Mystery unit plan by Darlene Colon

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

UNIT PLAN Unit: Mystery Theme of Unit: Become a Detective.

Unit Goal

Before

STAGE

From: Monday, September 29 to Friday, October 31, 2014 Duration: 5 weeks Grade: 8th grade Prof. Darlene Col贸n V谩zquez At the end of the unit the student will acquire knowledge to predict, make connections, find clues, analyze, and argue different points of view. The focus for this unit is to have student develop communicative skills, reading comprehension skills, writing skills including grammar mechanics, such as, verbs and adjectives; throughout cooperative learning activities during reading to enhance understanding on writing and communicative skills. Activities for the Achievement of performance tasks (Macro) Learn about the genre of mystery and its literary characteristics. Write to make opinions about this topic's likes and dislikes. Predict about the mysteries and connections of different short mystery stories and the novel to be read. Express opinion in reference of the genre of mystery.

During

Work with read aloud, silence reading, guided reading, and peer group reading.

Performance tasks or other evidence Write a brief personal opinion: Do you like mysteries? Why or why not? Graphic organizer: Describe the characteristics of a mystery novel. Write to predict: What do you think is the connection between the murder and the money? Keep a reading log: answer questions for each chapter to keep up with the events, twist and turns of the story.

Use taking note strategies to keep track of the events of the story as it unfolds. Through peer work and cooperative learning; will use questions to check for comprehension.

Short quizzes: For each four to five chapters there will be a short quiz to check for comprehension.

Use context clue strategies throughout in and out class activities to determine word meaning. Part of speech activities to enhance vocabulary when comprehending and writing.

After

Use organization skills to establish, argue, and connect ideas.

Graphic organizers: Use to practice part of speech. Debate arguing points of view with the two main characters of the novel.

Use the writing process when writing a report. Written book report Scavenger hunt Work in teams to uncover clues to find items

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Weekly Teacherâ&#x20AC;&#x2122;s Guide Week 1

Monday

Standards (PRCS)

8.L.1.A 8.S.1

Specific Objective

Through the use of a presentation the student will establish the elements of mystery to be studied in this unit.

Depth of Knowledge

Recall Initial Activities: Daily reflection. Take attendance. Developmental Activities:

Learning Activities

Tuesday 8.L.1.B/8.L.1.C 8.S.2/8.R.10 After reading the short story the student will recall the main events. Recall Skill Concept Initial Activities: Daily reflection. Take attendance. Brief questioning about the day before class.

Oral presentation of the new theme by the teacher.

Developmental Activities:

Closing Activities:

Guided reading Questioning about the short mystery story.

Summary of the class Homework explanation

Closing Activities: Summary of the class Discussion of a reading Work in the notebook

Wednesday 8.L.1.D/8.S.2/8.R.2.L 8.LA.1/8.LA.4.A By the end of the class the student will apply strategies to complete an activity about comprehending the story read. Recall Skill Concept Initial Activities:

Thursday 8.L.1.C 8.S.2/8.W.8 Through the use of note taking strategies the student will keep up track of the elements of the story. Skill Concept Strategic Thinking Initial Activities:

Daily reflection. Take attendance. Summary and review of the short mystery story read the day before.

Daily reflection. Take attendance. Review of future tense verbs and mystery elements in a story.

Developmental Activities:

Cloze activity using the short mystery story. Use context clue strategy to define words. Using future tense verbs (present tense paragraph to change it to future tense)

Present guided questions to note taking strategy. Begin watching the movie "Clue"

Closing Activities Discuss the cloze activity. Students will read their paragraphs aloud. Clarify doubts. Homework explanation

Friday 8.L.1.C/8.L.1.B 8.S.2/8.W.8/8.LA.6 Through the use of note taking strategies the student will keep up track of the elements of the story to orally explain it to others. Skill Concept Strategic Thinking Initial Activities: Daily reflection. Take attendance. Brief questioning about the movie. Developmental Activities: conclude watching the movie "Clue". Open conversation about the elements of mystery using guided questioning. Closing Activities:

Closing Activities: Summary of the class. Homework explanation.

Summary of the class. Open discussion about the movie using the guided questions. (group activity)

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Think aloud Language experience Academic Strategy

Read Aloud Guide Reading Think aloud Language Experience

Connect to Literature, Integration of other subjects, Transversal Themes

Homework

Language Experience

Think Aloud Language Experience

Board Markers Notebook Pencil/pen Hand out (cloze activity and paragraph)

Movie "Clue" Notebook Board Markers Pencil/pen Television with DVD

Practice: Use context clues to find word meaning.

Elaboration: Students must review their notes and guided questions and come prepare for an in class discussion about the movie.

Explanation Communication Sentence structure Writing (inference, explanation) Moral and civic education

Concepts and Skills

Materials and resources

Read Aloud Think Aloud Language Experience

In-focus Computer Prezi presentation Board Marker Notebooks Pencil / Pen Practice: Answer question In your own words; Name the mystery elements and explain each one. (to talk in class)

Board Hand out (short mystery story) Markers Notebook Pencil/pen None

None

Reflection of Praxis

Assessment ( ) Diagnostic Test ( ) Focalized list ( ) Concrete Poem (X) Open Question (X) Group Work ( ) Oral Report

( ) Quiz ( ) Interview ( ) Project ( ) Drawing (X) Fill in the blank ( ) Rubric

( ) Brain Storming ( ) Essays ( ) Concept Maps ( ) Test ( ) Comic Strip (X) Reflection ( ) Dramatization ( ) Check List ( ) Graphic Organizer (X) Socialized Conversation ( ) Others: ________________

Reasonable Accommodations Strategies ( ) Fragmented tests/ work (X) Additional time ( ) Supplementary service ( ) Other__________________

(X) Seating Arrangement ( ) Adapted teaching ( ) Peer tutor (X) Individualized Help

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Week 2 Standards (PRCS)

Specific Objective

Depth of Knowledge

Monday 8.L.1.B/8.S.1 /8.S.2/8.R.2.L/8.LA.1

Tuesday Wednesday 8.L.1.A/8.S.1/8.R.2.L/ 8.L.1.A/8.S.1 8.R.4.L/8.R.10/8.LA.4.A /8.W.3/8.W.4/8.LA.3

Thursday 8.L.1.C/8.S.5.B 8.W.3./8.W.4/8/.LA.6 The student will continue to work on developing the short mystery story using the writing process.

Friday 8.L.1.C/8.S.5.B 8.W.3/8.W.4/8.LA.6

By the end of the class the student will use the elements of mystery in a reading exercise.

At the end of the class the student will be able to solve a mystery using clues in reading.

The student will begin to create an original short mystery story using the writing process.

Skill Concept Strategic Thinking Initial Activities:

Daily reflection. Take attendance. Summary and review elements of mystery genre &verb tense (past & future)

Daily reflection. Take attendance. Correct homework & discussion

Daily reflection Take Attendance

Daily reflection. Take attendance.

