Secondary English teachers' resource manual for gifted students [1991]

Secondary English Teachers'
I
Resource Manual
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Werner Rogers, Superintendent of Schools Georgia Department of Education

Gifted Education Unit
Resource Manual in English for Teaching Gifted Students
Grades 9 -12
A Resource Development Project Developed and Produced in Cooperation with the Georgia Department of Education
and Joyce VanTassel-Baska College of William and Mary
Werner Rogers State Superintendent of Schools
1991

Contents
Introduction How to Use the Guide Gifted Learner Characteristics and Curriculum
Dimensions Philosophy and Goals Model Frameworks Learning Objectives Teaching-Learning Activities Facilitative Instructional Strategies Evaluation of Learning Objectives/Outcomes

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3 8 10 18 31
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Foreword
Appreciation is extendedto the following Georgia Department of Education personnel for their efforts in the production of this Manual: Peyton Williams Jr., Associate State Superintendent of Schools; Maitland Adams, Assistant State Superintendent of Schools; and staff of the Division of Curriculum and Instruction directed by Edith Belden are acknowledged for their overall support and guidance of the project. Special recognition is expressed to Lonnie Love, Director of the Gifted Education Unit; Chris Nelson, Coordinator of the Gifted Education Unit; and Joyce Gay, Consultant for the Gifted Education Unit.
Joyce VanTassel-Baska College of William and Mary Williamsburg, Virginia

Introduction
This resource manual has been developed for secondary English teachers in grades nine through 12 who work with gifted learners in specialized classes and seminar settings. The manual addresses key aspects of the gifted secondary English program and includes the following main components.
Differentiation issues in programs for the gifted based on modifications in curriculum, instruction and materials
Philosophy and goals of the secondary English program for the gifted
Adaptations of relevant Quality Core Curriculum (QCC) objectives and outcomes for gifted students
Sample activities for use in each major strand of English curriculum
Key instructional approaches with a special emphasis on alternative discussion models, critical thinking, creative thinking and research
Evaluation issues
Resource selection criteria and a list of exemplary materials

How To Use the Guide Teachers may use this guide to plan more effectively for gifted learners in English at the high school level. The guide is organized around key design features of curriculum. Adaptations for gifted learners are cited for each cell of the design wheel, and teachers should move through each cell when putting together a course syllabus for the year. The guide may also be used as a quick reference for sample activities, strategies and resources throughout the teaching year.
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Ready manipulation of abstract symbol systems
Power of concentration
Affinity for making meaning
Curiosity
Advanced learning rate

Focus on systems of knowledge
Focus on interestbased inquiry
Focus on accelerated learning opportunities
Focus on issues, themes and ideas within and across knowledge areas

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The beginning point for all meaningful curriculum for the gifted must be student's individual and group characteristics and needs. Existing curricula found to be effective with gifted students have evolved primarily from such understandings. Although one effective approach to curriculum relies mainly on the introduction of advanced skills and concepts at younger ages, thus tuning in to advanced cognitive development in specific domains, even this approach demands sensitivity to the level and learning capacity of students at a given stage of development.
While these characteristics and needs have been perceived as important for identifying gifted students, they are also indispensable for curriculum design. It may be useful to consider a few characteristics of the gifted and relate them to secondary language arts curriculum considerations. Manipulates abstract symbol systems readily
This characteristic is probably first noticed in young gifted children who read early. Since learning language is a powerful key to other forms of learning, it becomes a good example of a crucial symbol system. The gifted tend to access this symbol system earlier, more intensely and master it more rapidly than typical learners. They also tend to rate reading as a favorite leisure time activity during the secondary years. A curriculum design question regarding this characteristic is, Should we focus on this one symbol system primarily, allowing the gifted to advance and be enriched in all their reading and related language arts experiences? If the answer is yes, then the following elements would seem important to have as staples in a reading program for the gifted at all levels
Work out of core materials that are beyond the student's grade level Literature program based on appropriate children's, adolescent and adult literature Writing program that encourages students to elaborate on ideas from literature
in building stories and essays Vocabulary development emphasis Reading in the content areas and in biography Use of multicultural literature Sustained foreign language opportunities Emphasis on logic and critical thinking Diagnostic testing in reading skill areas with instructional follow-up Spelling work derived from both basal and literary reading
selections Storytelling, the reading of one's own stories and discussion
of stories read Creation of one's own books, journals, etc. Free reading, based on student interests
Power ofConcentration This is another very powerful characteristic of the gifted that needs an appropriate
outlet. Educators can manipulate learning time in such a way as to promote or impede the gifted. Focusing on a topic for longer periods of time but not every day or doubling the amount of time spent on advanced topics are possible modifications for gifted students. Manipulation of time, however, is only one variable of interest here. Additionally,
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it is important to consider what areas this characteristic might be best used for. One way to make such a curricular decision is to ask the student to choose among tasks to be accomplished and topics to be studied. For example, in the secondary English program, a stronger time emphasis on composition might be warranted; thus, the idea of a double period twice a week for such efforts could be scheduled. Affinity for Making Meaning
This characteristic of the gifted relates to their interest and capacity for constructing knowledge for themselves, the capacity to generate new ideas and to engage in a creative synthesis of existing ideas. It is the characteristic that may be most powerful in an English program where gifted students are given the opportunity to explore an idea and make meaning out of it through various alternative project approaches. A few examples might be using art, music, dance and literature to demonstrate the concept of "pattern" through
creating a skit, performing a play, making a film or video or creating an exhibit. These examples provide a way of deriving appropriate curriculum for the gifted from an understanding of their specific characteristics as learners. The pages that follow provide a synthesis of approaches to differentiation that we may effect in curriculum, materials and teacher behaviors (instructional process) in order to better meet the needs of gifted learners. These differentiation techniques provide an important dimension for all curriculum efforts for these learners.
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The Interaction of Curriculum, Materials and Instructional Components for Gifted Learners

Appropriate Adaptations of Curriculum and Materials for Gifted Learners
Curriculum
Compression by using a diagnosticprescriptive approach for basic skill learning
Acceleration of content Reorganization of content according to
higher-level skills and concepts Infusion of higher-order thinking skills
into content Development of advanced products related
to the content area Integration of content area by key ideas,
issues and themes Integration of ideas across related content
areas
Materials
Resources at an advanced reading level Organization by concepts rather than
isolated skills Higher-level questions for discussion Ideas for group and independent student
investigation Problem sets, exercises and activities
organized from simple to complex and including examples that extend two to four years off level Extension activities that allow students to pursue a topic in depth Idea connections to multiple areas of the curriculum

Appropriate Teacher Behaviors that Complement Curriculum Adaptations
Conducts Group Discussions Teacher withholds own ideas and
conclusions. Teacher encourages participation of
students in discussions. Teacher poses interpretive questions
for students.
Selects Questions that Stimulate High-Level Thinking Teacher has students evaluate situations,
problems and issues. Teacher has students ask analytic
questions. Teacher has students generalize from
concrete to abstract at advanced levels.
Uses Varied Teaching Strategies Effectively Teacher is sensitive to students'
responses. Teacher maintains a balance between
active and passive activities. Teacher deliberately shifts teaching strategies with students.
Uses Critical Thinking Skills in Appropriate Manner Teacher uses inductive and deductive
reasoning and is able to apply techniques in classroom. Teacher encourages student development of inference and evaluation of argument skills. Teacher encourages analogical thinking.
Encourages Independent Thinking and Open Inquiry Teacher has students compare and
contrast different issues, using objective evidence. Teacher facilitates lively debate of controversial issues. Teacher models an open, challenging attitude toward knowledge.

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Uses Creative Thinking Techniques Teacher employs brainstonning. Teacher encourages flexible thinking. Teacher asks students to elaborate on ideas. Understands and Encourages Student Ideas and Student-Directed Work Teacher encourages students to try new
approaches. Teacher is tolerant of students' attempts
to find solutions to problems. Teacher encourages "guesses" by students
and helps students evaluate their guesses. Teacher helps students realize that
research involves trial and error. Uses Problem-Solving Techniques Teacher employs creative problem-
solving model. Teacher uses problem-solving heuristics
in presenting ideas. Teacher asks students to define problems
in a question fonn. Synthesizes Student Assessment Data arid Curriculum Content Effectively Teacher uses diagnostic prescriptive
tools. Teacher uses multiple texts to fulfill
objectives. Teacher uses study sheets that synthesize
content information.
VanTassel-Raska, 1989
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Philosophy and Goals
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Philosophy and Goals
The secondary English program in grades nine through 12 for gifted learners exists to address the differentiated needs and characteristics of these students. Such a differentiation calls for these students to have access to advanced content early, an emphasis on the development of higher-level thinking skills and advanced products and a focus on intradisciplinary and interdisciplinary themes and ideas.
Major goals of the English program for gifted learners in grades nine through 12 are
-to develop the communication skills of speaking and listening,
-to develop critical reading,
-to develop analytical and interpretive skills through literature,
-to develop expository, creative and technical writing skills,
-to foster critical and creative thinking and
-to develop an understanding of the structure of English and its relationship to other language structures.
Moreover, the secondary English program provides a direct link to the overall gifted program goal structure. General areas of the gifted program focus on the importance of gifted students' response to perceptions, response through investigation, response through invention and response through valuation. Major emphases are given to the following cognitive skills and citizenship.
-Innovative thinking This skill area is enhanced in the secondary English program through activities that focus on fluency, flexibility, elaboration and originality.
-Problem solving and decision making This skill area is enhanced in the secondary English program through the use of a creative problem-solving model and other rational decision-making approaches.
-Critical thinking This skill is enhanced in the secondary English program through a deliberate focus on models of critical thinking to analyze and interpret literature.
-Leadership This skill is enhanced in the secondary English program through building the discussion skills of gifted learners and emphasizing student-directed work.
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Model frameworks
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A Model Outline of a Theme-Based Secondary English Literature Program

A. The Puritan Spirit

An emphasis upon rigorous moral virtues. A strong consciousness of sin (defined as violation of the Commandments of God) and an assumption that man's natural desires lead him toward the commission of sin; therefore, the conviction that man should restrain his natural desires and that he should endure harsh punishment if he does commit sin.

