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The Westing Games

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Cheryl McDonald

on 11 December 2013

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Transcript of The Westing Games

Novel Study Grade 5
by Cheryl McDonald and
Stephanie D'Alessandro

The Westing Game by Ellen Raskin
Duration: 2 days
Create a Pie Graph of students opinions of who murdered Sam Westing before it is revealed in the book.
Make personal notes and then discuss in class a time you were dared to do something. What encourages people to respond to dares.
Duration: 40 Minutes
Expectations
Music C 1.1 sing and/or play, in tune, from musical notation, unison and two-part music with accompaniments, from a wide variety of cultures, styles, and historical periods.
Duration: 40 minutes
Resources: Bristol Board, markers, lined big sheets of paper to tally, small pieces of folded paper for voting, pencils, hat for votes, "The Westing Game" novel
Expectations
Oral: Interactive Strategies
2.2 demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large- group discussions
Oral :Vocal Skills and Strategies
2.5 identify some vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning
Reading With Fluency 3.1 automatically read and understand most words in common use
Media Literacy:Purpose and Audience
1.1 identify the purpose and audience for a variety of media texts
Media Literacy:Making Inferences/Interpreting Messages
1.2 use overt and implied messages to draw inferences and construct meaning in media texts
Reading: Comprehension Strategies
1.3 identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of oral texts
Resources: Big sheets of lined paper, markers, instrumental of "America the Beautiful", computer, markers, lined paper and pencils for brainstorming.
Expectations
Music : C1.2 apply the elements of music when singing and/or playing, composing, and arranging music to create a specific effect
Music: C1.3 create musical compositions for specific purposes and audiences
Writing: Metacognition
4.1 identify what strategies they found most helpful before, during, and after writing and what steps they can take to improve as writers
Writing: Developing Ideas
1.2 generate ideas about a potential topic and identify those most appropriate for the purpose.
Writing: Sentence Fluency
2.4 vary sentence types and structures, with a focus on using conjunctions to connect ideas, and pronouns to make links within and between sentences
Writing:Word Choice
2.3 use some vivid and/or figurative language and innovative expressions to add interest
Writing:Revision
2.7 make revisions to improve the content, clarity, and interest of their written work, using a variety of strategies
Oral: Visual Aids
2.7 use a variety of appropriate visual aids (e.g., posters, charts, maps, globes, computer-generated organizers) to support or enhance oral presentations
Writing: Point of View
2.5 identify their point of view and other possible points of view, and determine, when appropriate, if their own view is balanced and supported by evidence
Math: Collect data by conducting a survey and record observations.
Reading: Making Inferences/Interpreting Texts
1.5 use stated and implied ideas in texts to make inferences and construct meaning
Write out the words to the song "America the Beautiful" and sing the song.
Duration: 120 minutes
Resources: need computer and utube of song with words, bristol board, markers, tape, instrumental of song to accompany the class, speakers for computer.
Create a song "Canada the Beautiful" to the same tune as "America the Beautiful", each group creates a verse.
Draw a map of Wisconsin in groups and discuss some social and environmental issues there
Duration: 120 minutes
Resources: Bristol board, markers, books on Wisconsin, computer/IPads, lined paper and pencils to draft on
Expectations
Writing: Developing Ideas
1.2 generate ideas about a potential topic and identify those most appropriate for the purpose
Writing: Research
1.3 gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources
Social Studies: B3.7 Describe some different ways in which citizens can take action to address social and environmental issues.
Reading:Extending Understanding
1.6 extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them
Oral: Clarity and Coherence
2.3 communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form
Have a detective come and talk to the class and prepare questions in advance.
Duration: 120 minutes
Resources: Lined paper, pencils/pens
Expectations
Oral: Active Listening Strategies
1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a range of situations, including work in groups
Oral: Making Inferences/Interpreting Texts
1.5 make inferences about oral texts using stated and implied ideas in the texts as evidence
Oral: Clarity and Coherence
2.3 communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form
Writing: Developing Ideas
1.2 generate ideas about a potential topic and identify those most appropriate for the purpose
Writing:Research
1.3 gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources
Resources: Lined paper, pens, large paper with lines, markers and tape to write down questions and responses after the visit.
Expectations
Oral:Purpose
1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals related to specific listening tasks
Oral: Extending Understanding
1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them
Oral: Clarity and Coherence
2.3 communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form
Reading: Extending Understanding
1.6 extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them
Writing: Developing Ideas
1.2 generate ideas about a potential topic and identify those most appropriate for the purpose
Match the meaning to new vocabulary words
Duration: 40 minutes
Resources: vocab sheets, pencils
Expectations
Reading: Comprehension Strategies
1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts
Reading: Making Inferences/Interpreting Texts
1.5 use stated and implied ideas in texts to make inferences and construct meaning
Reading: Reading Unfamiliar Words
3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues
Writing: Review
1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and adequate for the purpose, and do more research if necessary
Writing:vocabulary
3.3 confirm spellings and word meanings or word choice using a variety of resources appropriate for the purpose
Culminating Performance Activity
In groups of 4, create a board game like "Clue", dress up as your favorite character from the book "The Westing Game" to play the game, create a list of rules.
Duration: 1 week
Resources: "The Westing Game" novel, pizza boxes, lined paper, pens, markers, construction paper, craft supplies like pipe cleaners, egg shell cartons, tin foil, elbow macaroni, yarn, dice, mini magnifying glasses to be turned into game pieces, computer for images and for rules
Expectations
In pairs, create a Web page/profile for each of the 16 heirs
Duration:2 days
Resources: computer, "The Westing Game" novel
Expectations
Create "Wanted for Murder" posters of their favorite heir individually
Duration:120 minutes
Resources: paper, pencil crayons, tape, "The Westing Game" novel
Expectations
Jury and Lawyer role playing on why a certain character is the murderer
Duration: 2 days
Resources:desks and chairs, podium, novel "The Westing Game"
Expectations
Create a detective journal while reading the book and create a paragraph on who you think is the murderer after each chapter.
Duration: 2 weeks
Resources: notebook with lined paper, pens, "The Westing Game" novel
Expectations
Research who wrote "America the Beautiful" and why they wrote it, role play an interview with the writer in groups
Duration:1 week
Resources: computer, paper, pens
Expectations
Content of Board Game:
connection to novel
number of related details
demonstrates understanding of novel
Writing Conventions in Rules:
grammar, spelling and punctuation
logical order to the rules
word choice, vocabulary
clarity of rules
Organization:
neatness and level of visual appeal
rules typed and presented neatly
overall sequence of the game ties back to the novel
Writing Language: Developing Ideas
1.2 generate ideas about a potential topic and identify those most appropriate for the purpose
Writing Language: Spelling Familiar Words
3.1 spell familiar words correctly
Writing Language: Grammar
3.5 use parts of speech correctly to communicate their intended meaning clearly, with a focus on the use of: common, proper, and abstract nouns
Writing Language: Proofreading
3.6 proofread and correct their writing using guidelines developed with peers and the teacher
Oral Language: Active Listening Strategies
1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a range of situations, including work in groups
Visual Arts: D1.4 use a variety of materials, tools, and techniques to determine solutions to design challenges
Visual Arts: D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;
Summary: 16 people are mysteriously lured into living at Sunset Towers in Milwaukee. One day, these heirs are gathered together to hear the will of self-made millionnaire Sam W. Westing. They are put in unlikely pairs, each are given a different clue and 10,000 dollars to start the game of who murdered Sam Westing. The incentive, the winners will take home their share of the two hundred million dollar prize.
Writing 1.3 gather information to support ideas for writing using a variety of strategies and a range of print and electronic resources.

