ShyLee Schwartz

EDU 415- Literacy Across the Curriculum 4-12

Dr. Michal Wargo

December 4, 2023

Strategy Collection
Table of Contents

1984.............................................................................................................................. Page 3

IEPC Chart…................................................................................................... Page 3

Lord of The Flies.......................................................................................................... Page 7

Graphic Organizer: Problem/Solution Outline ............................................... Page 7

“Blueprints?”................................................................................................................ Page 10

Vocabulary Self Selection ….......................................................................... Page 10

“In a World of My Own” …........................................................................................ Page 13

Double Entry Journal....................................................................................... Page 13

Diary of a Young Girl.................................................................................................. Page 17

KWL Chart...................................................................................................... Page 17

References................................................................................................................... Page 21
 1984

Orwell, G. (1949). Nineteen Eighty- Four.

Nineteen Eighty- Four is a dystopian novel that follows the character Winston as he
rebels against the Party (the government of the story) and Big Brother (the widespread
figure of enforcement). Winston works for the Ministry of Truth and is employed to
rewrite the history of Oceania, where he lives, to fit the story of the Party. It is a story of
mass survival, excessive regimentation of the people, and the consequences of
tolerationism. This novel is written in the third person limited point of view. This trade
book would expose students to this writing style, help them understand it and be able to
use it themselves. The way Orwell wrote this story makes it a prime candidate for
teaching point of view and rhetoric.

IEPC Chart

IEPC Charts, (standing for imagine, elaborate, predict, confirm), are a strategy which

encourages the use of visual imagery in order to enhance text comprehension. This strategy is

specifically helpful for those who struggle with comprehension, however it is great to implement

with the entire class. When using IEPC Charts as a whole-class strategy, students are involving

themselves with the text on a deeper level. They are given the opportunity to share ideas and

create predictions about what they think will happen in a given text, and track through the text to

eventually find out if they were correct!

With George Orwell’s Nineteen Eighty-Four, this strategy would be used throughout the

entire novel. Before reading, the teacher would read a short synopsis of the novel to the class.

The students would then be instructed to close their eyes and imagine what they think the book

may be about, a couple scenes they think might take place, etc. They would be encouraged to use

the five senses during their imagining. They would write what they imagine in the “I” section of

the handout. Once that is completed, the class and teacher would have a short discussion about
what they imagined, with teacher led questions. The students would then be instructed to fill out

the “E” section with more in depth details and ideas they came up with from the discussion. The

students would then be able to make predictions about what events they think will take place

during the book. Throughout reading the novel, students would return to this chart and note when

one of their predictions was correct, modify their predictions, leave themselves notes about the

novel, etc. After reading the entire novel, they would do one final charting of everything they

were correct about, what they were off about, and what they want to remember.

This IEPC Chart strategy would not only support learners who struggle with reading

comprehension, but it would also aid students in working through their text. Students would be

encouraged and motivated to engage with and participate in their texts and class discussions. The

predictions element adds a level of anticipation because students are wanting to read to find out

if they were right in their predictions.

 Lord of the Flies
Golding, W. (1954). Lord of the Flies.
Lord of the Flies follows a group of boys who get stranded on a deserted island. The boys
attempt to govern themselves, causing much tension and resulting in violence. This novel
showcases human instincts on every extreme. From living peacefully, to acting violently
in order to gain control. Within this novel, there are a handful of complex characters.
Each boy goes through a development phase that shapes themself and the story. Students
are able to analyze this story in many different ways, one important one being how each
boy develops differently and propels the story in a different direction.

Graphic Organizer- Problem Solution Outline

The Problem- Solution Outline is a strategy that works well for narrative and informative

texts. With this organizer, students are able to track the problem in a story along with attempted

solutions, the outcomes of the attempted solutions, and the end result. It is a great tool to track

events of action throughout a text.

With The Lord of the Flies, students would track the problem of the boys attempting to

survive and create their own society. Since they are stranded, the characters go through a lot of

decision making, conflicts, attempted solutions, and resolutions. The students would keep this

organizer with them as they read and chart ways that the boys try to survive, how it ends up

working out, and then at the end of the novel- what the overall resolution is.

This specific type of organizer helps students to keep information straight as they read. It

ensures they will not forget about or lose any of the information about events they deem to be

important. It also aids students who struggle with recall, since it gives them the opportunity to

chart what they are reading about as they read. One final reason that it is extremely important

and useful is that it creates a great study tool for the novel, as well as begins to create an

organizer for potential essays to be written on the novel.

“Blueprints?”
Holbrook, S. (1996). “Blueprints?”
“Blueprints?” is a characterization poem. The speaker is asking questions about who she
will be, what her character will be like. Students can analyze this poem for its
characterization prior to learning about complex characters. It would teach them how
authors think of characterization and how little details and decisions change the outcome.
It would be a good introductory poem to use for this standard to ease the students into
thinking about characters, their aspects, and their roles within stories.

Vocabulary Self Selection

Vocabulary Self Selection is a vocabulary strategy that gives students choice. Instead of

giving students a list of words to know as vocabulary, the students are able to choose what they

think is important to learn and know. Because of this, students are more likely to be involved and

active in their vocabulary learning.

Before beginning the strategy, each student would receive a handout of the poem

“Blueprints?” They would then be separated into groups, with between 4-6 students in each

group. The teacher would then read the poem aloud, and nominate a word to learn. It would be

written on the board in front of the class. Then, the teacher would explain where the word is

found in the poem, read where it is found alone, explain what they think it means and then why it

should be learned as a vocabulary word. The student groups would then follow suit, working

together to choose words to nominate along with what they think the word means and why they

think it should be added to the list. After the list of words is compiled, the students would write

down the words in their personal notebooks to study for the future.