The Crucible, Miller Ethan Frome, Wharton The Scarlet Letter, Hawthorne The American Puritans, Their Prose and Poetry, Miller (ed) Selected short stories

B. The American Desire to Get Ahead

The pursuit of success, rising in the world from rags to riches, from log cabin to White House, in the land of opportunity where the streets are paved with gold and the sky's the limit.

All My Sons, Miller The Great Gatsby, Fitzgerald The Rise of Silas Lapham, Howells Autobiography, Franklin

C. Optimistic Idealism

A philosophy transmitted to America largely through the works of Coleridge and Carlyle and clearly revealed in Transcendentalism, stresses the optimistic belief that life is good; glorifies the individual and his potentialities, admiring the genius and the great man; distrusts binding creed and institutions and dead traditions; is critical of a Yankee world given over to materialism.

"Self-Reliance," Emerson Parts of Walden, Thoreau "Renascence," Millay Our Town, Wilder Poetry of Emerson, Whitman and Dickinson

D

!'he Darker Romanticism

Manifests strong ties with European romantic pessimism; is usually concerned with twilight melancholy, with the strange, the I~n ltesque, the terrible; freljUentlv emI}hasizt's the disenchantment
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suffered when a world of romantic dreams is crushed by harsh reality. Has allied itself with various forms of symbolism in more recent literature.
"The Pit and the Pendulum," Poe "The Fall of the House of Usher," Poe "The Raven," Poe Moby Dick, Melville The Emperor Jones, O'Neill The Glass Menagerie, Williams
E. The Realistic Outlook
An outlook that seeks to perceive the ordinary world clear-sightedly without what it believes to be distorting illusions (such as those of romantic idealism, for instance). Claims to be objective, but is frequently so skeptical of illusions that it endeavors to demonstrate their falsity to the point of being critical or even didactic in tone.
The Little Foxes, Hellman Parts ofMain Street, Lewis The Red Badge ofCourage, Crane Huckleberry Finn, Twain Poetry of Robinson, Frost, Sandburg, MacLeish A Separate Peace, Knowles
Sample topics for writing assignments related to the literature:
1) A comparison of Hester in The Scarlet Letter and Abigail in The Crucible
2) Some qualities of the puritan mind found in Ethan Frome 3) The narrator's attitude toward Gatsby 4) Three symbols of evil: the whale (Moby Dick), the raven ("The
Raven") and the child (The Turn of the Screw) 5) One aspect of the social satire in Huckleberry Finn, Main
Street or The Emperor Jones
--excerpted from Kanawha County Board of Education Scope and Sequence Guide for Gifted Students Charleston, West Virginia
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A Model of Writing Expectations for Gifted Learners
Section One: Jottings. We expect you to write every day in this section. It will be a daily log of thoughts and ideas, ramblings, fragments -jottings. The idea here is to get the ink flowing in your veins. Jottings are warm-up exercises for writing and, possibly, the place where you will discover in fragmented form an idea or image you will want to develop in one of the other sections of your writing book. This section may be private, if you wish.
Section Two: Autobiography. There is power in naming, describing, narrating. In this section of autobiographical writing we want you to assemble over several months pieces that will help you to discover how you may name yourself, describe yourself and narrate your experiences with a sense of order and meaning.
Section Three: Responses to Readings and Discussions. Here you will write about the literature we have read and about the ideas the literature has suggested. Your instructor may direct you to a specific question or ask you to develop a topic or question of your own. This section's writings will be experiments in criticism and exploration - a trying-on of ideas, forms of expression and rhetorical modes, a dialogue with your instructor and fellow students about the work of the class, and a seedbed for ideas that may later appear in the polished, formal papers of each quarter.
Section Four: Connections. Here you will be asked to record your attempts at interdisciplinary inquiry and growth, to look for and to write about the relationships between the ideas that arise in your work in English and ideas discovered in your work in other disciplines and activities.
Section Five: Poetry and Prose. In the other sections you will have been engaged, largely, in what might be called expository or analytical writing. In this section, you will have a greater opportunity to try your hand at poetic writing, where the focus is as much on language as it is on idea. Here you will begin to gather the images, the phrases, the plots, the themes and the characters that may lead to poems and stories. In the year's last quarter, you will be asked to choose from this section and to develop finished pieces of poetry or prose fiction.
Evaluation of Written Work
Your work in this book of your writing will be evaluated: It will carry a weight of 25 percent in determining your quarter's grade in English. Listed and explained below are the five criteria your instructor will employ in assessing your work.
1. Neatness. Use the ring binder you will be asked to purchase. Mark the divisions between the five sections clearly. Date each entry. Write legibly. If you use notebook paper, trim off the ragged edges before putting the sheets in your binder. Cross-outs and emendings are fine, but make sure your reader can read what you have written. It isn't Mrs. Grundy's old-fashioned penmanship and decorum that is at issue here. It is simply a matter of courtesy to your reader.
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2. Variety. There should be a representatipn of work in all five sections, evidence of your attempts to broaden your range of powers in writing. 3. Originality. This is your book, and your reader should find your concerns expressed in your voice. It is what Robert Frost called "common experience uncommonly written" that is wanted. 4. Seriousness of Purpose. This will be measured, in part, by quantity (in itself evidence, at least, of perseverance) but also by your instructor's finding a congruence between the work you have done and what one could reasonably expect of a bright, committed writer who is developing works in progress. There should be evidence of thought, of imagination, of effort and of risk taking. 5. Risk Taking. This book is a place for trying what you're not sure you can do but feel you need to learn. There should be evidence of your work as an apprentice-investigator, of your own processes and powers of thought and expression.
-draft of English department curriculum paper, Illinois Math and Science Academy
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A Research Seminar Model

I. Problem Finding involves helping students locate or isolate a problem. Problem identification, establishment of limitations and problem statement are stressed.

II. Research Design includes an overview of relevant research methodologies and development of a research design.

III. Reference Sources acquaints the student with the tools of scholarship necessary to conduct a comprehensive review of professional literature on a given topic. Special attention is given to specialized indexes and electronic data retrieval systems.

IV. Data Collection introduces students to methods for observing phenomena or obtaining evidence necessary to the investigation. Techniques can range from the use of scientific instruments to case studies, depending upon the nature of each student's project.

V. Analysis and Interpretation of Data continues skills introduced in the fourth component, giving special attention to application of micro computers. Again, methods are diverse. Since the research seminars are grouped by student interest, each group can focus on techniques directly applicable to its specific projects. Students will be introduced to various computer applications.

VI. Drawing Conclusions stresses the application of logic and the standards of scholarship in the development of the final product of research.

VII. Technical Writing focuses on the written exposition of the research report. Students are introduced to the various style manuals that apply to scholarly writing, and they begin to prepare drafts of the parts of their reports that are near completion.

VIII.

Ethical Issues in Research is a topic with two perspectives. First, students consider the ethical implications of the consequences of their research and discuss the ethical implications of various research methodologies. Second, students consider the ethical issues related to the academic integrity of their research.

IX. Presenting Findings is the culminating phase in the research competency program. Students prepare their reports for presentation or exhibition through appropriate refereed outlets. Use of computer-assisted graphics and audio-visual materials in preparation for presentation or exhibition is included. Faculty help students locate appropriate outlets to publish or exhibit their work.

--excerpted from Curriculum Plan, Indiana Academy of Arts and Sciences for Gifted Students

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Sample Research Proposal Outline
The methods used in all investigations are many and varied; however, the scientific method, which is used to outline and substantiate the procedure for those investigations, is a vivid, dynamic process and cannot be reduced to a simple formula. The classification system used here is only a broad view that is helpful in orienting a beginning scientist in any discipline.
1. Observation of a Phenomenon
Something is noticed and attention is given to the observation.
2. Problem
A problem is defined or a question is asked about the observation. Rather than simply accepting the observation and forgetting it, the questioning mind asks "why?"
3. Preliminary Information
In most types of scientific research, gathering -preliminary information involves a literature search through books and journals.
4. Hypothesis
A hypothesis is a possible solution to the problem. It can also be explained as an "educated guess." After reviewing the preliminary information, a hypothesis is formed. The hypothesis must be stated in such a way that it is testable. To make a hypothesis statement like lithe flowers are pretty" is not adequate. It does not set up a basis for an experimen.t since it is not testable.
5. Experiment/Evidence
The sole purpose of the experiment is to test the hypothesis to determine whether it is correct or incorrect. An experiment should test only the factor suggested in the hypothesis, called the variable. All other factors are kept constant. A controlled experiment involves using two groups of the same kind of item or organism and treating them exactly the same except for the factor being tested. This is the variable. To get valid results, the group with the variable is compared to a constant standard, called the control.
6. Data
The result or data collected from the experiment are often collected in a numerical form. Numerical data can be recorded in a table and
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plotted in a graph. Data can also be collected by visual and auditory means. These data may be recorded in the written notes of the researcher. 7. Discussion The data are analyzed and their meanings are interpreted. Comparisons are often made with the experiments and conclusions of other researchers. 8. Conclusion/Revisions The conclusion summarizes the results of the experiment. In some cases revisions are necessary to better explain the original problem or hypothesis. The researcher should not be afraid to revise the project. During your high school English program, you will be asked to submit an acceptable research proposal in an area of interest to you. You must be willing to probe unfamiliar territory, develop abstract ideas and, most importantly, take some chances. You may not be right the first time you try. *Modified from Devine and Staudinger: Biological Investigations: Laboratory Investigationsfor Introductory Biology, Fifth Edition. Kendall/Hunt Publishers, 1979.
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Learning Objectives
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The Relationship of Secondary English Quality Core Curriculum and Gifted Education Outcomes
Each of the major facets of the quality core curriculum are important outcomes for gifted students in English. However, for each goal area adaptations can be made for these learners that would enhance, extend and deepen their understanding of a given area of the English curriculum. The following pages reflect the quality core curriculum statements in a column on the left and the gifted adaptation suggestions in a column on the right. These adaptations may be characterized as additional outcomes, higher level outcomes, or synthesized outcomes, based on the Quality Core Curriculum areas.
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A. Speaking/Listening
Quality Core Curriculum
-Interprets and assesses various kinds of communications
-Engages critically and constructively in the exchange of ideas, particularly during class discussions and conferences with instructors
-Identifies and comprehends the main and subordinate ideas in lectures and discussions and reports accurately what others have said
-Conceives and develops ideas about a topic for the purpose of speaking to a group; chooses and organizes related ideas; presents them clearly in Standard American English; evaluates similar presentations by others

