||The Westing Game by Ellen Raskin
||Kim Mathews: email@example.com
||English Language Arts
|Content Standards and Objectives
||use knowledge of Greek and Latin roots, prefixes and suffixes to determine the meaning of words, spell words, change word meanings and generate new words appropriate to grade level, recognize that knowledge of the origins and history of word meanings enhances understanding of a word’s meaning
||analyze the defining characteristics, build background knowledge and apply reading skills to understand a variety of literary passages and genres by West Virginia, national and international authors:
use pre-reading and comprehension strategies (e.g., generating questions and previewing, activating and evaluating prior knowledge and scanning or skimming texts) to critically analyze and evaluate the composition of literary and informational texts for
- making judgments
- making complex or abstract summaries
||determine and interpret the elements of literature to construct meaning and recognize author’s purpose and/or reader’s purpose:
- internal conflict
- rising and falling action
- point of view
||recognize connections among ideas in literary and informational text (e.g. text to self, text-to-text, text to world connection) and recognize that global awareness promotes understanding, tolerance, and acceptance of ethnic, cultural, religious and personal differences.
identify literary technique used to interpret literature:
- persuasive language
||use pre-writing, editing and revision techniques (e.g., read, draft aloud, peer feedback or a provided rubric) to vary sentence length, change sentence order, eliminate organizational errors, and use vivid and concise words to create a personal style or voice while clarifying and enhancing the central idea.
||use the five-step writing process (pre-writing, drafting, revising, editing, publishing) to develop a creative or reflective composition (e.g., reflect on an experience or time in the past, draw upon imagination) and identify areas for further research by making personal connections to self, to texts, and to the world to demonstrate that written communication is affected by choices writers make in language, tone and voice.
||from a prompt use the five-step writing process to develop a focused composition that contains specific, relevant details, and vivid, precise words.
||select and use a variety of resource materials to plan, develop, and deliver a research project (5 pages) with documented sources, using multiple computer-generated graphic aids.
||present an oral report with computer-generated graphic aids (e.g., tables, graphs, diagrams or charts).
||critique oral/visual information presented, relate personal experiences and apply the information to global situations.
||listen in order to analyze and critique information received in spoken texts (e.g., of a guest speaker, informational video, televised interview or radio news program).
|21st Century Learning|
|Information and Communication Skills:
- 21C.O.5-8.1.LS1 - Student, when presented with a problem, identifies the information needed, uses text, people, online databases and search engines to filter relevant information efficiently, analyzes information for biases, synthesizes information gathered and creates an effective and efficient response to the problem.
- 21C.O.5-8.1.TT1 - Student connects peripheral devices (e.g., scanners, digital cameras, video projectors, USB drives, printers, media storage devices) to computers and uses them efficiently and effectively. Student accesses server and/or network resources (e.g., file folders/software programs, bookmarked sites).
|Thinking and Reasoning Skills:
- 21C.O.5-8.2.LS1 - Student engages in a critical thinking process that supports synthesis and conducts evaluations by applying comprehensive criteria.
- 21C.O.5-8.2.LS4 - Student creates thoughtful ideas and solutions and takes risks as he/she works toward goal despite mistakes. Student begins to consistently think of all the possibilities and diverges to become more expansive with his/her thoughts/ideas that lead to the creation of original products.
|Personal and Workplace Skills:
- 21C.O.5-8.3.LS1 - Student manages emotions and behaviors, engages in collaborative work assignments requiring compromise, and demonstrates flexibility by assuming different roles and responsibilities within various team structures.
- 21C.O.5-8.3.LS4 - Student demonstrates ethical behavior and works responsibly and collaboratively with others, in academic and social contexts, to accomplish both individual and team goals related to improved academic, extracurricular and co-curricular performances.
- 21C.O.5-8.3.TT2 - Student conducts online research and evaluates the accuracy, relevance, and appropriateness of electronic information sources.
- 21C.O.5-8.3.TT4 - Student complies with county acceptable use policy. Student discusses legal and ethical behaviors related to acceptable use of information and communication technology (e.g., privacy, security, copyright, file-sharing, plagiarism) and predicts the possible effects of unethical use of technology (e.g., consumer fraud, intrusion, spamming, virus setting, hacking) on the individual and society, as well as identify methods for addressing these risks.
||1. What makes a mystery story/novel more interactive than other types of literature?
2. How are characters in a mystery story/novel the same as and different from characters in other types of literature?
3. Why is the writing process and editing process so critical for a mystery story/novel?
4. What is the point, where is the evidence?
|Student Will KNOW:
||Elements of a mystery story
Strategies to analyze data
The elements needed in a detective‘s log
|Student Will UNDERSTAND:
||How to evaluate information to determine if it is important to the mystery case
Character‘s personalities and attributes contribute to the possible outcome
The concept that what is not said may be as important as what is said
|Student Will Be Able To DO (Skill):
||Use provided clues and information to solve a mystery
Create a mystery story of their own
Develop a project
|Research-Based Instructional Strategies:
Vocabulary anticipation guide
Anticipation guide for mystery elements
Verbal and Visual Word Association
Ticket out the door
||The Westing Game novel by Ellen Raskin
ost - it notes
||Rubics creation: http://rubistar.4teachers.org/index
Multiple choice options for selected vocabulary on powerpoint or overheads and use response cards or thumbs up, sideways, or thumbs down for response.
||September 04, 2007
||December 18, 2007
|Unit Plan Outline
The Westing Game: Lesson 1
The Westing Game: Lesson 2
The Westing Game: Lesson 3
The Westing Game: Lesson 4
The Westing Game: Lesson 5
The Westing Game: Lesson 6
The Westing Game: Lesson 7
The Westing Game: Lesson 8
The Westing Game: Lesson 9
The Westing Game: Lesson 10
The Westing Game: Lesson 11