Vocabulary Selection allows students to take charge of their learning. By allowing them

to be involved in the process of choosing which words they study, they are more likely to want to
learn them. The students would also be more likely to put good effort into learning the rest of the

unit at hand as a way to learn more about the words they chose.
Blueprints?
BY SARA HOLBROOK
Will my ears grow long as Grandpa's?
What makes us look like kin?
Tell me where'd I get long eyelashes
and where'd I get my chin?

Where'd I get my ice cream sweet tooth

and this nose that wiggles when I talk?
Where's I get my dizzy daydreams
and my foot-rolling, side-step walk?

Did I inherit my sense of humor

and these crooked, ugly toes?
What if I balloon like Uncle Harry
and have to shave my nose?

How long after I start growing

until I start to shrink?
Am I going to lose my teeth,
some day?
My hair?
My mind?

Do you think
I'll be tall or short or thin
or bursting at the seams?
Am I naturally this crazy?
Is it something in my genes?

I'm more than

who I am,
I'm also
who I'm from.
It's a scary speculation--
Who will I become?

“In a World of My Own”

Beaumont, K. (1957). “In a World of My Own”
“In a World of My Own” is a song written by Kathryn Beaumont and featured in the
Alice in Wonderland Movies. It speaks of many aspects of Alice in Wonderland, such as
cats, rabbits, flowers, powers, and how Alice feels about Wonderland. While it is not a
book, it is something that will familiarize the students with key aspects of the work. It
will enable them to see what is emphasized from differing perspectives about the same
work.

Double-Entry Journal

Double Entry Journals serve many functions depending on the way they are used. In

some cases, they allow students to make initial assumptions and then go back and write about

what they learned. In other cases, it gives students the opportunity to compare two works for the

purpose of learning about them or from them together.

When using Double Entry Journals for “A World of My Own”, students would first listen

to the song, with a copy of the lyrics in front of them. After listening to the song and reading

through the lyrics, they would write down in the left column about what they learned about

Alice’s Adventures in Wonderland. Students would then work through the novel-unit, reading

Alice in Wonderland. After they have read the novel, they would write in the right column about

what they learned from the novel.

This strategy as a way to track what you are learning between two texts, or medias, helps

students to recall and track information as they read and learn. It also helps to create a study tool.

By listening to the song before reading the novel, anticipation is created for what is to come in

the novel. Students are more likely to formulate questions about the novel and want to read it.
"A World of My Own” Lyrics
Cats and rabbits
Would reside in fancy little houses
And be dressed in shoes and hats and trousers
In a world of my own

All the flowers

Would have very extra-special powers
They would sit and talk to me for hours
When I'm lonely in a world of my own

There'd be new birds

Lots of nice and friendly how-de-do birds
Everyone would have a dozen blue birds

Within that world of my own

I could listen to a babbling brook
And hear a song that I could understand
I keep wishing it could be that way
Because my world would be a wonderland
 The Diary of a Young Girl

Frank, A. (1947). The Diary of a Young Girl.

The Diary of a Young Girl contains entries from Anne Frank’s diary. It follows her and
her family as they go into hiding during the Holocaust, and what their lives were like
during it. It ends abruptly, when her diary entries ended. It teaches the experience from a
first hand account that is engaging and thought provoking. This novel is also available as
a movie, so students would be able to observe the pieces of Anne Frank’s life that are
emphasized in her personal account, as well as in the movie version. Beyond that, there
are many informational videos and written works about her and her families lives that
could be compared to this first hand account also.

KWL Chart

KWL Charts, standing for Know, What to Know, Learned/Need to Learn, are a great

before, during, and after reading strategy. Students are given the opportunity to discuss and recall

what they know about a specific topic. They are then able to formulate questions they have about

the topic, so that they can remember them and try to find answers for them as they learn. After

reading, students are able to write down what they learned, answer their questions, and make

notes about what they still need to or want to learn about the topic.

For The Diary of a Young Girl, the teacher would begin by giving each student a KWL

chart. The teacher would then open discussion about what the students know about Anne Frank.

The students would provide answers of what they know, from things as simple as she was a girl

to she had to hide during the Holocaust. During this discussion, students would write down the

things that they already know about Anne Frank before learning about her in class. Then, the

students would write down questions they have about Anne Frank, or the novel, based on the

discussion with their classmates. If one student said something that sparked another's interest

they can write a question about it so they can learn about it throughout the unit. After the
questions are all charted, the reading of the novel would begin. Throughout reading the novel,

students would return to their KWL charts and write what they are learning and have learned

during their readings. They answer their own questions when they are able to. After reading,

students can write things that they are still curious about, or feel they still need to learn about.

The teacher can then open discussion about these points and attempt to bridge the gaps.

KWL Charts engage students in active text learning. They encourage the students to

heavily interact with their text so that they are eventually able to answer their own questions.

These charts also give students a sense of maturity in being able to locate answers for

themselves. Beyond these reasons, this strategy is great because it informs the teacher of what

students already know or are familiar with so that the things they are not familiar with can b

capitalized on.
References
Beaumont, Katherine. “A World of My Own.” Walt Disney Music Company.

Holon, Sarah. “Blueprints?” www.poetryfoundation.org/ poems/54334/blueprints

Vacca, Richard T., et al. Content Area Reading: Literacy and Learning Across the Curriculum,

Pearson, Boston, 2018, pp. 164-166. 180-183, 221, 260, 279-283.