I've taught Advanced Academic classes using units published by William and Mary for gifted students for both fourth and sixth grade students, and I believe they are the most useful when heavily adapted to meet the needs of my students. The most important pieces I've found are the graphic organizers for Change and Systems, in particular, and the reflection or journal questions for the novel studies. The concepts of change and systems can be used in multiple subject areas and with many different examples. The journal questions for the novel studies are questions that can be shared and responded to regardless of whether students read the same book. This unit is title Persuasion and was used with a sixth grade class.
Because of the requirements in Fairfax County for novel approval and assignment, I allow students (with their parents) to select novels independently for these assignments. Here is an example of a contract that I've used in the past:
The back of this contract provided a space for parents and students to list the title, author, and focus culture of the text and for both parents and students to sign.
Scoring
Students were required to choose three of the four questions to respond to using Padlet. Students also responded to at least two classmates' comments. A score was given next to each question on the rubric, and a completed rubric was sent home at the end of the unit. Students were given opportunities to revise a post if it did not meet expectations. As with student book reviews using Padlet, I did not approve each post for the rest of the class to see until I had reviewed and scored the post. This helped to keep all posts appropriate and allowed me to have students redo work if it did not follow directions or was not edited.
Rubric
4 | The reader demonstrates an accurate understanding of important information in the text by making an insightful response with substantial text-based support. The reader uses information from the selection to make numerous connections through analysis, evaluation, inference, or comparison/contrast. The reader provides at least one generalization about change with multiple applications from the text and/or with connections to real life.
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3 | The reader demonstrates an accurate understanding of important information in the text by making an interpretive response with text-based support. The reader uses information from the selection to make some connections through analysis, evaluation, inference, or comparison/contrast. The reader makes a valid generalization about change and supports it with details from the text.
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2 | The reader demonstrates an accurate but limited understanding of important information in the text by making a literal response (not inferential, evaluative, or analytical). The reader uses information from the selection to make limited connections. The reader gives a literal description of an example in the story or a generalization about change without support from the text.
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1 | The reader does not demonstrate an understanding of important information in the text. He/she provides a limited, vague, or inaccurate response, which may include simply rewording the text. The reader does not make connections. The reader does not make a generalization about change. Comments about change are vague, limited, or inaccurate.
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Q1: Character Development: What qualities of the main character do you most admire? Why? Don't forget to include the title and author of your book and the culture represented.
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Q2: Cultural Differences: How does the book help you to understand and appreciate cultural differences? Don't forget to include the title and author of your book and the culture represented.
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Q3: Challenges: What are the most significant personal challenges in the main character's life? How does the main character respond to these changes in his/her life? Don't forget to include the title and author of your book and the culture represented.
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Q4: Cultural Issues: What are the important issues that affect the cultural group represented in this book? In what ways are these issues common to all groups? In what ways are they specific to this group? Don't forget to include the title and author of the book and the culture represented.
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Score for Response to Peer #1-
Score for Response to Peer #2-
Padlet Responses- Q1 Character Development
Padlet Responses- Q2 Cultural Differenes
Padlet Responses- Q3 Challenges
Padlet Responses- Q4 Cultural Issues
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