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English Language ArtsGrade Level Content Expectations (GLCE)

Genre Units

' Macomb Intermediate School District44001 Garfield Road

Clinton Township, MI 48038Phone (586) 228-3300

FAX (586) 286-2809

Grade SevenUnit #1

Macomb Collaborative: Thematic Units to Teach Michigan’s ELA GLCE Grade 7 Unit 1 Lesson Plans

Macomb Intermediate School District

44001Garfield Road Clinton Township, MI 48038-1100

586.228.3300 www.misd.net

Included on this CD are English Language Arts Grade Level Content Expectations Units Grades 5-8 from the Macomb Intermediate School District Collaborative. These units are designed to:

• Interest students • Involve all the language arts • Improve instruction • Implement Grade Level Content Expectations (GLCEs) • Increase test scores

These instructional units were created by:

Barbara Reed Nelson and Dr. Elaine Weber

and the teachers in the Macomb Collaborative:

Dave Figurski 5th Warren Consolidated Schools Debbie Parrish 5th Fraser Public Schools Jackie Rybinski 5th Warren Consolidated Schools Cathy Walle 5th Independent Consultant Linda Clinton 6th East Detroit Public Schools Lynn Mair 6th Chippewa Valley Schools Pam Tobiczyk 6th Chippewa Valley Schools Rose Harrison 6th Chippewa Valley Schools

Kathy Clor 7th Chippewa Valley Schools Kristine Griffor 7th Richmond Community Schools Carrie Murphy 7th South Lake Schools Jennifer O'Brien 7th DeWitt Public Schools Suzanne Vigna 7th Lake Shore Public Schools Rachelle Bierod 8th Van Dyke Public Schools Jonathan Healy 8th Van Dyke Public Schools

A special thank you to Dr. Gayle Green for her support of this project.


MISSION

Macomb Intermediate School District: Service, Support and Leadership

VISION

We are the Macomb Intermediate School District. We provide quality service to special education and general education students, instructional and technical support to school staff, and cutting-edge educational leadership in Macomb County. We are committed to all the students of Macomb County. To serve them well, we are resolute in involving parents, school personnel, and the community at large, including business, government, and civic organizations as active partners in planning, delivering and evaluating our services. We work directly with individuals with disabilities who reside in Macomb County School Districts. We serve students of all ages, from newborns to adults, meeting their unique learning needs and supporting their families all along the way. Within the twenty-one local districts and public charter schools, we focus our efforts on building capacity with school staff. Through quality training and instructional support, we increase their knowledge, skills and abilities, so all students receive a rigorous and effective educational experience. We promote all aspects of the educational process through our development and support of technology. We provide training in the use of essential technology tools that enhance curricular, instructional and administrative services in our schools and, as a result, opportunities are expanded for all. We work collaboratively with colleges and universities and are leaders in state and national programs. We anticipate needs and opportunities, all with the single purpose of identifying, developing and implementing programs and practices that, through education, improve the quality of life in Macomb County.

Macomb Intermediate School District Board of Education

John A. Bozymowski, President

Max D. McCullough, Vice President Charles C. Milonas, D.D.S., Treasurer

Theresa J. Genest, Secretary Edward V. Farley, Trustee

Michael R. DeVault, Superintendent

It is the policy of the MISD that no person, on the basis of race, creed, color, religion, national origin or ancestry, age, sex, height, weight, marital status, or disability shall be discriminated against, excluded from participation in, denied the benefits of, or otherwise subjected to discrimination in any program or activity for which it is responsible.


Macomb Intermediate School District

44001Garfield Road Clinton Township, MI 48038-1100

586.228.3300 www.misd.net

These English Language Arts instructional units were created by:

Barbara Reed Nelson and Dr. Elaine Weber and

the teachers in the Macomb Collaborative:

Kathy Clor 7th Chippewa Valley Schools Kristine Griffor 7th Richmond Community Schools Carrie Murphy 7th South Lake Schools

Jennifer O'Brien 7th DeWitt Public Schools Suzanne Vigna 7th Lake Shore Public Schools


Introduction

The lesson plans that follow for Unit 1 are designed to be a framework for discussing the book and will help teachers model for students how to think about, discuss, and write effective answers to constructed response or open-ended literature questions. Students will also be taught strategies that will improve their word study abilities, fluency, reading comprehension, and writing skills. By using these comprehension strategies, models, and discussion questions, teachers will be teaching to the Michigan English Language Arts Standards, the Grade Level Expectations (June, 2004) and helping students prepare for success on the ELA MEAP tests (mandated by No Child Left Behind legislation). The coding in the left hand column on each page makes reference to the June 2004 version of the ELA 7th Grade Level Content Expectations (GLCE’s) on which the MEAP tests are based. The “C” indicates “CORE” meaning a MEAP-assessable GLCE. The best reason to use these methods, models, and materials is that doing so will facilitate students’ delving more deeply into text. It will make text more interesting and challenging to students, as well as, improve their skills and strategies. As teachers we often assume that if students have read or listened carefully to a story or book they would be able to write effective and complete answers to questions. This is not the case. Students need to be explicitly taught to answer response to literature (open-ended, constructed response) questions. Nancy C. Boyles in her book, Teaching Written Response to Text (Maupin, 2001) points out that students need explicit instruction. Her definition goes like this: “Explicit instruction:

