Lesson Title/Number Common Core Standards 21st Century Skills

Mystery

Only include what will be assessed.

English: Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. 5. Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). Spanish: Standard 1- Communication Skills Modern Languages 1. Listening and speaking are primary communicative goals in modern language learning. These skills are used for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action. Students can: comprehend language consisting of simple vocabulary and structures in faceto-face conversation with peers and familiar adults comprehend the main idea of more extended conversations with some unfamiliar vocabulary and structures as well as cognates of English words call upon repetition, rephrasing, and nonverbal cues to derive or convey meaning from a language other than English use appropriate strategies to initiate and engage in simple conversations with more fluent or native speakers of the same age group, familiar adults, and providers of common public services. 2. Reading and writing are used in languages other than English for the purposes of socializing, providing and acquiring information, expressing personal feel- ings and opinions, and getting others to adopt a course of action. Students can: understand the main idea and some details of simple informative materials written for native speakers compose short, informal notes and messages to exchange information with members of the target culture. Social Studies: Standard 2. Key Idea 2 Key Idea 2: Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

Math: Multiply and divide within 100. 7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Lesson Objectives
(Blooms Taxonomy)

Must be numbered.

1. Students will be able to define what a mystery is. (English) 2. Students will be able to recognize, understand, and translate words into Spanish. (English and Spanish) 3. Students will be able to discover the history of mystery tools. (Social Studies) 4. Students will be able to calculate multiplication and division, which will be incorporated on the worksheet. (Math) 5. Students will be able to evaluate a story based off of mystery terms. (English)

Acceptable Evidence
*Could be collected for accountability/auditing purposes.

1. Think Write, Pair Write, Share Right, when completed share responses with class (English) 2. Introduce vocabulary terms with index cards then hand out worksheet with definitions (English) and then have children use individual white boards (will also have the pictures on a worksheet) to pair pictures with the correct Spanish word, teacher will use the smart board as a visual aid. (Spanish) 3. In groups of 4 to 5 people, students will answer questions based off of guided notes, when completed will individually write a story using 3 out of 5 vocabulary terms. (Social Studies and English) 4. Play a review game with index cards using multiplication and division. This will prepare them for completing a worksheet using the same skills, when finished with the worksheet; the answers will depict a code. (Math) 5. Reinforce vocabulary words by having students complete fill in the blank worksheet. (English)

Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

Label: Bell Ringer

Also may be called: set

The students will complete a vocabulary word search, which will be placed on their desk prior to class. Check for understanding Walk around to see who is having a difficult time,

induction, anticipatory set, introduction/review, Do Now

pair up those who are struggling

1. The teacher will conduct a discussion on creating a class definition of mystery. Check for understanding Think write, share write, pair write (walk around and listen to groups conversations) 2. The teacher will use the smart board in order to introduce mystery vocabulary. Check for understanding Use index cards to reinforce words, hand out worksheet with definitions and challenge students to put words in a sentence. The teacher will translate words in Spanish. Once they are done they will complete a worksheet with pairing the correct Spanish words with the Label: appropriate picture. Checks for Check for understanding Make sure everyone is repeating words with no Understanding: difficulty and writing appropriate words under the pictures. directions, 3. Start with guided notes t-chart worksheet about the historical objects that a procedures/routines, detective would use with other historical information and uses about each and/or content object (formative) Magnifying glass, maps, notepad, flashlight, pencil Info about Roger Bacon (inventor of magnifying glass) Ex. (CFU directions) What a cartographer is (maps) (map on Smart board) Notepad is used to write down clues once one finds them Who invented flashlight, what it is useful for History of the pencil, where is first came from (Rome) (use Smart board Label: map to show where Rome, Italy is), mass-produced pencils were first Evidence of created and sold in Germany in 1662 Cognitive Student Engagement (CSE) In groups of 4 or 5, hand each group a top secret file, inside there will be each of the 5 objects, there will be 5 questions within each file pertaining to each one of the objects, students have to answer all 5 questions as a group, then each member of the group, individually, has to write their own 1 paragraph mystery using at least 3 of the 5 objects they found in the top secret file in their story. Will turn in both group answers to questions and own personal story (all will be placed back into the file to hand in to the teacher) Label: visual, auditory, and kinesthetic Accommodations for learning modalities The questions about each object in the top secret file - Magnifying glasses The magnifying glass was invented in 1250, over 750 years ago! Who invented the magnifying glass? - Maps What do we call people who create and draw maps? - Notepad Where would you write your clues after you found them? - Pencil Which ancient civilization created the first form of a pencil also called a stylus? - Flashlight Since humans can't see in the dark what do we use in order to light up the dark? To do:

1. Find a good world map to pull up if needed for point out each area http://www.studentsfriend.com/aids/curraids/maps/sfworldp.pdf Checking for understanding Making sure students are able to complete the top secret file with their group as well as their mystery paragraph individually. 4. The teacher will ask students to volunteer in a multiplication and division card game. Three students will be involved: two students will randomly be a number between 1-100 and the third student will either be multiplication or division sign. After playing five rounds, the teacher will hand out a worksheet, which will depict a clue at the end. The purpose of this worksheet is to show mysteries in another way, for example it is a riddle and in order to find the correct answer, one must correctly answer all the questions. This worksheet is a fun way to incorporate mysteries and mathematics. Check for understanding If code is incorrect, student may struggle multiplying/dividing those certain numbers. For extra practice, assign some homework problems to improve those struggles. 5. The teacher will have students fill in the blank worksheet with mystery vocabulary. At this point in time, students should feel comfortable with this vocabulary. Check for understanding If students seem to be struggling with placing the correct word in the blank, have students refer back to their mystery vocabulary sheet and guide them in the right direction.

Formative Assessment: this is a lesson to introduce the topic of mystery Assessment/ Evaluation Label: formative or summative and describe purpose (Above has all the details but in short) - Think write, pair write, share right - Mystery vocabulary definition sheet/ Index Cards - Smart board/ Worksheet to match pictures with Spanish - Top Secret File Activity - Index Cards/ Mathematics worksheet to crack code - Fill in the blank worksheet

Technology

Smart board usage

Closure

Group discussion: Ask students Are there any questions that you have on anything we have done today? Then distribute exit card, this can help the teacher improve for the next time he/she teaches this lesson. Exit cards are a way to voice everyones opinion.

Accommodations and/or Interactions with Co-Teachers and/or Support Staff

If needed, will reach out to those individuals such as teacher and reading specialist.

Resources/ Materials

- white board - smart board - activity worksheets - index cards - envelope filled with terms

Time Required

This lesson would take place over the course of three to four days.

Reflection (Use APPR guiding questions):

Goals and/or Professional Development Needs/Interests: