Menem lay Navigator A novel study guide for From the Mixed-up Files of Mrs. Basil E. Frankweiler by E. L. Konigsburg Navigator Developer: Suzanna E. Henshon goRGIFTED Ey, saa yo. School of Education ee The College of William and Mary “eozon Wii Center for Gifted Education The College of William & MaryAcknowledgement Special recognition and appreciation go to Dr. Joyce VanTassel-Baska, whose leadership and vision have inspired this Navigator series. William and Mary Navigator: From the Mixed-Up Files of Mas. Basil E. Frankveller April, 2009 Center for Gifted Education College of William and Mary P.O. Box 8795 Williamsburg, VA 23187-8795 Phone: (757) 221-2362 Fax: (757) 221-2186 E-mail cige@ wmedu | Web site: wwwwefge.wmn-edu | a / ae a Editorial Assistant & Layou/Design: Kimberley ThoresenIntroduction This Navigator is a collection of questions and activities intended to support group or independent study of the Newbery Medal book From the Mixed-Up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg. It is one of a series of Navigators developed by the Center for Gifted Education at The College of William and Mary as a language arts resource for teachers and students. Novel studies should encourage advanced readers to develop their skills at analyzing and interpreting literature through structured questions and activities that highlight themes and concepts, literary elements, and real world connections contained within the books. In addition, novel studies are opportunities for students to develop their own vocabulary and writing skills by exploring and emulating the language and style used by authors. What are the goals of the Navigator? ‘The Navigator addresses the following learning goals: ‘© To develop analytical and interpretive skills in literature. To develop understanding of selected literary themes. To develop linguistic competency through vocabulary and language study. To develop skills in written and oral communication. To develop higher level thinking and reasoning skills in language arts. To develop research skills, Who is the audience for the Navigator? ‘This Navigator is intended for readers of From the Mixed-Up Files of Mrs. Basil E. Frankweiler, 2 novel appropriate for strong readers in the upper elementary grades. This novel meets many of the criteria identified by Baskin and Harris (1980) for books for gifted readers, including rich, complex language; open-endedness, to inspire contemplation; and helpfulness in building problem-solving skills. How should the Navigator be used? ‘The Navigator may be used as an instructional tool by a teacher or as an independent study guide by a student or group of students. The central intent is for teachers to use the Navigator to support a novel study with a group of students, selecting questions and activities to assign as desired, given the context. However, teachers may also choose to make the Navigator available to students at a learning center, with expectations specified for students as to which items they should complete. ‘The Navigator incorporates several types of questions related to the novel, Some of these, identified as “while you read” questions, are specifically intended to be used for reflection and prediction as students progress through the novel. Other questions are intended for response after the reader has completed the novel, while still others may be answered either during or after reading. All of the questions on pages 13-22 of the Navigator may be used for writing and/or discussion.Additional activities beyond the discussion and reflection questions appear on pages 23-3lof the Navigator. Some of these activities support further development of the language arts skills identified in the goals, while others provide interdisciplinary connections and research applications. What are the prerequisites for students using the Navigator? Students using the Navigator should be able to complete the novel itself independently and should be familiar with the literary and reasoning terms utilized in questions. In addition, students will be asked to complete activities that utilize several specific teaching/learning, models: the Literature Web, the Hamburger Model for Persuasive Writing, and the ‘Vocabulary Web. If these terms and models are new to students, teachers may wish to conduct mini-tessons on them either prior to or during use of the Navigator. Some guidance for using the teaching models is provided on the following pages.Teaching Models The Literature Web The Literature Web is a model designed to guide interpretation of a literature selection by encouraging a reader to connect personal response with particular elements of the text. The web may be completed independently and/or as a tool for discussion. The recommended use is to have students complete the web independently and then share ideas in a small group, followed by a teacher-facilitated debriefing. The web has five components: Key Words: interesting, unfamiliar, striking, or particularly