Writing 2.2 establish an appropriate voice in their writing, with a focus on modifying language and tone to suit different circumstances or audiences.
Writing 2.5 identify their point of view and other possible points of view, and determine, when appropriate, if their own view is balanced and supported by evidence.
Writing 3.1 spell familiar words correctly
Writing 3.7 use a range of appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics and layout.
Writing 3.1: spell familiar words correctly
Writing 3.3: Confirm spellings and word meanings or word choice using a variety of resources appropriate for the purpose.
Visual Arts D1.1: create two- and- three dimensional art works that express feelings and ideas inspired by their own and others' point of view.
Visual Arts D1.3: use elements of design in art works to communicate ideas, messages and understandings.
Writing 2.3: use some vivid and/or figurative language and innovative expressions to add interest.
Drama B1.3: plan and shape the direction of the drama or role play by collaborating with others to develop ideas, both in and out of role.
Drama B1.1: engage actively in drama exploration and role play, with a focus on examining issues with themes in fiction and non-fiction sources from diverse communities, times and places.
Drama B1.4: communicate thoughts, feelings, and ideas to a specific audience, using audio, visual, and/or technological aids to achieve specific dramatic effects.
Drama B2.3: identify and give examples of their strengths, interests and areas for improvement as drama creators, performers, and audience members.
Drama B1.2: demonstrate an understanding of the element of role by selectively using some other elements of drama, to build belief in a role and establish its dramatic context.
Reading 1.4: demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details.
Reading 1.7: analyze texts and explain how various elements in them contribute to meaning.
Reading 1.8: make judgements and draw conclusions about the ideas and information in texts and cite stated or implied evidence from the text to support their views.
Reading 1.2: generate ideas about a potential topic and identify those most appropriate for the purpose.
Writing 2.3: use some vivid and/or figurative language and innovative expressions to add interest.
Writing 3.4: use punctuation appropriately to help communicate their intended meaning, with a focus on the use of: a comma before and or but in compound sentences to join principal clauses; quotation marks for direct speech; and the placement fo commas, question marks, and exclamation marks inside quotation marks in direct speech.
Media Literacy 2.1: describe in detail the main elements of some media forms.
Media Literacy 3.2: identify an appropriate form to suit the specific purpose and audience for a media text they plan to create, and explain why it is an appropriate choice.
Drama B1.1: engage actively in drama exploration and role play, with a focus on examining issues and themes in fiction and non-fiction sources from diverse communities, times and places.
Drama B1.3: plan and shape the direction of the drama or role play by collaborating with others to develop ideas, both in and out of role.
Drama B2.1: express personal responses and make connections to characters, themes, and issues presented in their own and others' drama works.
Criteria
Level 1
Level 2
Level 3
Level 4
content does not reflect the novel
uses very few related details