• begins with setting the stage for learning, • followed by a clear explanation of what to do (telling), • followed by modeling of the process (To: showing), • followed by multiple opportunities for practice (With: guiding) • until independence is attained.” (By: independence)

The answer format in her book has been adapted to provide the model in this unit of Focus Question, Answer Plan, and Possible Answer for teachers and students to use. The questions, modeled answers, and formats (not worksheets) can be used to set up discussion about and learning from the selections toward a deeper understanding of the issues and content of the selections and of text and author’s craft. If students are guided through these selections, they will be more ready to think about, have the discussions and write answers to similar questions on other novels, videos and articles. The selections in this unit include: CLUE, Based on the board game, 1985, Paramount (96 minutes) (Mystery) (T) The Westing Game, Ellen Raskin, 1978, Puffin (Mystery) (S) "The Monkey's Paw" W.W. Jacobs (Mystery) (T) (S) (See Appendix #17a-i.)


T = One copy is needed for Teacher Read Alouds S = Provide a copy for each student Students also need to be explicitly taught comprehension strategies. Therefore, these lessons also make use of Strategies That Work from the book of the same name by Stephanie Harvey and Anne Goudvis (2000). These strategies were compiled in a ground-breaking article in 1992 by David Pearson, Laura Roehler, Jan Dole, and Gerry Duffy – “Developing Expertise in Reading Comprehension: What Should Be Taught and How It Should Be Taught.” This article points out that teachers should show and model what proficient readers do and teach students how to use these strategies explicitly in literature-rich learning communities where peers and teachers discuss and collaborate. The list of strategies include: making connections asking questions determining importance inferring synthesizing visualizing repairing comprehension A critical literacy skill developed through the lessons in each genre unit, is fluent oral reading. Many activities are included which help teachers and students become increasingly more proficient in oral reading for an audience. The inclusion of the reader’s theater, choral reading and paired reading are intentional; it is expected that time will be spent practicing and perfecting oral reading skills. Students need opportunities to read text like the author intended it to be read. They should be taught to pay close attention to punctuation, dialogue, sentence rhythm, etc. so they can read with proper intonation, pace, and emphasis. Students should also hear oral reading only when it has been practiced and reflects the author’s message. For all of these reasons, teachers and students should practice reading any text before reading to an audience. Cold reads for either students or teachers are not appropriate. These plans were written by a group of grade level educators who all know that as teachers we take lesson plans like these and add our own special touches to make them better, and better suited to our students. The reading selections and writing assignments were chosen by grade level educators for their appeal to students’ interests. (R.AT.07.01, W.AT.07.01) The times given are suggestions, as is everything else in these lesson plans.

Permission is granted only to teachers in the district purchasing these documents to reproduce pages from this teaching plan and appendix for classroom use.


Day 1

Reading

(25 minutes) R.NT.07.0C R.CM.07.0C R.CM.01.0C R.CM.07.0C

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Introduce this unit by telling students that together you will be talking, reading and writing about mysteries. Solving a mystery is like solving a problem. Brainstorm how students or someone they know might have solved a problem. Use the ideas in the following prompt to aid in the discussion (See Appendix #1.): DIRECTIONS: Everyone has to solve problems in life. People solve problems in different ways, and often learn important lessons from solving problems. Examples of problems you might have to solve are getting along with parents or other family members, getting along with friends, finding and keeping a job, and deciding whether or not to smoke, etc. Write about the theme: solving a problem Do one of the following:

Write about a time when you or someone you know solved a problem. OR

Explain what you learned from solving a problem. OR

Tell why it is important to have cooperation when trying to solve a problem. OR

Write about the theme in your own way. You may use examples from real life, from what you read or watch, or from your imagination. Your writing will be read by interested adults. Use the paper provided for notes, freewriting, outlining, clustering, or writing your rough draft. If you need to make a correction, cross out the error and write the correction above or next to it. You should give careful thought to revision (rethinking ideas) and proofreading (correcting spelling, capitalization, and punctuation). Use the checklist provided to help improve your writing. (Optional: You may use a dictionary, thesaurus, spelling book and/or grammar book.)


Day 1

Reading

(25 minutes) W.PR.07.02 C W.PR.07.04 C W.PR.07.03 C W.PR.07.04 C W.PS.07.01 C W.PR.07.05 C W.SP.07.01 C W.GR.07.01 C W.PS.07.01 C W.HW.07.01 C

Remind students that when we write we go through steps known as the writing process: Brainstorming

Brainstorming is thinking and talking about the topic or theme of the writing and relating it to your own personal life. Brainstorming is asking questions like: “What problems have I faced in my life? Which one could I write about? What interesting details can I choose to tell about a problem I have faced? How should I organize my writing? (outline, list, graphic organizer, etc)?.

