Great Books*
Standards
Reading Process:
Student employs appropriate reading and interpretation strategies to read
increasingly complex texts.
Reading Analysis:
Student responds to and critiques selected literature.
Expressive Language:
Student speaks and writes effectively to express opinions based on analysis
of text.
Assessment / Product or
Culminating Activity
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Shared inquiry/Socratic discussion: rubric
for assessment
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Creative writing, personal essay, or evaluative
essay
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Integrating the arts into the literature,
resulting in the creation of original products
Gifted Strands
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Communication
Skills:
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Active listening
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Responsive writing
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Focused discussion skills
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Development of appropriate questions
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Application
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Analysis
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Synthesis
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Evaluation
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Substantiation
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Creativity:
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Flexible thinking and writing
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Verbal abstract expression
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Activities
Higher level thinking skills:
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Identify problems
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Resolve problems
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Weigh evidence
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Use evidence from the text to support opinion
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Draw inferences from the text
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Form and revise opinions using sound reasoning
Speaking:
Leader’s follow-up
questioning and the interaction between participants offer evidence from
the story to support opinions
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State ideas clearly
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Explain reasons for an inference or conclusion
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Defend positions
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Agree and disagree with others in an appropriate
manner
Writing:
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Extend thinking about the issues raised during
the discussion through writing stories, poems, evaluative essays, or personal
essays
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Clarify thinking
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Synthesize information
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Acquire understanding through note taking
Reading Comprehension:
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Analyze author’s tone and purpose
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Substantiate answers with evidence
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Recall details and cite specific relevant
passages
Reading Strategies:
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Read silently and orally
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Use own questions as tools for further exploration
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Note patterns or connections in the text
Vocabulary:
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Derive meanings of words through context
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Explore multiple dimensions of highly significant
words
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Examine the images suggested by metaphorical
language
*Great Books Foundation
: http://www.greatbooks.org
©Gifted Task Force/Advisory
Committee
Fall 2002