2013 Summer Enrichment Workshop Page Title Gifted Intern Name MAP Student Name 2 Your Brain – It's All in Your Head! (K-1) Your Fantastic Elastic Brain! (4-5) Pierce, Stacey Hamner, Caroline Howell, Kelsey 11 Solvers (K-1) Operation Investigation: Capturing Criminals (4-5) Floyd, Amanda Menear, Danielle Sharp, Lyndsey 27 Ice Castles and Reindeer (K-1) Who is Mother Russia? (2-3) Linderman, Kathy Esslinger, Katherine Taylor Beyond the TV Screen (K-1) "Dress" the Stage (6-8) Stanton, Grace Nelson, Drue Polk, Noel Awesome Art! (K-1) Art + Math = FUN (4-5) Tolbert, Reagan Hogeland, Krisi Inventing with Imagination (K-1) Innovative Inventors (4-5) Funkhauser, Sammi Wynne, Hallie DiBenedetto, Alyssa Monsters Inc. (K-1) Monster Mash (2-3) Whiddon, Stephanie Jones, Ashley Rivers, Rachel Its French to Me (K-1) Bonjour! Paris, Anyone? (6-8) Williams, Tamara Johnson, Taylor Campbell, Courtney Raining Cats and Dogs (K-1) Extreme Meteorology (4-5) Calder, McElroy, Jennifer NONE Hop on Board (Board Games) (2-3) Having a Blast with the Past (4-5) Filyaw, Tessa Linehan, Teresa Up Close and Gross! (2-3) Calling all Grossologists! (6-8) Preskitt, Amanda Adams, Samantha Mays, Dacia Curators of the Past (2-3) Facts & Fiction (4-5) Westberry, Shauna NONE Set Sail Aboard the Titanic (2-3) Full Speed Ahead! (4-5) Downs, Jennifer Jordan, Elise Leah Biology Bonanza (2-3) Guts Galore (6-8) Griswold, Michelle Tucker, Abbie Joy, Malyssa Curtin Call Kids (2-3) Living the (Theatre) Life (4-5) Hunt, Megan Nathanson, Lauren NONE Stir Up a Word Storm in Your Brain (4-5) Penterest: Penning Your Own Imaginative Pieces (6-8) Spears, Sherri Pasqualini, Sarah Viladiu, Alyssa
Students will first record on a data sheet what they have eaten in the last twenty- four hours. Then students will look at a food pyramid to discover what foods are healthy for the brain to be able to determine if they are properly taking care of their brain based on the foods they are consuming. (Healthy Habits) Synthetics Students will complete synthetics graphic organizer to come up with creative ideas as to how things relate to the brain. Students will be provided with a synthetic stem, which states, “the brain is like a machine because _____________________”. Students will complete the synthetic in order to express their knowledge of the brain in a creative manner. (The nervous system) Weight of The Students will use a which will have the weight of an average brain on one side, to compare the weight of other objects on the other side. Students will be able to understand the exact weight of the brain (3 pounds on average) and be able to compare the weight with familiar objects of the same weight. (The regions of the brain) Did You Know? Students will look at character descriptions of famous people with impairments. This will give students an understanding of how people, which they look up to, function with brain impairments. (Brain damages) Type 1 Puzzle of the Students will together a puzzle of the brain, forming a completed brain with labeled parts. Students will then create their own illustrations of the brain and label the different parts by using the completed puzzle as a model. (Regions of the brain) 3-D of the Brain trial trial,
K. (1994). Mystery Festival. Berkley CA: Lawrence Hall of Science. Bullimore, T. (2001) Baker Street Whodunnits: Puzzles of Deduction. New York, NY: Sterling Publishing Co. Schulz, K.K. (2007). Scene Detective, Arson: Using Science and Critical Thinking to Crimes. Waco, TX: Prufrock Press, Inc. Schulz, K.K. (2007). Crime Scene Detective: Using Science and Critical Thinking to Solve Crimes. Waco, TX: Prufrock Press, Inc. Schulz, K.K. (2007). CSI Expert: Forensic Science for Kids. Waco, TX: Prufrock Press, Inc. Schulz, K.K. (2007). Scene Detective, Theft: Using Science and Critical Thinking to Solve Crimes. Waco, TX: Prufrock Press, Inc. Sukach, J, (1996). Baffling Whodunit Puzzles: Dr. Quicksolve Mini Mysteries. New York, NY: Sterling Publishing Co. Additional Resources David Merzbacher- Master Teacher Lyndsey MAP student Danielle Menear- MAP student Waldrop- former SEW student Michelle Dunning- former SEW student Websites:
