May 30, 2019
Last Assignment:
Choose three of the following prompts to write about and put them on the back of your color project.
Choose three of the following prompts to write about and put them on the back of your color project.
- What is something we did this year that you think you will remember for the rest of your life?
- What is something you accomplished this year that you are proud of?
- What was the nicest thing someone in our class did for you this year?
- What was the most challenging part of this year for you?
- Where is your favorite place in our classroom (or school)? Why?
- If you could change one thing that happened this year, what would it be?
- What are three things you did this year to help your classmates?
- What are the three most important things you learned this year?
- What is something that was hard for you at the start of the year but is easy now?
- In what area do you feel you made your biggest improvements?
- What is your favorite part of the day in our class? Why?
- What is something you taught your teacher or classmates this year?
- Of the books you read this year, which was your favorite? Why?
- What was the best piece of writing that you did this year? Why do you think it is your best?
- What person at our school has made the biggest impact in your life this year? Why?
- What is something the teacher could have done to make this year better?
May 22, 23, and 24, 2019
1) Read/Act Out: "12 Angry Men"
2) Answer Questions over the play-Due TODAY
2) Answer Questions over the play-Due TODAY
12_angry_men_questions.pdf | |
File Size: | 327 kb |
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12-angry-men-script.pdf | |
File Size: | 363 kb |
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courtroom_diagram.pdf | |
File Size: | 46 kb |
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essential_terms_12_angry_men.pdf | |
File Size: | 49 kb |
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May 16, 2019
1) Read and do discussion question over the poem: "Answer to a Child's Question" by Samuel Taylor Coleridge
**Throughout the poem, the speaker draws connections between nature and love. Why do you think the speaker does this? Do you think there are any connections between love and the natural world? Cite evidence from this text, your own experience, and other art or literature in your answer.
**In the context of this poem, how does love emerge? Cite evidence from this text, your own experience, and other art or literature in your answer.
2) Read and do discussion question over the poem" "Sonnet 43" by Elizabeth Barrett Browning
**How does the speaker conceptualize love and death? Does the speaker fear death? Explain your answer.
**In the context of this poem, how are we changed by love? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.
**Throughout the poem, the speaker draws connections between nature and love. Why do you think the speaker does this? Do you think there are any connections between love and the natural world? Cite evidence from this text, your own experience, and other art or literature in your answer.
**In the context of this poem, how does love emerge? Cite evidence from this text, your own experience, and other art or literature in your answer.
2) Read and do discussion question over the poem" "Sonnet 43" by Elizabeth Barrett Browning
**How does the speaker conceptualize love and death? Does the speaker fear death? Explain your answer.
**In the context of this poem, how are we changed by love? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.
May 15, 2019
View: Finish To Kill a Mockingbird and answer questions (attached below)
tkam_movie.pdf | |
File Size: | 117 kb |
File Type: |
May 14, 2019
View: To Kill a Mockingbird and answer questions (attached below)
tkam_movie.pdf | |
File Size: | 117 kb |
File Type: |
May 13, 2019
View: To Kill a Mockingbird and answer questions (attached below)
tkam_movie.pdf | |
File Size: | 117 kb |
File Type: |
May 10, 2019
1) Finish TKAM
2) Turn in TKAM books
2) Turn in TKAM books
May 9, 2019
1) Read Chapter 28 in class.
2) Read Chapter 29 for homework.
2) Read Chapter 29 for homework.
May 8, 2019
1) Read Chapter 27 (if we don't finish in class...read for homework)
2) Present Projects in Class.
2) Present Projects in Class.
May 7, 2019
1) Take TKAM Quiz
2) Turn in collage
3) Read Chapter of TKAM
2) Turn in collage
3) Read Chapter of TKAM
May 6, 2019
1) Finish work on 30 quotes collage. (DUE TOMORROW)!!!
2) Have read through Chapter 25 by tomorrow.
3) Answer the following question: How do you think Atticus managed his role as a single parent? Explain fully.
4) Hand out STAR test results.
5) Short quiz over story thus far TOMORROW!!! YOU SHOULD HAVE READ THROUGH CHAPTER 25!!!
2) Have read through Chapter 25 by tomorrow.
3) Answer the following question: How do you think Atticus managed his role as a single parent? Explain fully.
4) Hand out STAR test results.
5) Short quiz over story thus far TOMORROW!!! YOU SHOULD HAVE READ THROUGH CHAPTER 25!!!
May 3, 2019
STAR Reading Test
***TKAM= Read through chapter 24 by class on Monday.
***30 quotes collage. DUE TUESDAY!!!!!
***TKAM= Read through chapter 24 by class on Monday.
***30 quotes collage. DUE TUESDAY!!!!!
May 2, 2019
1) Work on 30 quotes collage. DUE TUESDAY!!!!!
to_kill_a_mockingbird_collage.docx | |
File Size: | 12 kb |
File Type: | docx |
May 1, 2019
1) Work on 30 quote collage.
to_kill_a_mockingbird_collage.docx | |
File Size: | 12 kb |
File Type: | docx |
April 30, 2019
1) Read Chapter 20 in class
2) Read Chapter 21 for homework
3) You will need at least 30 quotes (10 from each of the 3 themes you chose) by Tomorrow!!!-You need to write down your quotes separately...do this in Google Classroom or you can hand me a written or typed copy.
2) Read Chapter 21 for homework
3) You will need at least 30 quotes (10 from each of the 3 themes you chose) by Tomorrow!!!-You need to write down your quotes separately...do this in Google Classroom or you can hand me a written or typed copy.
April 29, 2019
1) Read Chapter 18 in class and discuss.
2) Read Chapter 19 for homework
3) You will need at least 30 quotes (10 from each of the 3 themes you chose) by Wednesday!!!
2) Read Chapter 19 for homework
3) You will need at least 30 quotes (10 from each of the 3 themes you chose) by Wednesday!!!
April 26, 2019
1) TKAM Chapter 17 questions (Google Classroom-Open Book)
2) You will need at least 30 quotes (10 from each of the 3 themes you chose) by Wednesday!!!
2) You will need at least 30 quotes (10 from each of the 3 themes you chose) by Wednesday!!!
April 25, 2019
April 24, 2019
1) Recap chapter 15
2) Read chapter 15 for tomorrow if you have not already.
3) Work on "Whose Phone is This?"-DUE TOMORROW
QUIZ OVER CHAPTER 15 TOMORROW!!!!
2) Read chapter 15 for tomorrow if you have not already.
3) Work on "Whose Phone is This?"-DUE TOMORROW
QUIZ OVER CHAPTER 15 TOMORROW!!!!
April 23, 2019
1) Quiz over chapters 9-13 TODAY!!! (Changed to a journal entry...YOU'RE WELCOME!!! :)
2) Read chapter 14 in class (if we do not finish then the rest of 14 is for homework...along with 15).
3) Read chapter 15 for homework.
JOURNAL ENTRY:
Journal #1 (Chapters 10-12)
Topic: Perspective Choose one of the following topics:
1. The children's view of Atticus changes from the beginning to the end of Chapter 10. Why does this happen? Think about your views of your own parents; has your perspective ever changed? Why?
2. Note how Mrs. Dubose is described in Chapter 11. How does the children's perspective on her change? What lesson do they learn? Have you ever learned a similar lesson?
3. How does the children's view of Calpurnia change after their visit to First Purchase? Can you think of a similar experience when your view of someone was changed by something he/she did?
4. By Chapter 12, Cal starts referring to Scout's brother as "Mister Jem." What has changed? Have you witnessed/experienced a similar change?
2) Read chapter 14 in class (if we do not finish then the rest of 14 is for homework...along with 15).
3) Read chapter 15 for homework.
JOURNAL ENTRY:
Journal #1 (Chapters 10-12)
Topic: Perspective Choose one of the following topics:
1. The children's view of Atticus changes from the beginning to the end of Chapter 10. Why does this happen? Think about your views of your own parents; has your perspective ever changed? Why?
2. Note how Mrs. Dubose is described in Chapter 11. How does the children's perspective on her change? What lesson do they learn? Have you ever learned a similar lesson?
3. How does the children's view of Calpurnia change after their visit to First Purchase? Can you think of a similar experience when your view of someone was changed by something he/she did?
4. By Chapter 12, Cal starts referring to Scout's brother as "Mister Jem." What has changed? Have you witnessed/experienced a similar change?