Drafting Drafting is getting ideas down on paper, trying to organize as the writer is drafting. Drafting is asking questions like: “How will I start my writing to get my reader to want to read it? What details, examples, anecdotes, and/or explanations should I write to show my reader about the problem I have solved? How shall I end my writing?”

Revising Revising, the real work of writing, begins when the writer makes sure that the writing has everything it should have, that it will appeal to the reader (audience) and tell or prove what it is supposed to do (accomplish the purpose). Revising is asking questions like: “Will my reader (audience) know what my point (purpose) is? Is my point or central idea clear and connected to the theme or topic? Have I given important and relevant details, examples, and/or anecdotes to support my point? Is my writing well organized with a beginning that makes my audience want to read on, a middle that makes and supports my point, and an end that satisfies my audience? Have I used interesting words and a variety of sentence lengths and types to engage my reader?”

Proofreading and Editing

Proofreading and editing mean making sure that the audience can read and understand the words and the point. Proofreading and editing involves asking questions like: “Have I checked and corrected my spelling, punctuation, and capitalization to help my audience understand what I have written? Have I read my work to a friend or myself to make sure it sounds good? Have I looked my writing over to make sure that it’s neat and it invites my audience to read it?”

Publishing Publishing is putting writing in its final form for an audience. Publishing


involves asking: “Is my final copy just the way I want my audience to see it?”

As you guide students through each step of the writing process, remind them of the steps and the questions to ask. If time permits in this session and students have had enough brainstorming time, have students begin their drafts. Go over the writing prompt (See Appendix #1.) emphasizing the introduction and emphasizing that after brainstorming, students should choose one part of the prompt to write to. Encourage students to make notes on the prompt page and circle or underline the part of the prompt they have chosen. Students will continue drafting during writing time.

Writing (20 minutes)

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Have students continue drafting their “solving a problem” papers. Encourage students to work on creating interesting leads and endings. Circulate and encourage students as they draft.


Days 2 and 3

Writing

(55 minutes) W.PR.07.03 C W.PR.07.04 C S.DS.07.03 L.CN.07.01

Give students the opportunity to peer-edit their “solving a problem” papers with a partner. Set this activity up by briefly modeling with a student a procedure for peer-editing: Each partner will read aloud his/her draft to the other who will listen carefully thinking of the following questions: (See Appendix #2.)

Is the central idea or point of the writing clear? Is the central idea or point supported by important and relevant details,

examples, and/or anecdotes? Does the writing begin with an interesting and engaging lead, continue with a

middle that supports and develops the point, and an end that summarizes the point?

Is the writing interesting with engaging words and different sentence lengths and types?

What do I, as the listener, think is good about the writing? Do I have questions and/or suggestions for the writer?

Have the student read aloud his/her draft, then model posing the above questions and answering them with the student. Then tell students that the other student would read his/her writing aloud and the process will repeat. Give students the opportunity to peer-edit in partners for the remainder of the time. Tell them they will have more time in the next session.


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Students who have successfully finished peer-editing, should make revision changes to drafts and edit and proofread. Have students use the checklist: “Review of Writing: Publishing Final Copy” (See Appendix #3.) and the rubric (See Appendix #4.). During this session students should make a final copy and proofread again using the “Review of Writing” Checklist and the rubric.


Days 4 and 5

Viewing and

Listening (50x2 minutes) L.CN.07.02 L.RP.07.01 L.RP.07.03 L.RP.07.06 R.NT.07.02 C

Introduce the rest of the unit by saying something like, “You have just written about how you or someone you know has solved a problem. You’ll now be reading a mystery novel and a mystery short story and watching a mystery movie. Solving a mystery is like solving a problem. For the next two days you will be watching a mystery movie called Clue based on the board game. But let’s first talk about what a mystery is. (Discuss and record student responses.) Now watch the movie to learn more about mysteries. View the movie to be entertained and to discover the features of a mystery. How is it different from other kinds of stories?”


Day 6

Reading

(25 minutes) R.NT.07.02 C S.DS.07.01 R.NT.07.02 C R.NT.07.02 C

Give students the opportunity to discuss their reactions to the movie. What did they like? Ask them to think about “mystery.” What did they learn about mysteries from watching the movie? Introduce the genre of mystery by using the information below and/or the hand-out/overhead : (See Appendix #5a.) Also introduce students to the Mystery Student Bookmark. (See Appendix #5b.) Model the use of the bookmark with this selection, and tell students that they should refer to and fill in the bookmark as they encounter other examples of this genre.

Genre: Mystery Mysteries like other narratives have the same elements: characters in settings with problems, attempts to solve problems or events, resolution and lessons or themes. Mystery is a form of realistic fiction, but with a vital change of emphasis: everything in a mystery revolves around a puzzle or an unusual problem to solve. It asks the question: Who did it? How did they do it? and Why? (adapted from Tara McCarthy. Teaching Genre, Scholastic, 1996) Mystery Definition:

• “A narrative in which the chief element is usually a crime around which the plot is built.” (from Harris, et al. The Literacy Dictionary, IRA, 1995)

• “Popular fictional narratives with plots revolving around puzzling or frightening situations that create and even exploit a sense of uncertainty, suspense, or fear in the reader or audience.” (from Murfin, et al. The Bedford Glossary of Critical and Literary Terms, Bedford/St. Martin’s, 2003)

Purpose:

• To entertain • To involve the reader in the excitement and suspense of the

problem/mystery Form and Features:

• Mood is dark, dreary, mysterious, and often scary. For example, most mysteries open on dark and stormy nights with lightning, thunder, wolves or dogs howling, and eerie music playing.