important words and phrases contained within the text Feelings: the reader's feelings, with discussion of specific text details inspiring them: | the characters” feelings; and the feelings the reader infers the author intended to evoke Ideas: major themes and main ideas of the text; key concepts Images and Symbols: notable sensory images in the text; “pictures” in the reader's mind and the text that inspired them; symbols for abstract ideas Structure: the form and structure of the writing and how they contribute to meaning; may identify such features as use of unusual time sequence in narrative, use of voice, use of figurative language, etc; style of writingThe Hamburger Model for Persuasive Writing ‘The Hamburger Model uses the familiar metaphor of a sandwich to help students construct a paragraph or essay. Students begin by stating their point of view on the issue in question (the top bun), They then provide reasons, or evidence, to support their claim; they should try to incorporate at Ieast three supportive reasons (the “patties”). Elaboration on the reasons provides additional detail (the “fixings"). A concluding sentence or paragraph wraps up the sandwich (the bottom bun). Introduction (State a point of view.)The Vocabulary Web ‘The Vocabulary Web is a tool for exploring words in depth, It asks students to investigate a single word in detail, finding its definition, synonyms and antonyms, and etymological information, With this information, students then identify “word families,” or other words using the same meaning-based stems as the original word; and they provide an example of the word, which may be a sentence or analogy using the word, a visual or dramatic representation, or another creative form,In addition to the models discussed here, Navigator developers also used Paul’s (1992) Elements of Reasoning in preparing questions and activities. This mocel for critical thinking emphasizes the following eight elements: isswe, purpose, point of view, assumptions, concepts, evidence, inferences, and implications or consequences, Teachers may Wish to introduce these terms to students, using a familiar issue such as something being discussed in the school or community; teachers should then encourage the use of the terms and the model in approaching problems and issues. The Navigator also contains research assignments that are issue-based and connected to the novel. Students should be encouraged to explore multiple points of view and use human and organizational as well as print resources in their investigations of these real-world issues, Several resources are listed at the end of the Navigator that may be useful to students and teachers in exploring these models further.Implementing the Navigator How long does the Navigator take? Duration of study depends on teacher preference and number of activities and questions assigned. How does the Navigator address standards for language arts? ‘The Navigator was designed with an eye to addressing key standards for language arts identified by the National Council of Teachers of English and the International Reading Association (1996) as well as standards from several state-level education departments. Specifically, the Navigator reflects standards in the following areas: ‘Standards Emphases Navigator ~ Use of strategies 10 = Provides the student with an organizer for interpreting text (the understand, interpret and Literature Web) and guiding questions to support understanding evaluate text and critical analysis = Use of writing strategies and | - Provides writing prompts, a writing model, and emphasis on writing process elements steps of the writing process = Use of spoken and written | - Incorporates activities for writing and speaking that emphasize Tanguage for particular persuasive, reflective, informative, and narrative communication audiences and to accomplish particular purposes i ~ Knowledge of vocabulary, _ | ~ Encourages in-depth word study of advanced vocabulary, language structure, and including emphasis on etymology and usage of words Janguage conventions and analysis of how they are demonstrated in text ~ Research on issues and areas. | ~ Provides several issue-based research assignments for students, of interest, with emphasis on | emphasizing data collection from print, non-print, and human. utilizing a variety of resources; analysis and synthesis of data; and written and oral technological and communication of findings informational resources to gather data, imerpret results, and communicate findings ~ Participation as members of | - Encourages discussion within and beyond the classroom about literacy communities the specified text and invites similar exploration of other texts ~ Emphasis on reading a wide | - Encourages in-depth study of the specified text as well as | range of literature selections to } comparisons to other selected works; suggests specific titles for build understanding of the | further reading human experienceHow should the Navigator activities