April 22, 2019
CMAS TESTING
April 18, 2019
1) Quiz over Words to Know 11-20
2) Read Chapter 11 aloud in class.
3) Quiz over chapters 9-13 on Tuesday!!!
2) Read Chapter 11 aloud in class.
3) Quiz over chapters 9-13 on Tuesday!!!
April 17, 2019
CMAS Testing
April 16, 2019
1) Take your three themes and come up with 3 quotes (from the novel) that meet each one of these. This means you will have 9 quotes total (3 for each theme).
2) Quiz over Words to Know 11-20 on Thursday.
2) Quiz over Words to Know 11-20 on Thursday.
April 15, 2019
1) Read Chapter 9 today in class.
2) Read Chapter 10 for homework. (Quiz over Words to Know 11-20 THURSDAY!!!)
3) REMEMBER: Make sure you are writing down whenever you find a part of the novel that goes over the 3 themes that you chose. You will need page number and the exact wording (use ellipsis if needed).
2) Read Chapter 10 for homework. (Quiz over Words to Know 11-20 THURSDAY!!!)
3) REMEMBER: Make sure you are writing down whenever you find a part of the novel that goes over the 3 themes that you chose. You will need page number and the exact wording (use ellipsis if needed).
April 12, 2019
1) Read Chapter 7 of TKAM and discuss.
2) Read Chapter 8 over the weekend (We will read chapter 9 in class on Monday).
3) Completely answer the following questions from Chapters 6-8 (Due Monday)
To Kill a Mockingbird Discussion Questions Chapters 6-8
1. Reference the pants incident. What is Jem afraid of? Why does he insist on recovering his pants? What does this show about Jem’s maturity as a character?
2. What was the condition of Jem’s pants when he found them? What was his reaction? Who mended them?
3. After the fire is over, how does Miss Maudie feel about the destruction of her house? What does this tell you about her character and values?
2) Read Chapter 8 over the weekend (We will read chapter 9 in class on Monday).
3) Completely answer the following questions from Chapters 6-8 (Due Monday)
To Kill a Mockingbird Discussion Questions Chapters 6-8
1. Reference the pants incident. What is Jem afraid of? Why does he insist on recovering his pants? What does this show about Jem’s maturity as a character?
2. What was the condition of Jem’s pants when he found them? What was his reaction? Who mended them?
3. After the fire is over, how does Miss Maudie feel about the destruction of her house? What does this tell you about her character and values?
April 11, 2019
1) Quiz over TKAM chapter 1-4 and the first 10 Words to Know
2) Read through Chapter 6 for homework and be ready to work on Chapter 7 tomorrow in class.
2) Read through Chapter 6 for homework and be ready to work on Chapter 7 tomorrow in class.
April 10, 2019
1) Open-book quiz over chapter 5 of TKAM
April 9, 2019
1) Discuss Chapters 1-3
2) Read Chapter 4 in class
3) Quiz over words to know (1-10) and the first 4 chapters on Thursday.
4) Read Chapter 5 for homework.
***Remember to pick three of these themes to keep notes on throughout the reading.
Themes of To Kill a Mockingbird
2) Read Chapter 4 in class
3) Quiz over words to know (1-10) and the first 4 chapters on Thursday.
4) Read Chapter 5 for homework.
***Remember to pick three of these themes to keep notes on throughout the reading.
Themes of To Kill a Mockingbird
- Conflict between good and evil
- Ambition
- Education
- Prejudice
- Moral Complexity
- Innocence
- Racism
- Laws and Codes
- Knowledge
- Social Inequality
- Sympathy
- Empathy
- Compassion
April 8, 2019
CMAS TESTING...ALL DAY!!! REMEMBER TO READ TO CHAPTER 4 in TKAM!!!
April 5, 2019
1) First half of class...CMAS familiarity and practice (can do this at home as well).
download.pearsonaccessnext.com/co/co-practicetest.html?links=1
2) Read "To Kill a Mockingbird" (PLEASE READ TO PAGE 42 BY TUESDAY!
QUIZ OVER CHAPTERS 1-4 ON WEDNESDAY!
download.pearsonaccessnext.com/co/co-practicetest.html?links=1
2) Read "To Kill a Mockingbird" (PLEASE READ TO PAGE 42 BY TUESDAY!
QUIZ OVER CHAPTERS 1-4 ON WEDNESDAY!
April 4, 2019
1) First half of class will be spent on completing Prezi notes and definitions.
2) What a blind person thinks about racism.
3) Begin reading "To Kill a Mockingbird" (if we have time). We ended on page 5.
2) What a blind person thinks about racism.
3) Begin reading "To Kill a Mockingbird" (if we have time). We ended on page 5.
April 3, 2019
1) We will go over the Prezi and take notes pertaining to the background of "To Kill a Mockingbird".
prezi.com/xhintj6qerzx/to-kill-a-mockingbird-historical-context/?utm_campaign=share&token=d0ebd4ddfb4351e4d368960e54c9cd4f7a36806a6f3d42dedf714739acf38b34&utm_medium=copy
2) Words to Know- define all of the words in the attached list below. You can type them, but will need a printed copy for your notes.
prezi.com/xhintj6qerzx/to-kill-a-mockingbird-historical-context/?utm_campaign=share&token=d0ebd4ddfb4351e4d368960e54c9cd4f7a36806a6f3d42dedf714739acf38b34&utm_medium=copy
2) Words to Know- define all of the words in the attached list below. You can type them, but will need a printed copy for your notes.
tkam_words_to_know.pdf | |
File Size: | 181 kb |
File Type: |
April 2, 2019
Introductory Activity Anticipation Guide for To Kill a Mockingbird:
Each of the following statements expresses an opinion. Carefully read each statement. Then, on your paper, mark whether you AGREE or DISAGREE with each statement and tell why.
NOTE: There is NO right or wrong answer!
ALSO: FINISH YOUR THEME DEFINITIONS FROM YESTERDAY IF YOU HAVE NOT ALREADY DONE SO.
1. If someone is on trial for murder, they are probably guilty.
2. I never judge a person based on their appearance.
3. People often fear what they don’t understand.
4. It is difficult to stand up for something when no one else agrees.
5. Any set of beliefs is okay, as long as you believe in them sincerely.
6. Girls should always act like girls.
7. Laws are designed to make society fair for all its citizens.
8. Courage is doing what you think is right when the odds of succeeding are against you.
9. People should always try to understand and tolerate other people, no matter how different they are.
10. What happened in the past doesn’t have any effect on my life today.
11. The old adage, “Sticks and stones may break my bones, but words will never hurt me,” is true.
Each of the following statements expresses an opinion. Carefully read each statement. Then, on your paper, mark whether you AGREE or DISAGREE with each statement and tell why.
NOTE: There is NO right or wrong answer!
ALSO: FINISH YOUR THEME DEFINITIONS FROM YESTERDAY IF YOU HAVE NOT ALREADY DONE SO.
1. If someone is on trial for murder, they are probably guilty.
2. I never judge a person based on their appearance.
3. People often fear what they don’t understand.
4. It is difficult to stand up for something when no one else agrees.
5. Any set of beliefs is okay, as long as you believe in them sincerely.
6. Girls should always act like girls.
7. Laws are designed to make society fair for all its citizens.
8. Courage is doing what you think is right when the odds of succeeding are against you.
9. People should always try to understand and tolerate other people, no matter how different they are.
10. What happened in the past doesn’t have any effect on my life today.
11. The old adage, “Sticks and stones may break my bones, but words will never hurt me,” is true.
April 1, 2019
1) To Kill a Mockingbird (Introduction)- You will need a separate section in your notebook for all "Mockingbird" activities.
*Answer the "Essential Questions"
*Write down the the "Themes" in your notebook and give a brief description of each term (you will exclude "Jem's Coming of Age"...we will get to that in the reading).
Essential Questions:
• What is identity? To what extent do we determine our own identities? What influence does society have?
• What are stereotypes, and how do they affect how we see ourselves and how others see us?
• How does our need to belong influence our identity?
• How does "our need to belong" lead to the formation of “in” groups and “out” groups in our society?
2) Themes of To Kill a Mockingbird
*Answer the "Essential Questions"
*Write down the the "Themes" in your notebook and give a brief description of each term (you will exclude "Jem's Coming of Age"...we will get to that in the reading).
Essential Questions:
• What is identity? To what extent do we determine our own identities? What influence does society have?
• What are stereotypes, and how do they affect how we see ourselves and how others see us?