• Suspense, the crucial component in a mystery is created through the


use of the following: - Foreshadowing is the inclusion of clues throughout the story

provide the reader with information that will lead to the solution of the mystery

- Red Herrings are clues that are placed in the mystery to throw the reader off track and lead the reader away from the mystery’s solution.

- Cliffhanger chapter endings use great suspense to compel the reader to read further into the story.

• The conflict in a mystery is a crime, a puzzle or a secret. • The plot of a mystery revolves around a crime or crimes that sleuths or

detectives try to solve through gathering and analyzing clues. Clues can be fingerprints, letters, notes or secret codes. Clues can be discovered by listening carefully to other character’ dialogue or watching the other characters’ actions carefully.

Have a discussion about how the movie, CLUE, is a mystery. You might include:

• CLUE is about a number of crimes/murders. • The movie opens on a dark and stormy night, with dogs barking and

eerie music playing. • Suspense is built in a number of ways:

- The guests don’t know each other or the person who invited them.

- There are “red herrings” that throw everyone off the track. - Scenes end with cliffhangers that scare the viewer into wanting

to find out more.


Day 7

Reading

(15 minutes) R.CM.07.01 C R.NT.07.02 C R.IT.07.03 C

Introduce the rest of the unit by saying something like, “You have just watched a mystery movie about a group of people trying to solve a murder mystery. In the mystery novel we are going to read, sixteen characters begin with the challenge of solving a mystery about the murder of Sam Westing that turns into Westing’s final game with the inheritance of his millions as a prize. Let’s first discuss the setting and plot of the mystery novel, The Westing Game. To get a quick idea of what the book will be about, it’s a good idea to read the blurb or promotional description on the back cover or inside the front cover. Blurbs are useful to the reader and have a number of features; they may:

� hint about the plot (an eccentric group of tenants will have problems getting along)

� give some indication of setting (shores of Lake Michigan*), characters (contestants in Westing’s Game), and form of book or genre (mystery)

� may include reviews or recommendations, and � may refer the reader to other books by the same author

(The blurbs on the back cover and on the first page do all of the above, and so it is a good model for teaching about blurbs and their use.) What do we learn from the blurb? (See Appendix #6 for a story elements template.) Who – characters (Tenants of Sunset Towers with more characters to be introduced) Where- setting (High rise apartment on Lake Michigan) What – problem (It hints that characters will have difficulty getting along through Westing’s game) *The only information provided about location by Raskin is Sunset Towers on the shores of Lake Michigan. It may be an interesting discussion for students to discuss where the setting is more specifically. Because of the high rise setting, Chicago seems likely, but Doug Hoo also brags about being faster than anyone in the state of Wisconsin

Listening (40 minutes)

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Tell students that to better understand this book, it’s a good idea to spend some time talking about what a mystery is. Review mystery using ideas recorded before watching Clue and what they learned from watching the movie. Tell students that a mystery is most often a story in which the chief


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element is a crime around which the plot is built. The mystery is solved by the collection of clues. Usually the author of a mystery will create a mysterious mood or atmosphere (dark rainy night in Clue) and even suggest there is danger involved. The author will also build suspense by suggesting danger and only letting the reader in on the details little by little. Tell students that figuring out a mystery will require the use of comprehension strategies (the use of which will make all reading more understandable). The author often tries to mislead the reader in a mystery, so these strategies are very important. You might say something like, “Reading a mystery is all about:

� making connections – finding clues and connecting them, but you also have to

� ask questions as you go to make sense of the information the author is giving.

� determine importance- What are most important details or clues? � inferring or read between the lines to figure things out � synthesizing or putting the information together creatively, and � visualizing or make pictures in your mind to make sense of what is going on.

Review strategies with students or, as necessary, teach students about the above strategies using Strategy Posters, ideas from Strategies That Work by Stephanie Harvey and Anne Goudvis. The Westing Game is challenging for students because so many important characters are introduced early in the book. To support student reading throughout the book, have students set up a mystery notebook using 6 sheets of paper folded in quarters. The mystery notebook will help students keep track of clues and each of the characters. Have students set up by folding and labeling a quarter of the paper with each character's name as follows: (See Appendix #7a -f for model and/or masters to use.) Page 1: Barney Northrup, Sydelle Pulaski, Sandy McSouthers, and Otis Amber Page 2: The Wexlers: Grace, Angela, Turtle, and Jake Page 3: Mr. Hoo, Madame Hoo, Doug Hoo, and Flora Baumbach Page 4: Theo Theodorakis, Chris Theodorakis, Mr. Theodorakis, and Mrs. Theodorakis Page 5: J.J Ford, E.J. Plum, Denton Deere, and Crow Page 6: Sidney Sikes, Julian R. Eastman, Sam Westing Students should continue to fill in this notebook throughout their reading. If time permits, begin reading the novel aloud.


