Implementation of Curriculum
Instructors are encouraged to experiment with several types of activities and original lessons beyond the resources found in Between Two Worlds Student Workbook Third Edition and Between Two Worlds Instructor Manual Third Edition; after all, nobody knows a teacher’s classroom better than the teacher! The reading, writing, and critical thinking skills taught may be used by junior high, high school, and college students. Scope and sequence depends entirely on the teacher, the unique needs of the classroom, the English level of the students, and even the novel (as some novels are approximately forty pages, others are closer to seventy pages, and the last novel with two parts is approximately one hundred and fifty pages). For instructors wishing to use the entire program, below is a basic summary of the recommended instructional sequence followed by a Time Sequence Table which illustrates the flexibility of the Between Two Worlds Anthology and Workbook. Recommended reading selections are provided according to class level, but all novels are incredibly effective to enhance language skills, multiculturalism, and ethical understanding.
1. The teacher will assign a novel from the Between Two Worlds Anthology that he/she feels will best engage the students or may merely read each novel in order.
2. It is recommended that teachers assign a set number of chapters for lower level students. Advanced students may read a novel in its entirety. Reading strategies include the traditional SSR (sustained silent reading) or a combination of reading strategies (teacher model reading, top student/lower student paired reading, group reading, etc.). Since each novel is divided into chapters, teachers have control of their lesson planning.
3. Between Two Worlds Student Workbook Lesson 1 introduces ten vocabulary words. Each word is in bold print in the Between Two Worlds Anthology for quick recognition. For each word, students must write the sentence where the word is found in the novel, identify the part of speech, define each word and write an original sentence with the word in any of its forms. Teachers may even wish to assign lesson 1 before the students have finished the novel as it will encourage them to read.
4. Between Two Worlds Student Workbook Lesson 2 requires basic knowledge of the novel to complete the first section, Reading Comprehension. The second section, Reading Analysis, is more challenging due to questions that require analysis of the main characters, literary devices, and themes of each chapter. Depending on the level of the students, the instructor may assist students with the Reading Analysis questions. This could take the form of Modeling and/or Guided Practice. For novels that contain languages other than English, the teacher may request students to translate the language using an internet site or by grouping students with a student who knows the foreign language.
5. Between Two Worlds Student Workbook Lesson 3 Socratic Method ancillaries foster vigorous discussions on the main themes of the novels. A question from Lesson 2 could be used as a prompt for discussion. This is an excellent way to review the novel, to develop critical thinking skills, and to prepare for a Reading Test.
6. Between Two Worlds Instructor Manual Multiple Choice Reading Test allows the teacher to assess student understanding. Afterwards, instructors should review the test by using the Reading Test Answer Key with students to ensure comprehension.
7. Between Two Worlds Student Workbook Lesson 4 Prompts and Activities will now be used to transition into writing. If a Socratic Discussion did not take place after Lesson 2, then it is highly recommended that the Socratic Method be applied to one of the prompts from Lesson 4. Lesson 4 has prompt examples for each novel and for each of the four main essay styles (Argument, Expository, Response to Literature, and Narrative). Of course, instructors are encouraged to use their own original prompts and activities as well.
8. Between Two Worlds Student Workbook Graphic Organizers should be taught systematically (although it is possible to skip steps).
9. Graphic Organizers for Prewriting Thinking: The Graphic Organizer should represent the best ideas of the class. Teachers may allow the students to complete the GO independently, but it is recommended that this be done through Teacher Guided Practice. For example, see below:
a) The teacher allows students to discuss the Prompt Question in pairs or groups.
b) The teacher asks students to opine on the Prompt Question within the entire class setting so that all may hear.
c) The teacher interacts with students to clarify their statements
d) The teacher then makes any modifications necessary to model the completion of the T-Chart.
e) Students will follow the model demonstrated by the teacher.
10. Graphic Organizers for Information (evidence)
a) Supporting Evidence Map: Students transfer their best ideas (reasons) from the Essay T-Chart to the Map. These main ideas (reasons) represent their Topic Sentences, which will be used for their written essays. Each Supporting Idea requires evidence. The boxes in the Supporting Ideas Map represent the main categories of effective evidence used in an Argument. Teachers may allow the students to complete the GO independently, but it is recommended that this be done through Teacher Guided Practice.
b) Implicit/Explicit Graphic Organizer: Students analyze certain passages from a novel. It may be an event, a character action, a quote, or even the tone taken by the narrator. The purpose of analyzing these passages is to see the difference between the explicit meaning (outward meaning or meaning made clear by the narrator) and the implicit meaning (implied meaning or meaning that is open to reader interpretation). Teachers may allow the students to complete the GO independently, but it is recommended that this be done through Teacher Guided Practice.
11. The Pre-Writing Outline: Students complete the outline by transferring the information from their Graphic Organizer or Essay Map and by deciding on a Thesis Statement. Teachers may allow the students to complete the GO independently, but it is recommended that this be done through Teacher Guided Practice. Outlines may be for essays ranging from four to six paragraphs.
12. Writing Essay Draft Template: The Essay Draft Template incorporates the six writing principles of the program. Students will use their essay GOs to aid them in completing the essay draft templates.
13. Writing Editor’s Checklist is used by the teacher or a fellow student to edit the Essay Template Draft for proper content and mechanics.
14. After the Editor’s Checklist is completed, revisions should be made and a final draft should be written or typed. This may be the end of the writing lesson, or the teacher may wish to continue.
15. Summative Assessment: A new prompt is assigned. Students must write an essay with a clear time limit and no assistance as a cumulative writing activity.