Gifted Adaptation
-Participates effectively in a debate structure
-Leads a group discussion on a self-selected topic
-Prepares and delivers a I5-minute oral presentation on a preassigned topic
-Creates and acts out an original dramatic scene expressing an idea, emotion or event
-Demonstrates proficiency in extemporaneous speaking
-Analyzes and evaluates the effectiveness of any example of oral communication
-Participates effectively in panel discussions
-Uses oral communication to enhance social relationships and situation

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B. LANGUAGE
Quality Core Curriculum -Learns how the English language has developed, changed and survived
-Learns that English is influenced by other languages, ancient and modem
-Understands that words change in form and meaning across time (etymologies)
-Understands that English usage is shaped by social, cultural and geographical differences
-Learns that English has several different levels of usage and that language appropriate in some situations may not be appropriate in others
-Learns that English operates grammatical systems and usage principles in written and oral presentation of coherent ideas

Gifted Adaptation
-Le~s how the English language has developed, changed and survived by comparing rural areas with urban areas (e.g., Appalachia vs. Chicago)
-Learns that English is influenced by other languages, ancient and modem by investigating Latin, Spanish and French roots from a list of teacher-selected English words
-Understands that words change in form and meaning across time (etymologies) by contrasting Elizabethean terms of Shakespear's plays with modem day plays
-Understands that English usage is shaped by social, cultural and geographical differences by locating specific examples of the above in The Color Purple
-Discriminates choice of style and content based on audience need/demand
-Evaluates effective word choice, sentence structure and passage appropriateness in a variety of contexts
-Applies grammar usage principles in written and oral presentations of coherent ideas

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c. WRITING
Quality Core Curriculum
-Uses a variety of writing modes such as describing, imagining, telling, explaining, persuading, interpreting or researching
-Selects and arranges ideas; finds appropriate ways for expressing ideas; evaluates and revises what is written
-Improves personal writing by restructuring, correcting errors and rewriting
-Adapts writing style to various audiences
-Develops creative and imaginative expression in writing
-Learns the techniques of writing to appeal to and persuade others
-Gathers information from primary and secondary sources; writes reports using research; quotes, paraphrases and summarizes accurately; cites sources properly
-Uses the tools and resources of writers (e.g., dictionaries, thesauri, style manuals, usage handbooks)
-Is precise in punctuation, capitalization, spelling and other elements of manuscript form

Gifted Adaptation
-Prepares a research paper of 20+ pages that follows an appropriate social science model of research
-Prepares expository essays of 500 words or more that reflect competency in the blend of form and idea
-Uses several writing techniques for a variety of purposes
-Demonstrates competency in the editing process
-Revises written work to meet the needs of various audiences and purposes
-Uses peer review to improve of individual writing
-Exhibits sophistication in summarizing/writing precis

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D. READING
Quality Core Curriculum
-Uses literal comprehension skills (e.g., sequencing, explicitly stated main idea) and uses inferential comprehension skills (e.g., predictions, comparisons, conclusions, implicitly stated main idea, propaganda techniques)
-Identifies and comprehends the main and subordinate ideas in a written work and summarizes ideas in own words
-Recognizes different purposes and methods of writing; identifies a writer's point of view and tone
-Interprets a writer's meaning inferentially as well as literally and identifies personal opinions and assumptions in a writer
-Comprehends a variety of written materials
-Uses the features of print materials appropriately (e.g., table of contents, preface, introduction, titles and subtitles, index, glossary, appendix, bibliography)
-Defines unfamiliar words by using appropriate word recognition skills

Gifted Adaptation
-Demonstrates proficiency in working with inference, inductive and deductive reasoning, analogies, assumptions, and evaluation of arguments in literature read
-Analyzes literary themes as they are developed within and across authors
-Discusses and synthesizes ideas about an author's form and content
-Develops an essay that compares key purposes and methods of writing used by one author with those of another author
-Evaluates a given reading selection according to a set of criteria or standards
-Creates a novel, biography, autobiography, poetry, short stories or book of essays that incorporates all major features of print materials
-Masters advanced adult vocabulary

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E. LITERATURE Quality Core Curriculum
-Is aware of important writers representing diverse backgrounds and traditions -Is familiar with mythology, especially Greek and Roman -Reads and compares world literature -Develops effective ways of telling and writing about literature -Is familiar with the structural elements of literature (e.g., plot, characterization)
-Judges literature critically on the basis of personal response and literary quality
-Reads, discusses and interprets booklength works of fiction and nonfiction
-Selects and uses a variety of print and nonprint resources to become familiar with and compare literature

Gifted Adaptation
-Compares and contrasts disparate works of literature according to form, style, ideas, milieu, point of view, historical context and personal relevance
-Creates a literary piece in a self-selected form at a level appropriate for contest submission, using appropriate structural elements and literary devices
-Evaluates any new piece of literature encountered according to key criteria such as use of language, unity of purpose, characterization and credibility of main ideas
-Analyzes and interprets form and idea in "difficult" literary selections
-using multiple resources,
creates a critical essay comparing two pieces of literature

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Quality Core Curriculum
-Is familiar with the similarities and differences among various literary genres
-Reads a literary text analytically
-Sees relationships between fonn and content
-Develops an understanding of the chronology of American literature
-Develops an understanding of the effect of history on American literature, (e.g., literary movements and periods)
-Reads and discusses representative works of American literature and American authors

Gifted Adaptation
-Creates a piece of literature in a chosen fonn that successfully integrates fonn and meaning
-Analyzes and interprets key ideas represented by selected literature, art and music of any given culture
-Compares and contrasts the concepts of cultural identity, national identity and global interdependence as evidenced by selected pieces of literature

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F. CRITICAL THINKING
Quality Core Curriculum
-Distinguishes between fact and opinion
-Comprehends, develops and uses concepts and generalizations
-Creates hypotheses and predicts outcomes
-Draws reasonable conclusions from information found in various sources
-Defends conclusions rationally
-Tests the validity of an assertion by examining the evidence
-Understands logical relationships
-Constructs logical sequences and understands the conclusions to which they lead
-Detects fallacies in reasoning
-Invents solutions to problems using nonlinear thinking techniques (e.g., creating metaphors, constructing analogies and models, brainstorming, role-playing)

Gifted Adaptation
-Demonstrates proficiency in recognizing and creating analogies
-Applies appropriate problem-solving strategies in various contexts (e.g., creative, logical argument)

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The blend of content, process and product components in a curriculum can only result in a more enriched, advanced and personally relevant learning experience for talented learners. Clearly, our objectives for these students need to reflect strongly the importance of these three dimensions.
The following are examples of objectives for gifted students in the literature domain. The identified gifted learner will be able to: Content Objectives
-Recognize various literary devices used by authors to explain mood, style and purpose. -Identify the mythological allusions found in The Odyssey. Concept Objectives -Develop an understanding of satire through contemporary cartooning of literary works of the past. -Recognize that cultures reflect a unique view of human experience through their literature and art. Process Objectives -Critique selected published works: poems, short stories, cartoons, art forms and visual media. -Write a research paper that contrasts two authors' styles.
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Learning objectives

Proposed Model for the Linkages Between Learning Objectives and Activities

Packaged programs

Subobjectives

Instructional units

Textbooks

Teaching activities

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Developing More Effective Instructional Objectives
Sample Learning Objective in Literature
Students select and use a variety of print and nonprint resources to become familiar with and compare literature.
An Analysis of the Subcomponents of the Sample Learning Objective

evaluates material to coincide with the purpose of reading
formulates logically coherent ideas from reading
shows adequate vocabulary development
reads with comprehension

uses diverse reading material appropriately
reads fluently
reads high-quality material that best represents a given theme

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A Model for Linking Learning Objectives to Activities/Resources
By the end of grade 10, students should be able to use appropriate texts such as fiction, nonfiction, poetry, letters, directions and reference material to accomplish the various purposes for reading.
More Specific Learning Objectives for Grade Nine
A. By the end of the English 9 literature and composition program, students should be able to use the Periodical Guide to Literature and other text sources for researching a topic.
B. By the end of the English 9 literature and composition program, students should be able to read and interpret selected literature in the Norton Anthology.
C. By the end of the English 9 literature and composition program, students should be able to evaluate selected essays according to their technical precision, power of thought and influence on others.
Learning Activities Needed for Grade Nine Objectives
A. Using the Periodical Guide to Literature.. students will research the idea of "power corrupts" as it might be understood through broad-based reading about Hitler and the Third Reich, in genres such as biography, autobiography and fiction.
B. Students will read and discuss several short stories and poems, using literary form questions as a guide to discussion (character development, motivation, theme, symbols, setting, plot, climax, etc.)
C. Students will read related essays and write a critique of them.
Resources Needed for Grade Nine Objectives
A. Norton Anthology B. Periodical Guide to Literature C. Bibliography on the concept of power (prepared by the librarian) D. Collection of selected essays (paperback editions)
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Matched to a key objective

Sufficient in number and scope to fulfill an objectiv

Differentiated tasks for students

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Characteristics of Activities for Gifted Learners

Activities for gifted learners tend to have the following characteristics when compared with activities used with all learners:



Use of a variety of resources



No upper limit on expectations



Facilitation emphasized by teacher



Topics studied from multiple perspectives



More extended and involved



Higher-level thinking



Product alternatives



More open-ended (creative responses)



More conceptuaVabstract



More complex



More focused on analysis/interpretation

Examples of comparative activities appropriate for use in secondary English classrooms follow on the next page. While the activities on the left are not totally inappropriate for
the gifted, the activities on the right are more appropriate based on the characteristics
cited above.