Day 8

Reading/ Writing

(45 minutes) L.CN.07.02 R.NT.07.02 C R.NT.07.02 C R.NT.07.04 C R.MT.07.01

Teacher reads aloud Chapters 1-4, (pp.1-21). Focus for Listening: Teacher will model how to fill in mystery notebook. (See Appendix #7a-f for template to fill in while modeling building a Mystery Notebook.)

Elements to be included: 1. Characters: (only characters presented in Chapters 1-4)

• Barney Northrup – real estate agent • Jake Wexler – podiatrist with two daughters • Grace Wexler – snobby wife of podiatrist • Sydelle Pulaski – secretary • Turtle Wexler – wears a braid and kicks everyone • Sandy McSouthers – doorman • Theo Theodorakis – high school student • Doug Hoo – restaurant owner • Otis Amber – delivery boy • Angela Wexler – engaged to a doctor • Chris Theodorakis – brother of Theo • Flora Baumbach – dressmaker

2. Setting: A high-rise apartment building on the shores of Lake Michigan. 3. Problem/Goal: Solving a murder mystery and becoming the heir to a fabulous

fortune. (See Appendix #6 for a general story element template to fill in with students if you wish.)

4. Mood: The description of the dark, haunted Westinghouse mansion and the

rotting corpse inside Reference to Halloween – page 7 “The Halloween moon was full” – page 16

5. Suspense: “There’s smoke coming from the chimney of the Westinghouse mansion.” – page 6 “…those kids hardly got through the French door when they came tearing out!” – page 7

Suggest that students continue to look for examples of building suspense and the mood of mystery. Also suggest that students should note and remember details that may become clues that will need to be connected to unravel the mystery. Discuss the element of foreshadowing (the technique of giving clues to coming events in a story). Remind students to ask questions, infer, visualize, determine importance, and synthesize to understand as expert readers do.



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Have students fill in character portions of the mystery notebook (See Appendix #7a – f.) The mystery notebook is a resource for students to track their thinking. For each reading assignment, in addition to taking notes on characters, students should list the clues they are given or information they think they should remember in the "clue.” In the "connections" column, students should, when possible, try to explain the importance of that clue to solving the mystery. Students should cite the page from which the information/clues were taken.


Day 9

Reading

(25 minutes) L.CN.07.02 R.NT.07.02 C

Teacher will read aloud Chapters 5-7 (pp. 22-38). Focus for Listening: Teacher points out when a new character is introduced. Focus: Have students record information about characters in mystery notebooks while the teacher reads. They should be keeping a sequential list of character information as they continue to read the novel. Assign specific characters to trusted students, at least 16, to record information onto transparency squares. After reading, discuss the information that is introduced about the characters as a whole class and record on the overhead. Using student transparency squares will help use time efficiently.


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During class discussion, students should fill in any additional character information discussed as a class that was not present in mystery notebook. Mystery notebooks should include some or all of the following: Jake refuses to attend will reading at an “emergency” Packers game podiatrist bookie

Grace profession: heiress believes she is the rightful heir outwardly favors Angela over Turtle VERY concerned with appearance including emphasizing Deere is a doctor audibly “tsks” others at will reading shocked when heirs are all called nieces and nephews because she may be

related believes she is being liberal for shaking Judge Ford’s hand

Angela embroiders initially embarrassed to be paired with Sydelle, then is ashamed for thinking

like her mother affected by Chris’ suffering profession: none


Chris wheel chair impaired speech profession: bird watcher

Flora only one to cry at will reading Turtle's partner dress maker

Denton Deere always in a hurry makes uninformed diagnoses about Chris and Sydelle to show off profession: plastic surgery intern

Crow dressed all in black cleaning woman for Sunset Towers only person to pray at will reading profession: Good Salvation soup kitchen

Turtle ate the clues familiar with house profession: witch

Mr. Hoo advertises for restaurant at will reading cheated by Westing again says Westing’s murderer deserves a medal didn’t tell his wife about the will reading and believes he lost $5,000 profession: restaurateur

Judge Ford wants no part in game believing it is a cruel trick or insanity profession: judge in appellate court believes her label is as pompous as Grace or Deere’s, but she worked hard for

it Theo begins playing chess profession: brother


Sydelle last to arrive draws attention to herself using limp and crutch changes leg she limps on takes shorthand profession: secretary to the president

