Mystery Unit

Most students have presented their Book Talks to the class and they were delightful!. The presentations needed to be three to five minutes in length and those that were shorter were penalized.  This shows the importance of practicing and timing.  Other students typed up their reports and read them to the class, causing the audience to lose interest. Students were to have notes only on their 5 x 8 card.  These also received a lower grade since directions were not followed!

If a student has not yet presented, he/she will not yet have a grade for this assignment.  Most will be completed either Monday or Tuesday. Period 3 is the exception since I have a meeting at the District Office Tuesday and will not be in class.  We'll finish up on Thursday.

Each student should be reading a G-rated  adult mystery. The LRC has pulled appropriate books from their collection and a list of suggested authors will be provided. Be sure to have Mrs. Moir’s written approval or you will receive no credit. Things to ponder during the unit are:

            How do writers keep readers engaged?

            How do writers help readers visualize the text?

The mystery unit has several parts:

·         Write clear responses about the book, following the directions provided. These can be done during RAM home or at home each evening.  A minimum of ten is required. These will be checked as we go along. The responses will be worth 50 points.

·         Give a book talk to the class about your book. The book talk will be worth 100 points.

·         Write a short mystery (250 – 500 words). The mystery will be worth 75 points.

·         Match ten adult mystery authors and their detectives (must be a series).  Worth 20 points

·         Make a mystery word search using at least 25 words. Provide clues to the words as well as providing the solution.  Worth 25 points

·         In class, watch a mystery and write a review, following the guidelines provided. Worth 30 points

Responses – due May 6 or May 7, 2010

You will need to complete at least ten responses .Each will include a quote from the book and your response to it. On other days, use your regular prompts as you respond to your reading. Be sure to spread out your responses and include quotes from the beginning, middle and end of your book. The format of your responses is outlined below. Please write legibly, include the page numbers of your direct quotes, use a variety of the prompts listed below and write a few sentences or a paragraph for each entry. Think about the reading strategies you are using as you complete your double entry journals.

Direct quote from text and page number:

·         Include direct quotes from your book.

·         Remember to number your entries and put them in quotation marks.

·          Don’t forget to include the page number.

·          You should have 10 entries total. Remember to spread them out throughout your book Be sure to pick passages that you think are significant or interesting.

Your response to the text:     
1.This reminds me of… (making connections text-text, text-self, text-world) .
2.This is important because… (determining importance).
3. I am confused because… and I will help myself by… (monitor and fix up).
4. I think that this is going to happen because… (predict and adjust/confirm).
5.I wonder… (questioning).
6. This is a new word for me and now I know it means… (working with words) .
7.The picture in my head looks like… (visualize) .
8. I like this part because… (evaluate).
9. I am assuming or guessing that… (making inferences).
10. This is what happened… and I think that means… (summarize and synthesize).

Book Talk due May 6 0r May 7, 2010:

After you read your mystery/adventure book, you will  “sell” it to the class during a short 3-5 minute book talk. Here are some things to include and think about:

1. Think about how to start your book talk in an interesting way. Don’t start by saying, “The book I read was…” Start by asking a question, sharing a personal experience that relates to the book, sharing a short scene from the book, talking about the author, comparing the book to other books you know peers have liked, singing a song that relates to the book, reading the first line of the book…keep thinking!

2 .Brainstorm ways to make your book talk engaging. Include a prop that represents the book, wear a costume, move around the room a bit, connect the book to well-known movies, shows or songs, share a visual that you think symbolizes the book, repeat a certain word or phrase throughout the book talk, ask a question or two of the audience, ask your audience to put themselves in the characters’ shoes, keep your book handy as a prop as well…keep thinking!

3. What to include in your book talk? Don’t summarize the whole story, and definitely don’t give away the ending! Concentrate on the characters and the conflicts they face, think about what was good about the book, and also focus on the mood of the book (how you felt when you were reading). Think about presenting to the class your own version of the blurb on the book jacket. You want to convince others to read the book.

4. End with something that leaves your audience thinking. Don’t just say, “That’s it.” End with a zinger that really convinces your audience to pick up your book and give it a chance. Try to think of something to end with that would convince your most skeptical peer to read the book.

5. Basics I will be looking for:
- I will ask you to jot down brief notes on one large index card to prepare for your book talk. You will be handing that in after your book talk.
- Maintain eye contact with your audience; don’t read off your note card!
- Speak loudly enough for people in the back of the room to hear you.
- Articulate and speak with expression as you talk about your book.
- Carefully craft the beginning, middle, and end of your book talk.

Grading for the mystery unit:

Write a mystery story May 10 or May 11.