• How does our need to belong influence our identity?
• How does "our need to belong" lead to the formation of “in” groups and “out” groups in our society?
2) Themes of To Kill a Mockingbird
- Conflict between good and evil
- Ambition
- Education
- Prejudice
- Moral Complexity
- Innocence
- Racism
- Laws and Codes
- Knowledge
- Social Inequality
- Sympathy
- Empathy
- Compassion
- Jem's Coming of Age
March 20, 2019
1) Do Achieve 3000- Need to make 100% first try (if not...do another one).
2) Turn in any missed work from this week only.
2) Turn in any missed work from this week only.
March 19, 2019
1) Portfolio stuffing day
2) Work on "Bystander Scenes from my Life"
2) Work on "Bystander Scenes from my Life"
bystanders.pdf | |
File Size: | 244 kb |
File Type: |
March 18, 2019
1) View documentary: "Paper Clips"
2) Complete viewing notes over the video
3) Turn in when completed
2) Complete viewing notes over the video
3) Turn in when completed
March 12, 2019
1) View documentary: "Paper Clips"
2) Complete viewing notes over the video
3) Turn in when completed (tomorrow or Thursday)
2) Complete viewing notes over the video
3) Turn in when completed (tomorrow or Thursday)
March 11, 2019
1) Using well thought out adjectives, imagery, and nouns.
2) This will be a lighthearted story that you will share with the class.
3) Go to the website below to begin:
www.plot-generator.org.uk/story/
**You will publish your story and copy the link. Attach the link to the assignment in Google Classroom.
**All presentations will be presented.
2) This will be a lighthearted story that you will share with the class.
3) Go to the website below to begin:
www.plot-generator.org.uk/story/
**You will publish your story and copy the link. Attach the link to the assignment in Google Classroom.
**All presentations will be presented.
March 8, 2019
1) Continue working on your Animal Donation (Holocaust Final) presentation.
2) You can break into pairs (this means 2 people only). Also, if you want to work individually...you may.
3) You will begin/finish research today and start work on your poster and video/audio to promote the donations to the Colorado Springs area animal shelters. (Instructions are below and will be handed out).
REMEMBER: Use Ethos, Pathos, and Logos in your presentation (located below if you have forgotten).
2) You can break into pairs (this means 2 people only). Also, if you want to work individually...you may.
3) You will begin/finish research today and start work on your poster and video/audio to promote the donations to the Colorado Springs area animal shelters. (Instructions are below and will be handed out).
REMEMBER: Use Ethos, Pathos, and Logos in your presentation (located below if you have forgotten).
team_831_holocaust_final.pdf | |
File Size: | 192 kb |
File Type: |
March 7, 2019
1) Continue working on your Animal Donation (Holocaust Final) presentation.
2) You can break into pairs (this means 2 people only). Also, if you want to work individually...you may.
3) You will begin/finish research today and start work on your poster and video/audio to promote the donations to the Colorado Springs area animal shelters. (Instructions are below and will be handed out).
REMEMBER: Use Ethos, Pathos, and Logos in your presentation (located below if you have forgotten).
2) You can break into pairs (this means 2 people only). Also, if you want to work individually...you may.
3) You will begin/finish research today and start work on your poster and video/audio to promote the donations to the Colorado Springs area animal shelters. (Instructions are below and will be handed out).
REMEMBER: Use Ethos, Pathos, and Logos in your presentation (located below if you have forgotten).
team_831_holocaust_final.pdf | |
File Size: | 192 kb |
File Type: |
March 6, 2019
1) Continue working on your Animal Donation (Holocaust Final) presentation.
2) You can break into pairs (this means 2 people only). Also, if you want to work individually...you may.
3) You will begin/finish research today and start work on your poster and video/audio to promote the donations to the Colorado Springs area animal shelters. (Instructions are below and will be handed out).
REMEMBER: Use Ethos, Pathos, and Logos in your presentation (located below if you have forgotten).
2) You can break into pairs (this means 2 people only). Also, if you want to work individually...you may.
3) You will begin/finish research today and start work on your poster and video/audio to promote the donations to the Colorado Springs area animal shelters. (Instructions are below and will be handed out).
REMEMBER: Use Ethos, Pathos, and Logos in your presentation (located below if you have forgotten).
team_831_holocaust_final.pdf | |
File Size: | 192 kb |
File Type: |
March 5, 2019
1) Begin working on your Animal Donation (Holocaust Final) presentation.
2) You can break into pairs (this means 2 people only). Also, if you want to work individually...you may.
3) You will begin/finish research today and start work on your poster and video/audio to promote the donations to the Colorado Springs area animal shelters. (Instructions are below and will be handed out).
REMEMBER: Use Ethos, Pathos, and Logos in your presentation (located below if you have forgotten).
2) You can break into pairs (this means 2 people only). Also, if you want to work individually...you may.
3) You will begin/finish research today and start work on your poster and video/audio to promote the donations to the Colorado Springs area animal shelters. (Instructions are below and will be handed out).
REMEMBER: Use Ethos, Pathos, and Logos in your presentation (located below if you have forgotten).
team_831_holocaust_final.pdf | |
File Size: | 192 kb |
File Type: |
March 1, 2019
1) Hand out donation sheet for animal shelter drive (attached below)
2) Discuss the relationship between giving back and the memory of the Holocaust
3) Discuss Ethos, Pathos, Logos (Below)
4) Give students their final task project sheet (attached below)
5) Begin Research Sheet (located in Google Classroom)
2) Discuss the relationship between giving back and the memory of the Holocaust
3) Discuss Ethos, Pathos, Logos (Below)
4) Give students their final task project sheet (attached below)
5) Begin Research Sheet (located in Google Classroom)
|
|
February 28, 2019
Read from the Collections book and discuss.
Elie Wiesel (After Auschwitz) speech
Wistawa Szymborska (There But for the Grace) poem
Elie Wiesel (After Auschwitz) speech
Wistawa Szymborska (There But for the Grace) poem
February 27, 2019
Connecting with Gerda
Framework:
Many students experience history as nothing more than a series of events dryly described in the pages of a textbook. Gerda’s account of surviving the Holocaust implicitly reminds students that history is the story of mankind, of human beings. That she experienced the Holocaust as a young person — at about the same age your students are now — provides a powerful opportunity for personal connections across time and place.
Objectives:
Students will:
• “Read” photos from Gerda’s personal collection
• Explore at least one thing they have in common with Gerda
• Better understand that history is the story of human beings, much like themselves.
Step 1: Here is a model for you on how to “read” a photograph. Using Gerda’s Nazi identification photo, for example: “What I first notice about this picture of Gerda is her eyes and smile. They seem a bit vacant to me, like she was being polite on the outside but maybe feeling something else on the inside. Since I know from reading the back that it is her Nazi identification photo, it makes me think she might have been a little frightened being photographed. Her hair looks a little unruly to me, like it wasn’t how she was used to wearing it. See how it frizzes on the sides? I feel a sense of sadness when I look at the picture. If I were to choose music to go with this, I’d choose some kind of violin solo piece that sounded like loneliness.”
Step 2: You should choose a photograph from the provided collection and go through the process of “reading” the image, as has just been modeled. You may “think aloud” with a classmate or work individually while writing down your thoughts.
Step 3: Next, you should write about how one theme or element you see in the photo applies to you own lives. With Gerda’s Nazi identification photo, for example, you might share about a time when you were fearful, but showed a brave face to the outside world.
Framework:
Many students experience history as nothing more than a series of events dryly described in the pages of a textbook. Gerda’s account of surviving the Holocaust implicitly reminds students that history is the story of mankind, of human beings. That she experienced the Holocaust as a young person — at about the same age your students are now — provides a powerful opportunity for personal connections across time and place.
Objectives:
Students will:
• “Read” photos from Gerda’s personal collection
• Explore at least one thing they have in common with Gerda
• Better understand that history is the story of human beings, much like themselves.
Step 1: Here is a model for you on how to “read” a photograph. Using Gerda’s Nazi identification photo, for example: “What I first notice about this picture of Gerda is her eyes and smile. They seem a bit vacant to me, like she was being polite on the outside but maybe feeling something else on the inside. Since I know from reading the back that it is her Nazi identification photo, it makes me think she might have been a little frightened being photographed. Her hair looks a little unruly to me, like it wasn’t how she was used to wearing it. See how it frizzes on the sides? I feel a sense of sadness when I look at the picture. If I were to choose music to go with this, I’d choose some kind of violin solo piece that sounded like loneliness.”