be assigned? Teachers should specify expectations for students about the number and type of activities and questions to be completed, as well as expectations for quality of work. Teachers may choose to assign Navigator questions and activities using a combination of required and optional items. Several sample organizations of assignments follow. ‘Sample 1 (Teacher-led emphasis): PF —Teacher-led discussion of higher-level questions; 1 to 3 questions assigned for journal response > Required assignments: Literature Web, book review, one Vocabulary Web, one research assignment Choice assignments: student choice of THREE remaining activities Oral presentation of one completed piece Sample 2 (Small-group emphasis): ; ‘Small-group discussion of higher-level questions, with 4 to 5 questions completed in writing for teacher review Group assignments: Concept map, two Vocabulary Webs, one research assignment with group presentation Individual assignments: Literature Web, persuasive paragraphiessay OR book review, student choice of TWO remaining activities Sample 3 (Individual emphasis): => Written responses to student choice of 2 to 3 discussion questions per category Required assignments: one research assignment; student choice of THREE additional activities, of which one must be a completed writing piece or an oral presentation of one assignmentHow should the Navigator activities be assessed? Teachers should assess student progress based on the quality of individual products and achievement toward the goals of the Navigator. Decisions about which activities to require students to complete should be based on how the selected activities support multiple learning goals. ‘Question responses should be assessed based on demonstration of insight and ability to use text to support inferences. Writing activities should be assessed based on clarity and insight, and may also be assessed for writing style and mechanics as desired. Oral presentations of completed ‘work should be assessed based on coherence, content, and clarity of the presentation. Teachers may provide rubrics for students related to the required assignments or work with students to develop rubrics for assessment. Completed Navigator activities should be collected into a folder for assessment, and final assessment may include self-evaluation by the student. The following chart demonstrates how the Navigator activities support the identified goals: Alignment of Assignments and Activities to Navigator Goals ‘Anal./ ] Literary | Ling. | Writing/ | Thinking/ | Research’ Tnterp. | Themes | Comp. | Oral ~ | Reas. Skills Comm._| Skills Diseussion/ Writing x x x x Questions Literature Web ane x Book Review x x x ae Persuasive Essay x x x Concept Map x x x Vocabulary Web x x Descriptive Essay x x x x Museum Research with = x x Art Exhibit Italian Renaissance art x ae x Mini-museum x ag x x Setting Analysis x x x x Travel Guide x x x x ‘Michelangelo Research x x x x Movie Analysis x x x xWhat additional resources are required to use the Navigator? Most of the activities in the Navigator require only the novel itself and regular classroom supplies, Vocabulary activities will require the use of a good dictionary, including etymological information on words, Recommended dictionaries include The American Heritage Dictionary of ‘the English Language and the Merriam-Webster Collegiate Dictionary. tnterdisciplinary and research activities may require additional supplies and access to library and Internet resources. ‘The Guide to Teaching a Language Arts Curriculum for High-Ability Learners (Center for Gifted Education, 1998) provides guidance in the use of the literature, persuasive writing, and vocabulary study models used in the Navigator as well as other guidelines for language arts with high-ability populations. A listing of additional resources and suggestions for further reading appears at the end of the Navigator. NOTE: Page numbers used in the Navigator refer to the 2002 Aladdin Paperback edition of the text, ISBN: 978-0-689-71181-7. 10Technology Integration Several opportunities for technotogical connections and development of technical skills are incorporated in the Navigator. Based on the resources available in your classroom or media center, consider the following uses of technology: Access to the Internet for research projects. Key websites are listed in the resources section. Use of word processing and/or publishing software for writing assignments, re ‘Use of presentation software for presenting research findings and completed activities Use of Inspiration or similar software for creation of concept maps.Synopsis ——_—_—_—_—_—— > From the Mixed-Up Files of Mrs. Basil E, Frankweiler, a Newbery Medal Winner, is 2 dynamic story about two children’s adventures in New York City. Claudia and Jamie decide to run away from home to one of the most beautiful and fascinating places in the world, The Metropolitan Museum of Art. The children wind up in the middle of a mystery that makes headlines around the world. In their search to discover if the angel sculpture was created by Michelangelo, Claudia and Jamie finally meet the clusive Mrs. Basil E. Frankweiler. 