Otis Amber forced Crow to attend profession: deliverer

Sandy Alexander begs Judge to keep playing doorman

E.J. Plum young and inexperienced according to Judge never met Westing

Doug Hoo first in all-state high school mile run


Day 10

Reading

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Read silently Chapters 8 and 9 (pp. 39-57) Focus for Reading: Update characters and consider clues in the mystery notebook. (See Appendix #8a-b for a template for students to use to record clues as they are listening or reading.) Word Study Suggestion Use Vocabulary Strategy in Appendix #9 to develop the following vocabulary words: outrageous p. 40, insensitive p. 41, bigot p. 44, evidence p. 46, veiled threats p. 47, pompous promises p. 47, stalk his enemy p. 48, wreak his revenge p. 48, vindictiveness p. 48, timidity p. 51, impeccable logic p. 51, sappy p. 54

Speaking (20 minutes)

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Teacher models how to answer a constructed response question using the following in a Think Aloud. (See Appendix #10 for Think Aloud procedure.) (See Appendix #11a for Focus Question #1.) Focus Question #1: What is the Westing Game? Answer Plan – What to do 1. Have students in pairs record all clues on a large sheet of butcher

paper. 2. Share and display answers. Clues: Chris and Dr. Deere: FOR/PLAIN/GRAIN/SHED Turtle and Flora: SEA/MT/AM/O Grace and Mr. Hoo: FRUITED/PURPLE/WAVES/FOR/SEA Doug and Theo: HIS/N/ON(NO)/TO/THEE/FOR Sandy and Judge Ford: SKIES/AM/SHINING/BROTHER Angela and Sydelle: GOOD/GRACE/FROM/HOOD/SPACIOUS Bertha Crow and Otis: Not given Teacher note: Some students may realize that these are words from “America the Beautiful”. Possible Answer: Sam Westinghouse has challenged the characters (8 pairs) to find his murderer and fortune. You may wish to introduce students to the Focus Question Scoring Rubric (See Appendix #11b.) and share with them the traits of this possible answer that makes it a 3 point.


Day 11

Reading

(25 minutes) R.MT.07.01 S.DS.07.01 R.WS.07.01 C R.WS.07.02 C R.WS.07.05 R.WS.07.07 C

Remind students that solving mysteries involves gathering clues (asking questions, inferring, determining importance and visualizing) and making connections among the clues (synthesizing). Ask students to independently read Chapters 10-13 (pp. 57-79). Have a sharing time for students to discuss what was learned in the chapters. Students should continue to record in mystery notebook (character information and clues). Word Study Suggestion Use Vocabulary Strategy in Appendix #9 to develop the following vocabulary words: prattling pretender p. 58, suspiciously p. 61, self-congratulatory pose p. 65, alibi p. 66, escort p. 71, laughed heartily p. 73, elephantine jig p. 77, distraught p. 78.


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Have students answer Focus Question # 2 individually or with a partner using the Answer Plan and information from reading, discussion, and the mystery notebook. (See Appendix #12.) See Appendix #11b for the Focus Question Scoring Rubric. Focus Question #2 Using your clues, who do you predict is Sam Westing’s killer? Answer Plan: What to do: 1. Write a sentence giving your answer. 2. Write a few sentences giving supporting details for your position. 3. Use at least one quote from the novel to support your position. 4. Conclude with a sentence prediction what will happen next. Possible Answer (1) After reviewing my clues, I think Mr. Hoo is Sam Westing’s killer. (2) He didn’t like Sam Westing and called him a louse at the will reading. (3) “Sam Westing, the louse, has cheated him again. Whoever killed him deserves a medal.” (pg. 34) Later, Judge Ford discovers that Mr. Hoo blames Westing for stealing his idea for a disposable paper diaper. This idea was likely worth millions and might lead him to kill Westing. He’s smart enough as an inventor to pull it off. Also, despite saying he didn’t steal it, Mr. Hoo mysteriously had Sydelle’s notebook. After Sydelle accuses him of stealing, a bomb goes off in Mr. Hoo’s restaurant hurting her. (4) I think another bomb


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will go off so that Mr. Hoo can reduce his competition and get back the money he lost because Westing stole his idea. Have students share their answers or drafts using the Possible Answer as a model or have students check their own answers using the Possible Answer, then make revisions. If time permits, have students share their answers with the group.


Day 12

Reading

(25 minutes) R.NT.07.02 C

Have students read Chapters 14 – 18. (pp. 79-103) Focus for Reading: Pay attention to how the characters are treating each other. Think about their attitudes toward each other. Wexlers: Grace is a social climber and a snob Turtle is not pretty enough Angela is perfect Father is a doctor but also a bookie Ethnic and race struggle: Prejudice against Hoos because they are oriental Prejudice against Crow because she is poor

Speaking (20 minutes)

S.DS.07.01

Brainstorm the meaning of prejudice. List possible answers. Use the following if it would be helpful: Sometimes we don’t like someone or they do not like us because we are different in some way. This is called prejudice. Prejudice means forming an opinion without looking at the facts carefully, like, “He has a tattoo, so he must be a crook.” Or “She got arrested, so she must be guilty.” Or “She doesn’t wear cool clothes, so she must be a loser.” Prejudice is often directed at different races (black and white), different social classes (rich/poor) and/or different religions (Catholic, Protestant, Jewish, Muslim, etc.). Discussion assignment: When have you been treated with prejudice? Peer-share answers.