Step 2: You should choose a photograph from the provided collection and go through the process of “reading” the image, as has just been modeled. You may “think aloud” with a classmate or work individually while writing down your thoughts.
Step 3: Next, you should write about how one theme or element you see in the photo applies to you own lives. With Gerda’s Nazi identification photo, for example, you might share about a time when you were fearful, but showed a brave face to the outside world.
osr_pics_and_information.pdf | |
File Size: | 9647 kb |
File Type: |
February 26, 2019
1) View: Short video with Gerda Weissmann Klien (attached below)
2) Do: Holding Onto Hope activity
3) Do: Blended Poem (Due Tomorrow)
2) Do: Holding Onto Hope activity
3) Do: Blended Poem (Due Tomorrow)
February 25, 2019
1) View: "One Survivor Remembers" (Link to video below)
Video: main-assets.ushmm.org/site/vd00205.mp4
2) Do video "Discussion Questions" (on paper provided).- Worksheet attached below
Video: main-assets.ushmm.org/site/vd00205.mp4
2) Do video "Discussion Questions" (on paper provided).- Worksheet attached below
one_survivor_remembers_video_question.doc | |
File Size: | 32 kb |
File Type: | doc |
February 22, 2019
1) Since there are so many students out for the Mars Mission Trip in Science class...you will have this time to get caught up on any work you may have missing or need to finish.
February 21, 2019
1) CommonLit: "Learning about the Holocaust"
For: Mountain Time: www.understood.org/en/tools/through-your-childs-eyes
For: Mountain Time: www.understood.org/en/tools/through-your-childs-eyes
February 20, 2019
1) Go to Google Classroom
2) Read and do the questions on the Holocaust DBQ (Please answer in a different color).
2) Read and do the questions on the Holocaust DBQ (Please answer in a different color).
holocaust-document-based-question.docx | |
File Size: | 284 kb |
File Type: | docx |
February 19, 2019
1) Today we are beginning the Holocaust Unit. This unit will culminate in a service-learning project, which we will discuss later this week.
2) DO: Go to Google Classroom and do the CommonLit reading on the Holocaust. Please take your time and read each answer fully. Also, go back to the text to help you...if needed.
2) DO: Go to Google Classroom and do the CommonLit reading on the Holocaust. Please take your time and read each answer fully. Also, go back to the text to help you...if needed.
February 14, 2019
1) I am giving you the entire class period to work on your essay. If you need any assistance please get with me so I can help you.
DUE TOMORROW by the 3:00
DUE TOMORROW by the 3:00
February 13, 2019
1) Work on turning your outline into your 5 paragraph essay.
DUE FRIDAY by the 3:00
2) Help with transitions??? Go to the website below:
www.smart-words.org/linking-words/transition-words.html
DUE FRIDAY by the 3:00
2) Help with transitions??? Go to the website below:
www.smart-words.org/linking-words/transition-words.html
February 12, 2019
1) Continue working on outline. When finished turn it in to Google Classroom.
2) Begin working on Final Writing Assessment. If you need assistance let me know.
2) Begin working on Final Writing Assessment. If you need assistance let me know.
February 11, 2019
1) Begin filling out 'Dystopian Final Assessment' outline on Google Classroom.
February 8, 2019
1)DO: Transitions Sheet located below (Write, answers only, on your own paper)
2) Discuss your novel with your group
3) Turn in week 2 Lit Circle Sheets
4)FINAL WRITING ASSIGNMENT FOR DYSTOPIA IS LOCATED BELOW: DUE FRIDAY, FEBRUARY 15
IN CASE YOU FORGOT THE CHARACTERISTICS OF DYSTOPIA:
Characteristics of a Dystopian Society:
• Propaganda is used to control the citizens of society.
• Information, independent thought, and freedom are restricted.
• A figurehead or concept is worshiped by the citizens of the society.
• Citizens are perceived to be under constant surveillance.
• Citizens have a fear of the outside world.
• Citizens live in a dehumanized state.
• The natural world is banished and distrusted.
• Citizens conform to uniform expectations. Individuality and dissent are bad.
• The society is an illusion of a perfect utopian world.
2) Discuss your novel with your group
3) Turn in week 2 Lit Circle Sheets
4)FINAL WRITING ASSIGNMENT FOR DYSTOPIA IS LOCATED BELOW: DUE FRIDAY, FEBRUARY 15
IN CASE YOU FORGOT THE CHARACTERISTICS OF DYSTOPIA:
Characteristics of a Dystopian Society:
• Propaganda is used to control the citizens of society.
• Information, independent thought, and freedom are restricted.
• A figurehead or concept is worshiped by the citizens of the society.
• Citizens are perceived to be under constant surveillance.
• Citizens have a fear of the outside world.
• Citizens live in a dehumanized state.
• The natural world is banished and distrusted.
• Citizens conform to uniform expectations. Individuality and dissent are bad.
• The society is an illusion of a perfect utopian world.
transition_words.pdf | |
File Size: | 372 kb |
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dystopian_literature_final_assessment_task_and_rubric_2016.pdf | |
File Size: | 111 kb |
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February 7, 2019
1) Work on Thursday "Job" sheet
2) Finish reading and prepare for discussions tomorrow
3) FINAL WRITING ASSIGNMENT FOR DYSTOPIA IS LOCATED BELOW: DUE FRIDAY, FEBRUARY 15
IN CASE YOU FORGOT THE CHARACTERISTICS OF DYSTOPIA:
Characteristics of a Dystopian Society:
• Propaganda is used to control the citizens of society.
• Information, independent thought, and freedom are restricted.
• A figurehead or concept is worshiped by the citizens of the society.
• Citizens are perceived to be under constant surveillance.
• Citizens have a fear of the outside world.
• Citizens live in a dehumanized state.
• The natural world is banished and distrusted.
• Citizens conform to uniform expectations. Individuality and dissent are bad.
• The society is an illusion of a perfect utopian world.
2) Finish reading and prepare for discussions tomorrow
3) FINAL WRITING ASSIGNMENT FOR DYSTOPIA IS LOCATED BELOW: DUE FRIDAY, FEBRUARY 15
IN CASE YOU FORGOT THE CHARACTERISTICS OF DYSTOPIA:
Characteristics of a Dystopian Society:
• Propaganda is used to control the citizens of society.
• Information, independent thought, and freedom are restricted.
• A figurehead or concept is worshiped by the citizens of the society.
• Citizens are perceived to be under constant surveillance.
• Citizens have a fear of the outside world.
• Citizens live in a dehumanized state.
• The natural world is banished and distrusted.
• Citizens conform to uniform expectations. Individuality and dissent are bad.
• The society is an illusion of a perfect utopian world.
dystopian_literature_final_assessment_task_and_rubric_2016.pdf | |
File Size: | 111 kb |
File Type: |
February 6, 2019
1) Work on Wednesday discussion sheet (Finish Tuesday sheet if you have not)
2) Catch up on your reading
3) Remember: February 8...Book reading is due.
2) Catch up on your reading
3) Remember: February 8...Book reading is due.
February 5, 2019
1) We will work together to complete the CommonLit reading on dystopia.
2) Remember: Complete your Tuesday Lit Circle sheet.
2) Remember: Complete your Tuesday Lit Circle sheet.
February 4, 2019
1) Go to Google Classroom and make a copy of the Week 2 Lit Circle Sheet
*Fill in the Monday sheet
2) Read silently (make sure you know what chapter you need to be on).
*Fill in the Monday sheet
2) Read silently (make sure you know what chapter you need to be on).
February 1, 2019
1) Catch up with your group so that you can use the last 15 minutes to discuss your novel.
2) Use last 15 minutes to discuss.
2) Use last 15 minutes to discuss.
January 31, 2019
1) Do "Correct Spelling" document below on your own paper.
2) Do: Thursday's sheet for Lit Circles (Be prepared for discussion tomorrow).
2) Do: Thursday's sheet for Lit Circles (Be prepared for discussion tomorrow).
correct_spelling.pdf | |
File Size: | 16 kb |
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January 30, 2019
1) DO: Wednesday discussion slide in Google Classroom
2) Read: Choice Novel (Please stay caught up with your group)
CHOICE NOVEL SHOULD BE FINISHED BY FEBRUARY 8
2) Read: Choice Novel (Please stay caught up with your group)
CHOICE NOVEL SHOULD BE FINISHED BY FEBRUARY 8
January 29, 2019
1) Go to Google Classroom and Read the Article "Why Teens Find the End of the World So Appealing"
2) Answer the questions associated with the reading.