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Less Appropriate Activities for the Gifted
Literature Discuss plot, setting and characters in the short story "A Rose for Emily."
Writing What if one of the characters we have read about were here? Write a description that details what she looks like, how she behaves and what kinds of things you would discuss with her.
Language Have students identify basic . parts of speech for key underlined words in a given paragraph. Discuss.
Speaking Choose one of the following topics and prepare an oral presentation using at least four library references. 1) Shakespeare's world 2) The American dream in fiction 3) The role of science fiction in
literature

More Appropriate Activities for the Gifted
Compare and contrast the plot, setting, characters, motivation, theme and climax of "A Rose for Emily" and "The Bear."
Compose a short essay that discusses one of the following ideas about characters in literature: 1) They are blind to their faults. 2) They control their own fate. 3) They behave in foolish ways. Describe characters from at least three different pieces of literature to support your point of view.
Have students identify form and function of underlined words in a given paragraph and create a story using all basic sentence combinations.
Debate one of the following resolutions: Mankind is on a path toward
progress. Studying our past will help
us cope with the future. (Use multiple sources including surveys, interviews and library sources to support yow perspective. )

33

Applying Varied Questioning Strategies: Sample Activity in Literary Analysis

Directions:

Students may discuss a particular passage as it may fit in with a theme or idea under study. The questions have been developed to include an emphasis on convergent, divergent and evaluative thinking.

Literary Passages for Analysis

"If we can combine our knowledge of science with the wisdom of wildness, if we can nurture civilization through roots in the primitive, man's potentialities appear to be unbounded. Through his evolving awareness, and his awareness of that awareness, he can merge with the miraculous - to which we can attach what better name than 'God'?"

-Charles Lindberg

1. What can you infer are Lindberg's religious beliefs from this passage?
2. Why should man turn to the primitive? 3. Explicate the last line of the passage. 4. Suppose you were a pilot. Would you rely more on science or instinct
to operate? 5. In your opinion, is an understanding of history important? Why or
why not?

"The most merciful thing in the world ... is the inability of the human mind to correlate all its contents."

--HP. Lovecraft

1. What is "correlation"? 2. Why does Lovecraft see the inability of the mind as "merciful"? 3. Who is luckier in life: those who understand the world around them
or those who live life apart from reality? 4. Suppose you had amnesia. How would you feel?
-----_._-------
"Man is a blind, low-brow, anthropocentric clod who inflicts lesions upon the earth."

--Ian McHan Design with Nature

1. What is the meaning of the word "anthropocentric"? 2. What does man do that McHan does not approve of?
34

3. Why do you suppose that McHan feel the way he does about man? 4. In your judgment, has man destroyed nature more than he has
honored it? "I lived consequently without any other continuity than that from day to day, of I, I, I. From day to day women, from day to day virtue, from day to day, like dogs - but everyday myself secure at my post. Thus, I progressed on the surface of life in the realm of words as it were, never reality. All those books barely read, those friends barely loved, those cities barely visited, those women barely possessed! I went through the gestures out of boredom or absent-mindedness. Then came human beings; they wanted to cling, but there was nothing to cling to, and that was unfortunate - for them. As for me, I forgot - I never remembered anything but myself."
-Albert Camus The Fall
1. What can you gather about the philosophy of existentialism? 2. What words does Camus repeat in the passage? Why? 3. Why does "clinging" describe human beings? 4. Pretend you are the "I" of the passage. How would you react to the
death of a family member? 5. In your opinion, is the way of life depicted in the passage
satisfactory?
"There is little use in devising a system of thought about the nature of the trap if the only thing to do in order to get out of the trap is to know the trap and find the exit. Everything else is utterly useless: Singing hymns about the suffering in the trap ... or making poems about the freedom outside of the trap, dreamed of within the trap ... The first thing to do is to find the exit out of the trap. The nature of the trap has no interest whatsoever beyond this one crucial point: WHERE IS THE EXIT OUT OF THE TRAP?"
---Wilhelm Reich 1. What could the trap be? 2. Why does the nature of the trap have no interest? 3. Suppose you had been told there was no exit. What system of
thinking would you employ at that point? 4. Compare the reactions of individuals caught in various kinds of
traps: a. prisoners of war b. welfare mothers c. flood victims d. mental patients
. . . .~ - - - _ . _ - -

Sample Activities in Poetry

I.

Write a diamond poem in groups.

Line 1: Subject (one word) Line 2: Two adjectives describing this subject Line 3: Three participles describing actions of the subject Line 4: Four nouns associated with the subject Line 5: Three participles showing action occurring in the subject Line 6: Two adjectives describing the (altered) subject Line 7: A word that is the opposite of the word on line one

Example:

SUMMER GOLDEN, FRAGRANT BUDDING, BLOOMING, BURSTING, WARMTH, FLOWERS, YOUTH, BRIGHTNESS, FADING, CHILLING, SHRINKING,
PALE DEAD, WINTER.

II. Keep charts for two weeks (10 days) on imagery, including sight, sound, taste, touch and smell.

III. After teaching meter and sound, write the following.

1. Limerick

2. Haiku

3. Villanelle

Example: 1. 19 lines 2. Rhyme Scheme aba aba aba aba aba abaa
3. Lines 6, 9, 12, 15, 18, 19 repeats or refrains
4. Written in iambic pentameter

IV. Make a poetry notebook including the following

1 Own poetry 2. Five poems by same poet 3. Report on a poet

36

4. Three poems by Black poets 5. Five poems on same theme 6. Five poems with pictures (own or magazine) to illustrate meaning
Inquiry Activity - Pombit
1. Write the word "pombit" on the blackboard.
2. Ask the group to figure out what it is by asking questions that can be answered by "yes" or "no." In some instances, a question may be answered by "does not compute" so that a response does not become misleading to the group.
3. Stages of discovery: a. A pombit is a poem b. It has three lines c. It has an aab rhyme scheme. d. It has the following number of syllables per line.
Line 1 =10 syllables Line 2 =3 syllables Line 3 =10 syllables
e. Its subject matter is nature.
4. After the group has deduced all of the above information, ask them to write their own pombit.
5. Share the original poems with each other.
6. Debrief the processes involved in discovering what a pombit is: a. role of facilitator b. deductive reasoning c. association skills d. listening skills e. relationship of process and product (solving the problem leads to creating a product) f. creative thinking skills g. cooperation vs. competition (group process skills) h. convergent inquiry vs. divergent inquiry
7. Discuss how the activity could be adapted to other content fields and conceptual dimensions.
8. Have the group create their own inquiry lesson following the "pnmbit" format.
37

Sample Activity to Promote Higher-Level Thinking
Directions: Ask students to 1) read the following case; 2) underline key words and jot down key ideas; 3) write a paragraph in which they fonnulate a verdict and a rationale for it; and 4) fonn juries to discuss the case. Allow 20 minutes for group discussion. Share group verdicts and discuss.
Holmes was a seaman on the William Brown, which set sail for Liverpool from Philadelphia in 1841. The ship struck an iceberg some 250 miles from Newfoundland and soon began to sink. Two boats were lowered. The captain, various members of the crew, and a passenger got into one of them and, after six days on the open sea, were picked up and brought to land. The other boat was called the "long-boat"; it was leaky and might easily be swamped. Into it Holmes jumped along with the ftrst mate, seven other seaman, and thirty-two passengers, about twice as many as the boat could hold under the most favorable conditions of wind and weather. Just as the long-boat was about to pull away from the wreck, Holmes, hearing the agonized cries of a mother for her little daughter who had been left behind in the panic, dashed back at the risk of instant death, found the girl and carried her under his arm into the long-boat. The sailors rowed and the passengers bailed, but the overweighted long-boat, drifting between blocks of floating ice, sank lower and lower as a steady rain fell on the sea. The wind began to freshen, the sea grew heavy and waves splashed over the bow. Then, after the ftrst mate had twice given the order, Holmes and the rest of the crew began to throw the male passengers overboard. Two married men and a little boy were spared, but the fourteen remaining male passengers were cast over, and two women - devoted sisters of one of the victims - voluntarily leaped to join their brother in his death. The long-boat sailed afloat. The next morning Holmes spied a sail in the distance, exerted himself heroically to attract notice of the passing vessel, and eventually brought about the rescue of everyone left in the boat.
When the survivors arrived in Philadelphia, the mate and most of the seamen, hearing talk of prosecution, disappeared. Holmes was put on trial for manslaughter.
In his charge to the jury as to the law, the judge stated that passengers must be saved in preference to all seamen except those who are indispensable to operating the boat. If no seaman can possibly be dispensed with, then the victims must be chosen from the passengers by casting lots, provided - as in the case there is time enough to do so.
Verdict: Holmes was found guilty, but the jury recommended mercy. He was sentenced to six months hard labor after spending nine months in jail awaiting trial
VanTassel-Baska, 1988, page 64.
38