2Higher-Level Questions for Discussion and Writing > While You Read... ‘What conclusions can you draw about Mrs. Basil E. Frankweiler at the beginning of the book? What conclusions do you draw about her later in the novel? Why did Claudia decide to run away from home in chapter 1? How does she plan for the trip to New York City? ‘What is the significance of the angel statue? (p. 58) What evidence supports your answer?=. How do you think Claudia feels when she finds the important clue? (p. 92) Does this clue have positive or negative consequences? ‘What is the significance of the files at the end of the story? Were you surprised to discover the origin behind the book’s title? Why or why not? ‘What do you think is going through Claudia’s mind when she finally meets Mrs, Frankweiler? Why do you think this meeting occurs atthe end of the book? 4Exploring the Story ‘Why do you think the author includes a letter from Mrs. Basil E. Frankweiler to Saxonberg, het lawyer, at the beginning of the book? Why is the content of this letter important to the story?” How does the author create Mrs. Basil E. Frankweiler’s “voice” for the reader? Why does Mrs, Frankweilet make side comments to Saxonberg throughout the story? In what way would this novel be different if it were told from Claudia’s point of view? ‘Claudia and Jamie arrive in New York City with a limited budget. How do they stretch their finite resources during their time in the city? How do they find additional funds? What did you learn about financial planning by Watching Claudia and Jamie?Why do the children decide to visit Mrs. Frankweiler’? How does the mecting turn cout? Do you think this was an effective way to end the book? Explain the title of the novel. Why do you think the author chose this title? Would you have chosen a different title? If so, what would you have named the book, and why? How is the setting (The Metropolitan Museum of Art) important to the storyline? Could the story have taken place in a different location? Why or why not? 16Meeting the Characters ‘Why are Jamic’s savings so important to him? How has he managed to save $24.43 while receiving just 25 cents a week for allowance? In the first chapter, Claudia says, “I want you, Jamie, for the greatest adventure in our lives.” (p. 13) Does Claudia’s prediction come true? Why or why not? Give specific ‘examples that support your answer. — ‘What can you tell us about Mrs. Basil E. Frankweiler based on how she tells the story? Even though she is the narrator, does she emerge as a character in the novel?” Use specific examples to support your answer. 7Even though we never meet the lawyer, Saxonberg, Mrs. Frankweiler addresses him at several points in the novel. What do we learn about him and his connection with Claudia and Jamie? ‘Why does Clandia become interested in the Italian Renaissance? What is the catalyst for her interest and how does she learn mote about this historical era? How would you describe Mrs. Basil E. Frankweiler’s role in this story? Describe the character of Claudia Kincade. What do you learn about Claudia based on how she interacts with other people? Provide specific evidence from the text. 8Understanding the Ideas ‘When they are at the museum, the children decide to explore a different gallery every day, learning everything they can. They begin with the Italian Renaissance and Tater visit the Egyptian room, Does this plan work? Why or why not? Is it really possible to master a Subject or a field of study this quickly? Why or why not? ‘Why is there so much commotion about the angel statue? (p. 53) How do Jamie and Claudia find out more about this statue? How is Mrs. Frankweiler able to recreate scenes that she did not personally witness? ‘Can she be a reliable narrator even though she wasn’t present for the majority of this, novel?At the end of the book, Mrs. Frankweiler finally meets the children and decides it ‘would be fascinating to listen to their story. What rhetorical strategies does she use to convince the children to share their adventure with her? How is the concept of discovery important in the novel? Support your response with evidence from the text. 20Connecting to You = Claudia carefully plans the trip, and she carries her belongings in a violin case. If you were planning this sort of adventure, what would you bring with you? Describe some of the important and special items you would take on a trip away from home. During their adventure in the museum, Claudia and Jamie explore Egyptian and Renaissance art. What kinds of art do you enjoy? Explain your response by providing specific examples. What do you enjoy seeing and experiencing at local museurns? Describe one of your favorite trips to a museum using specific details that will give your reader a sense of the location. 