2) Answer the questions associated with the reading.
January 28, 2019
1) Do: Context Clues work on Google Classroom
2) Look at your Lit Circle Sheet for Monday. Fill it out and then read for the rest of class.
2) Look at your Lit Circle Sheet for Monday. Fill it out and then read for the rest of class.
context_clues_for_meaning.pdf | |
File Size: | 114 kb |
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January 25, 2019
1) For those who have not completed the STAR testing you will work on this today...then read choice novel.
2) READ "Choice" Novel and check in with group to confirm assignments for next week.
2) READ "Choice" Novel and check in with group to confirm assignments for next week.
January 24, 2019
1) GO TO GOOGLE CLASSROOM AND WORK ON PARAGRAPH CORRECTION!
2) When finished with assignment...you can read in your "Choice" novel.
2) When finished with assignment...you can read in your "Choice" novel.
January 23, 2019
1) Bring in your choice novel as we will begin assigning groups and reading the stories.
GO TO GOOGLE CLASSROOM IN ORDER TO CREATE YOUR SLIDES FOR YOUR CHOICE NOVEL READING!
https://docs.google.com/presentation/d/1eNRsz0H5HflJSsXVNNj3wiuNHasr1jI34uXSikmdxHY/edit#slide=id.g24ef7a31d7_0_21
GO TO GOOGLE CLASSROOM IN ORDER TO CREATE YOUR SLIDES FOR YOUR CHOICE NOVEL READING!
https://docs.google.com/presentation/d/1eNRsz0H5HflJSsXVNNj3wiuNHasr1jI34uXSikmdxHY/edit#slide=id.g24ef7a31d7_0_21
January 18, 2019
STAR Reading Test (All Lang/Lit Classes)
January 17, 2019
1) Read: "All Summer in a Day" by Ray Bradbury (attached) TIME PERMITTED
2) Look at "So What" questions and T-Chart (attached)
3) Students will create 5 questions for a possible quiz over the story (directions attached)
2) Look at "So What" questions and T-Chart (attached)
3) Students will create 5 questions for a possible quiz over the story (directions attached)
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January 16, 2019
1) View: Mission to Mars-A real life simulation of what life on an alien planet may be like.
www.nytimes.com/2017/10/17/learning/lesson-plans/text-to-text-life-on-mars-and-ray-bradburys-all-summer-in-a-day.html
2) Read: "All Summer in a Day" by Ray Bradbury (attached) TIME PERMITTED
3) Look at "So What" questions and T-Chart (attached)
4) Students will create 5 questions for a possible quiz over the story (directions attached)
www.nytimes.com/2017/10/17/learning/lesson-plans/text-to-text-life-on-mars-and-ray-bradburys-all-summer-in-a-day.html
2) Read: "All Summer in a Day" by Ray Bradbury (attached) TIME PERMITTED
3) Look at "So What" questions and T-Chart (attached)
4) Students will create 5 questions for a possible quiz over the story (directions attached)
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January 15, 2019
1) Read: Non-Fiction (North Korea)-(Attached below)
2) View: "...undercover in N. Korea" TED Talk
3) DO: Worksheet over reading and video (attached)
2) View: "...undercover in N. Korea" TED Talk
3) DO: Worksheet over reading and video (attached)
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January 14, 2019
1) Read the two articles below and answer all questions on your own paper: Due Tomorrow
Article #1: Censorship
Article #2: Fake News
Article #1: Censorship
Article #2: Fake News
common_lit_censorship.pdf | |
File Size: | 887 kb |
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common_lit_fake_news.pdf | |
File Size: | 196 kb |
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January 11, 2019
Correct Punctuation
Write down the number of the sentences that have correct punctuation.
1. Julie was first and Paul was second.
2. Her mother asked, “Would you like to come with us”?
3. In the early afternoon, Lilly returned from the store.
4. It was thoughtful of him to remember my birthday.
5. The flag is red white and blue.
6. John exclaimed, “The house next door is on fire!”
7. I can’t go with you, because I am grounded.
8. It was too late to go for a walk; it was already dark outside.
9. The woman drove her car down the street, towards the school.
10. She knocked and knocked on the door, yet no one answered.
Rewrite each sentence below omitting text and using an ellipsis.
An ellipsis is a series of three dots (. . .) which shows that some text has been left out. The ellipsis is used to shorten a passage. The omitted text does not change the meaning of the original text and is unnecessary to its meaning.
Example with complete text:
The guests who visited the school on Thursday
afternoon were impressed by the library.
Example with ellipsis:
The guests . . . were impressed
by the library.
Example with complete text:
The parade had clowns, floats, and a brass band
which wore blue uniforms.
Example with ellipsis:
The parade had clowns, floats
and a brass band . . . .
1. We were cautioned by the 8th grade World History teacher Mrs. Petersen not to run in the halls.
2. The important point to make, and I cannot say it too often, is that music and art are important factors in a culture.
3. He couldn’t run fast enough, although he tried with all his might, to catch the carriage as it traveled down the road.
4. When we think about it carefully, and we should be careful to think about it, the use of punctuation is a science and an art.
5. The children played on all the playground equipment including the swings, the slide, the monkey bars, and the merry-go-round.
Write down the number of the sentences that have correct punctuation.
1. Julie was first and Paul was second.
2. Her mother asked, “Would you like to come with us”?
3. In the early afternoon, Lilly returned from the store.
4. It was thoughtful of him to remember my birthday.
5. The flag is red white and blue.
6. John exclaimed, “The house next door is on fire!”
7. I can’t go with you, because I am grounded.
8. It was too late to go for a walk; it was already dark outside.
9. The woman drove her car down the street, towards the school.
10. She knocked and knocked on the door, yet no one answered.
Rewrite each sentence below omitting text and using an ellipsis.
An ellipsis is a series of three dots (. . .) which shows that some text has been left out. The ellipsis is used to shorten a passage. The omitted text does not change the meaning of the original text and is unnecessary to its meaning.
Example with complete text:
The guests who visited the school on Thursday
afternoon were impressed by the library.
Example with ellipsis:
The guests . . . were impressed
by the library.
Example with complete text:
The parade had clowns, floats, and a brass band
which wore blue uniforms.
Example with ellipsis:
The parade had clowns, floats
and a brass band . . . .
1. We were cautioned by the 8th grade World History teacher Mrs. Petersen not to run in the halls.
2. The important point to make, and I cannot say it too often, is that music and art are important factors in a culture.
3. He couldn’t run fast enough, although he tried with all his might, to catch the carriage as it traveled down the road.
4. When we think about it carefully, and we should be careful to think about it, the use of punctuation is a science and an art.
5. The children played on all the playground equipment including the swings, the slide, the monkey bars, and the merry-go-round.
January 10, 2019
1) A world full of CAN'T
*Break paper into 3 categories (home, school, society)
*List as many things that you "can't" do according to these 3 categorical structures.
2) Read: "Harrison Bergeron" by Kurt Vonnegut (Attached below)
3) After Reading: Acceptance (yourself and others)- How can we become more accepting of ourselves and others? What does it mean to accept? What changes would you make for yourself and why would you make those changes? What would those changes represent to you?
4) Look at your "Can't" list. Which of these things do you feel you could most easily mark off the list so that you "CAN" do it? Really think about this one.
5) Why would Vonnegut write this story?
6) Was any change actually accomplished in this story? Explain yes or no.
*Break paper into 3 categories (home, school, society)
*List as many things that you "can't" do according to these 3 categorical structures.
2) Read: "Harrison Bergeron" by Kurt Vonnegut (Attached below)
3) After Reading: Acceptance (yourself and others)- How can we become more accepting of ourselves and others? What does it mean to accept? What changes would you make for yourself and why would you make those changes? What would those changes represent to you?
4) Look at your "Can't" list. Which of these things do you feel you could most easily mark off the list so that you "CAN" do it? Really think about this one.
5) Why would Vonnegut write this story?
6) Was any change actually accomplished in this story? Explain yes or no.
harrison_bergeron.pdf | |
File Size: | 1482 kb |
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January 9, 2018
1) Review: "Fahrenheit 451"
2) Read: "The Pedestrian" by Ray Bradbury- Attached below
3) Questions over the story on Google Classroom (please create a document on Classroom and complete the questions there...make sure you click "Turn In" when finished).