Sample Activity to Promote Higher Order Thinking Skills and Concepts
As secondary English teachers develop curriculum for the gifted, they should attempt a balance between developing objectives that focus on higher-order skills and ideas. For example, the following passage could be taught as an exercise in the skill of inference. However, the curriculum becomes richer if it also is taught with key ideas in mind.
The most fruitful areas for the growth of the sciences are those neglected areas between the various established fields. Since Leibniz, there has perhaps been no one who had a full command of all the intellectual activity of the day. Increasingly, science has become the task of specialists, in fields which show a tendency to grow progressively narrower. Yet it is the boundary regions of science which offer the richest opportunities to the qualified investigator~ At the same time, these regions are most refractory to the accepted techniques of mass attack and the division of labor.
If the difficulty of a physiological problem is mathematical in essence, the physiologists ignorant of mathematics will get precisely as far as one physiologist ignorant of mathematics, and no further. However, if one physiologist who knows no mathematics works together with a mathematician who knows no physiology, the one will be unable to state a problem in terms that the other can manipulate, and the second will be unable to put the answers in any form that the first can understand. A proper explanation of th~se blank spaces on the map of science can only be made by a team of scientists, each a specialist in one field, but each possessing a thoroughly sound and trained acquaintance with the other fields. In addition, all must be in the habit of working together, of knowing one another's intellectual customs, and of recognizing the significance of a colleague's new suggestion before it has taken on a full formal expression. The mathematician need not have the skill to conduct a physiological experiment but must have the skill to understand one, to criticize one, to suggest one. The physiologist need not be able to prove a certain mathematical theorem, but must be able to describe what is needed to the mathematician.
-excerpted from College Board's 10 SATs
Based on this passage, students might be asked to respond to both types of questions that follow.
39

Skill-based Questions
1) What can be inferred from the passage is the reason for the lack of successful exploration in the boundary region of science?
2) One may interpret the passage as urging changes in what arena?
3) Why does the author cite the example of Leibniz?
4) What characteristics should individual members of a research team possess?

Concept-based Questions
1) If you were a scientist, how would you respond to this passage?
2) Do you think great ideas are created in isolation by one individual or by a team of people working together? Can you cite instances of important discoveries that support your point of view?
3) What does the passage imply about a. the nature of knowledge in the world today? b. the importance of cooperation and teamwork? c. the need to know something about more than one field of inquiry?
4) Why do you think that a technological society like ours today still needs generalists? Do you predict this need will continue or change?

40

Activity Prototype Checklist

Yes No

--

1. Does the activity serve multiple purposes? Content purpose

Process purpose

Concept purpose

--

2.

Is the role of the teacher in the activity facilitative to

learning?

--

3.

Does the activity promote critical thinking?

--

4.

Does the activity promote creative thinking and/or

problem solving?

--

5. Does the activity promote product-oriented, generative thinking?

--

6.

Does the teacher ask higher-level questions as part of the

activity?

--

7.

Is there an element of choice in the activity?

--

8.

Is the activity interdisciplinary?

--

9.

Is the activity sufficiently advanced and complex for

gifted learners?

--
--

10. Does the activity promote opportunity for an open-ended
response?
II. Does the activity encourage students to seek multiple
sources for understanding?

---

12. Is the activity linked to a curriculum objective?

41

Facilitative Instructional
Strategies
42

Appropriate instructional strategies for gifted learners surely include all of the strategies deemed appropriate for other learners as well. Yet all teachers of the gifted should be comfortable using certain strategies, namely discussion, inquiry, small group and individual consultation, and problem-solving approaches. When choosing the most appropriate instructional strategy for gifted learners, teachers should keep the following principles in mind.
Strategies need to relate to instructional purposes, curriculum and setting. Effective strategies are dependent on the purpose of a given lesson and the nature
of the curriculum being taught. For example, inquiry-teaching is very appropriate in many situations, but may not be the best strategy if the instructional purpose is to provide an overview of key ideas on China in an hour. Thus, we must carefully study the interrelationship of strategy with purpose, content and time frames.
Strategies should be diverse. Our research on instructional methods for the gifted currently indicate that many
different strategies may be successful. Therefore, we should employ a variety of techniques. Small group cooperative learning strategies, independent learning models and large group instruction all have their place in the instructional pattern for the gifted. Striving for a good balance among the three instructional approaches may be optimal.
Strategies should include several that are generative in nature. Effective teachers of the gifted rely on strategies that involve the gifted as an
active learner, capable of generating new ideas and products of various kinds. Consequently, all teachers of the gifted should have in their arsenal strategies such as inquiry, problem solving and discussion via careful question-asking techniques. Without such techniques as a regular part of gifted programs, students are cheated out of an important aspect of their learning.
Strategies should provide a balance between active and passive activities. While students benefit from working independently in the classroom, they should
not be overloaded with passive activities in which they are merely receiving information by doing work in isolation. Many of their best insights can be gained from interacting with each other, and articulating ideas verbally. Consequently, educators of the gifted need to consider the balance in the strategies employed.
Strategies should consider cognitive style ofboth teacher and learners. The individual learning styles of the gifted require sensitivity to this issue by
teachers. Yet, at the same time, teachers often are superb at one instructional approach and only mediocre at another. Thus, a teacher, too, needs to know hislher own strengths and try to capitalize upon them in classroom interactions. Recognition of cognitive style and attempts to respond to it help maximize the outcome of learning.
Strategies should be subordinate to educational purpose. Occasionally, the strategy rather than the content becomes the focal point of
instruction. For example, brainstorming may become more important than the ideas 43

being considered; we lose sight of why the technique is important, namely as a way of exploring an important idea. Group process should not become an end in itself but must be tempered by relevant content for exploration.
Grouping Strategies for Secondary English Classrooms
Without addressing grouping strategies, much of the power of any differentiated curriculum or instructional plan is lost. For it is in the grouping arrangement that the gifted have the potential to respond fully to any curriculum.
Grouping for Cooperative Learning Cooperative learning has become very popular in recent years. All students in
the group contribute actively to the problem under study, and group energy propels learners toward mastery of the material offered. To make cooperative learning effective for the gifted, however, ability and interest must be considered in establishing such groups. Cooperative learning can be a powerful way to organize gifted learners for a particular English project in which each student has a role to perform. Examples include
-writing skits, -performing a play, -developing an advertising campaign, -organizing a literary exhibit, -developing a literary magazine and -conducting research on a topic from a multiple source/multiple
viewpoint perspective. Cluster Grouping
In cluster grouping, gifted students are assigned to one teacher as part of an overall class at a particular grade level. Thus, the gifted can be grouped and regrouped within the classroom to accommodate different instructional needs. For academic subjects, however, generally this cluster group works together on the same instructional plan while other students in the room follow a different plan. In secondary English, this means that gifted students could be subgrouped in the class for targeted activities.
Grouping by Dyads and Triads This strategy allows gifted learners to find one or two true peers in the classroom
with whom they can work effectively. Sometimes these pairings occur naturally; other times they are carefully nurtured by an insightful teacher. This approach to learning is ideal for initiating independent projects and for having students move ahead in parts of the English curriculum somewhat independently. Rather than having an isolated student working alone on English grammar and usage or doing an enrichment project, it is better to have two or three students doing such assignments together, even if there are some differences in ability level. As long as the gifted learners are well motivated and interested in the task, some ability differences can be tolerated. This grouping approach should also encourage social development beyond the classroom in the form of study groups or less formal get-togethers.
Grouping by Learning Centers Many gifted classrooms establish learning centers and have students actively
44

participate in center activities according to a rotating schedule throughout the week. Gifted learners are typically accommodated by having either extended activities in each center geared to their level of need or by having a gifted center where all instructional activities are geared to their level. This approach provides instructional alternatives for all class members and enables students to develop responsibility for their own learning in selected areas of the curriculum. A center model can be organized in a school library rather than a classroom. The important concepts in designing a learning center are freedom in choice of activities by the student and voluntary movement toward desired learning opportunities.
Cross-age Grouping
Cross-age grouping allows gifted learners within two or three grade levels of each other to work together in areas of strength and interest. Some high schools offer courses across grade levels. Others establish such groups of gifted students at predetermined times during the week. This technique is frequently used in small schools where there are few gifted children at each grade level.
All of these approaches are important to consider in providing an appropriate instructional design for gifted learners at the classroom level. Since even the most critical opponents of ability grouping voice support for instructional grouping, it is vital that secondary schools enhance their programs with variations of the grouping strategies discussed above. Without such provisions, the gifted have limited access to appropriate challenges in the context of English classrooms and programs.
45

Drama Discussion Outline
Establishing interrelationships among plays is a helpful tool in teaching and increasing student understanding. For this reason, three plays (Oedipus Rex, Hamlet and Waiting for Godot) were chosen for discussion in regard to their common elements.
I. General ideas and themes A. The element of tragedy 1. tragic hero (high birth, flaw, downfall) 2. antihero 3. theatre of the absurd - no hero, tragic condition B. Pride - punishment syndrome (hubris - nemesis) C. Man's struggle to overcome fate (the gods) 1. nobility of man 2. the folly of man D. Moderation (sophrosyne) 1. balance in the plays 2. passion vs. reason
II. Characterization A. Development 1. illumination of truth about self and/or situation 2. immutable condition negates development B. Similarities and contrasts among characters 1. Oedipus/Laius 2. Hamlet/Laertes/Fortinbras 3. Pozzo/Lucky
III. Dramatic form A. Greek plays (chorus, dramatic irony, staging) B. Shakespearean plays (standard five acts, soliloquies, stage techniques) C. Theatre of the absurd (ideas dominate form as reflected in setting, characters, dialogue, nihilism)
IV. Writing assignment (choose one from the following list) A. Analyze a key theme across the three plays B. Select a key character and trace his/her development of insight or motivational changes throughout the work. C. Evaluate the effectiveness of the three plays from the perspective of a theater-goer.
46

Using Literary Discussion to Foster Thinking

Thinking Skills Observing Comparing
Classifying Hypothesizing Organizing Summarizing Evaluating

General Questions About A Literary Piece
What are the characters doing in this story?
How is this scene different from that one? How is this story like the other one?
What type of story is this, based on what the characters do and how they feel?
What do you think this character will do?
What happens in the story from the beginning to the end?
Tell us about the best/funniest part of the story.
What is your favorite story/character? Why? .

