Bibliography+of+Resources

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**Indiana High Ability Language Arts Curriculum Project - Summer 2011** **Bibliography of Resources**
 * Readings**

VanTassel-Baska, J. (2003). //Curriculum planning and instructional design for gifted learners//. enver: Love. VanTassel-Baska, J., & Little, C. (Eds.). (2011). //Content-based curriculum for gifted learners//.(2nd edition) Waco, TX: Prufrock. Chapters 7 & 8

**2001 Winner of a National Association for Gifted Children Curriculum Division Award for Outstanding Curriculum ** || 1 - 2  || **1998 Winner of a National Association for Gifted Children Curriculum Division Award for Outstanding Curriculum ** || 2 - 3  || **2000 Winner of a National Association for Gifted Children Curriculum Division Award for Outstanding Curriculum ** || 4 - 5  || **1997 Winner of a National Association for Gifted Children Curriculum Division Award for Outstanding Curriculum ** || 5 - 6  ||
 * Resources on Hand**
 * Units developed by The Center for Gifted Education at the College of William & Mary** (information copied from http://cfge.wm.edu/curr_language.htm)
 * **Title ** ||  **Description **  ||  **Grade Level **  ||
 * //Beyond Words // || This literature unit, organized around the study of figurative language, explores the idea that language can change the way we think about the world by creating new images and connections in our minds. The unit uses poetry and picture books as the basis for analyzing different types of figurative language, including simile, metaphor, and personification, and gives opportunities for students to create their own literary images. In addition, the unit introduces students to persuasive writing and to advanced word study, as well as providing an opportunity for students to explore how language changes over time in their families and their culture.
 * //Journeys and Destinations // || This unit uses an inquiry-based approach to investigate literature in an interdisciplinary, multicultural curriculum. The guiding theme of this unit is the recognition of change as a concept that affects people and their relationships to the world around them. An open-ended approach to the discussion process is emphasized in the search for meaning in literature selections such as Aesop’s fables, //The Green Book//, //Bringing the Rain to Kapiti Plain//, and "The Ugly Duckling." Vocabulary development, writing activities, oral communication, research, and reasoning are integrated into the unit.
 * //Literary Reflections // ||  <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">While all four language arts strands of literature, writing, language study, and oral communication are integrated into this unit, the core of the unit involves students interacting with literature while enhancing reading comprehension and textual analysis skills. The literature selections, including //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">The Secret Garden //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;"> and world class short stories by such authors as Tolstoy and Singer serve as a basis for discussion.
 * //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">Patterns of Change // || <span style="color: #000000; display: block; font-family: Arial,sans-serif; font-size: 12px; text-align: left;">The concept of cyclic patterns of change was chosen as the unifying theme for this unit. Selected literary works deal with cycles in nature, knowledge, history, and human life. Students are introduced to some of the important approaches and ideas of literary criticism. Students are encouraged to use journals, literature webs, essays, and visual projects to organize and express their ideas about various literary selections. Works studied in the unit include Conrad’s My Daniel, “The Helpful Badger” by Lawrence Yep, and poetry by Dickinson, Sandburg, Angelou, and Shakespeare.  || <span style="color: #000000; display: block; font-family: Arial,sans-serif; font-size: 12px; text-align: left;">4 -6  ||
 * //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">Autobiographies // || <span style="color: #000000; display: block; font-family: Arial,sans-serif; font-size: 12px; text-align: left;">In this unit, students study the concept of change by reading autobiographies of writers and by looking at change in the lives of writers and other artists. As they examine life stories and self-portraits, they study literature and examine works of art from various cultures. In order to gain insight into the development of talent, students are encouraged to explore their own identities as talented learners through discussions, research, oral presentations, and reflective writing. Autobiographical writings from authors including Beverly Cleary, Eloise Greenfield, Isaac Singer, and Lawrence Yep are explored.
 * //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">Persuasion // || <span style="color: #000000; display: block; font-family: Arial,sans-serif; font-size: 12px; text-align: left;">This unit highlights elements of persuasion, especially as it relates to oral communication. Students must cite passages from literature to defend their points of view in discussion as well as in written arguments. Literature selections such as "The Valiant," "The Pied Piper of Hamelin," and the Declaration of Independence frame the basis for exploring the reasoning process through analysis and interpretation. Opportunities are presented for impromptu, informative, and persuasive speeches, debate, small and large group discussion, and critical reasoning. Persuasive writing, reasoning, research, and language study are included throughout the unit.  || <span style="color: #000000; display: block; font-family: Arial,sans-serif; font-size: 12px; text-align: left;">5 - 7  ||
 * //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">The 1940s: A Decade of Change // ||  <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">This unit looks at the historical events and social issues of the 1940s through the literature of the decade, including novels, short stories, poetry, essays, letters, and newspapers. Numerous opportunities for reading, writing, listening, linguistic competency, and speaking are incorporated into the unit. Each student is required to pose a hypothesis and conduct research concerning some issue of significance that arises from the literature that is studied. Students make both a written and an oral presentation of their research. The unit is rich in materials that highlight the concept of change, including works such as Hersey's //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">Hiroshima //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">, //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">The Diary of Anne Frank //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">, and Spiegelman's //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">Maus II //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">.   || <span style="color: #000000; display: block; font-family: Arial,sans-serif; font-size: 12px; text-align: left;">6 - 10  ||
 * //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">Utopia // ||  <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">This unit provides an overview of utopia as seen by various individuals, groups, and countries and gives students an opportunity to examine why ideas about utopia undergo change. Through the study of literature, art, music, and other classroom activities, students learn about the search through the ages for utopia and the struggles to grasp and maintain it on both personal and societal levels. Exploring utopia through personal dreams and goals allows students to analyze the literature they read more thoroughly throughout this unit. Literature selections include Orwell’s //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">Animal Farm //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">, Lowry’s //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">The Giver //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">, “The Man That Corrupted Hadleyburg,” by Twain, and poetry by Cavalli and Enzensberger.   || <span style="color: #000000; display: block; font-family: Arial,sans-serif; font-size: 12px; text-align: left;">7 - 9  ||
 * //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">Threads of Change in 19th Century American Literature // ||  <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">This unit uses literature of the 19th century to explore five historical movements: romanticism, transcendentalism, abolitionism, industrialism, and feminism. Each of the five "isms" has its own "literature box" containing appropriate documents to serve as a resource for teams of students. The “isms” are investigated as change agents in American life through the study of key writings of the period. Literary works studied in the unit include Twain's //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">The Adventures of Huckleberry Finn //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">, Melville's //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">Billy Budd //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">, //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">Sailor //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">, Hawthorne's "Dr. Heidegger's Experiment," and selected Poe short stories.   || <span style="color: #000000; display: block; font-family: Arial,sans-serif; font-size: 12px; text-align: left;">7 - 11  ||
 * //<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 12px;">Guide to Teaching a Language Arts Curriculum for High-Ability Learners // || <span style="color: #000000; display: block; font-family: Arial,sans-serif; font-size: 12px; text-align: left;">This teacher's guide contains important information for the implementation of the accompanying units, all organized around the concept of change. The guide provides the design specifications used in the development of the units, criteria for assessing language arts curriculum, and a section on monitoring language arts classrooms to ensure faithful implementation practices.  || <span style="color: #000000; display: block; font-family: Arial,sans-serif; font-size: 12px; text-align: left;">K - 12  ||