2) Read: "The Pedestrian" by Ray Bradbury- Attached below
3) Questions over the story on Google Classroom (please create a document on Classroom and complete the questions there...make sure you click "Turn In" when finished).
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December 18, 2018
1) Finish "Fahrenheit 451" (Audio begins at 4:28:17)
2) Present "Choice" projects
2) Present "Choice" projects
December 17, 2018
1) Read 10 minutes of "Fahrenheit 451" (Audio begins at 4:18:48 ends at 4:28:17)
2) Present "Choice" Projects
2) Present "Choice" Projects
December 14, 2018
1) Continue reading "Fahrenheit 451" (Audio begins at 3:52:30 ends at 4:18:48)
2) Choice Project due today...you will present it in front of class on Monday and Tuesday.
2) Choice Project due today...you will present it in front of class on Monday and Tuesday.
December 13, 2018
1) Continue reading "Fahrenheit 451" (Audio begins at 3:39:35 ends at 3:52:30 )
2) Think about this question and be prepared to have it answered by tomorrow:
***Montag turns to books to rescue him; instead they help demolish his life- -he loses his wife, job and home; he kills a man and is forced to be a nomad. Does he gain any benefits from books? If so, what are they?
***Why did Beatty have Montag burn his own house? (This one is trickier than you might think).
3) Work on "Choice Project"
2) Think about this question and be prepared to have it answered by tomorrow:
***Montag turns to books to rescue him; instead they help demolish his life- -he loses his wife, job and home; he kills a man and is forced to be a nomad. Does he gain any benefits from books? If so, what are they?
***Why did Beatty have Montag burn his own house? (This one is trickier than you might think).
3) Work on "Choice Project"
December 12, 2018
1) Continue reading "Fahrenheit 451" ( Audio begins at 3:14:29 ends at 3:39:35 )
2) Think about this question and be prepared to have it answered by tomorrow:
***Montag turns to books to rescue him; instead they help demolish his life- -he loses his wife, job and home; he kills a man and is forced to be a nomad. Does he gain any benefits from books? If so, what are they?
***Why did Beatty have Montag burn his own house? (This one is trickier than you might think).
2) Think about this question and be prepared to have it answered by tomorrow:
***Montag turns to books to rescue him; instead they help demolish his life- -he loses his wife, job and home; he kills a man and is forced to be a nomad. Does he gain any benefits from books? If so, what are they?
***Why did Beatty have Montag burn his own house? (This one is trickier than you might think).
December 11, 2018
1) Practice transitions with commas (Attached below)
2) Continue reading "Fahrenheit 451" ( Audio begins at 2:57:09 ends at 3:14:29)
2) Continue reading "Fahrenheit 451" ( Audio begins at 2:57:09 ends at 3:14:29)
transitions.pdf | |
File Size: | 195 kb |
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December 10, 2018
1) Continue reading "Fahrenheit 451" ( Audio begins at 2:36:27 ends at 2:57:09 )
2) Turn in questions from last class on Google Classroom.
2) Turn in questions from last class on Google Classroom.
December 7, 2018
1) Continue reading "Fahrenheit 451" ( Audio begins at 2:23:07 ends at 2:36:27)
2) Answer the following questions on Google Classroom (there is already an assignment there).
1. What does Mildred say about why the television is better than books? What does she mean? Do you agree with her? Why or why not? What is the essential difference between books and television?
2. Why do you think Faber gave Montag his name and phone number?
3. How do you think Montag would respond to Mildred’s question about which is more important—her, or Montag’s books?
4. What do you think is the meaning of the title of Part Two (“The Sieve and the Sand”)?
5. Why does Montag visit Faber?
6. What does Montag mean when he tells Faber that his wife is dying?
7. What three things does Faber say are missing from their society? Explain the importance of these things.
2) Answer the following questions on Google Classroom (there is already an assignment there).
1. What does Mildred say about why the television is better than books? What does she mean? Do you agree with her? Why or why not? What is the essential difference between books and television?
2. Why do you think Faber gave Montag his name and phone number?
3. How do you think Montag would respond to Mildred’s question about which is more important—her, or Montag’s books?
4. What do you think is the meaning of the title of Part Two (“The Sieve and the Sand”)?
5. Why does Montag visit Faber?
6. What does Montag mean when he tells Faber that his wife is dying?
7. What three things does Faber say are missing from their society? Explain the importance of these things.
December 6, 2018
1) Continue reading "Fahrenheit 451" ( Audio begins at 2:16:03 ends at 2:23:07)
2) Work on "Fahrenheit 451 Projects" (Due Friday, December 14)
2) Work on "Fahrenheit 451 Projects" (Due Friday, December 14)
December 5, 2018
fahrenheit_451_project_options.pdf | |
File Size: | 134 kb |
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December 4, 2018
1) Continue reading "Fahrenheit 451" (Audio begins at 1:48:45 ends at 1:58:54).
2) Read to the end of the chapter.
3) Turn in questions from Friday
4) Look at "Fahrenheit 451 Project Options"
2) Read to the end of the chapter.
3) Turn in questions from Friday
4) Look at "Fahrenheit 451 Project Options"
fahrenheit_451_project_options.pdf | |
File Size: | 134 kb |
File Type: |
December 3, 2018
1) Continue reading "Fahrenheit 451" (Audio begins at 1:29:47 and ends at 1:48:45).
November 30, 2018
1) Continue reading and discussing "Fahrenheit 451"
2) If you want to listen and follow along...start video at 1:10:10 and end at 1:29:47
3) After reading go to the video below pertaining to Nazi book burning. Answer the following questions:
1) Who were the initiators for the book burnings in Germany, and what was their motivation/purpose?
2) Consider the quote at the beginning of the video by Heinrich Heine: “Where they burn books, they will also ultimately burn people.” In Fahrenheit 451, a woman burns with her books, so it seems that Bradbury interpreted Heine’s statement literally. Was he correct in that interpretation? Why or why not, or could it be both literal and figurative? Explain.
4) THOSE WITH MISSING ASSIGNMENTS WILL WORK ON THOSE TODAY AND CATCH UP WITH THE READING BEFORE MONDAY. THIS IS AN OPPORTUNITY TO GET YOUR GRADE UP...PLEASE TAKE IT!
ALSO, if you want to check your spelling words from the spelling bee...they are attached below.
2) If you want to listen and follow along...start video at 1:10:10 and end at 1:29:47
3) After reading go to the video below pertaining to Nazi book burning. Answer the following questions:
1) Who were the initiators for the book burnings in Germany, and what was their motivation/purpose?
2) Consider the quote at the beginning of the video by Heinrich Heine: “Where they burn books, they will also ultimately burn people.” In Fahrenheit 451, a woman burns with her books, so it seems that Bradbury interpreted Heine’s statement literally. Was he correct in that interpretation? Why or why not, or could it be both literal and figurative? Explain.
4) THOSE WITH MISSING ASSIGNMENTS WILL WORK ON THOSE TODAY AND CATCH UP WITH THE READING BEFORE MONDAY. THIS IS AN OPPORTUNITY TO GET YOUR GRADE UP...PLEASE TAKE IT!
ALSO, if you want to check your spelling words from the spelling bee...they are attached below.
grade_8_team_bee_2018.pdf | |
File Size: | 522 kb |
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November 29, 2018
1) Discuss quote from Albert Einstein and how it ties to the story "Fahrenheit 451".
DO :*Is there any truth behind this quote?
*Write the quote down and answer whether or not you believe what he said. Then, explain your answer.
DO :*Is there any truth behind this quote?
*Write the quote down and answer whether or not you believe what he said. Then, explain your answer.
2) DO: After your write the quote write down a prediction you have for the future...explain why you predict this and be able to back it up with some sort of evidence. (Don't go more than 50 years into the future).
November 28, 2018
1) Continue reading: "Fahrenheit 451" by Ray Bradbury
2) Look at questions over story: Part I: The Hearth and the Salamander:
1. What do the “firemen” do for a living? Why is this ironic?
2. In the opening scene, why are the books compared to birds?
3. According to pages 3-4, what does Montag think of his job?
4. Who does Montag meet on the way home?
5. During his conversation, Montag says that “You never wash it off completely” referring to the kerosene. What could this mean symbolically?