21> If you could meet Claudia, what questions would you ask her? Create interview questions using specific details from the story. If you could spend one day of the story with Claudia and Jamie, which day would it ‘be? Explain why, using information from the story.Differentiated Activities for Gifted Learners =F Complete a Literature Web about the novel, or a specific chapter in the novel Fill in responses (0 each of the bubbles, using the questions below as a guide, Key Words: What were some words and phrases in the novel that were especially interesting or important? Ke Vhat feelings did you have while reading this novel? What feelings did the characters have? How were those feelings expressed? Ideas: What was the main idea or theme of the novel? What other major ideas and concepts were important? What message was the author trying to give about those ideas? Images/Svmbols: How did the author use description and imagery in the novel? What sensory images came to your mind? How did the author use symbols? Structure: What type of writing was this? What literary and style elements did the author use? How did the structure of the writing contribute to the meaning of the novel?LITERATURE WEB=P Use the Hamburger Model as a guide to help you organize your responses to the activities on the following pages. THE HAMBURGER MODEL FOR PERSUASIVE WRITING Introduction (State a point of view) asWrite a book review about From the Mixed-Up Files of Mrs, Basil B. Frankweiler. tn your review, state and explain your point of view about the quality of the story, and provide specific details about why you would or would not recommend this book to other students your age. Use the Hamburger Model as a guide, and follow the steps of the writing process to review and revise.Choose one of the following quotations from the novel. Write a persuasive essay in which you discuss whether or not you agree with the ideas expressed, using examples from the novel, other books you have read, or your experience. Use the Hamburger “Model as a guide for your writing, and follow the steps of the writing process to review and revise. + “Lwant you, Jamie, for the greatest adventure of our lives.” (p. 13) + “Both Jamie and Claudia had acquired a talent for being near but never part of a group. (Some people, Saxonberg, never Team to do that all their lives, and some Team itall too well.” (p. 66) + “Tmean the difference is not enough. Like being bom with perfect pitch, or being ‘bom very ordinary and then winning the Congressional Medal of Honor or getting an Academy Award. Those are differences that will fast a lifetime. Finding out about Angel will be that kind of difference.” (p. 98) + “The adventure is over. Everything gets over, and nothing is ever enough. Except the part you carry with you. It's the same thing as going on a vacation. Some people spend all their time on a vacation taking pictures so that when they get home they can show their friends evidence that they had a good time. They don’t pause to let the vacation enter inside of them and take that home.” (p. 140) + “Simply because it is a secret. It will allow her to return to Greenwich different.” (p. 149) 2Create a concept map about how one of these ideas is explored in the novel: discovery, caring, family, learning, adventure, hiding, secret, kindness. Use specific characters and events from the novel to demonstrate how the concept is developed. Then write at least two generalizations you can make about the concept. A sample concept map is started for you. Leaming to use NYC public transportation Claudia & Jamie develop self- confidence Planning a trip Understanding external world toNYC Learning to budget Understanding internal self Claudia & Jamie develop intellectual interests 28Do a “word study” of one or more of the vocabulary words (listed below) from the novel. Find out the definition of the word, synonyms and antonyms, and word stems and origin. Then find at least three other words that use one or more of your word's stems, and create an example to explain your word (a sentence, an analogy, a visual representation, etc.) Use the Vocabulary Web to organize your responses. flattery (p. 14) Mohammed (p. 106) gambler (p. 29) elegant (p. 133) temptations (p. 20 customary (p. 134) acre (p.31) sonnet (p. 146) sarcophagus (p. 44) hodgepodge (150) ‘commotion (p. 52) bequeath (p. 161) Talian Renaissance (p.47) authenticity (p. 152) inconspicuous (p. 55) Hamlet (p. 156) imposter (p. 55) auction (p. 157) evidence (p. 85) Etruscan (p. 162) VOCABULARY WEB (a 29ciplinary and Research Connections Atone point, Claudia Kincade talks about “differences that will last a lifetime.” (p. 98) She tells Jamie that discovering the truth about the angel statue will make a huge difference in her own life. Write a descriptive essay in which you share details about an important moment in your life. Plan a visit to a local art museum or gallery for your class or with members of your family or community. Research the museum ahead of time so you are able