47

Sample Set of Questions Based on a Children's Book of an African Folktale

Memory/Cognition

Bringing the Rain to Kapiti Plain by Verna Aardema

1. What caused the grass to turn brown?

2. What are some of the other things that happened as a result of no rain?

3. What did Kipat do to solve the problem of no rain?

Convergent

1. What important qualities did Kipat have?

2. Why did Kipat think of using a feather?

3. How does this story show the relationship of cause and effect in nature?

4. Why did the author end the story with Kipat's son tending the herds?

Divergent

1. Pretend you are a herdsman in Africa. What obstacles do you face in carrying out your job?

2. What if the cows had died? How might the story have been different?

Evaluative

1. Why do you think Kipat waited as long as he did to get married?

2. Did you like the way the author used rhyme to tell the story? Why?

3. In your opinion what is the best part of the story? Why'7

48

Sample Reading Passage and Follow-Up Discussion Questions
Can poverty in the United States be abolished within the limits of the welfare state?
The answer is clear enough. The government's own figures demonstrate that the current antipoverty programs are basically inadequate. I do not, however, want to dismiss completely the government's antipoverty programs. Current serious discussion ofpoverty in this country is a gain which one owes in part to that program. But there is no point in pretending that a little more welfarism will do away with a national shame.
Today's poor are different from the pre-Second World War poor. The "old" poor lived at a time when economic opportunity was the national trend, when the net income from the growth ofAmerican manufacturing increased by 4,500 percent. It was the "old" poor, most Eastern European immigrants unified by language and culture, who created the big-city political machines and participated in the organization ofunions and the political struggle for the New Deal. They had objective, realistic reasonfor hope.
An analysis of the first phase and second phase of the New Deal of the Roosevelt administration is quite relevant at this point. The first phase of the New Deal, supported by American business and dominated by the National Recovery Act, gave recognition to an old corporate dream --economy planned by business. The second phase of the New Deal (the source of today's welfare theory and antipoverty wisdom) moved away from the concept ofplanning and toward a "free market." The assumption was that in its intervention the government should not plan but should stimulate the economy and that the private sector and initiative would continue to be the mainspring ofprogress.
After the Second World War, the government started emphasizing training programs because some workers were not participating in the general economic advance. However, these training programs have missed the fundamental problem. The novelty of impoverishment today is that it takes place in a time of automation. The government ofi'ers education and training and at the same time admits that the jobs for its graduates are obsolete. Such hypocrisy reinforces the cynicism and resistance to organization which characterizes poor communities.
It is therefore crucial that the federal government generate jobs and create an environment of economic hope. The essence of the "third phase" of the New Deal would be social investment, a conscious and political allocation of resources to meet public needs. This New Deal would be dependent upon a coalition, which would include but not be confined to the poor, that would see to it that planning and social investment were extended in a democratic way.
Junior Great Books, 1975
49

Application of the Great Books Questioning Model
Opening Questions 1. Propose a title for the passage. What is your title? 2. What audience would be interested in reading the passage? Why
do you think so? 3. How would the President react to this passage? Why? 4. What public figures would agree with the perspective in the
passage? Would any of our presidents?

Core-Examining Central Points

1. According to the passage is it possible for:

Yes No

a. poverty to be abolished

b. America to return to pre-World War II levels of

economic opportunity

c. poverty to be reduced in the current free market

atmosphere

__

d. job training programs to solve the problem of poverty

__

e. America's poor today to have economic hope

2. How would you rank order the following ideas for dealing with

poverty in America based on the perspective of the author of this

passage?

be more competitive in the world marketplace

stimulate the economy

create coalitions of support for social investment

return to earlier phases of the New Deal

let business plan the economy

reduce hopelessness among the poor

Which did you rank first? Why?

Which did you rank last? Why?

Closing-Relating to the World 1. If fighting poverty required "social investment," how might such an
approach be undertaken? 2. At what levels can this concept of "social investment" be employed?
(Neighborhoods, social community, states, at a global level) 3. . How "marketable" is this idea in today's world?

50

Creative Thinking Strategies
1. Fluency - How many ideas can you come up with? Fluency is the number of responses that are relevant and not repeated within the list.
2. Flexibility - Can you think of another category or another way of looking at the idea? Flexibility is the number of shifts to other ways of looking at the question.
3. Originality - Can you think of an idea that no one else has come up with? Originality is the uniqueness of a response in comparison with others of the group or a similar group.
4. Elaboration - Can you add to your ideas? Elaboration is the "fleshing out" of an idea by adding descriptive details or relating it to other ideas. Torrance, 1966
5\

Creative Problem Solving
The creative process can be used for problem solving by following some general steps.
1. Fact finding: gathering data in preparation for defining the problem -Identify the problem by asking questions: Who? What? Where? When? Why?
2. Problem finding: analyzing problematic areas to pick out and point up the problem to be attacked -Questl.on - "In what ways mI.ght I ? ". -Gather data
3. Idea finding: idea production-thinking up, processing, and developing numerous possible leads to solutions -Put to other uses -Modify -Magnify -Rearrange -Combine -Adapt -Minimize -Substitute -Reverse
4. Solution finding: evaluating potential solutions against defined criteria -Establish criteria -Evaluate -Verify -Test
5. Acceptance finding: adoption - developing a plan of action and implementing the chosen solution -Implement -Prepare for acceptance
adapted from Parnes, 1975
52

Sample Creative Problem-Solving Activity

I.

Problem Generation

A. What are all the problems faced by characters in important

American novels we have read? (Brainstorm problems)

B. What are the most critical and general problems? Pick three,

then one.

II. Problem Clarification A. Where are illustrations of the problem? B. What are things that cause the problem? C. What are further problems caused by the problem?

III. Problem Identification A. State the problem in light of Stage II discussion. B. State problems as a "how" question.
IV. Idea Finding A. What could the character do to solve the problem? B. Brainstorm solutions.
V. Synthesizing a Solution A. Pick out the best elements from Stage IV. B. Develop a comprehensive solution. C. Does it fit the problem statement?
VI. Implementation A. Who? B. How? C. What order of events? D. What precautions should be observed in implementation of a solution? E. What obstacles to successful implementation can be anticipated? F. How can these obstacles be overcome?

53

Taba's Teaching Strategies 1. Concept Development
a. Organize and reorganize information b. Categorize information c. Label information d. List information e. Compare information 2. Interpretation of Data a. Gather information b. Organize information c. Analyze information d. Infer and explain by:
-concluding -generalizing -making cause/effect relationships -giving support of evidence 3. Application of Generalizations a. Apply information b. Predict from information c. Judge information d. Note effects 4. Resolution of Conflict a. Interpret attitudes, feelings
Taba, 1966
54

Logic
Formallogic includes the fonnal principles of inductive and deductive reasoning. Inductive agreement is arriving at a conclusion based on reasoning from the specific to the general.
Examples of inductive reasoning: -Reasoning by analogy -General reasoning (explaining why) Deductive agreement is arriving at a conclusion based on reasoning from the general to the specific. Examples of deductive reasoning: -Categorical syllogism - An inference made from the relationship
of two terms to a third term, as in the following example. Every rectangle is a polygon. Every square is a rectangle. Every square is a polygon. -Hypothetical syllogism - A major premise, a minor premise and a conclusion; the major premise contains an antecedent ("If.....") and a consequent ("then....."); the minor premise affirms or denies the antecedent and consequent; a conclusion is deducted from the major and minor premise. If the moon is between the earth and the sun, then the earth is dark. The earth is between the sun and the moon. The earth is light. Hiatt, 1975
55

Critical Thinking Critical thinking may be defined as the correct assessing of statements.
12 Aspects of Critical Thinking 1. Grasp the meaning of a statement. 2. Judge whether ambiguity exists. 3. Judge if contradictions exist. 4. Judge if a conclusion necessarily follows. 5. Judge the specificity of a statement. 6. Judge if a statement relates to a certain principle. 7. Judge the reliability of an observation. 8. Judge if an inductive conclusion is warranted. 9. Judge if a problem has been identified. 10. Judge if a definition is adequate. 11. Judge if a statement is credible. 12. Judge if something is an assumption.
Ennis, 1962
56

A Psychological Taxonomy of Critical Thinking
I. Metacomponents A. Recognizing a problem B. Defining the problem C. Steps for solving the problem D. Ordering E. Deciding on a form for information F. Allocating resources
G. Monitoring
H. Using Feedback II. Performance Components
A. Inductive Reasoning , B. Deductive Reasoning C. Spatial Visualization D. Reading III. Knowledge-Acquisition Components A. Selective Encoding B. Selective Combination C. Selective Comparison
Sternberg, 1985
57