6. Why do you think that Bradbury would introduce Clarisse before Montag’s wife, Mildred?
7. Why does Mildred need help when Montag gets home?
8. Describe the help that she receives.
9. Is there anything unusual about the way the two men go about helping Mildred? How is it unusual?
10. How is life in Montag’s house very different from that of Clarisse’s house?
11. How does Mildred react after she wakes up from her previous night’s experience?
12. What does Mildred do all day?
13. Describe the setup of Montag’s TV room.
14. What is Clarisse doing when Montag sees her?
15. How is Clarisse different than Mildred?
16. What is the mechanical hound and what is its purpose?
17. What is the hound’s reaction to Montag?
18. Why does society consider Clarisse “anti-social?”
3) Keep a running log of inventions/technologies that Bradbury talks about that were not available when he wrote the story, yet we have these technologies today.
STORY IS ATTACHED BELOW:
2) Look at questions over story: Part I: The Hearth and the Salamander:
1. What do the “firemen” do for a living? Why is this ironic?
2. In the opening scene, why are the books compared to birds?
3. According to pages 3-4, what does Montag think of his job?
4. Who does Montag meet on the way home?
5. During his conversation, Montag says that “You never wash it off completely” referring to the kerosene. What could this mean symbolically?
6. Why do you think that Bradbury would introduce Clarisse before Montag’s wife, Mildred?
7. Why does Mildred need help when Montag gets home?
8. Describe the help that she receives.
9. Is there anything unusual about the way the two men go about helping Mildred? How is it unusual?
10. How is life in Montag’s house very different from that of Clarisse’s house?
11. How does Mildred react after she wakes up from her previous night’s experience?
12. What does Mildred do all day?
13. Describe the setup of Montag’s TV room.
14. What is Clarisse doing when Montag sees her?
15. How is Clarisse different than Mildred?
16. What is the mechanical hound and what is its purpose?
17. What is the hound’s reaction to Montag?
18. Why does society consider Clarisse “anti-social?”
3) Keep a running log of inventions/technologies that Bradbury talks about that were not available when he wrote the story, yet we have these technologies today.
STORY IS ATTACHED BELOW:
fahrenheit_451_-_ray_bradbury.pdf | |
File Size: | 1973 kb |
File Type: |
November 27, 2018
1) Continue reading: "Fahrenheit 451" by Ray Bradbury
2) Look at questions over story: Part I: The Hearth and the Salamander:
1. What do the “firemen” do for a living? Why is this ironic?
2. In the opening scene, why are the books compared to birds?
3. According to pages 3-4, what does Montag think of his job?
4. Who does Montag meet on the way home?
5. During his conversation, Montag says that “You never wash it off completely” referring to the kerosene. What could this mean symbolically?
6. Why do you think that Bradbury would introduce Clarisse before Montag’s wife, Mildred?
3) Keep a running log of inventions/technologies that Bradbury talks about that were not available when he wrote the story, yet we have these technologies today.
STORY IS ATTACHED BELOW:
2) Look at questions over story: Part I: The Hearth and the Salamander:
1. What do the “firemen” do for a living? Why is this ironic?
2. In the opening scene, why are the books compared to birds?
3. According to pages 3-4, what does Montag think of his job?
4. Who does Montag meet on the way home?
5. During his conversation, Montag says that “You never wash it off completely” referring to the kerosene. What could this mean symbolically?
6. Why do you think that Bradbury would introduce Clarisse before Montag’s wife, Mildred?
3) Keep a running log of inventions/technologies that Bradbury talks about that were not available when he wrote the story, yet we have these technologies today.
STORY IS ATTACHED BELOW:
fahrenheit_451_-_ray_bradbury.pdf | |
File Size: | 1973 kb |
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November 26, 2018
1) Preliminary discussion on "Fahrenheit 451"
2) Begin reading "Fahrenheit 451" by Ray Bradbury
2) Begin reading "Fahrenheit 451" by Ray Bradbury
November 16, 2018
1) Finish "The Truman Show"
2) Turn in video notes
2) Turn in video notes
November 15, 2018
1) Continue viewing "The Truman Show"
2) Fill out video viewing sheet
2) Fill out video viewing sheet
truman_show_worksheet.pdf | |
File Size: | 184 kb |
File Type: |
November 14, 2018
1) Finish notes on dystopian characteristics.
2) Begin watching "The Truman Show"
3) Work on dystopian questions over the movie.
2) Begin watching "The Truman Show"
3) Work on dystopian questions over the movie.
truman_show_worksheet.pdf | |
File Size: | 184 kb |
File Type: |
Dystopia Notes: prezi.com/2hrdsgro_c5j/dystopia-literaure-characteristics/
November 13, 2018
1) We are beginning the: DYSTOPIAN UNIT today.
2) Will go over the "Characteristics of Dystopia (Take notes)
3) Paragraph Correction: Below is a paragraph that is full of errors. There may be spelling, punctuation, capitalization, or grammar errors. Rewrite the paragraph correcting all the errors.
Music is an art forme that apears in evry culture in the world. For thousands of years its been an importent part of the human experiance. Music has been use as enertainment as a way to pass on storys, and as a form of artestic espression. Each person may have their own perference in the type of Music they like but most people will like Music in some form. Music has even been used by therapits to help patience with mental and phisical health issues and and acheived good results.
2) Will go over the "Characteristics of Dystopia (Take notes)
3) Paragraph Correction: Below is a paragraph that is full of errors. There may be spelling, punctuation, capitalization, or grammar errors. Rewrite the paragraph correcting all the errors.
Music is an art forme that apears in evry culture in the world. For thousands of years its been an importent part of the human experiance. Music has been use as enertainment as a way to pass on storys, and as a form of artestic espression. Each person may have their own perference in the type of Music they like but most people will like Music in some form. Music has even been used by therapits to help patience with mental and phisical health issues and and acheived good results.
Dystopia Notes: prezi.com/2hrdsgro_c5j/dystopia-literaure-characteristics/
November 12, 2018
SNOW DAY!!! NO SCHOOL!!!
November 9, 2018
1) Finish working on, and turn in, your final writing over the horror unit. (DUE TODAY)!
November 8, 2018
1) Final writing assignment (attached below-Horror Task and Rubric)-Due FRIDAY
* Do: Your 5 characteristics of horror with quotes and explanations on each (example from "Fall of the House of Usher" below).
* Do: Write a letter to Stephen King telling him why the story you chose should be made into a movie. Use examples from the story to back this up.
* Do: Your 5 characteristics of horror with quotes and explanations on each (example from "Fall of the House of Usher" below).
* Do: Write a letter to Stephen King telling him why the story you chose should be made into a movie. Use examples from the story to back this up.
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November 7, 2018
1) MLA format: (NOTES ATTACHED)
*In-text/parenthetical citation (You should have one for each horror characteristic (5 total)).
*Works cited page (you may only have one citation...that is okay).
*Easybib (yes, you can use it) :)
*Running bibliography
2) Final writing assignment (attached below-Horror Task and Rubric)-Due FRIDAY
*In-text/parenthetical citation (You should have one for each horror characteristic (5 total)).
*Works cited page (you may only have one citation...that is okay).
*Easybib (yes, you can use it) :)
*Running bibliography
2) Final writing assignment (attached below-Horror Task and Rubric)-Due FRIDAY
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November 6, 2018
1) MLA format: (NOTES ATTACHED)
*In-text/parenthetical citation
*Works cited page
*Easybib (yes, you can use it) :)
*Running bibliography
2) Final writing assignment (attached below)-Due FRIDAY
*In-text/parenthetical citation
*Works cited page
*Easybib (yes, you can use it) :)
*Running bibliography
2) Final writing assignment (attached below)-Due FRIDAY
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November 5, 2018
1) View video of "Monsters are due on Maple Street".
2) Work in groups to complete the "Film vs Story" sheet. (Due Today)
2) Work in groups to complete the "Film vs Story" sheet. (Due Today)
film_vs_story.pdf | |
File Size: | 334 kb |
File Type: |
November 2, 2018
1) Continue Reading: "Monsters are due on Maple Street" by Rod Serling
*Roles
*Read
*What were the real monsters? Explain how this could happen? Does it bear any resemblance to reality?
www.springtownisd.net/cms/lib3/TX21000442/Centricity/Domain/575/u1_the_monster_due_se.pdf
*Roles
*Read
*What were the real monsters? Explain how this could happen? Does it bear any resemblance to reality?
www.springtownisd.net/cms/lib3/TX21000442/Centricity/Domain/575/u1_the_monster_due_se.pdf
November 1, 2018
1) "Monsters are due on Maple Street" by Rod Serling
*Roles
*Read
www.springtownisd.net/cms/lib3/TX21000442/Centricity/Domain/575/u1_the_monster_due_se.pdf
*Roles
*Read
www.springtownisd.net/cms/lib3/TX21000442/Centricity/Domain/575/u1_the_monster_due_se.pdf
October 31, 2018
Finish working on haunted house. (DUE TODAY!!!)