some content is relevant
few details used
content reflects novel appropriately
uses sufficient details
uses well-developed ideas connected to the novel
uses many details
seldom uses proper grammar, spelling and punctuation
order is not logical
unclear rules
limited vocabulary
some use of proper grammar and spelling
order is somewhat logical
minimal clarity of rules
some variety in the vocabulary
use of proper grammar and spelling
order is logical
clear rules
variety in vocabulary
correctly uses all conventions
logical order
very clear rules
extensive vocabulary
little evidence of creativity
minimal use of colour and materials
minimal level of detail
some use of creativity
some use of colour and materials
some detail
shows use of creativity
good use of colour and materials
good level of detail

vivid use of creativity
excellent use of colour and materials
very detailed
Creativity of Game:
use of imagination
use of colour, materials, and textures
level of detail


Writing Language: Producing Drafts
2.8 produce revised, draft pieces of writing to meet identified criteria based on the expectations related to content, organization, style, and use of conventions
little evidence of neatness and visual appeal
rules not typed and messy
illogical sequence of the game
some evidence of neatness
rules are somewhat neat
some sequence to the game
evidence of neatness
rules are neat and typed
logical sequence to game
very neat
rules well presented
excellent sequence of the game
Date:
Name:
Novel Study Game
Drama B1.3: plan and shape the direction of the drama or role play by collaborating with others to develop ideas, both in and out of role.
Ellen Raskin was a writer and illustrator primarily for children, and interestingly enough, a fashion designer. She grew up in Milwaukee during the Great Depression. She won the Newbery Medal for this novel in 1979. She died when she was only 56 due to health complications.
Children will love this exciting murder mystery novel which has both humour and quirky characters. They will find themselves constantly second guessing, who really killed Sam Westing as each chapter unfolds. They will connect with the young girl in the novel who desperately tries to solve the case before anyone else.
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