Daily reflection. Take Attendance.

Developmental Activities:

Individual exercises Writing activity (write a short story of the mystery genre) Focus on motives and clues in past and future tense.

Continue with individual exercise of writing a short story of mystery.

Continue with the reading aloud of the stories each student created.

Closing Activities:

Students will begin to present their short stories.

Summary of the week Clarify doubts Explain tasks for the week (reading a mystery novel)

Developmental Activities:

Learning Activities

Small group reading. Short mystery story (character motives) Closing Activities: Summary of the class Discussion of the reading Homework Explanation

Brief presentation and open discussion about verbs, adjectives, and prefixes. Read another mystery story (individual task) then answer questions and use context clues to find word meaning.

Closing Activities: Discussion of exercises Clarify doubts

The student will read aloud using appropriate language skills his or her short mystery story.

*all stories will be pasted on the reading wall*

Closing Activities: Open discussion about the exercise Clarify doubts *continue next class*

*continue next class*

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

Think Aloud Shared Reading Language Experience Reciprocal Teaching

Academic Strategy

Think Aloud Shared Reading Language Experience Reciprocal Teaching

Connect to Literature, Integration of other subjects, Transversal Themes

Homework

Read aloud Shared Reading Language Experience

Graphic organizer Board Markers Notebook Pencil/pen Rubric for short story If not finish: continue working on writing the short mystery story to be presented in class.

Notebook Pencil/pen Board Markers Rubric for short story

Explanation Communication Sentence structure Writing (inference, explanation) Moral and civic education

Concepts and Skills

Materials and resources

Think Aloud Shared Reading Language Experience Reciprocal Teaching

Short story hand out Board Markers Notebook Pencil/pen Practice exercise: Write a summary of the story read in class using the past tense verbs.

Short story hand out Board Markers Notebook Pencil/pen In-focus with computer NONE

Graphic organizer Board Markers Notebook Pencil/pen Rubric for short story Continue working on writing the short mystery story to be presented in class.

NONE

Reflection of Praxis

Assessment ( ) Diagnostic Test ( ) Focalized list ( ) Concrete Poem (X) Open Question (X) Group Work ( ) Oral Report

( ) Quiz ( ) Interview ( ) Project ( ) Drawing ( ) Fill in the blank (X) Rubric

( ) Brain Storming ( ) Essays ( ) Concept Maps ( ) Test ( ) Comic Strip ( ) Reflected Diary ( ) Dramatization ( ) Check List (X) Graphic Organizer (X) Socialized Conversation ( ) Others: _______________________

Reasonable Accommodations Strategies

(X) Fragmented tests/ work (X) Additional time ( ) Supplementary service ( ) Other__________________

(X) Seating Arrangement ( ) Adapted teaching (X) Peer tutor (X) Individualized Help

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Week 3 Standards (PRCS)

Specific Objective

Depth of Knowledge

Learning Activities

Monday 8.L.1.A/8.S.2/8.S.5.A 8.R.1.L/8.W.1

Tuesday 8.L.1.C/8.S.1/8.S.5.A 8.R.2.L/8.W.8

Wednesday 8.L.1.C/8.S.4 8.R.2.L/8.W.8/8.LA.4.A

Thursday Friday 8.L.1.D/8.S.4 8.L.1.C/8.S.4/8.S.5 8.R.6.L/8.W.8/8.L.A.4.A 8.R.10/8.W.4/8.LA.6

By the end of the class the student will use predict skills to guess about the novel that will be read.

By the end of the class the student will apply concepts learned to answer questions about the novel.

By the end of the class the student will draw a map to visualize the setting of the novel.

By the end of the class the student will apply concepts learned to answer questions about the novel.

Skill Concepts Initial Activities:

Skill Concept Strategic Thinking Initial Activities:

By the end of the class the student will write a narrative essay about the first 8 chapters of the novel. Skill Concept Strategic Thinking Initial Activities:

Daily reflection Take attendance Review of literary elements

Daily reflection. Take attendance. Review previous class

Developmental Activities:

Prezi presentation Open discussion on author's biography Pre-reading (Novel's preview) Activity: write a reaction about the preview

Guided reading: as a whole group will read chapters 1 through 4. For each chapters students will answer comprehension questions. Context clues, verbs, and adjectives

Guided reading: in small groups will read chapters 1 through 4. For each chapters students will answer comprehension questions. Context clues, verbs, and adjectives

Guided reading: in small group will read chapters 5 through 8. For each chapters students will answer comprehension questions. Context clues and verbs

Guided reading: in small group will read chapters 5 through 8. Writing mini-workshop: Students will write a narrative essay about the first 8 chapter of the novel.

Closing Activities:

Summary of the class Open discussion: verify students' notes about the discussed chapters. Homework explanation

Summary of the class Open discussion to summary the 8 chapters read.

Closing Activities: Summary of the class Discussion of exercises Instruction for the next day

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Academic Strategy

Read Aloud Think Aloud Language Experience

Read Aloud Think Aloud Guide Reading Language Experience

Board/Markers Notebook Pencil/pen In-focus with computer Novel "Closed for the Season Hand outs NONE

Board/Markers Notebook Pencil/pen In-focus with computer Novel "Closed for the Season Hand outs Comprehension questioning: For the student who did not complete the answering the questions about each chapter must complete it at home and come prepare for discussion.

Concepts and Skills Connect to Literature, Integration of other subjects, Transversal Themes

Materials and resources

Homework

Read Aloud Think Aloud Guide Reading Language Experience Explanation Communication Sentence structure Writing (inference, explanation) Moral and civic education

Board/Markers Notebook Pencil/pen In-focus with computer Novel "Closed for the Season Hand outs Take home quiz about chapters 1-4 Value: 25 points

Read Aloud Think Aloud Guide Reading Language Experience

Board/Markers Notebook Pencil/pen In-focus with computer Novel "Closed for the Season Hand outs Take home quiz about chapters 5-8 Value: 25 points

Reflection for Praxis

Assessment ( ) Diagnostic Test ( ) Focalized list ( ) Concrete Poem (X ) Open Question ( X) Group Work ( ) Oral Report

(X) Quiz ( ) Interview ( ) Project (X) Drawing ( ) Fill in the blank ( ) Rubric

( ) Brain Storming (X) Essays ( ) Concept Maps ( ) Test ( ) Comic Strip ( ) Reflected Daily ( ) Dramatization ( ) Check List ( ) Graphic Organizer (X) Socialized Conversation (X) Others: Questioning for comprehension

Reasonable Accommodations Strategies

( ) Fragmented tests/ work (X) Additional time ( ) Supplementary service ( ) Other__________________

(X) Seating Arrangement ( ) Adapted teaching (X) Peer tutor (X) Individualized Help

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Week 4 Standards (PRCS)