1. Includes all aspects of a story: exposition, rising action, climax, falling action or resolution. The story has a  detective that is a well-developed character, a clearly defined setting that contributes to the excitement, a real mystery and a logical ending. The length is appropriate (250 – 500 words) and grammar, spelling and punctuation are all excellent.
2. Includes all or almost aspects of a story: exposition, rising action, climax, falling action or resolution. The story has a  detective that is a described clearly, a setting that contributes to the excitement, a real mystery and a logical ending. The length is appropriate (250 – 500 words) and grammar, spelling and punctuation meet expectations although some errors may be present..
3. Includes some aspects of a story: exposition, rising action, climax, falling action or resolution. The story has a  detective that is a described, a setting that may or may not contributes to the excitement, a  mystery and a logical ending. The length is appropriate (250 – 500 words) and grammar, spelling and punctuation are developing toward expectations.
4.   Some attempt has been made to write a story and include exposition, rising action, climax, falling action or resolution.  The story has a detective although the reader may not know too much about him/her.  Description of the setting may be lacking and the mystery and ending may be hard to follow. The story may be too short and grammar, spelling, and punctuation may be so poor that the reader has trouble following the story.

     F. No mystery story was turned in.

Responses

A. Student completed at least ten responses, following all directions and writing a variety of thoughtful responses to carefully chosen passages.

B. Student completed 8 – 10 responses, following most directions and writing a variety of thoughtful responses to carefully chosen passages.

C. Students completed 6 – 8  responses following some directions and including some responses to chosen passages.

D. Student completed 4 – 8 responses, following few directions and responding to few passages.

F. Student did not complete responses or follow directions.

Book Talk

A.   Student engaged the audience with an interesting book talk that hooked the audience throughout the beginning, middle, and end. The note card was complete and eye contact, volume, and expression was exceptional.

B.    Students engaged the audience with an interesting book talk that hooked the audience at some point during the presentation. The note card was complete and eye contact, volume, and expression meets expectations.

C.    Student somewhat engaged the audience but need more time to develop presentation. Note card close to complete and eye contact, volume, and expression developing toward expectations.

D.   Student attempted the book talk but did not engage the audience during the presentation. Note card was incomplete and eye contact, volume, and expression do not meet expectation.

E.    Student did not complete a book talk

Ten authors and their detectives

A.   Assignment is completed, neatly, in pen or word-processed and all entries are detectives in a series of adult mysteries.

B.    Assignment is completed, neatly, in pen or word-processed and at least eight are detectives in a series of adult mysteries.

C.    Assignment is completed in pen or word-processed and at least seven are detectives in a series of adult mysteries.

D.   Assignment is attempted and at least five are detectives in a series of adult mysteries.

Rubrics for the word search and mystery review will be posted on the Internet at www.moir.org/mrsmoir .
Choice Book Project

The following choices are layered by Bloom’s Taxonomy of thinking skills. The choices in layer A are higher level and more complex, and they get simpler as you work down to layers B and C. Challenge yourself and find something you will enjoy doing.

A (Evaluation & Synthesis)    
- Using a variety of materials, construct a museum exhibit and compose a visitors’ guide that together tell the story of your book.
- In a 1-2 page paper, evaluate your author’s writing style and how he/she manipulates story elements, choosing examples from the book for support. (intro/body/conc).
- Design and create a front and back cover/book jacket and  write the first chapter of the sequel to the book you read.

B(Analysis & Application)    
- Organize your book’s events on an illustrated plot line, categorizing events into the exposition, rising action, climax, falling action or resolution.
- Prepare a written monologue by a main character that analyzes the choices he/she made and the impact of those choices on the plot of the book.
- Compare and contrast this book to another you have read in a 1-2 page paper. (intro/body/conc) .

C (Comprehension & Knowledge)    
- Illustrate an adventure comic strip or mystery puzzle that summarizes the settings, characters, plot/conflicts and themes in your book.
- Write a dramatic script for 3-5 major scenes that when read altogether explain the plot of your book.
- In a 1-2 page paper, describe how your author hooked you in to the story and helped you visualize what you were reading. (intro/body/conc).

Dear Students and Parents,

It is with mixed emotions that I inform you that I am retiring this year.  I am excited that I will be able to spend more time with my grandchildren, that I will not be spending my weekends grading papers, that my schedule will be my own, and that we will be able to travel at times other than summer and school vacations (I’ve long wanted to see the fall colors in New England and it will be wonderful to be able to spend time in Arizona when it is not so hot!)  On the other hand, I will miss being in the classroom with “my children” greatly.  

