QuAVLE is a year-long bell work curriculum for students at the honors or advanced levels totaling nearly 200 pages.
QuAVLE stands for Quotes - Allusions (and idioms) - Vocabulary - Literary Terms - Everything Else. I developed QuAVLE because I wanted some meaningful bell work for my honors and advanced placement students that would serve to expose them to a large amount of information in an efficient manner. I’ve been using QuAVLE for two years now with both positive student feedback and positive learning results.
Rationale for QuAVLE: There is value in good bell work. Bell work gets students thinking and geared for the rigor that a good advanced or honors class demands. But bell work can also be empty and meaningless. I developed QuAVLE because I wanted bell work that served to expose my students to a wealth of material that would bolster their understanding of literature and language from a variety of angles. Throughout a year of QuAVLE bell work, students will have the chance to discuss nearly 40 famous quotes from history and literature, nearly 40 common allusions (or idioms), nearly 40 literary terms, and 180 vocabulary words.
QuAVLE works best with: 10th-12th grade accelerated or honors language arts classrooms, advanced placement language arts classrooms
Included with the QuAVLE curriculum: 36 weeks of QuAVLE resource worksheet packets (4 academic quarters - 9 weeks per quarter), blank QuAVLE resource worksheet packet, quotes master list with additional quotes for discussion, allusions (and idioms) master list/key, vocabulary master list/key, literary terms master list/key, “Everything Else” master list.
How it works: On Friday, the teacher passes out the QuAVLE worksheet packet for the following week. Students are responsible for bringing their QuAVLE packets to class each day with that day’s activity filled out and ready for a few minutes (roughly 5 minutes) discussion. I typically collect the QuAVLE packets on Friday after the ‘Everything Else’ discussion.
Quotes (Monday) - Read and discuss the quote with your students. What does the quote mean? Are there any truths inherent in the quote that can be applied to our lives? Probe the students for ideas, perspectives, or other ideas pertaining to what is expressed in the quote. Seeing as students receive the next week’s QuAVLE packet on the previous Friday, they should come to class having thought about and having prepared to discuss the quote.
Allusions & idioms (Tuesday) - Ask your students if any of them knew the meaning of the allusion before doing their QuAVLE exercise. Ask your students who didn’t know the meaning of the allusion, if they at least recognized it from somewhere. Discuss the meaning of the allusion and where it originated. Why do we say these things? What do we mean when we say them?
Vocabulary (Wednesday) - Review the week’s five vocabulary words with a special emphasis on definition, part of speech, and original sentences. I don’t typically dwell too much on other forms of the word other than to reinforce in them the idea that words are malleable and multi-faceted. I also don’t spend too much time on the etymology other than, again, reinforcing the idea that words have histories and all language is an evolving web that owes much to what came before.
Literary Terms (Thursday) - Discuss with students the definition of the literary term and examples both of its use and where we see this particular term at use in literature.
Everything Else (Friday) - While the Everything Else section might seem frivolous, I’ve found it a great decompression activity for high-achieving and often stressed, overworked students. A natural team and morale builder, it allows a few moments of levity after a week of intense study where the students and teacher alike can share some thoughts on lighter subjects and perhaps laugh a bit.