Specific Objective

Depth of Knowledge

Learning Activities

Monday 8.L.1.A/8.S.2/8.S.5.A 8.R.1.L/8.W.1

Tuesday 8.L.1.C/8.S.1/8.S.5.A 8.R.2.L/8.W.8

Wednesday 8.L.1.C/8.S.4 8.R.2.L/8.W.8/8.LA.4.A

Thursday Friday 8.L.1.D/8.S.4 8.L.1.C/8.S.4/8.S.5 8.R.6.L/8.W.8/8.L.A.4.A 8.R.10/8.W.4/8.LA.6

By the end of the class the student will use analyzing skills to answer questions about the chapters read. Strategic Thinking Extended Thinking Initial Activities:

Through the class activity the student will explain the main events of all chapters read. Strategic Thinking Extended Thinking Initial Activities:

Take attendance. Review previous class

Developmental Activities:

Guided reading: in small group will read chapters 9 through 12. For each chapters students will answer comprehension questions. Context clues and verbs

Guided reading: in small group will read chapters 13 through 16. For each chapters students will answer comprehension questions. Context clues and verbs

Closing Activities:

In small groups the students will conduct a Q&A activity to summarize the chapters read. Students will write an essay to summarize the chapters read.

Summary of the class Discussion of exercises Instruction for the next day

Closing Activites: Students will read their essays to the rest of the class.

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Academic Strategy

Read Aloud Think Aloud Language Experience

Connect to Literature, Integration of other subjects, Transversal Themes

Homework

Read Aloud Think Aloud Language Experience

Board/Markers Notebook Pencil/pen In-focus with computer Novel "Closed for the Season Hand outs Take home quiz about chapters 13-16 Value: 25 points

Explanation Communication Sentence structure Writing (inference, explanation) Moral and civic education

Concepts and Skills

Materials and resources

Read Aloud Think Aloud Language Experience

Board/Markers Notebook Pencil/pen In-focus with computer Novel "Closed for the Season Hand outs Take home quiz about chapters 9-12 Value: 20 points

Reflection of Praxis

Assessment ( ) Diagnostic Test ( ) Focalized list ( ) Concrete Poem (X) Open Question (X) Group Work ( ) Oral Report

(X) Quiz ( ) Interview ( ) Project ( ) Drawing ( ) Fill in the blank ( ) Rubric

Reasonable Accommodations Strategies

( ) Fragmented tests/ work (X) Additional time ( ) Supplementary service ( ) Other__________________

(X) Seating Arrangement ( ) Adapted teaching (X) Peer tutor (X) Individualized Help

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Week 5 Standards (PRCS)

Specific Objective

Depth of Knowledge

Learning Activities

Monday 8.L.1.A/8.S.2/8.S.5.A 8.R.1.L/8.W.1

Tuesday 8.L.1.C/8.S.1/8.S.5.A 8.R.2.L/8.W.8

Wednesday 8.L.1.C/8.S.4 8.R.2.L/

By the end of the class the student will use analyzing skills to answer questions about the chapters read. Strategic Thinking Extended Thinking Initial Activities:

The student will use clues and collaborate to set a plan to find items around school. Strategic Thinking Extended Thinking Initial Activities:

Take attendance. Review previous class

Developmental Activities:

Guided reading: in small group will read chapters 17 through 21. For each chapters students will answer comprehension questions. Context clues and verbs

Students will do a Scavenger hunt activity around the school.

Closing Activities:

Summary of the class Discussion of exercises Instruction for the next day

Closing Activities: Summary of the class Final discussion of the novel. Clarify doubts in regards of the debate and written book report.

Thursday Friday 8.L.1.D/8.S.4 8.L.1.A/8.L.1.C.8.L.1.D 8.R.6.L/8.W.8/8.L.A.4.A 8.S.2/8.S.4/8.S.5.A The student will compose an essay using guided questioning. Strategic Thinking Extended Thinking Initial Activities: Take attendance. Open discussion to review the elements of the novel read. Q&A game in small groups. Developmental Activities: Students will take the final exam for the novel. Value: 40 points Closing Activities: Pick up exams

The student will justify and argue events and motives to estate his or her point of view and reasons. Strategic Thinking Extended Thinking Initial Activities: Take attendance. Review previous class Developmental Activities: Students will do a debate about the novel read following some guided questions prepared by the teacher. Closing Activities: Pick up the written book report. The teacher will express the final comments on the novel.

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Academic Strategy

Read Aloud Think Aloud Language Experience

Connect to Literature, Integration of other subjects, Transversal Themes

Homework

Read Aloud Think Aloud Language Experience

Final exam hand out Pencil/pen Question cards Board/markers

Hand outs (rubrics) Board/markers

Explanation Communication Sentence structure Writing (inference, explanation) Moral and civic education

Concepts and Skills

Materials and resources

Read Aloud Think Aloud Language Experience

Hand out (Scavenger hunt) Board/marker Notebook/pen/pencil

Comprehension questioning: For the student who did not complete the answering the questions about each chapter must complete it at home and come prepare for discussion.

Final Exam Value: 40 points Prepare for debate Value: 35 points Hand in Book Report Value: 48 points

NONE

Reflection of Praxis

Assessment ( ) Diagnostic Test ( ) Focalized list ( ) Concrete Poem (X ) Open Question (X) Group Work ( ) Oral Report

( ) Quiz ( ) Interview ( ) Project ( ) Drawing ( ) Fill in the blank (X) Rubric

( ) Brain Storming ( ) Essays ( ) Concept Maps (X) Test ( ) Comic Strip ( ) Reflected Diary ( ) Dramatization ( ) Check List ( ) Graphic Organizer (X) Socialized Conversation (X) Others: Debate/Written Book Report

Reasonable Accommodations Strategies

( ) Fragmented tests/ work (X) Additional time ( ) Supplementary service ( ) Other__________________

(X) Seating Arrangement ( ) Adapted teaching (X) Peer tutor (X) Individualized Help

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

Specification Sheet Evaluations Conversation

Standards

Value

MPE

Listening

Cooperative activities Speaking

Writing

Reading

135

% of total

Total

40%

35%

20%

135

100

100%

394

Debate Narrative Essay Book report Quizzes Final exam Grammar exercises Book Report

Narrative Essay

Language

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

Week 1

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

Name:_________________________________ Date:___________________ What are your thoughts? After the discussion about the characteristics of mystery state you opinion about them; Would you like to read a good mystery novel? Why or why not?