Day 13

Reading

(25 minutes) R.MT.07.01 R.NT.07.02 C R.WS.07.01 C R.WS.07.02 C R.WS.07.05 R.WS.07.07 C

Have students read Chapters 18-20 (pp.103-122) continuing to collect clues and make connections. Discussion Points: • Turtle was jealous of Gloria’s love for her daughter. • Dr. Deere told Chris of a hopeful new treatment. • Turtle got caught with a radio in hear ear; she claimed she had a toothache

and needed to listen to music. • Sam chose Sydelle Pulaski instead of Sybil Pulaski. • Theo had been experimenting with chemical fertilizers. Word Study Suggestion Use Vocabulary Strategy in Appendix #9 to develop the following vocabulary words: private investigator p. 104, suspicious malady p. 108, victim p. 109, blood-curdling shriek p. 110, covetousness p. 114, glutton p. 114, charitable p. 115.


R.NT.07.02 C R.CS.07.01 C

Have students answer Focus Question #3 individually: (See Appendix 13.) See Appendix #11b for the Focus Question Scoring Rubric. Focus Question #3 How has the Westing Game become more serious and dangerous? How might this change the outcome of the mystery? Answer Plan: 1. Restate the question 2. Give details to show how has it changed 3. Predict how this change may affect the solution of the mystery. Possible Answers: Give examples of dangers.


Day 14

Reading

(25 minutes) R.NT.07.02 C R.WS.07.01 C R.WS.07.02 C R.WS.07.05 R.WS.07.07 C

Students should independently read Chapters 21-24 (pp.122-147). Focus for Reading: Focus on how each team is approaching the solution to the mystery. Word Study Suggestion Use Vocabulary Strategy in Appendix #9 to develop the following vocabulary words: skid row p. 123, financed p. 126, juvenile detention facility p. 127, divert suspicion p. 128, wreak his revenge p. 135, singed p. 137, confess p. 140, regally p. 141, glared p. 147.


R.NT.07.02 C R.CS.07.01 C

Have students answer Focus Question #4 individually. (See Appendix #14.) See Appendix #11b for the Focus Question Scoring Rubric. Focus Question #4: Make your prediction-who is the killer? Provide evidence Answer Plan: What to do: (1) Restate and answer question (2) State evidence (3) Rebut other positions Possible Answer: (1) I predict the murderer was Sandy McSouthers. (2) He was the only person who Judge Ford did not research heavily. He had a grudge against Westing for firing him after he worked at the paper mill for so long. Because of that, Sandy does not have money to support his family. (3) I do not think Crow is the killer. I think she is a red herring because she seems too obvious as the one who always dresses in black. I doubt if the Wexlers are murderers because Angela just wanted attention, Grace is too concerned about position, Jake sticks to minor crime, and Turtle may be a brat, but I don’t think she would murder someone.


Day 15

Reading

(25 minutes) R.MT.07.01 R.MT.07.02 R.WS.07.01 C R.WS.07.02 C R.WS.07.05 R.WS.07.07 C

Read aloud Chapters 24-30 (pp. 147-182). Focus for Reading: Make predictions as to a possible solution to the mystery. Students should be looking for clues and making connections. • What happened? • How is the mystery solved? Word Study Suggestion Use Vocabulary Strategy in Appendix #9 to develop the following vocabulary words: mischievously p. 149, herded them p. 152, scoffed p. 153, stoolie p. 154, disguise p. 156, dastardly deed p. 158, patent pending p. 175.


R.CM.07.02 C R.NT.07.02 C R.CS.07.01 C

Have students answer Focus Question #5 individually. (See Appendix #15.) See Appendix #11b for the Focus Question Scoring Rubric. Focus Question #5 Retell to yourself what happened in Chapters 24-30. Then detail important events and the solution. Answer Plan: What to do: 1. Detail important events and clues. 2. Give solution. Possible Answer: (1)Turtle used the directions – west, north, and south, in determining the identities. (2)The fourth has “east” in it. Sandy and Windkoppel were the same person.


Day 16

Listening/ Speaking

(25 minutes) S.DS.07.02 R.NT.07.4 C

Focus is to clear up the mystery genre. Review important terms of the mystery genre by using examples from Clue and tying to The Westing Game. Remind students that Clue is a parody or spoof of a mystery, similar to what occurs on “Saturday Night Live.” A parody is a work, often humorous, that imitates another, usually serious. (1) Mood- The setting of the movie helps build the mood with a dark mansion

on a rainy night. (2) Suspense- The butler has the answer but drags on through the entire story

to get to it. The dark moments during the power outages also build suspense. Each time a person is locked in a room, viewers know that s/he will die.

(3) Red herring- Ms. Scarlet is the murderer in the first ending. Mrs. White’s

role in her husband’s death is a red herring to lead viewers suspicions away from Ms. Scarlet.

(4) Realistic characters and setting- The movie is set during the Red Scare in

the U.S. and each story that unfolds around a character was plausible at the time.

(5) Clues lead to a solution that ties everything up- The butler puts all of the

clues into logical order at the end explaining how Ms. Scarlet was the murderer. The FBI then comes in and arrests her and the people are free from the bribery claims they had been paying.

