Unit 11.4: It’s a Mystery!Week Two/Three

Mr. Suarez

11th Grade English

“Encyclopedia Brown and the Case Of The Missing Salamander”

https://curryatkolter.wikispaces.com/file/view/Encyclopedia+Brown.pdf

How did Encyclopedia Brown solve the case of the missing salamander? Write a well-crafted paragraph and cite evidence from the text. Please make sure to use proper capitalization, punctuation and grammar within your writing. 20 points!

READ-ALOUD: “Encyclopedia Brown and the Case Of The Missing

Salamander”

Unit 11.4: It’s a Mystery!Week Two, Day One

At the end of the class the student will consult reference materials (dictionaries), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, Its part of speech, its origin, or its standard usage or variations.The teacher will continue to read aloud followed with student’s

response “Encyclopedia Brown and the Case Of The Missing Salamander”

The student spends quality time reading to connect with the vocabulary words. Finding meaning.

Open questions to connect vocabulary words with prior experience

Reading Response Journal QuestionsWhat did we read about today? Be Specific.How do you feel about what we read today? Why?Think about your favorite character. What happened to him/her today?How would you feel if the same that that happened tro him/her happened to you?What questions do you have about what we read today?What do you think will happen next or later in the story?

Reading Response Journal “Encyclopedia Brown and the Case Of The Missing Salamander, 20 Points

Unit 11.4: It’s a Mystery!DAY THREE / DAY FOUR

DAY THREE AND DAY FOUR1. The student will explore the elements of fiction reading genre through texts and visual mediums2. Reading and understanding3. The students will spend quality time reading with the teacher.4. We will define the unfamiliar words5. TURN IN READING REVIEW (20 points)

Sherlock Holmes: The Dying Detective

The student refines the journal entry he/she previously completed about the method of solving the mystery that the detective in his/her novel took. The student also writes similar drafts about at least one other mystery story that he/she viewed as a film or in another medium he/she has seen during this unit.

The student uses these drafts to compose an expository essay comparing and contrasting the process of solving the mysteries in the two stories –one read and one viewed.

The student edits and revises his/her work before completing a final copy.

The student also presents his/her work orally to the class.The essay and oral presentation are assessed using a teacher-made

rubric.

Performance Task:Explain a Process Integrating Compare/Contrast

Reading Response Journal QuestionsWhat did we read about today? Be Specific.How do you feel about what we read today? Why?Think about your favorite character. What happened to him/her today?How would you feel if the same that that happened tro him/her happened to you?What questions do you have about what we read today?What do you think will happen next or later in the story?

Reading Response Journal “Sherlock Holmes: The Dying Detective”, 20 Points

DUE MONDAY, JANUARY 30, 2016

PREDICTION LOGWhat we think will happen What happened

1. 1. 2. 2. 3. 3. 4. 4.

http://www.readwritethink.org/files/resources/lesson_images/lesson166/prediction.pdf

10 POINTS TODAY