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Unit: Mystery Name: ________________________________

Date:____________________

Group:_____________________

8th grade English

The Case of the Snack Shack

Harborville's Beach Snack Shop had been open only an hour when Max stopped in and noticed a new poster announcing a price increase. "I put the sign up this morning," Mr. Levine told him. "Had to raise my prices ten percent because I have so many new expenses. Like now I need a new window for my back room. Somebody broke it, trying to get into my store last night." "Have you called the police?" Max asked. "No. Nothing was stolen." He led Max to a small storeroom in the back. "I use this space as an office. Sat here and made my price change poster last night. Soon as I was done, I left it on that old desk. When I went out, I locked the door to the main part of my store. So whoever got in was stuck in this little storeroom. Nothing here to steal." When Max left he wandered down to the break wall, where Nathan and Trevor were fishing. "Did you hear that somebody broke a window at the Shack?" he asked. "Nope," Nathan said. "We've been here since dawn. Haven't talked to anybody." Trevor gestured to the bucket. "We've caught some big ones." Nathan stood. "But now I'm starving. I've got a dollar left from my allowance. If Mr. Levine is there now, I'm going up to the Shack to get a Big Beach Bun." "Better get another dime from somewhere," Trevor told him. "A dollar's not enough anymore. As for me, I'm going home to get a couple sandwiches for myself." "You both stay right here," Max said. "I know which one of you broke that window. You'd better think of a way to pay for it, because I'm telling Mr. Levine."

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

Part I: Answer the following questions in complete sentences. 1) List the characters of the story. 2) Where does the story takes place? 3) How does the story begins? 4) What is the mystery? 5) How is will to help to solved the mystery? 6) What were the steps Max took to solved the mystery? 7) How did Max solved the mystery? 8) Who broke the window? Part II. Cloze exercise. Complete the paragraph with the words on the box .

noticed broke in stolen wandered steal increase

Max went to Mr. Levine's Snack Shop one morning. When he _____________ that Mr. Levine was putting up a sign ____________ the prices. Max asking him why he had to ____________ the prices. Mr. Levine told him that someone __________ the night before and broke a window. Although anything was ___________, Mr. Levine saw it was necessary to increase the prices. Max left the Shop and ____________ who could have done it. Why brake a window and not __________ anything from the Shop? Part III. Future Tense Verbs Read the paragraph below and then change the underlined words to the future tense verb. Max was passing by the Snack Shop one morning when he saw Mr. Levine putted up a sign where it said that the prices had increased. Max got curious and when and asked Mr. Levine why he did it. Mr. Levine explained that some had broke a window of the store and because of the expenses he needed to increase the prices. Max was determine to find who could have broken that window and why?

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Homework

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

The movie "Clue" Use the following questions to keep track of the movie. You may come up with other questions if necessary. This activity will be to take notes, that means that this does not have to have an order or written in complete sentences. This is for the student to keep track of all things happening in the movie to later use during in class activities. 1) List all characters with character traits 2) Where does the story takes place? 3) Explain the main mystery 4) Is there any connection between characters? Such as ,they knew each other from the past. 5) Describe the atmosphere of the plot. 6) Does the mystery gets solved? Yes or No. Why?, How?, Why not? 7) Name the elements of mystery that comes through in the movie. explain 8) Enumerate the killings throughout the movie. Who you think committed each one? explain 9) Choose a character. Explain why you chose it and give examples. (it could be personality, you identify with, like the way he or she resolved situations or take sides, they way he or she may evolved or change from the beginning to the end of the movie)

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

Week 2 Graphic organizer for the writing process

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Rubric to evaluate a narrative story

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Verb tense presentation

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

Helping Verbs Tense Present

Past

Past Participle

am â&#x20AC;&#x201C; is - are

was -were

have â&#x20AC;&#x201C; has - had

Combine with the present participle form of the verb. Combine with the past participle form of the verb.

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

Name:________________________________

Date:_______________

Group:_____________________

8th grade English

Instructions: In groups read the following story to answer the questions. Be prepare for later own discuss for answers. The Case of the Disappearing Dimes

Nina had expected her great-great uncle's house to be like mansions in the movies, with marble columns and rose gardens, not peeling paint and a weed- filled lawn. But Dad explained that Waldo hated spending money, except on his collections. Nina's parents thought the kids were playing outside. Instead, they snuck into the candlelit parlor. "Your Mom will freak out if she catches us," Nina's cousin Max muttered. "I know. But Uncle Waldo traveled a lot and I never got to meet him while he was alive. I just want to see what he looks like." "At least turn on some lights," Max grumbled. "This is creepy." "Didn't you hear the lawyer talking to Mom and Dad? Uncle Waldo called the parlor his 'candle room.' He never had it wired for electricity." She crept over to the coffin and peered inside. Waldo wore a tuxedo with a ruffled shirt and red cummerbund. His white hair was neatly combed, his nails manicured, and his diamond stickpin and silver cufflinks glittered in the candlelight. "He looks nice," Nina whispered. Max took one glance inside, then pulled Nina away from the coffin. "Weird," he said. "I didn't think people wore tuxedos when they were buried." "He liked it. Dad said Uncle Waldo even had his portrait painted wearing this exact same outfit. He put it in his will that he wanted to be dressed for his funeral exactly the way he is in that portrait."

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

Max shivered. "I wonder who had to dress him?" "Harvey, Waldo's assistant." "Like a butler?" "Sort of." "So he really was rich. Hey, your Dad was kidding about inheriting twenty cents, right?" Nina led her cousin back down the hall. "Well, Waldo did leave Dad two dimes. But Mercury is facing the wrong way or something, and that makes them worth a lot of money. Mom said it was enough to pay my way through college someday." "Cool." "Uncle Waldo's daughter, Fiona, inherited the house and all this stuff." They entered the study where Nina's parents were talking to the lawyer, Mr. Baxter. Max gawked at Waldo's "collections." Display cases everywhere were filled with jewelencrusted objects. Harvey, Waldo's assistant, handed glasses of lemonade to the kids, then left. Nina thought he looked as sour as the drink tasted. "Fiona arrived earlier, but you probably won't see her until the funeral tomorrow," the lawyer was saying. "Waldo requested burial near his gazebo. Harvey will dig the grave himself." "Poor Harvey," Dad murmured. Baxter nodded. "At least Waldo set up a trust that will continue to pay Harvey's salary, small as it is. Now, would you like to see the dimes?" In the master bedroom upstairs, the lawyer twirled the combination lock on a wall safe while Nina studied the painting of Waldo that hung above the fireplace. Decked out in his tux, ruffled shirt, jade cufflinks and diamond stickpin, he seemed to wink down at her. Baxter removed a box from the safe and opened it. Everyone gasped. The box was empty. "Impossible!" the older man exclaimed. "They were here an hour ago." "The safe isn't damaged," Mom remarked. "How many people know the combination?". He frowned. "Just myself, Fiona and Harvey. I'd better call the police."