Writing

(20 minutes) R.NT.07.02 C S.DS.07.02

In groups, have students use the five criteria for mystery above to explain why The Westing Game is a mystery. Possible answers may include: (See Appendix #16 for template for students to use, if you choose.) (1) Mood Sandy helps set the mood by describing the haunted Westing House on

pg. 7. being snowed in with a murder

(2) Suspense children getting ready to enter the house for the first time on the bet Angela beginning to open her presents “Angela Wexler would have to die.” pg 94 Sam Westing warns in the will for heirs to beware. Blurb suggests big problems to come.


S.DS.07.02 R.CM.07.01 C

(3) Red herring murder of Sam Westing. Angela is the bomber. Crow was in a relationship with Westing. Mr. Theodorakis was connected to Violet Westing.

(4) Realistic characters and setting show difficulties getting along among this diverse group of characters prejudice modern setting

(5) Clues lead to the solution Turtle figures out that Westing is playing a game. She is able to tie

together the clues about north, south, east, and west and ashes on the wind to seek out Westing.

Discuss students’ ideas as a class after group work. It is important at this point to bring student's attention back to the theme of "solving problems.” Remind students that at the beginning of this unit, they wrote about solving problems and that a mystery like The Westing Game is all about solving a problem. Turtle has just used her analytical ability to find the solution to the Westing Game mystery.


Days 17-18

Reading/ Writing

(two class periods)

R.NT.07.02 C W.GN.07.01 C

• In small groups play the board game “Clue” (review directions). • Review “elements of a mystery” (Use Appendix #5a-b) and Criteria for a

Mystery (See Appendix #16.) • Have students begin planning their own mystery. • Decide on major and minor characters, setting, problem, possible clues,

and a solution. • Remind students that they should plan for the creating of mood and

building of suspense. They might also try to create red herrings. Have them use the information and template from Appendix #5a-b and #16. We are asking students to plan for the writing of their own mysteries as a concrete review of the genre: mystery. These plans could be filed for writing at a later time.


Day 19

Reading

(25 minutes) S.CN.07.02 R.NT.07.02 C L.RP.07.02

Focus: Is this a mystery? Teacher will read aloud “The Monkey’s Paw.” (See Appendix #17a-i.) It is not a mystery but has excellent examples of mood and suspense. While teacher is reading, ask students to think about the five criteria for a mystery and listen for examples of how suspense and mood are built.


S.DS.07.01

Class Discussion may include the following ideas: “The Monkey’s Paw” is not a mystery because it does not give clues that lead to a solution. In the end, the paw and all that occurred are still a complete unknown. (See Appendix #16 to use in modeling if you choose.) Mood- The sergeant arrives with paw on a cold rainy night. Knocking comes in the dark along with breezes. Boring quiet night changes abruptly with arrival of sergeant

Suspense (foreshadowing is very important to the building of suspense in this story)- Normally red faced sergeant turns pale and begins chattering his teeth

when asked about the monkey’s paw sergeant throws the paw in the fire and suggests “letting it burn” Herbert tells his father that he doesn’t see the money ( 200 pounds) his

father wished for and bets he never will-strong foreshadowing for the next day when he dies in machinery at work and his parents are compensated with 200 pounds.

Knocking upstairs after making wish foreshadows knocking that comes later

Mr. White does not want to wish because he is afraid his son will come back mutilated and decayed-this builds suspense over what is outside knocking on the door

Mrs. White believes the pounding on the door after the second wish is Herbert returning. As she is fumbling with the door, Mr. White is quickly trying to wish. Will he wish in time to not have his wife open the door to whatever is outside?

The greatest example of suspense is right before the door is opened. This is an excellent example of author’s craft because the reader/listener is on the edge of their seat about what is outside. The sound of the creaking bolt at the exact moment he wishes, but when Mrs. White opens the door, there is nothing.


Days 20 and 21

Writing

(50 minutes x2) R.CM.07.01 C R.CM.07.03 C L.RP.07.05 W.PR.07.01 C R.CS.07.01 C W.PR.07.05 C S.DS.07.01 S.DS.07.02

Use both the Reading and Writing sessions of these two days for students to think about, draft, revise and share their answers to the following Response to Literature question. The question (See Appendix #18.), checklist (See Appendix #18.) and state rubric (See Appendix #19.) are also included on separate sheets for your convenience. Focus Question #6 Some people would say that both The Westing Game and “The Monkey’s Paw” are good examples of mystery. Do you agree? Yes or No? Explain your answer using specific details and examples from The Westing Game and “The Monkey’s Paw,” as well as, the definition and features of mystery, to support your position. Use the rubric in Appendix #19 and checklist as you write and review your response: CHECKLIST FOR REVISION: _____ Do I take a position and clearly answer the question I was asked? _____ Do I support my answer with examples and details from both of the

selections? _____ Is my writing organized and complete? Save at least a portion of Day 21 for student sharing of their answers.

Documents

English Language Arts Genre Units - chippewavalleyela / FrontPage