ハロウィーンの豆知識: 歴史、伝統、民間伝承

What Students will Learn 
Objective 1: Students will use compare and contrast skills as they read, Jack of the Lantern, by Kelly Hashway, to determine how early Jack O’Lanterns in Ireland and Scotland looked different from Jack O’Lanterns of modern times. 

Objective 2: Students will read about the tradition of Trick or Treat, in the nonfiction article, Trick-or-Treat, by Kimber Krochmal and explain how the practice began, what the first gifts left on doorsteps were, the original purpose of wearing costumes, the practice of playing tricks when treats were not given, and the meaning of the word ‘tradition.’

Objective 3: Students will read the nonfiction article, Amazing Bats, by Guy Belleranti, and identify foods that bats eat, the types of bats that drink blood, the differences between bats and birds, why bats are most active at night, and how bats use echolocation.

Objective 4: Students will complete a summary map for the articles, How Haunted Houses Got Their Start, by Smithsonian.com and Spooky Spending for Halloween to Reach $9 Billion This Season (2018). 

Objective 5: Students will use context clues to complete a ‘word study’ activity and identify definitions of unique vocabulary found in each of the articles used in each session. 

The structure for each of the five sessions of this course includes:
1) An introduction that includes a discussion of each student's current knowledge of the topic covered in each text. Students will be instructed to take notes on any new knowledge or information encountered while reading. The purpose is to document new learning and to clarify anything that is not clear in the text. 
2) A presentation of the lesson objectives, strategies, and instructional materials. 
3) A word study activity that includes the unique vocabulary found in each text.
4) An interest builder video clip that provides a short overview of the topic from each text.
5) A guided reading activity that directs students in identifying unique vocabulary in context, main ideas, and supporting details. Emphasis will also be on making personal connections when reading. 
6) Each lesson ends with comprehension questions designed to assess the learning of each student. 

Teaching Style
The teaching style used involves the teacher as a guide that directs instruction, models the use of visuals and graphic organizers, promotes student discussions, and validates learning.

Student Interactions
Students will be provided the opportunity to ask questions both verbally and in the chat room. They will be asked to read and share insights related to information needed to respond to comprehension questions. They will also be encouraged to participate in classroom discussions that reflect their personal connections to the information found in each text. 

Background Knowledge
Students should be able to read at a 3rd-grade reading level.