October

Halloween Webquest

What gets buried along with a mummy? What do vampire bats eat for dinner? And whose brain is behind Frankenstein? Search for these and other frightful facts and discover the history of Halloween traditions in this web hunt.

 1. Mummies - The ancient Egyptians developed a method of preserving bodies so they would remain lifelike even after death. Today we call this process mummification.  Visit the British Museum and x-ray a mummy.  http://www.ancientegypt.co.uk/mummies/explore/main.html

^]^On your NOTEBOOK PAPER, Write about two items you find

 

 

2. Vampire Bats - There are more than 1,000 kinds of bats. How many of those are vampire bats, the kind that drink blood? Make a guess, then find the answer in our Bat Libraryhttp://teacher.scholastic.com/activities/explorations/bats/libraryarticle.asp?ItemID=231&SubjectID=110&categoryID=3&SubjectName=Animals

 

^]^On your NOTEBOOK PAPER, What kind of blood do these bats usually dine on?

^]^On your NOTEBOOK PAPER, What's another bat fact that surprised you?
 

3. The Frankenstein Monster - Long before this monster landed a starring role on the movie screen, he originally came to life through another art form. Read about it at the National Library of Medicinehttps://www.nlm.nih.gov/exhibition/frankenstein/index.html

 

^]^On your NOTEBOOK PAPER, Was Frankenstein originally brought to life in a painting, a               book, or a play?

^]^On your NOTEBOOK PAPER, Who is the original creator of the Frankenstein monster and how old was she when she introduced  this classic monster to the world?
 

4. Halloween History - Bonfires, treats to eat, and dressing up in costumes all play a major part in the history of Halloween. To find the original thinking behind these traditions, watch 4 videos on the History Channel. http://www.history.com/topics/halloween/history-of-halloween/videos

 

^]^On your NOTEBOOK PAPER, List 4 facts you learned from any Halloween video

 

 

 

 

 

 

5  Go to the following web site:  http://www.halloweenmagazine.com

 

  1.  Click on the Halloween Safety Game/Quiz and play game online. DO           NOT PRINT CERTIFICATE!

            ^]^On your NOTEBOOK PAPER, list 2 Halloween Safety Rules. 

 

  1.  Then click “Articles” and read “The History of Halloween”

         

    ^]^On your NOTEBOOK PAPER, list 5 other names for Halloween.

    ^]^On your NOTEBOOK PAPER, list the most interesting fact you learned about Halloween. 

     

6.  Go to the following web site:  http://pumpkingutter.com  

 

  1.  Explore and enjoy the pictures of amazing carved pumpkins

     

    ^]^On your NOTEBOOK PAPER, describe your favorite.

     

7. Go to the following web site:  http://www.halloween.com/

 

  1.  Find and click on “Halloween Jokes” in the first paragraph. 

     

     ^]^On your NOTEBOOK PAPER, write the WORST joke on the list

     

8. Go to the following web site:  http://www.funtrivia.com/quizzes/?dir/3231.html  

 

  1. Click on “Halloween” under TRENDING TOPICS.    Take a couple of the Halloween Trivia Quizzes. 

     

    ^]^On your NOTEBOOK PAPER, record  the name of the Quiz, and your score.

     

     

 

HOPE YOU HAD FUN!!  TURN YOUR PAPER IN BEFORE YOU LEAVE.

 

 

 

 

 

 

 

 

 



MRS. NORRIS – Lesson Plans - Week of October 24-28, 2016

 

Monday, October 24, 2016

Weekly Learning Target:

MC900439610[1]

(What will students know & be able to do as a result of this lesson?)

 

Unit 2.1 (20 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

Focus

RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas

influence individuals or events, or how individuals influence ideas or events).

RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

RI. 7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Reinforce and/or support

RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author

distinguishes his or her position from that of others.

RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and

information, using strategies such as definition, classification, comparison/contrast, and

cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and

multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other

information and examples.

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas

and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate

command of Language standards 1–3 up to and including grade 7 on page 52 [of the full ELA

Common Core State Standards document].)

L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of phrases and clauses in general and their function in specific

sentences.

b. Choose among simple, compound, complex, and compound-complex sentences to signal

differing relationships among ideas.

c. Place phrases and clauses

L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Recur

W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW facilitate daily Eagle Lesson – E -Emotional Language. TW introduce quotation p. 132 which deals with this section of the book Competition and the Big Question- Does every conflict have a winner? TW introduce narrative writing assignment on page 118-122 (Pearson) that will be started in class and continued as homework if not completed in class. Students will write a five paragraph autobiographical narrative in which they describe an event in their life that caused them to grow or change in some way (or alternate topic for autobiographic essay) Due date Wednesday, October 26 - FOR A GRADE. Last 5 minutes of class: Questions and Comments Wrap-Up Time

 

Goal is for students to have a better understanding of writing an autobiographical narrative that includes dialogue and develops a plot.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Students will complete daily bell work - week 10 - E- Emotional Language - (refer to power point). SW review narrative writing a