Molly's+Storybook

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 * THE WESTING GAME BY: ELLEN RASKIN **

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By: Molly Fosterling ED 401 - Reading Strategies
 * ABC Storybook Activities **

**__Anticipation Activities:__**
**1a BACKGROUND OF SETTING (comprehension)** Wisconsin Standard ( A.4.4) Read to acquire information. (Summarize key details of informational texts, connecting new information to prior knowledge.) Because I hope to teach in the Milwaukee area, I believe it is important to research and find literature that goes along with the area in which you live. This helps the students relate better to the story and they will be more likely to be interested in reading it. We would go into detail about how the author, Ellen Raskin, was originally from Milwaukee and that is why she incorporated it into the story. We would discuss why she would do so and how it helps the story. Discussions on other books that follow this pattern may take place, as well. media type="custom" key="6086927"

Prior to reading, it is useful to have the students thinking deeper into the story and the concepts behind it. In taking this short questionaire, the views of the class will be presented. After answering the questions, we would, as a whole class, discuss the correct answers and as to why they were correct. This is a great way to have students defend their answers, even if they were incorrect.
 * 2a TRUE OR FALSE QUESTIONAIRE (comprehension) **

Wisconsin Standard ( A.4.4) Read to acquire information. (Summarize key details of informational texts, connecting new information to prior knowledge.) It is important to know about the author prior to reading their works. As a class, we would go to the library and do research on Ellen Raskin such as where she was born, how long she has been writing, what awards she has been given, what other books has she written, etc. I would start off by asking if anyone knew anything about her and then the students would then work in partners to comprise as much information as possible regarding her. They would then finish their KWL and present their information to the class.
 * 3a ****RESEARCH THE AUTHOR ****(comprehension) **

2a THE WESTING GAME HEIRS ** **- games - word search puzzle (fluency, vocabulary, and** **comprehension) ** [] Wisconsin Standard (D. 4.1) Develop their vocabulary of words, phrases, and idioms as a mean of improving communication. (Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly, Use their knowlege of roots, prefixes, and suffixes to interpret and convey the meaning of words.)
 * __Building Knowledge Activities: __**
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 115%;">

This site is a great site specifically made for this book. There are several different ways of assessment on this site, including quizzes, puzzles, and other games. I chose the word search puzzle, located under the games tab, because I liked how they have vocabulary words from the book and have their definitions already on the page. I think that students would enjoy this technology and it would be beneficial for them educationally, as well.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Wisconsin Standard (B.4.1) Create or produce writing to communicate with different audiences for a variety of purposes. **(Write nonfiction and technical pieces (summaries, messages, informational essays, basic directions, instructions, simple reports) that convey essential details and facts and provide accurate representations of events and sequences)** Throughout their reading, students would write down clues as to who the murderer is and specific page numbers. For this section of the lesson, students would get into small groups and share their clues with one another. As a group, they would then predict who they thought was the murderer. Then as a class, one member would share their findings and defend their prediction. As a class, we would then decide who we think killed Mr. Westing and then finish the book to see if we were correct in our prediction. []
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 115%;">2b WHO WAS IT? DETECTIVE ACTIVITY **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 115%;"> **(comprehension)**

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Wisconsin Standard (A.4.2) Read, interpret, and critically analyze literature. (Extend the literal meaning of a text by making inferences, and evaluate the significance and validity of texts in light of prior knowledge and experience) Knowing the characters and their relationships with one another is crucial in complete comprehension of the story. As the book progresses, all the students will keep a journal with each character analysis and predictions of the murderer. In small groups, the students will share their information on the characters and discuss how they are related and specific characteristics of each character.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 115%;">2b WEB OF CHARACTERS **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 115%;"> **(comprehension)**


 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18pt; line-height: 115%;">Consolidation Activities: __**

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Wisconsin Standard (B.4.1) Create or produce writing to communicate with different audiences for a variety of purposes. **(Write nonfiction and technical pieces (summaries, messages, informational essays, basic directions, instructions, simple reports) that convey essential details and facts and provide accurate representations of events and sequences)** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Story maps are great visual representations of the story and are very beneficial to use in the classroom. Students are given the opportunity to work individually or as partners in creating a story map. As a whole class, we would then create a master copy of a combination of all the groups’ findings. media type="custom" key="6086665"
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 115%;">1c ****<span style="font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 115%;">STORY MAP **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 115%;"> **<span style="font-family: 'Arial','sans-serif';">(comprehension) **

<span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Wisconsin Standard (B.4.1) Create or produce writing to communicate with different audiences for a variety of purposes. **(Write nonfiction and technical pieces (summaries, messages, informational essays, basic directions, instructions, simple reports) that convey essential details and facts and provide accurate representations of events and sequences)** From all the information collected in their journals, students will be given the opportunity to work alone or in pairs to create at least five “most wanted” posters. On the posters there should be a visual of the character, a full description, and reasons as to why they are suspected of the crime. Including a reward for the capture of the person is also necessary.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 115%;">2c ****<span style="font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 115%;">“MOST WANTED” POSTERS **<span style="font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 115%;"> **<span style="font-family: 'Arial','sans-serif';">(comprehension) **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Wisconsin Standard (A.4.2) Read, interpret, and critically analyze literature. (Extend the literal meaning of a text by making inferences, and evaluate the significance and validity of texts in light of prior knowledge and experience) After completing portions of the book, we will watch clips from the movie that correspond with what was read previously. After reading and watching the movie, individually, the students will create a ven diagram of the similarities and differences between the two sources. Once again, we will then compile the information to create a master copy of the diagram, as a whole class.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 115%;">3c ****<span style="font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 115%;">VEN DIAGRAM – BOOK VS MOVIE ** **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 115%;">(comprehension) **