Critical Thinking Skills Linked to the SAT, GRE and Other Tests
A. Reasoning Skills - General
-Deriving general or abstract principles from disparate facts of cl:!-ses -Reasoning or problem solving in situations in which all facts
underlying a solution are known explicitly -Reasoning or problem solving in situations in which all the needed
infonnation is not known -Reasoning when inconsistencies are present in the infonnation -Knowing the rules of fonnallogic -Applying well-known principles and ideas from one area
to a different specialty -Being able to both support and refute a given position -Critically analyzing and evaluating previous research or reports in
a field -Incorporating isolated instances or data into a preexisting
framework -Monitoring one's own progress in solving problems -Deriving from the study of single cases structural features of
functional principles that can be applied to other cases -Recognizing the probabilistic nature of most events -Understanding, analyzing and evaluating arguments -Deducing new infonnation from a set of relationships -Knowing what kind of evidence will support or refute a hypothesis
or thesis
B. Specific Skills - Problem Definition
-Clearly identifying central issues and problems to be investigated or hypotheses to be tested
-Recognizing two or more sides of an issue -Generating alternative hypotheses -Breaking down complex problems or situations into simpler ones -Identifying all the variables involved in a problem Identifying more than one approach to solving a problem -Recognizing structural similarities between one type of problem
or theory and another -Developing operational (or very precise) definitions of concepts -Setting up fonnal models for problems under consideration Recognizing the historical context of a problem
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C. Specific Skills - Constructing Theses or Arguments
-Supporting general assertions with details -Making explicit all relevant components in a chain of logical
reasoning -Distinguishing between relevant and irrelevant information -Perceiving relationships among observations -Drawing distinctions between similar but not identical ideas -Using analogies appropriately -Elaborating an argument and developing its implications -Drawing sound inferences from observations -Producing an argument that is internally consistent -Synthesizing two different positions into a third position -Translating graphs or symbolic statements into words and vice
versa
D. Specific Skills - Analyzing Arguments
. -Recognizing the central argument or thesis in a work -Identifying both stated and unstated assumptions -Testing the validity of an argument by searching for counterexamples -Finding alternative explanations for observations -Recognizing supporting points in an argument -Detecting fallacies and logical contradictions in an argument -Distinguishing major and minor points in an argument
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Matched to learning objectives
Used to assess student progress/ future needs

Used for continued curricular planning

Evaluation of Learning Objectives/ Outcomes

Videotapes

Logs

Tests

Student products

Observational scales

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Evaluation

Each objective in the guide should be evaluated at least once each year during the four years of high school. Some process objectives should be evaluated occur more frequently over the four year period.
Major approaches to evaluation are identified below according to the goal area under consideration.

Speaking/Listening

Reading

Writing

1) Criterial checklists to be completed by teacher and/or peers

1) Teacher-constructed tests
2) Sample Scholastic Aptitude Test (SAT) Reading Comprehension passages

1) Grading based on pre,determined criteria

2) Criterion based assessment of oral presentation

3) Criterion based assessment of essays

2) Peer review based on workshop model

Language
1) Pre/post tests on grammar and usage
2) Unit tests

Literature
1) Essay exams
2) Videotapes of discussion

Thinking
1) Pre/post use of WatsonGlaser Critical Thinking Appraisal or the Cornell Test of Critical Thinking
2) Teacherdeveloped activities
3) Simulations

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Sample Essay Evaluation Questions for Use in Literature Programs for the Gifted
1. Setting is the physical environment in which action occurs. It includes time and place.
In many novels and plays, setting is used significantly. For example, the author may employ it as a motivating force in human behavior, as a reflection of the state of mind of characters or as a representation of the values held by characters.
Choose a novel or a play in which setting is important and write an essay in which you explain the uses the author makes of it.
2. The struggle to achieve dominance over others frequently appears in fiction.
Choose a novel in which such a struggle for dominance occurs, and write an essay showing for what purposes the author uses the struggle.
Do not merely retell the story.
3. Choose a complex and important character in a novel or a play of recognized literary merit who might - on the basis of the character's actions alone - be considered evil or immoral. In a well-organized essay, explain both how and why the full presentation of the character in the work makes us react more sympathetically than we otherwise might. Avoid plot summary.
4. In retrospect, the reader often discovers that the first chapter of a novel or the opening scene of a drama introduces some of the major themes of the work. Write an essay about the opening scene of a drama or the first chapter of a novel in which you explain how it functions in this way.
In your essay do not merely summarize the plot of the work you are discussing.
5. A character's attempt to recapture or to reject the past is important in many plays, novels and poems.
Choose a literary work in which a character views the past with
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such feelings as reverence, bitterness or longing. Show with clear evidence from the work how the character's view of the past is used to develop a theme in the work. 6. In some novels and plays certain parallel or recurring events prove to be significant. In an essay, describe the major similarities and differences in a sequence of parallel or recurring events in a novel or play and discuss the significance of such events. Do not merely summarize the plot.
--excerpted from College Board AP exams
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Speaker

Evaluation of Oral Presentations

Topic

_

Directions: Rate each criterion below from 1 (low) to 5 (high) for each oral presentation.
A. Content

1. The topic was challenging. 2. The organization was strong. 3. The presentation was imaginative. 4. Evidence of research was excellent.
B. Delivery

1. Audience contact was good. 2. There was good evidence of preparation. 3. The student showed poise. 4. Posture was effective. 5. Voice was pleasing. 6. Articulation was precise. 7. Volume was appropriate. 8. Rate was appropriate.
C. Language

1. Communication achieved purpose fully. 2. Vocabulary was rich and varied. 3. Grammar was good. 4. Pronunciation was good. 5. Word choice was precise.

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Sample Student Evaluation Questionnaire on a Thematic Unit
To help evaluate the unit just completed on the topic of The Unexpected, please answer the following questions:
1. How useful are literature logs as preparation for discussion?
2. Did you find class discussions about the stories and poems stimulating (Did they make you think?), and did you learn from the discussions?
3. How challenging, creative and/or interesting were doing the group problem solving/dramatizations about the ballads? Did you learn anything?
4. How effective was the questioning technique about the modem paintings in making you reflect on the piece of art?
5. Was researching the artist and his works a valuable activity?
6. Did you learn anything from Mr. Girod's presentation about surrealism?
7. How would you rate the activity of writing a contemporary poem and illustrating it with surrealism?
8. How did you feel about the close reading and quizzes on "Our Exploits at West Poley"?
9. How useful was collaborating with someone to revise and elaborate on the essay about "George"?
10. Did writing the essays at the end of The Unexpected unit make you think and tie together the concepts presented in the unit?
11. Does peer response and editing help your writing?
12. What was your favorite activity in the unit?
13. What was your l~ast favorite activity?
14. What would you change about the unit?
-developed by Nancy Howard, Alexandria School Division, Alexandria, Virginia
65

Evaluation of Essays
Directions: Rate each student on a 1 (low) to 5 (high) scale for each item number listed.
Technical Qualities
1. Thesis
a. Writer effectively expresses central idea in a clearly stated thesis.
b. Thesis clearly arises from an analysis of/encounter with the assigned topic (rather than a thesis that has been arbitrarily imposed upon a subject).
c. The organization and development of the essay are controlled by the focus and limits of the thesis.
2. Paragraph Unity
a. Each paragraph contains only those ideas relevant to the topic of the paragraph.
b. Sentences within each paragraph are sensibly ordered. c. Sentences are connected with clear transitions.
3. Development
a. Progression of paragraphs follows a sensible order. b. Transitions are used as needed to clarify relationships
among paper's major points. c. Writer adequately develops major points with
explanation, exemplification and evidence. (Abstractions are made concrete; generalizations are supported with specific detail.)
4. Logic
a. Writer has avoided conceptual errors such as tautologies (circular reasoning), faulty cause and effect, contradiction, faulty identification (for instance, defining entities in terms of what they are not), and unexamined, unsupported assumptions.
b. Writer has avoided factual errors such as misquotations, evidence out of context, misidentifications and insensitivity to (or misappropriation of) historical context.
c. Writer has avoided syntactical errors such as faulty parallel structure, excessive subordination or coordination and awkward shifts in grammatical structures.
66

5. Conclusions a. Writer brings the essay to a satisfying ending. b. Writer synthesizes main ideas.
6. Grammar and Mechanics Writer uses appropriate grammar and shows evidence of mechanical control.
7. Diction a. Writer consistently uses tone appropriate to audience addressed. b. Writer creates an authentic voice. c. Words chosen are precise and appropriate to context. d. Needless repetition is avoided. e. Writer avoids wordiness and cliches.
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Evaluation of Student-Led Discussions

Directions: Rate the quality of the discussion on a 1-10 scale (using the following criteria).

Leader

_

1/2/3/4/5/6/7/8/9/10

1. Questions were interesting and

pertinent, illuminating the ideas

raised within the work.

2. Questions were clearly stated and

effectively reworded when necessary.

3. Questions directed me to a clearer

understanding of the work or concept.

4. Discussion introduced perspectives I

had not already discovered.

5. Leader was assertive and in control of

the discussion, keeping it focused on

that material and maintaining its

coherence.

6. Leader was well prepared and able to

answer questions and correct errors

and misinterpretations.

7. Leader was flexible, eliciting the

expression of a variety of points of view.

8. Leader effectively summarized the

major points of the discussion.

9. Leader created and maintained an

atmosphere conducive to the free

exchange of ideas.

10. Individual leaders shared time with

one another and with students.

Total

Make comments intended to help discussion leader improve his or her discussion skills.

For the leader: What did you learn about the material, your skills or the difficulty of the task? What would you do differently next time? What did you feel you did particularly well?
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Human

Teacher

Resources

Material

Student

69

Evaluating Curriculum Materials for the Gifted

Directions: Rate the sample material from 1 (low) to 5 (high) according to the following criteria.

1. The reading level is appropriate for gifted learners at the given stage of development.

_ _ 2.

The material is organized by key concepts rather than isolated skills.

_ _ 3. _ _ 4.

The material includes ideas for discussion at higher levels of thinking.
The material includes ideas for group and independent project investigations.

_ _ 5.

Problem sets are organized from simple to complex and allow gifted learners to go beyond their grade level as appropriate.

_ _ 6.

The material provides various alternative means to attain ends within the curriculum framework; it offers diversity in learning to gifted learners.

7. ,The material provides extension opportunities to understanding other domains of inquiry.