to lead discussion about some of its main exhibits. Prepare a guide to use as you lead others through the museum, 30Prepare a presentation about a notable piece of Italian Renaissance art such as the Mona Lisa, the David statue, the ceiling of the Sistine Chapel, ete. Create a brief presentation that includes a picture of the art and important information about it, (Create a mini-museum exhibit in diorama form (inside a shoebox) depicting one room of the Metropolitan Museum of Art, Provide a mini-guide book detailing the artwork. displayed in the exhibit, 3Read a book about the Metropolitan Museum of Art and go online to the museum's website, Consider the difficulties of using a real setting in a fictional work. How does the setting enhance the story? How does the setting limit the plot in some ways? Using textual evidence, write an essay that details the complexities of using a real setting as the backdrop to a novel. Create a travel guide that describes the sights featured in this book and how students can replicate the children’s experience during their time at the museum. Use pictures, description, and persuasive language to convince students they can travel in the footsteps of Claudia and Jamie while having a unique and amazing adventure. 32Research the work of Michelangelo. What kinds of art did he create? Is it believable that he might have sculpted an ange? What factual information does the author include in the novel and what is made up? Based on your research, are there other ‘components that would have enhanced this story? Prepare a slideshow presentation to share your findings. Watch the movie version of From the Mixed-up Files of Mrs. Basil E. Frankweiler, titled The Hideaways. Write a movie review in which you compare and contrast the movie to the book. How closely is the book translated into a movie? Does the director do a good job at bringing this story to the screen? How does the movie differ from what you imagined it would be? Use textual evidence and your experiences watching the film to support your response. 33Resources Teacher resourees Baskin, B. H., & Harris, K. H. (1980). Books for the gifted child. New York: Bowker. Boyce, L. N. (1997). A guide to teaching research skills and strategies in grades 4-12. Williamsburg, VA: Center for Gifted Education. Center for Gifted Education. (1998). Guide to teaching a language arts curriculum for high= ability learners. Dubuque, 1A: Kendall/Hunt. Miller-Lachmann, L. (1992). Our family, our friends, our world: An annotated guide to significant multicultural books for children and teenagers. New Providence, NI: R. R. Bowker. National Council of Teachers of English & Intemational Reading Association, (1996). Standards of learning for the English language arts, Urbana, IL: Author. Paul, R. (1992). Critical thinking: What every person needs to survive in a rapidly changing world. Rohnert Park, CA: Foundation for Critical Thinking. VanTassel-Baska, J., & Little, CA. (Eds.). (2003). Content-based curriculum for high-ability learners. Waco, TX: Prufrock Press. For further reading - some other books by E. L. Konigsburg The Outcasts of 19 Schuyler Place Silent to the Bone The View from Saturday Jennifer, Hecate, Macbeth, William McKinley, and me, Elizabeth The Mysterious Edge of the Heroic World The Second Mrs. Giaconda A Proud Taste for Scarlet and Miniver About the B'nai Bagels The Dragon in the Ghetto Caper (George) Journey to an 800 Number Throwing Shadows My Father's Daughter Altogether, One at a Time ‘Amy Elizabeth Explores Bloomingdale's T-back, T-shirt, Coat, and SuitFor further reading — some other books you might read. The Metropolitan Museum of Art Guide Inside the Museum: A Children's Guide to the Metropolitan Museum of Art by Soy Richardson Michelangelo (Art Profiles for Kids) by Jim Whiting Michelangelo and the Renaissance (Great Artists Series) by David Spence Can You Find It Outside?: Search and Discover for Young Art Lovers by Jessice Schulte The Museum Book: A Guide to Strange and Wonderfu! Collections by Jan Mark Eyewitness: Renaissance by DK Publishing Discovering Great Artists: Hands-On Art for Children in the Styles of the Great Masters by MaryAnn F, Kohl & Kim Solga ‘My Daniel by Pam Conrad Torch in the Darkness: The Tale of a Boy Artist in the Renaissance by Alan Garinger The Invention of Hugo Cabret by Brian Selznick Stowaway by Karen Hesse Useful websites htsp:/vww.metmuseum.org/ (Official website of The Metropolitan Museum of Artin New York City) hup://www-metmuseum.org/explore/faq/htm/franken.htm (Provides answers to some of the questions that children ask about Claudia and Jamie's trip to the museum) bups/www.italian-renaissance-art.com/index. html (Information about Italian Renaissance artists and their work) hiipi/www.olneytheatre.org/documents/MixedUpFilesRELEASE pdf (Information about a 2007 ‘theater production of the novel) htep:/Avww.imdb.com/title/tt0070079/ (‘The Internet Movie Database site detailing the movie version of the book) 35