In order to develop a living, breathing, multi-faceted character, it is important to know way more about the character than you will ever use in the story. Here is a partial list of character details to help you get started. Name Age Job Ethnicity Appearance Residence Pets Religion Hobbies Single or married? Children? Temperament Favorite color Friends Favorite foods Drinking patterns Phobias Faults Something hated? Secrets? Strong memories? Any illnesses? Nervous gestures? patterns Imagining all these details will help you get to know your character, but your reader probably won’t need to know much more than the most important things in four areas: Appearance. Gives your reader a visual understanding of the character. Action. Show the reader what kind of person your character is, by describing actions rather than simply listing adjectives. Speech. Develop the character as a person — don’t merely have your character announce important plot details. Thought. Bring the reader into your character’s mind, to show them your character’s unexpressed memories, fears, and hopes. For example, let’s say I want to develop a college student persona for a short story that I am writing. What do I know about her? Her name is Jen, short for Jennifer Mary Johnson. She is 21 years old. She is a fair-skinned Norwegian with blue eyes, long, curly red hair, and is 5 feet 6 inches tall. Contrary to the stereotype about redheads, she is actually easygoing and rather shy. She loves cats and has two of them named Bailey and Allie. She is a technical writing major with a minor in biology. Jen plays the piano and is an amateur photographer. She lives in the dorms at the University of Wisconsin-Eau Claire. She eats pizza every day
Furthermore, his work captured the imagination of the country. As a result, Consequently, Therefore: reveal the “effect” in a cause/effect relationship As a result, Poe’s works are still valued and read today. Other adverbial beginnings: In comparison, Fortunately, Finally, Surprisingly, Shockingly, Surprisingly, the air bag did not deploy during the accident. Sentence Pattern 9 –Restrictive and Non-restrictive Clauses whose escapades had made headlines, decided to stay in hiding for a while. (Restrictive) Millie, who worked out every day for three hours before school, finally made the Olympic hockey team. (R) The band concert, which began at eight o’clock, did not end until eleven thirty. Mary would soon find out about the Nationalist Party, which ruled China at that time. The man who stole the horse will hang. (No comma) Polysyndeton and Asyndeton Author/Creation: Nick Jobe, January 2009. Summary: Discusses two stylistic devices: polysyndeton and asyndeton. Polysyndeton can be used to emphasize words and phrases because the repeated use of conjunctions slows the reader down. Asyndeton has the reverse effect: the reader speeds up because conjunctions are omitted.
Show with Informative Details and/or Emotional Language “Telling” States Facts; “Showing” Invites Deeper Understanding Showing Prefers the Specific to the General Sometimes, “Telling” Is Good 1) Choose Specific Details That Show Your You won’t need to write a boring, uninformative and unpersuasive sentence like “Texting while driving is bad” if you can instead SHOW your point, through well-chosen details (such as statistics, specific examples, or personal stories) that Let’s consider this “This tired child needs a nap.” That’s pretty dry, so let’s try to make it more vivid and persuasive. The little girl looked so tired, she clearly needed a nap. This sentence gets right to the point, but nothing about it engages the imagination or makes the reader want to keep reading. The brown-eyed little girl wore a plastic Viking cap, and her mouth was sticky from candy. Standing there in her dress-up clothes, she looked