8.
_ _ 9.

The material provides opportunities for thinking creatively, for challenging assumptions and for offering alternative solutions.
The material provides for student choice in selected activities.

10. The material encourages gifted learners to consult multiple resources on given topics.

Overall, the challenge level of this material for the gifted learner is

Very High

Low

5

4

Moderately High

3

2

Very 1

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Selected Affective Needs of Gifted Learners
Dealing with perfectionism, fear of failure
Understanding giftedness feelings of being different coping skills need for risk taking
Developing relationships and social skills
Finding opportunities for introversion and communication

Addressing Affective Needs of Gifted Learners Through Secondary English
Responsive Strategies of the Writing Process

Selected Books to Read
and Discuss

focusing on process that stresses and rewards rewriting-editing
assigning open-ended writing (where format and content is not set - no standard for correct response)
clarifying and articulating experiences
publishing striving for excellence;
display of peer group talent trying something new and
different with writing techniques, ideas, format
using conference and workshop techniques with peers
sharing your writing in a public forum/group setting
developing a collaborative product Uournal, newspaper, collections of written stories)
allowing for individual expression of ideas in a protected environment
promoting one-to-one sharing of ideas with teacher
promoting reflection and introspection as part of the writing process
providing opportunity to articulate thoughts, get feedback and test ideas and feelings against another's viewpoint

Selected biographies of writers
John Updike's autobiography Selfconscious
David Copperfield by Charles Dickens
Hamlet by William Shakespeare

71

Selected Affective Needs of
Gifted Learners
Curbing too high expectations of self and others
Getting in touch with inner self
Developing sensitivity toward others and tolerance

Responsive Strategies of the Writing Process
o emphasis on improvement and. development as an ongoing process rather than the value of a single product
o exploring experiences, feelings
o listening to another point of view
o sharing time

Selected Books to Read
and Discuss
The Old Man and the Sea by Ernest Hemingway
Catcher in the Rye by J.D. Salinger
Beloved by Toni Morrison

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Selected Resources
Arnold, H. (1962). Useful creative techniques. In S. Parnes and H. Harding (eds.), A Sourcebookfor Creative Thinking. New York: Scribner's.
Attenborough, D. (1982). The Living Planet: A Portrait of the Earth. Boston: Little, Brown & Company.
Bank Street College of Education (1984). The Voyage of the Mimi. New York: Holt, Rinehart & Winston.
Baskin, RH. & Harris, K.H. (1980). Booksfor the Gifted Child. New York: R.R. Bowker.
Bergman, F. (1976). The English Teacher's Activities Handbook: An Ideabookfor Middle and Secondary Schools. Boston: Allyn & Bacon.
Berke, J. (1985). 20 Questionsfor the Writer: A Rhetoric with Readings. New York: Harcourt Brace Jovanovich.
Boorstein, D.J. (1985). The Discoverers: A History of Man's Search to Know His World and Himself. New York: Vintage Press.
Britton, J., et al (1975). ]he Development of Writing Abilities (11-18). London: Macmillan Education Ltd.
Bronowski, J. (1973). The Ascent ofMan. Boston: Little, Brown & Company.
Bruner, J. (1983). In Search ofMind. New York: Harper & Row.
Burke, J. (1985). The Day the Universe Changed. London: British Broadcasting Corporation.
Burke, J. (1978). Connections. Boston: Little, Brown & Company.
California State Department of Education (1978). Teaching Gifted Students Literature and Language in Grades Nine Through Twelve. Sacramento, CA: California State Department of Education. (Other content areas available also.)
Collins, J. (1985). The Effective Writing Teacher: 18 Strategies. Andover, MA: The Network.
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Cooper, C.R. & O'Dell, L. (1978). Research on Composing: Points of Departure. Urbana, IL: National Council of Teachers of English.
Corbin, R & Corbin, 1. (1978). Research Papers? A Guided Writing Experiencefor Senior High School Students. Rochester, NY: New York State English Council.
Dudley, L. & Feracy, V. (undated). Humanities. New York: Macmillan.
Duly, C. (1979). The Houses of Mankind. New York: Thames & Hudson.
Ennis, RH. (1962). "A Critical Concept of Critical Thinking." Harvard Educational Review, 32(1): pp. 81-111.
Field, E. (1979). A Geography ofPoets. New York: R R Bowker.
Frye, N. (1972). Literature: Uses of the Imagination. New York: Harcourt Brace Jovanovich.
Hall, D. & Embler, D. (1976). A Writer's Reader. Boston: Little, Brown and Company.
Halsted, J. (1988). Guiding Gifted Readers From Pre-High School: A Handbook. Columbus,OH: Ohio Psychology Press.
Hauser, P. & Nelson, G.A. (1988). Booksfor the Gifted, Volume 2. New York: RR. Bowker.
Hiatt, D. (1975). True, False or In-Between - An Elective Course in Logical Thinking. Needham Heights, MA: Ginn & Company.
Hunkins, F.P. (1972). Questioning Strategies and Techniques. Boston: Allyn & Bacon.
Judy, S.N. & Judy, S.1. (1979). The English Teacher's Handbook. Cambridge, MA: Winthrop.
Junior Great Books. (1975). Chicago: The Great Books Foundation.
Keener, C. (Undated). A Curricular Approachfor Global Studies. Muncie, IN: Ball State University.
MACOS (Man: A Course of Study) (1970) Washington, D.C.: Curriculum Associates.
Moffett, J. & Wagener, BJ. (1976). Student-Centered Language Arts and Reading, K-13: A Handbookfor Teachers. Boston: Houghton Mifflin Company.
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Olson, P.O. (1980). Reflections From the North Country. New York: Alfred A. Knopf.
Parnes, S. J. (1975). Aha! Insights into Creative Behavior. Buffalo, NY: DOK Publishers.
Payne, L.V. (1982). The Lively Art ofWriting. Chicago: Follett.
Perrine, L. (1970). Literature: Structure, Sound and Sense. New York: Harcourt Brace Jovanovich.
Polette, N. (1982). 3 R'sfor the Gifted: Reading, Writing and Research. Littleton, CO: Libraries Unlimited.
Reynolds, B., Kopelke, K., & Durden, W (1984). Writing Instructionfor Verbally Talented Youth. Rockville, MD: Aspen.
Russell, William (1989). Classic Myths to Read Aloud. New York: Crown Publishing.
Shane, H. (1981). A Study of Curriculum Contentfor the Future. New York: College Entrance Examination Board.
Shrank, J. (1975). Deception Detection: An Educator's Guide to the Art of Insight. Boston: Beacon Press.
Squire, 1. (1977). The Teaching of English. Chicago: The National Society for the Study of Education.
Sternberg, R. (1985). Applied Intelligence. New York: Harcourt Brace Jovanovich.
Stevens, P. (1974). Patterns in Nature. Boston: Little, Brown & Company.
Strunk, Jr., W. & White, :B.B. (1979). The Elements of Style. New York: Macmillan.
Stuart, J.S. (1979). Secrets From the Past. Washington, D.C.: National Geographic Society.
Synthetics, Inc. (1968). Making It Strange: A New Designfor Creative Thinking and Writing. New York: Harper & Row.
Taba, H. (1966). Teaching Strategies and Cognitive Functioning in Elementary School Children. San Francisco: San Francisco State College, Co-op Research Project, No. 2404.
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Thorndike, J.J., Jr. (Ed.) (1977). Mysteries of the Past. New York: American Heritage.
Tillyard, E.M.W. (1944). The Elizabethan World Picture. New York: Vintage.
Torrance, P. (1966). Torrance Tests of Creative Thinking. Athens, GA: Personnel Press. VanTassel-Baska, 1., Feldhusen, J., Seeley, K., Wheatley, G., Silverman, L.
& Foster, W. (1988). Comprehensive Curriculumfor Gifted Learners. Boston: Allyn & Bacon. VanTassel-Baska, J. (1989). Patterns ofInfluence on Gifted Learners: The Home, the Self, and the School. (ed., Paula Olszewski-Kubilis). New York: Teachers College Press. Waddell, M.L., Esch, R.M. & Walker, R.R. (1983). The Art of Styling Sentences. Woodbury, NY: Barron's Educational Series. Warren, R.P. & Erskine, A. (1954). Short Story Masterpieces. New York: Dell. Witty, P. (1971). Readingfor the Gifted and the Creative Student. Newark, DE: International Reading Association. Writers at Work: The Paris Review Interviews. 1st-4th series. New York: Viking.
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Federal law prohibits discrimination on the basis of race, color or national origin (fitle VI of the Civil Rights Act of 1964); sex (Title IX of the Educational Amendments of 1972 and Title II of the Carl D. Perkins Vocational Education Act of 1984); or handicap (Section 504 of the Rehabilitation Act of 1973) in education programs or activities receiving federal financial assistance.
Employees, students and the general public are hereby notified that the Georgia Department of Education does not discriminate in any educational programs or activities or in employment policies.
The following individuals have been designated as the employees responsible for coordinating the department's effort to implement this nondiscriminatory policy.
Title II-Billy Tidwell, Vocational Equity Coordinator Title VI-Bill Gambil, Associate State Superintendent of Schools Title IX-Ishmael Childs, Coordinator Section 504-Wesley Boyd, Coordinator
Inquiries concerning the application of Title II, Title VI, Title IX or Section 504 to the policies and practices of the department may be addressed to the persons listed above at the Georgia Department of Education, Twin Towers East, Atlanta 30334; to the Regional Office for Civil Rights, Atlanta 30323; or to the Director, Office for Civil Rights, Education Department, Washington. D.C. 20201.
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Office of Instructional Services Division of Curriculum and Instruction
Gifted Education Unit 2054 Twin Towers East
Georgia Department of Education Atlanta, Georgia 30334-5040 (404) 656-5969 1991

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