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

"Go ahead," Dad said. "But no matter who stole the dimes, they're small enough to be hidden anywhere. Even if the police tear the house apart, I'll bet they never find them." Nina stood up, staring at the portrait. "I think I know who took the dimes," she whispered to Max. "And if I'm right, I know where they are." Answer the following questions in complete sentences: 1) List all characters with its character traits 2) Where does the story takes place? 3) Describe the atmosphere of the setting? 4) Why are Nina and Max at this setting? 5) What is the big mystery? 6) How does the characters figure out the mystery? 7) Who figures out the mystery? 8) What is the motive for the rubbery? Explain

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

Name:___________________________________

Date:_______________

Group:_____________________

8th grade English

Read the following story and then answer the questions in complete sentences. The Case of the Disappearing Signs

Nina was eating cold pizza for lunch at Max's house one hot July day. Mrs. Decker came in looking warm and weary. "I'm so disgusted," she said. "Remember that old house over on Norton Drive that I listed? I put a FOR SALE sign up in the yard early this morning. Just drove by now and it's gone. This is the third one this month that has disappeared." "Why would anyone steal a realtor's signs?" Nina asked. "What would anybody do with them?" "Who knows?" Mrs. Decker poured herself a glass of lemonade. "Probably some kids with nothing better to do. I suppose they could use the signs to build something. They were the wooden ones." Max nudged Nina. "Want to bike over and see what we can find out?" "Not much there to see," his mother told him. "Only two houses on that whole street. An old lady-Mrs. Stearns-lives in the house next to the empty one." "Maybe she saw something," Nina said. "Let's go ask." Half an hour later the two were biking toward the end of Norton Drive. A pick-up truck was parked in front of the empty house. A man was standing on the sidewalk looking in all directions. "You kids know anything about this place?" he asked. "I'm from out of town, and my nephew has been checking houses for me this past month. He thought I might like the one at the end of Norton Drive, so he let me borrow his truck to drive over here. But I don't know if this is the house he meant. There aren't any signs."

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

"This house is for sale," Max told him. "My mom is the real estate agent." "Great! Then can you tell me her name and company? I'd like to ask about this property. Paul tells me that houses in this part of town sell fast. He says this one has been on the market for quite some time. Glad I got here before it was sold! Just couldn't get over here any sooner." As soon as Max gave him the information, the man drove off. Nina stared after the truck. "Know what? His nephew, Paul, might have taken the signs. Maybe he didn't want people to see that the house was for sale until his uncle had a chance to look at it. You can put lots of things in the back of a truck." Max nodded. "Let's ask this Mrs. Stearns if she saw anything this morning." Mrs. Stearns came to the screen as soon as the two knocked. She was gray-haired, but she stood straight and tall. "Oh, I think I know who might have taken those signs," she told them. "Freddie Swanson. He lives a block away, but he's always up to mischief." She held the door open as she talked, so Nina peeked inside. She liked the cozy living room. The sofa and chairs were velvet-covered antiques. Lace doilies covered the end tables. A large painting hung over the intricately- carved fireplace mantel, and a cheerful fire crackled below. "I know Freddie," Max said. "And I know where he lives. Let's go see him." Freddie was putting a lawn mower in the garage when they reached his house. He mopped his brow, as he talked to them. "Why would I take a dumb old sign?" he asked. "Besides, I've been out here doing yard work all morning." Nina stared past him at the garage. Her parents could hardly get their car in her garage at home because of all the stuff in it, but this one was practically bare. Then she noticed a crudely built tree house in the yard. The boards were gray and weather-beaten. She and Max talked as they biked back to his house. Mrs. Decker was washing the lunch dishes when they banged into the house. "We think we know who took the signs," Nina told her. Answer the following questions: 1) List the characters of this story with its character traits

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

2) Where does the story takes place? 3) Describe the atmosphere of the setting? 4) Why are Nina and Max at this setting? 5) What is the big mystery? 6) How does the characters figure out the mystery? 7) Who figures out the mystery? 8) What is the motive for the rubbery? Explain

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Name:____________________________________

Date:________________

Group:_________________________

8th grade English

Instructions: Read the following story. Then answer the questions and try to find out who did it. use context clue strategies to determine word meaning.

The Case of the Ruined Roses featuring Nina Chase and Max Decker "That was a neat program on UFO's," said Nina to her cousin Max as they walked down the street. "I think what really amazed me was that UFO's were reported as early as 1800." "That's pretty hard to believe," said Max. "Anyway, do you really believe there are such things?" Nina started to answer when they heard a loud scream coming from Coach Thornton's house. "Come on," shouted Max. They ran into the yard where the coach was staring at ten rose bushes that had been pulled from the ground. "Look at that!" he demanded. "Just look at that." "That's terrible," cried Nina. "Who could have done it?" Coach Thornton looked disgusted. "I had to bench three of my best football players for cutting class. They were pretty mad at me." "First thing, we'd better get these roses back in the ground," said Max. "Then we'll figure out who did it." Nina and Max helped Coach Thornton replant the roses. Then he invited them in for milk and cookies. "Now," said Nina. "Am I right? You benched Sam Cartland, Mike Brooks, and Alex Avery." "And you lost the game," added Max. The coach rubbed his eyes. "I know, but rules are rules." "I'll bet one of them did it to get even," said Nina. "How about we nose around a little?" "Let's see," said Max after they left. "Coach said the roses were all right when he looked out at nine. But shortly after ten, he found them pulled up."

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

"So, we check to see who doesn't have an alibi between nine and ten. Look!" Nina pointed. "There's Alex Avery over at the Dairy Bar." Alex looked up as they came in. "Hi kids," he drawled. "Hello, yourself," said Max. "We missed seeing you in the football game." "That was a bummer all right. But I guess the coach didn't have any choice." "Where you been all morning?" asked Nina. "I've been right here since nine." He turned to the girl behind the counter. "Isn't that right, Amy?" "Uh huh. You helped me carry in that heavy box." "So you weren't anywhere near Coach Thornton's house?" asked Max. Alex looked surprised. "No, I'm not mad at him, but I don't intend to visit him." After they left, Nina looked down the street. "That's Sam Cartland's house. Let's see what he's been doing." "What do you two want," growled Sam when he came to the door. "Hey, lighten up, Sam," said Max. "Can we talk with you?" "Sure, come on in." He pressed a button on his remote control and turned off his VCR. "I've been watching some football tapes to improve my game." "We wondered what you were doing between nine and ten this morning," said Nina. "I was right here watching that program on UFO's." "That was a good program," said Nina. Remember when that guy from Roswell, New Mexico insisted he had been abducted?" "Yeah," laughed Sam. "The one with the bushy hair. Funny how this has been going on for so long. That pilot, Kenneth Arnold, started it back in 1947 with the stuff he saw." "Very interesting," said Max, trying not to look bored. "But we have to get going." "Maybe we can find Mike Brooks working out at the gym," said Nina as they left. "Probably," agreed Max. They found him on the treadmill. "Hey, you two want to join down here? It's a great place to work out." "Not right now," said Max. "We were wondering about what you were doing from nine to ten this morning." "Right here. You can check the log book. Why?" "Just curious," said Nina with a smile as they went back to the desk. Sure enough, Mike had signed in at five of nine. This is great," Nina groaned. "They all have alibis." "I'm not so sure of that," said Max.

