TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Halloween Hoopla A Sixth Grade PowerQuest By: Anna Storms and Zina Briley Broad Creek Middle School Newport, NC

TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Introduction It’s party time!! Have you and your friends ever wanted to host your own party? Would you like to be the ones in charge, but your parents wouldn’t let you? Well, your time has arrived. Using your powers of persuasion, you get to come up with a creative way to charm your parents into letting you plan and host your very own Halloween party!

TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Task Your group will complete the following three tasks: 1. Write! Compose a persuasive letter that will convince your parents to let you have a party. You MUST get your parents permission before moving to the next task. 2. Plan! Decide on a tasty recipe, list the ingredients with amounts of each, then determine what you will need to buy in order to feed your 20 guests. 3. Shop! You must purchase all the supplies to make a costume, decorate your house, and create a yummy dish for your party. Caution: remember you have a budget!

TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Process 1. Poof! Persuading the parents: Use the persuasive letter link on the resources page for task 1 to help you write your letter. Be sure to practice good grammar and sentence organization. Turn in the finished product (typed) with each members first and last name on the letter. 2. Hocus Pocus, food in focus: Now that your parents have given you permission to have the party, you need to start planning! What is the first thing that comes to mind when you hear party? Food!! You should decide on a recipe to create. Would you like to make punch, cookies, party mix, cake, or something different? On the resource page, use the links for task 2 to find a simple recipe that catches your eye, or shall I say, tongue! When you have found your recipe, write down all the ingredients with each amount. Make sure you also note how many people the recipe serves. The amount of each ingredient must be changed to accommodate your 20 guests. Your group will turn in the original recipe (typed), the math computation (hand-written), and the new recipe for 20 people (typed). (click here for step 3)

TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Process (cont) 3. Shop ‘til you drop: Next, you will need to buy the necessary items to entertain. Use the links for task 3 on the resource page to shop for costume materials, Halloween decorations, and groceries. Remember to buy the appropriate ingredients for the dish you are going to cook. IMPORTANT: your parents have set a budget of $200 for you to spend on your party. You may NOT exceed the budget. Your group will turn in a list of all the items bought (with the price for each) and the math computation showing the total price of all items with tax included (7%), proving you were within the budget.

TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Resources Task 3: Shop for Groceries Shop for Decorations Party Supplies Shop for Costumes More Costumes Task 1: Letter Format Persuasive Letter Check List Brainstorming Organizer Task 2: Food Network Recipes for Kids Halloween Recipes More Halloween Recipes

TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Evaluation When all three tasks are completed, your group should turn in the following for one Language Arts test grade and one Math test grade: 1. Typed persuasive letter to parents using correct grammar, sentence structure, format, and organization. (Language Arts) 2.Typed original recipe including instructions for preparation and number of people served, typed altered recipe for 20 people, and hand-written math computation showing how the amount for each ingredient of the recipe was changed. (Math) 3.A list of all grocery, costume, and decoration items with the price for each. The initial total price for all items bought and a total including a 7% tax added. Remember the final cost of all items has to be less than $200. ALL MATH COMPUTATION MUST BE SHOWN AND HAND-WRITTEN. The final list with prices and totals should be typed. (Math) Rubric

TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Evaluation Rubric (ELA) Persuasive Letter Writing Rubric Salutation and Closing __4__ Salutation and closing have no errors in capitalization and punctuation. __3_ Salutation and closing have 1-2 errors in capitalization and punctuation. __2_ Salutation and closing have 3 or more errors in capitalization and punctuation. _1__ Salutation and/or closing are missing. Grammar & spelling (conventions) _4__ Writer makes no errors in grammar or spelling. _3__ Writer makes 1-2 errors in grammar and/or spelling. _2_ Writer makes 3-4 errors in grammar and/or spelling _1__ Writer makes more than 4 errors in grammar and/or spelling. Ideas _4__ Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. _3__ Ideas were expressed in a pretty clear manner, but the organization could have been better. _2__ Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. _1__ The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. Capitalization and Punctuation _4_ Writer makes no errors in capitalization and punctuation. _3__ Writer makes 1-2 errors in capitalization and punctuation. _2__ Writer makes 3-4 errors in capitalization and punctuation. _1_ Writer makes more than 4 errors in capitalization and punctuation. Neatness _4__ Letter is typed, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride. _3__ Letter is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care. _2_ Letter is typed and is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care. _1__ Letter is typed and looks like it had been shoved in a pocket or locker. It may have several distracting error corrections. It looks like it was done in a hurry or stored improperly. ______ Total Click here for math rubric

TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Evaluation Rubric (math) Task 2 (Recipe) 1. Original Recipe ___/10 ( ingredients, amounts, directions, # served) 2. Recipe for 20 ___/10 (ingredients, altered amounts, directions, # served ) 3. Math Computation ___/20 (all steps shown to convert amounts of ingredients to 20 people, accurate ) 4. Neatness ___/10 (Recipes typed, math neatly hand-written) Comments: Task 3 (Shopping List and Budgeting) 1. Shopping List ____/10 (grocery, decoration, and costume items included) 2. Prices ____/10 (each price listed with item) 3. Math Computation ____/20 (total before tax computed, 7% tax found and added to total, used no more than $200, accurate) 4. Neatness ____/10 (Shopping list typed, math neatly hand-written) Final Grade: _____/100

TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Conclusion Upon completion of your tasks, you will have learned the value of responsibility and the importance of a dollar. In addition, you will have taken strategies learned in English and Math and applied them to a real world situation. Your expanded knowledge of persuasive writing, budgeting, and the skills you need to be a proper host/hostess will benefit you way beyond middle school, helping you become a successful member of the 21 st century.

TASK PROCESS RESOURCES EVALUATION CONCLUSION TEACHER INTRO Teacher 6 th Grade Language Arts NC Standards Goal 1 –The learner will use language to express individual perspectives drawn from personal or related experience. Goal 2 –The learner will explore and analyze information from a variety of sources. Goal 3 –The learner will examine the foundations of argument. Goal 6 –The learner will apply conventions of grammar and language usage. 6 th Grade Math NC Standards Goal 1 Number and Operations - The learner will understand and compute with rational numbers Develop fluency in addition, subtraction, multiplication, and division of non-negative rational numbers. a. Analyze computational strategies. b. Describe the effect of operations on size. c. Estimate the results of computations. d. Judge the reasonableness of solutions.

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