to
Fru widerstaling ofthe

ngnan experience,

Thconeages it-dopth study ofthe specie text well as
‘omuparisens wo other seested works; mpgests spose ile Toe
archer ready
Hw should the Navigator activities he avsigned?

‘Teachizs should specify expectations for studenes shou! the maher and type of actvas and
‘queria 0 he sampled, 66 well as expectations fer quality of york. Tezchers may choose
siesign Nuvigator questions und activices using a cacaolnasion of Foquircl anal opliansy cs
Several sample organizations of assigames fallow

Sample 1 (Teagherted emphasis):

> ewerdec discussion of higher love enostiens: 11 # questions is gel fo jour
regen

7 ——_-Reuirad snsignnenns Liles ce Web, porsoasite paragraph GK hook eres one
‘Vocshulory Woh, ene eve wsi36nt

Choise assignments Laut choios of THREE smanining stvition

(Oral presentation of ene competed pices

Sonall-gronp emphs

=F swatl-group Kscussion of higher-level questions, with “10S questions completed in
‘writing Farce resiew

7 rou wasignments: Reteliag in new foarat OR parcrns netiily, kes Voeakulary
{WoRs, ne eco assignment wilh araup preseation

jana! axsgamence:Literane Web, persuasive parngraph OR hook review,
silent cheige o° TWO wemairirg activiien

sanaple 3 (Individua! eraphasisk:

Writen responses to sauder choice of 21m 3 diseusnion questions per etepors

"Required assignments: one research aesignmens xiudent vheive of TREE additional
vilen, of which one must bea completed writing pisce; oral presentatian of ame
assignment