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

Part I. Answer the following questions in complete sentences. 1) List all characters from the story. 2) What is the main mystery of this story? 3) What could be the motive for destroying the coach's roses? 4) Who are the suspects to the mystery? 5) List the alibis each suspect had. 6) The story has an open ending; who do you think did it? Why? 7) How did you come up with the conclusion? 8) Do you think it is right to destroy someone else property for that motive? Part II. Context clues Write each bold and underlined word from the story. Write your own definition according to the used of each word in the story. 1) 2) 3) 4) 5) 6) 7) 8) 9) 10)

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Week 3

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

Name:_____________________________ Novel: Closed for the Season.

Date:______________________ Author: Mary Downing Hahn

Making Predictions and Stating Opinions Preview: But when the boys ride up to it on their bikes, Arthur tells his new friend, Logan, that the old amusement park hasn't been open for years. The overgrown park looks sinister even in broad daylight, so Logan is reluctant to go inside, but Arthur urges him on. He's sure they'll uncover important clues to the mystery they're trying to solve: Who killed Myrtle Donaldson? And what happened to the money she handled as head bookkeeper at the Magic Forest? Arthur and Logan's quest takes them to the lowest-and highest-level of society in their small Virginia town. The boys must pay another visit to the Magic Forest, this time in the middle of the night. And this time, they find the killer waiting for them... Directions: After reading the book's preview reflect and answer the following questions. 1) Why do you think the amusement park has being close for years? _______________________________________________________________ _______________________________________________________________ 2) What do you think will be the connections between the murder and the missing money? _______________________________________________________________ _______________________________________________________________ 3) What are you views about Logan's and Arthur's traits? _______________________________________________________________ _______________________________________________________________ 4) Do you think there will be other mysteries unraveling during the novel? _______________________________________________________________ _______________________________________________________________

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Guided questions and vocabulary words Chapter 1: Define the vocabulary words and classify them by its part of speech (verb, noun, adjective, adverb) cynical sinister wreck beckon smear fuss concocted yanked gruesome

cellar snobs eager propinquity leash goose bumps sagging longingly

1) Describe Arthur's appearance.

2) Describe Logan's new house.

3) What is your first impression of Arthur?

4) Is the mystery is set in motion?

5) How many characters are introduce? Name each one and who they are.

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Chapter 2: 1) Why Arthur believes Mrs. Donaldson was murdered? Explain

2) Explain Arthur's plan to show Logan the town.

3) What is Arthur's opinion about Johnny O'Neill? Why you think that?

4) What is the reaction of Logan's mother about Arthur?

Classify the vocabulary words into verbs and adjectives

blurted out neglected etiquette

ransacked relish sights Verbs

shrill stiffly whirled

embellishments loaded mendacious

strike scribbled shattered

glum sported dumb intending intricacy

Adjectives

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Chapter 3: 1) What does "Save the Magic" sign stands for? 2) Why do you think people are putting up that sign? 3) Explain Bear's behavior 4) List all places Arthur and Logan went through on the sight seen? Draw a map on the town with your description. 5) According to Arthur's description of Mrs. Donaldson's funeral, How was it? Use context clues strategy and write a sentence with each vocabulary word stuck:___________________________________________________________________________________ Victorian:_______________________________________________________________________________ nice:____________________________________________________________________________________ weird:__________________________________________________________________________________ suburb:_________________________________________________________________________________ envy:__________________________________________________________________________________ trek:___________________________________________________________________________________ maneuvering:____________________________________________________________________________ exposed:________________________________________________________________________________ gears:__________________________________________________________________________________ vines:__________________________________________________________________________________ enjoyed:________________________________________________________________________________ wobbled:________________________________________________________________________________ swerved:________________________________________________________________________________

Homework: Predict: Go back these 3 chapters. Enumerate possible clues to Mrs. Donaldson death and explain why you chose them.

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Chapter 4:

1) Arthur and Logan's last stop is the Town Library. Who do they meet there?

2) What do they do in the library?

3) What clues Arthur comes up with?

4) Why Nina Stevens asks for Arthur's and Logan's addresses and phone numbers? Explain

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

25 points total ____________________

# 1 Take home quiz Novel: Closed for the Season Name:______________________________________ Date:_________________________ Group:________________________ 8th grade-English Answer the following questions about Chapters 1through 4 1) Describe what personality traits Logan liked about Arthur and what personality traits he did not like about Arthur. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 2) In what shape is Logan's new home? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 3) What were the circumstances surrounding Mrs. Donaldson's death? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 4) Arthur's grandmother and Logan's father both complain about big chain stores overtaking local, smaller stores. Which kind of store does your family prefer to shop at? Why? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 5) Explain why Mrs. Donaldson's death could be considered a cold case. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Chapter 5: Answer the following questions and use the vocabulary words to help answer each one. dropped cold case files

pursing

chucked

volunteering

perched

convinced

bulldozed jotted

doffed

shivered nodded affably

leered cobwebby

1) What was Logan's mother thoughts about the killing? 2) During the interview with Mrs. Jenkins, who does she suspects killed Mrs. Donaldson? Why? give details 3) Why the Forbes moved to Bealesville? How they feel about it?

Homework: Predict: Go back and reflect on all clues and characters. Make your prediction about who killed Mrs. Donaldson and why.

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Chapter 6: 1) Who do Arthur and Logan meet on their way to the Magic Forest?

2) What was the situation they encounter?

3) How did Arthur handle it?

4) Using the description on page 43, draw The Magic Forest and the route to get there.

5) What does it means "No Trespassing"?

6) Why is the sign at the gate of the park?

Define the following vocabulary words using context clues

wolf down lanky

ditch vanishing

kudzu

disgrace

swerving

chant

condemned

engulfs

snatched

padlocked

disbelief

hollered

cracked

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Chapter 7: Use the vocabulary words to answer the following questions. overgrown leprous fascinating

algae mildewy surreal

gunky pulverize slicker

broke erudite uneasy

crumbling scurried flitted

damp

law-abiding

aversion

nervously

antagonizing

apologetic creepy atmosphere

sassy

1) Describe in details the physical conditions of the Magic Forest

2) Do you think there are clues to the mystery? Yes or no, why? explain

3) Who do the boys meet? Describe the situation

4) What was the feeling of being in the park by the end of this chapter? explain

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Chapter 8: Look for the eight verbs and write a sentence with each one

tugged overrun

gravel jagged

repentant herded

clinging wander

slammed slid

lecture

vexation

provoking

inconsiderate

creep

unsuitable

_________________________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________________________________________________ ________________________________________________________________________________________ __________________________________________________________________________________________ _________________________________________________________________________________________ ________________________________________________________________________________________

1) At the beginning of this chapter Arthur describes Billy as "a despicable ignoramus with the social presence of a flea". What does that means?

2) How did Arthur's grandmother reacted when she found out he was at the park?

3) How did Logan's parents handled that too?

4) By the end of the chapter Logan's parents argued about comments made by Rhoda. What do you think she is like? Why?