I had planned on teaching two more years, but this year Poway Unified offered a retirement incentive to senior teachers. This allows the district to replace higher paid veteran teachers with younger teachers who are lower on the pay scale, thus reducing the overall payroll expense.   When my husband and I reviewed the plan and analyzed how it would affect our retirement income, we decided to accept the offer.  

I do have to add that the current outlook for Poway schools provided some impetus to retire now.  Predictions (unconfirmed as yet) indicate that classes will be much larger next year, teacher classroom budgets smaller, and another pay cut seems very likely.  We have already eliminated most teacher attendance at conferences, seminars and other professional enrichment activities, and we no longer pursue WASC accreditation of middle schools.  One of my specialties has long been GATE education but this is no longer a funded activity.  I am the GATE coordinator at Twin Peaks this year, and my budget for enrichment, parent communication, and activities is zero. 

These are all things that make teaching more difficult, and are factors that went into my decision to retire now. 

A definite positive factor for retiring now is that I have a particularly delightful group of students this year, and it will be great to go out on a high note – with good memories of this year’s fine class! 

I have heard that some teachers who are “lame ducks,” like I am now, assume a “short-timer’s” attitude and check out early.  Not to worry!  Knowing that this is my last semester at Twin Peaks makes me want to do all my favorite lessons one more time and try some new things too.  So get ready, students.  We’re going to have some fun!

 I am very fortunate that I still love what I do; for the past nineteen years at Twin Peaks I have never gone “to work” but always “to school.”    Twin Peaks certainly is “home.”  I am excited that I have a few more months to try to make a difference in the lives of my students.

Parents, thank you for sharing your young people with me. Teaching is a calling for me, and I receive great emotional pleasure in helping foster middle school students through what can be a pretty challenging time in their lives.  I appreciate all the support I’ve received from students, parents, and the fabulous staff at TPMS. I will miss turning left onto Tierra Bonita every morning!

Sincerely,

Ellen Moir

P.S.:  I have always enjoyed it when former students come to visit and to hear how they are doing.  I won’t be in my classroom after June, but my email, ellen@moir.org will still be good and I would love to hear from you. 

I am making some changes for the second semester to reflect the increased maturity in my students.  Rather than collecting signed print outs and reading logs every two weeks, I will provide a print out at progress notice time. These will need to be signed and returned. It is still a good idea to check grades weekly!  An additional change will be with extra credit. While some students take it seriously and write fabulous responses, others don't.  I hope students will continue to use these reading strategies but I will no longer offer extra credit on a regular basis.  I will provide one opportunity each quarter for some extra credit points but have not finalized what the assignment will be. Stay tuned...

An additional change is that I will enforce the Twin Peaks expectation that all absent and make-up work will be completed within a week. That means current assignments must be completed by Friday or will go to a zero.

Students need binder paper and 3 x 5 cards daily.  The classroom supply of Kleenex is almost all gone and we go through two or three boxes a week. If you could donate one, I would appreciate it. My supply of paper for the copy machine is also running low -- if you could send a ream it would be most appreciated. Many thanks, I have received some Kleenex, a couple of reams of paper and a donation. We could still use more paper! Thank you so much for sharing.

Dear Parent,

 I have exciting news. You can now place your Scholastic Book Clubs orders online! 

Browse all the great monthly Book Club selections at low prices and order online. Plus, our class earns a FREE book every time a parent orders online.

Here’s how it works: 

1. Use the information below to access the Scholastic Book Clubs Web site.
2. Browse the titles with your child and place your order with your credit card.
3. Your order will come to me, and your credit card payment will go directly to Scholastic’s secure server. There’s no need to send money to school.
4. After I submit the entire class order to Scholastic, your order will be delivered to our classroom for your child to take home.

 To get started, go to the Web address below and enter our class’s personalized user name and password in the sign-in fields on the right side of the page. Note: You do not need to create your own user name and password.

 www.scholastic.com/bookclubs

User Name: MrsMoirsclass

Password:  read

 Ordering online is the most convenient way to use Scholastic Book Clubs. You can order anytime, right up until the online order due date. You’ll also get instant access to over 500 additional titles plus online-only specials and discounts.

 And don’t forget: Every time a parent places an order online, we earn a FREE book for our classroom library!  

If you have any questions, please don’t hesitate to contact me. 

Sincerely, 

ELLEN  MOIR

Hello!  I am Mrs. Moir (pronounced moyer).  Summer seems to be over (too soon, I know!) and it is time to get back to the business of learning and preparing for your future.  I hope you all had a great vacation, and are coming back refreshed and re-charged.  I am excited about the new year, and am looking forward to meeting all of you.   Together, we will work hard, have some fun, grow, and come out on the other end well prepared for high school (some of you) and for eighth grade (the rest of you).