MYSTERY WRITING AND THE BRAIN II

by

Melinda Ross

This lesson was created as a part of the SMART website and is hosted by the Illinois Institute of Technology



Grade Level : 8th and 9th (Gifted)

Objective:  While interacting with this lesson students will be able to demonstrate and understand the many functions of the brain in relation to mystery writing or reading. This lesson will enhance individual students inference skills while reading or writing.

Vocabulary List:

   inference

   fact

   fiction

   non-function

A working vocabulary will be developed by individual students while interacting with this lesson. The vocabulary selected by students must demonstrate an understanding of the lesson.

Materials: pen/pencil/paper, picture of brain, internet access, mystery writing of your choice either by students or other authors.

The activities are required for student to complete in order to assess their knowledge of the brain and its function and an working knowledge of each functional part of the brain that directly deals with the process of mystery writing.

1. Write a short mystery using terms describing the function of the brain.  Your mystery must demonstrate your knowledge of the function of the brain.

2.  Create a brain game using terms you have learn from this assignment.

3.  Give an oral presentation demonstrating a knowledge of terms, and the function of the brain in relationship to mystery writing.

Assessment: rubric, picture of brain (unlabeled), completion of reading or writing of a mystery by students.  A written and oral presentation of the project demonstrating an understanding of the lesson.

 

Resources:

http://www.education-world.com/a_tsl/archives/00-1/lesson0020.shtml

http://www.education-world.com/a_curr/curr143.shtml

 

The computer in your head aids in helping you to create a wonderful master piece when it comes to Mystery writing. What to learn how this happens click here!

http://faculty.washington.edu/chudler/computer.html

http://teachers.teach-nology.com/web_tools/scramble/

http://faculty.washington.edu/chudler/works.html

http://www.track0.com/canteach/elementary/drama7.html

 

Students can utilize inference skills to answer the following questions.

Answer the following question?

Why do mystery writers sometimes write about the abnormal or the controversial? click here to find the answer.


 
The "God" Part of the Brain: A Scientific Interpretation of Human Spirituality and God

Name: _____________________
Date: ___________________
Project Title: _____________________
Teacher (s): Ms. Ross

 

Mystery Writing and the Brain

Process
Below Avg.
Satisfactory
Excellent
1. Has clear vision of final product
1, 2, 3
4, 5, 6
7, 8, 9
2. Properly organized to complete project
1, 2, 3
4, 5, 6
7, 8, 9
3. Managed time wisely
1, 2, 3
4, 5, 6
7, 8, 9
4. Acquired needed knowledge base
1, 2, 3
4, 5, 6
7, 8, 9
5. Communicated efforts with teacher
1, 2, 3
4, 5, 6
7, 8, 9
Product (Project)
Below Avg.
Satisfactory
Excellent
1. Format
1, 2, 3
4, 5, 6
7, 8, 9
2. Mechanics of speaking/writing
1, 2, 3
4, 5, 6
7, 8, 9
3. Organization and structure
1, 2, 3
4, 5, 6
7, 8, 9
4. Creativity
1, 2, 3
4, 5, 6
7, 8, 9
5. Demonstrates knowledge
1, 2, 3
4, 5, 6
7, 8, 9, 10
6. Other:
1, 2, 3
4, 5, 6
7, 8, 9

 

Total Score:____________________________

 

Teacher's) Comments:

 

 


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Hefferan
Mystery Writing and the Brain
Name: ________________________ Teacher: Ms. Ross
Date of Presentation: ____________ Title of Work: ___________________
 
Criteria
Points

1
2
3
4
 
Organization
Audience cannot understand presentation because there is no sequence of information.
Audience has difficulty following presentation because student jumps around.
Student presents information in logical sequence which audience can follow.
Student presents information in logical, interesting sequence which audience can follow.
____
Content Knowledge
Student does not have grasp of information; student cannot answer questions about subject.
Student is uncomfortable with information and is able to answer only rudimentary questions.
Student is at ease with content, but fails to elaborate.
Student demonstrates full knowledge (more than required) with explanations and elaboration.
____
Visuals
Student used no visuals.
Student occasional used visuals that rarely support text and presentation.
Visuals related to text and presentation.
Student used visuals to reinforce screen text and presentation.
____
Mechanics
Student's presentation had four or more spelling errors and/or grammatical errors.
Presentation had three misspellings and/or grammatical errors.
Presentation has no more than two misspellings and/or grammatical errors.
Presentation has no misspellings or grammatical errors.
____
Delivery
Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.
Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.
Student's voice is clear. Student pronounces most words correctly.
Student used a clear voice and correct, precise pronunciation of terms.
____
       
Total---->
____

Teacher Comments:

 


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