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

25 points total ____________________

# 2 Take home quiz Novel: Closed for the Season Name:______________________________________

Date:_________________________

Group:________________________

8th grade-English

Answer the following questions about Chapters 5through 8 1) Should Logan's family stay in the house? Why or Why not? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 2) Why doesn't Mrs. Jenkins believe Mrs. Donaldson stole anything? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 3) Describe what kinds of things you'd like to do at an amusement park. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 4) Should the boys have gone to the Magic Forest? Why or why not? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 5) Predict what will happen next. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Week 4 Chapter 9: Use the vocabulary words to help you answer the following questions. haul

flung

fumbled

tag sales

dashed

puzzled look

plopped

eaves

crammed dated

dented

hired

shred of prove

rummaging obvious

ragged trotted

revealed

1) Why did the boys went to the attic? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 2) What clues did they find? Explain ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 3) What is Arthur's plan now? Why? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 4) In the letter Mrs. Donaldson wrote she says to Violet "Don't be scared of You Know Who". Who do you think he or she is? Why? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 5) Do you think the money is still hidden in the Magic Forest? Why or Why not? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Chapter 10: 1) Do you think Violet does not remember th4eclues from her mother's note or she is making it up? Why?

2) How did you feel during Violet's and Silas's argument?

3) What would you have done if you were Arthur? This is while watching Silas argued with Violet.

4) Why do you think the boys are going to the Phelps' property? Explain

Classify the following vocabulary words into nouns, verbs, and adjectives. synthetic bulged

resemble straddle

retreat gazed

Nouns

stalk

fiddled

cruised jabbing

crouched tidying

Adjectives

sneaked evidence

scowled reluctant

lingered solemn

Verbs

shimmered asphalt

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Chapter 11: Use the vocabulary words to help you answer the following questions skidding suggest vicious

steady pawing ached

picturesque ramshackle plummeted neglected cicadas throttle peeled tumbled signaling cussed hellhounds burst grabbed gulped mock horror sprawled swore stuffed sauntering

With this chapter the Phelps are introduce. Arthur and Logan are spectators narrating what Logan is seen. 1) Explain the dynamics between Silas and Danny and Danny and May.

2) What are Billy and Johnny doing?

3) Who was with Mrs. Jenkins when the boys got home? Why?

4) What did Violet suggested to help her remember the clues left by her mother in the letter?

5) How does the chapter ends?

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Chapter 12: Use the vocabulary words to answer the following questions. barged bunions

towed sincere amusing

squatted deftly chores slumped

crowding haste wrecking unreadable irate goof around swung flung untangle wrested

The boys are getting into more trouble, this time serious trouble.

1) Why the boys went to see Violet?

2) What did Violet told them?

3) What did they decided to do after Violet told them about the letter?

4) Explain what happens in the library.

5) Once again the boys bumped into Nora, she is everywhere. What do you think of her?

6) How did they escape Silas?

In your opinion: What have you might done differently than the boys did to escape their situation? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

20 points total ____________________

# 3 Take home quiz Novel: Closed for the Season Name:______________________________________

Date:_________________________

Group:________________________

8th grade-English

Answer the following questions about Chapters 9through 12 1) Who do you suspect is the thief? Why? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 2) How does Danny appear mean? Why can the reader sometimes feel sorry for him? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 3) Were the boys justified in stealing the map, since it was just temporary? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 4) What do you think Silas wants from the boys? Explain. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Chapter 13: Answer the following questions: 1) What are Arthurs' feelings towards his real mother? Explain 2) What clues do they find studying the map? 3) How is the atmosphere when the boys get home? 4) Who they find? Why you think she is there? 5) Danny's character is a lot to take in. Why you think he is the way he is? What motives does he has?

Divide the following words according to their prefix and/or suffix write the meaning for each

veered:_______________________________________________________________________________________ circumstances:_________________________________________________________________________________ cautiously:____________________________________________________________________________________ septicemia:____________________________________________________________________________________ lunchless:_____________________________________________________________________________________ unless:________________________________________________________________________________________ destiny:_______________________________________________________________________________________ gazed:________________________________________________________________________________________ intended:______________________________________________________________________________________ restless:_______________________________________________________________________________________ dubious:______________________________________________________________________________________ tumbledown:___________________________________________________________________________________

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Chapter 14: Divide the following words according to their prefix and/or suffix write the meaning for each

rerun:_______________________________________________________________________________________ amazement:__________________________________________________________________________________ doused:_____________________________________________________________________________________ uncomfortable:________________________________________________________________________________ misfit:______________________________________________________________________________________ relentless:___________________________________________________________________________________ undependable:________________________________________________________________________________ useless:_____________________________________________________________________________________ unreliable:___________________________________________________________________________________

Answer the following questions:

In this chapter Logan validates to everyone Arthur's friendship. 1) What reasons does Logan have to accept Arthur and defend him?

2) Logan's mother take a turn for the worst after finding out about the library incident. What motives Carolyn to act the way she does? Explain with examples

3) What are your thoughts about Anthony, Robert and Mackenzie? Explain

4) What do you think were the real motives for Nina to lie about Logan's behavior?

5) Draw Fair Oaks

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Chapter 15: Divide the following words according to their prefix and/or suffix write the meaning for each

unfortunately:________________________________________________________________________________ mindless:____________________________________________________________________________________ miserable:___________________________________________________________________________________ unbelievable:_________________________________________________________________________________ uptake:______________________________________________________________________________________ friendless:___________________________________________________________________________________ unwanted:___________________________________________________________________________________ encourage:___________________________________________________________________________________ disconsolately:________________________________________________________________________________ avoiding:____________________________________________________________________________________ wordlessly:__________________________________________________________________________________ exhausted:___________________________________________________________________________________ collapsed:____________________________________________________________________________________ sadder:______________________________________________________________________________________ untouched:___________________________________________________________________________________

Answer the following questions 1) How did Logan feel about these new kids? Why do you think that? 2) Do you think Carolyn realized the way Logan was feeling during lunch? Explain the situation 3) What happen the next two days that Logan spends with Carolyn? 4)How is the atmosphere between them? How do you know? 5) What evidence do you think Logan was referring to by the end of this chapter?

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Chapter 16: Use the following vocabulary words to answer the questions below outfits satisfied combed unhappy blabbed patronizing accusation caught unequaled scanning platitudes clustered parted

flounced wardrobe sarcasm suing interviewed trusted

giggle rescuing mingle strolling uneasy edged basis in fact meddling swept

1) What are your thoughts about Mrs. DiSilvo? Why?

2) Did you find any new clues? Explain

3) Do you think Nina's personality change? Why or why not?

4) From what social status are the people from the party? How do you know? Explain

5) Explain Logan's behavior. Why he was that way with everyone at the party when people were treating him nicely?