Tomlinson, C., Kaplan, S., Renzulli, J., Purcell, J., Leppien, J., & Burns, D. (2001). //The Parallel Curriculum Model: A design for developing high potential and challenging high ability learners//. Thousand Oaks, CA: Corwin Press. Tomlinson, C., Kaplan, S., Purcell, J., Leppien, J., Burns, D., & Strickland, C. (2005). The //Parallel Curriculum Model in the Classroom, Book 1: Essays for application across the content areas, K-12//. Thousand Oaks, CA: Corwin Press. Tomlinson, C., Kaplan, S., Purcell, J., Leppien, J., Burns, D., & Strickland, C. (2005). The //Parallel Curriculum Model in the Classroom, Book 2: Units for applications across the content areas, K-12//. Thousand Oaks, CA: Corwin Press. Strickland, C.A. & Glass, K.T. (2009). //Staff Development Guide for the Parallel Curriculum.// Thousand Oaks, CA: Corwin Press. **Other** Kaye, S. M. & Thompson, P. //Philosophy for Teens.// Waco, TX: Prufrock Press. White, D. A. (2005). //The Examined Life: Advanced// //Philosophy for Kids.// Waco, TX: Prufrock Press. White, D. A. (2001). //Philosophy for Kids.// Waco, TX: Prufrock Press.
 * Parallel Curriculum**

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