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

25 points total

____________________ # 4 Take home quiz Novel: Closed for the Season Name:______________________________________ Date:_________________________ Group:________________________ 8th grade-English Answer the following questions about Chapters 13 through 16 1) Explain why Arthur's grandmother is raising him. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 2) What do you think Nina's motive was in calling Logan's mother to question his friendship with Arthur? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 3) Do you think Logan and Arthur can ever be friends? Why or why not? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 4) What was your impression of Anthony's friends? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 5) Will the boys find the briefcase using clues in the mote? Predict what you think will happen. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Week 5 Chapter 17: 1) What is Arthur's attitude towards Logan? Why? 2) Reflect on Logan's narration about the conversation with Mr. DiSilvo. What connections or motives can you make? 3) What does the sign "Protest the destruction of the Magic Forest" means? 4) Why is so important for the people of Bealesville to save the Magic Forest? 5) What was Mrs. Donaldson' s strategy o help Violet conquered her fear about the Witch? 6) Why Arthur thinks the money in the Witch Hut? What clues does he have? 7) What is the plan to find the money? Explain 8) Why does Arthur says "Is now or never? 9) Do you think Mr. DiSilvo threaten the boys or just was concerned about their safety? Why?

Define each of the vocabulary words using context clues strategy (You will have to go back to the chapter)

aimed:____________________________________________________________________________ reverberating:______________________________________________________________________ crept:_____________________________________________________________________________ unsuitable:________________________________________________________________________ disgusting:________________________________________________________________________ mystified:_________________________________________________________________________ shouted:__________________________________________________________________________ hideous:__________________________________________________________________________ armload:__________________________________________________________________________ lumbered:_________________________________________________________________________ frighten:__________________________________________________________________________ whereabouts:_______________________________________________________________________ grotesque:_________________________________________________________________________ dilapidated:________________________________________________________________________

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Chapter 18: Use prefix and/or suffix to change the following vocabulary words unaware:__________________________________________________________________________ sorrow:___________________________________________________________________________ trotting:__________________________________________________________________________ surveyed:_________________________________________________________________________ uncovered:________________________________________________________________________ trowel:___________________________________________________________________________

1) Why Logan got sentimental when he saw his parents?

2) Describe the atmosphere of the Magic Forest at night.

3) Explain how Logan, Arthur, and Danny are feeling on their search for the Witch Hut. Why?

4) Finally, where and how do they find the briefcase?

5) Who do you think the boys will encounter? Why?

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Chapter 19: Use the vocabulary to help you answer the discussion questions

charade ashamed unexpected money laundering

cahoots blundering redoubled racketeering

schemer liar crook homicide

1) Who do you think the third person is? Why?

2) Who appeared now?

3) Who is Nina Stevens?

4) Why is she in town?

5) Who else was at the park? Why?

6) Who are the four fugitives? What make them fugitives?

Open Discussion Think: 1) Who murdered Mrs. Donaldson? 2) What motives had Mr. DiSilvo for doing what he did? 3) Are Johnny, Billy and Silas a part of the murdered of Mrs. Donaldson or Mr. DiSilvo acted alone? By the end of this chapter the mystery is unraveled; what are your thoughts on how everything connected. Explain

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Chapter 20: Write a sentence with each of the vocabulary words

angrily _______________________________________________________________________________ retrieving _______________________________________________________________________________ earned _______________________________________________________________________________ misinformed _______________________________________________________________________________

1) What were the real reasons Nina lied to Carolyn and Mrs. Jenkins about the boys behavior? Why?

2) How do the police catches Silas?

3) Who finally found and handed in the briefcase?

4) What was inside the briefcase?

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Chapter 21: Write a paragraph using all six vocabulary words.

resolved ungrateful unfriendly

confiscated reputation spineless

1) How did Logan's mother reacted to the DiSilvo's finding?

2) What were the finding of the investigation?

3) What are your thoughts on them?

4) At the end Silas and DiSilvo ended up in jail. Danny thought it was funny; "who would have thought that both would end up like that" Explain, give motives and circumstances

5) By the beginning of the school year; what was the perception of other kids towards Arthur and Logan? It this different from what kids thought of Arthur before the uncovering the mystery to Mrs. Donaldson murdered? How? Explain

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Rubric for debate

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Rubric for Written Book Report

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Final exam for the novel "Closed for the Season"

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level Small group exercise:

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

SCAVENGER HUNT FIGURE OUT EACH CLUE AND FIND THE REWARD Instructions: The items will be found in furniture around the school. Divide the group into small groups of 5 or 6. Have a leader for each group. Give to each student the list of items to be found. Give them 3 minutes to organize. Finally, give 30 to 40 minutes for the students to find all items on the list. The group who finds all items tells the rest of the group about they figure out each clue. 1) People put things that they will not use any more. Sometimes this object is use to put recycle items such as paper, plastic, and aluminum. A newspaper comic strip that includes a caldron or a ghost An October calendar An October magazine cover A spider 2) It is use stack books. It has four lines available. It is made out of trees. A mini pumpkin A chocolate bar with a Halloween wrapper A piece of black licorice A black walnut 3) This item is big, rectangular, and platinum. The temperature will vary. A black hat A handwritten recipe for pumpkin pie Green Jello 4) It has multiple purposes. It is big and rectangle. It has space to put away notebooks, paper, pencils, pens, and other office items. You can write on it and put things in it. A cobweb A mask A dead flower 5) It is made of carton. It is square. If it gets wet will smooch and loose it's shape, therefore will not be able to stack things away. An orange crayon Playdough in the shape of a bat Black eyeliner

Universidad Del Este School of Education ENED 323 English Methodology for the Secondary Level

Bibliography 1) Class presentation www.prezi.com 2) Novel Mary Downing Hahn (2009) Closed for the Season 3) Context Clues worksheets http://www.ereadingworksheets.com/free-reading-worksheets/reading-comprehensionworksheets/context-clues-worksheets/ 4) Graphic organizer (grammar) Baucer, J. (2006). Graphic organizer and mini-lessons. In Vocabulary buildingRetrieved from https://www.google.com.pr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CBw QFjAA&url=https://michelleleba.wikispaces.com/file/view/Graphic+Organizers+that+buil d+vocabulary.pdf&ei=nVkpVKuEBtGQNonPgKgK&usg=AFQjCNEUQqeTxE_YMPPJB rGUPYm2E8glUQ&sig2=I_i8DZd-wH2rXshmDBh6Lg&bvm=bv.76247554,d.eXY 5) Rubrics http://course1.winona.edu/shatfield/air/classdebate.pdf www.intel.com/cd/corporate/education/apac/eng/461406.htm http://www.rubrics4teachers.com http:/www.readwritethink.org 6) Novel and reading activities www.englishhelper.com http://kids.mysterynet.com/ 7) Circular letters from the Department of Education of Puerto Rico Education, D. Department of Education of Puerto Rico (2014). Puerto Rico Core Standards. Puerto Rico. Román, R. Department of Education, Secretary office. (2014). Política pública sobre la planificación del proceso de aprendizaje y currículo (06-2014-2015). San Juan, P.R.: Departamento de Educación. Román, R. Department of Education, Secretary office. (2013). Política pública sobre el contenido curricular del programa de inglés para todas las escuelas públicas elementales, intermedias y superiores (8-2013-2014). San Juan, P.R.: Departamento de Educación.