October 30, 2018
Continue working on haunted house from yesterday. (DUE TOMORROW)
haunted_house.pdf | |
File Size: | 275 kb |
File Type: |
October 29, 2018
1) Bring colored pencils (if you have them).
2) We will be doing a visual representation of the "horror" genre.
3) You will create a haunted house based on the readings from the "horror" unit. All directions attached below.
2) We will be doing a visual representation of the "horror" genre.
3) You will create a haunted house based on the readings from the "horror" unit. All directions attached below.
haunted_house.pdf | |
File Size: | 275 kb |
File Type: |
October 26, 2018
1) We will be looking at Achieve 3000 and using it in our curriculum to add to, and enhance, the strategies you will need to learn in order to be an effective communicator. Below are terms we will discuss prior to our reading.
- academic*: having to do with education
- debate*: to talk or argue about something
- research*: close, careful study
- adolescent: a young person who is developing into an adult
- delay: to cause something to happen later
- extracurricular: done or happening outside the regular subjects at a school or college
- financial: having to do with money
October 25, 2018
1) Discuss what happened in "The Monkey's Paw"
*Work on questions from yesterday and look at the elements of horror in the writing.
2) Answer the questions on Google Classroom over the story.
3) "The Monkey's Paw" reading: www.owleyes.org/text/monkeys-paw/read/i#root-74483-17
*Work on questions from yesterday and look at the elements of horror in the writing.
2) Answer the questions on Google Classroom over the story.
3) "The Monkey's Paw" reading: www.owleyes.org/text/monkeys-paw/read/i#root-74483-17
October 24, 2018
1) Listen to and follow along with "The Monkey's Paw" by W. W. Jacobs (Handouts will be given for the reading)
2) Answer the questions on Google Classroom over the story.
3) "The Monkey's Paw" reading: www.owleyes.org/text/monkeys-paw/read/i#root-74483-17
2) Answer the questions on Google Classroom over the story.
3) "The Monkey's Paw" reading: www.owleyes.org/text/monkeys-paw/read/i#root-74483-17
the_monkeys_paw_questions.pdf | |
File Size: | 273 kb |
File Type: |
October 23, 2018
1) The "Monkey's Paw" by W. W. Jacobs vocabulary (attached below)
monkey_paw_vocabulary.pdf | |
File Size: | 24 kb |
File Type: |
October 22, 2018
1) Look at P.E.E.L. paragraphs and make corrections. (Example below)
Poe’s life was filled with heartache and tragedy. For example, by the time Edgar was forty he had to face the abandonment of his father and step-father as well as the deaths of his mother, brother, step-mother, and his wife Virginia to the scourge of tuberculosis. In addition, he struggled to make a living by the printed word and went into terrible fits of depression at his inability to properly take care of his wife while she was slowly being consumed by a disease that Poe knew all too well. As a result, Poe began to drink heavily in order to quell his inner demons and to try and save any little bit of sanity he had left. This shows us the toll that such a horrific and sad upbringing can have on a person’s life, a life that was mercifully cut short as misfortune continually crept in.
2) Finish "Author Study" on Edgar Allan Poe
***TO DO:
1) Two things you like about Poe's writing and why.
2) Two things you don't like about Poe's writing and why.
3) Something you can learn from Poe's life that you can add to yours.
4) How do you think people should look at Poe's writing (creepy, sad, respect, appreciation, etc.)? Explain
your answer.
5) If you could ask Poe one question what would it be and why?
6) Does Poe seem more or less creepy than you thought he would? Explain.
7) Does Poe's writings make more sense to you after you understood his story. Explain.
Poe’s life was filled with heartache and tragedy. For example, by the time Edgar was forty he had to face the abandonment of his father and step-father as well as the deaths of his mother, brother, step-mother, and his wife Virginia to the scourge of tuberculosis. In addition, he struggled to make a living by the printed word and went into terrible fits of depression at his inability to properly take care of his wife while she was slowly being consumed by a disease that Poe knew all too well. As a result, Poe began to drink heavily in order to quell his inner demons and to try and save any little bit of sanity he had left. This shows us the toll that such a horrific and sad upbringing can have on a person’s life, a life that was mercifully cut short as misfortune continually crept in.
2) Finish "Author Study" on Edgar Allan Poe
***TO DO:
1) Two things you like about Poe's writing and why.
2) Two things you don't like about Poe's writing and why.
3) Something you can learn from Poe's life that you can add to yours.
4) How do you think people should look at Poe's writing (creepy, sad, respect, appreciation, etc.)? Explain
your answer.
5) If you could ask Poe one question what would it be and why?
6) Does Poe seem more or less creepy than you thought he would? Explain.
7) Does Poe's writings make more sense to you after you understood his story. Explain.
October 18 & 19, 2018
NO SCHOOL (P/T Conferences)
October 17, 2018
1) Work on P.E.E.L. paragraph over Poe's life. (DUE IN CLASS)
2) Answer questions over the story (questions below)
**Challenge question: Why was Luchesi's name used so often and for what reasons (besides making Fortunado jealous. Hint...it has something to do with the insult that was supposedly made towards Montresor).
2) Answer questions over the story (questions below)
**Challenge question: Why was Luchesi's name used so often and for what reasons (besides making Fortunado jealous. Hint...it has something to do with the insult that was supposedly made towards Montresor).
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October 16, 2018
1) Watch video over "The Cask of Amontillado"
2) Answer questions over the story (questions below)
**Challenge question: Why was Luchesi's name used so often and for what reasons (besides making Fortunado jealous. Hint...it has something to do with the insult that was supposedly made towards Montresor.
3) Look at the "True" story behind the Cask of Amontillado. (on PowerPoint below)
2) Answer questions over the story (questions below)
**Challenge question: Why was Luchesi's name used so often and for what reasons (besides making Fortunado jealous. Hint...it has something to do with the insult that was supposedly made towards Montresor.
3) Look at the "True" story behind the Cask of Amontillado. (on PowerPoint below)
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October 15, 2018
1) Read: "The Cask of Amontillado" by Edgar Allan Poe
2) How is Poe's life reflected in this story?
3) What is the narrator doing/who is the narrator talking to? Why is this important?
2) How is Poe's life reflected in this story?
3) What is the narrator doing/who is the narrator talking to? Why is this important?
the_cask_of_amontillado_-_edgar_allan_poe.pdf | |
File Size: | 1377 kb |
File Type: |
October 12, 2018
1) Review: "The Tell-Tale Heart" by Edgar Allan Poe
2) Finish up "The Raven" meaning. DUE TODAY!!!
2) Finish up "The Raven" meaning. DUE TODAY!!!
October 11, 2018
1) Read: "The Tell-Tale Heart" by Edgar Allan Poe
*Read on your own: Show five "real-life" Poe references that you found in this story...I want the line
of the poem and how it reflected Poe's actual life. Hand write and turn in.
2) Discuss how the story ties to Poe's life.
3) Finish up "The Raven" meaning. DUE TOMORROW
Tell-Tale Heart: www.poemuseum.org/the-tell-tale-heart
*Read on your own: Show five "real-life" Poe references that you found in this story...I want the line
of the poem and how it reflected Poe's actual life. Hand write and turn in.
2) Discuss how the story ties to Poe's life.
3) Finish up "The Raven" meaning. DUE TOMORROW
Tell-Tale Heart: www.poemuseum.org/the-tell-tale-heart
October 10, 2018
1) P.E.E.L. P.E.E.L. evidence and explanation sentences: What was Poe's early life like?
2) Read: "The Bells" by Edgar Allan Poe
*What do the bells represent in Poe's life?
* There are different types of bells...what is their meaning?
* Why the repetition?
3) Continue working on "The Raven" meaning.
https://www.poets.org/poetsorg/poem/bells
2) Read: "The Bells" by Edgar Allan Poe
*What do the bells represent in Poe's life?
* There are different types of bells...what is their meaning?
* Why the repetition?
3) Continue working on "The Raven" meaning.
https://www.poets.org/poetsorg/poem/bells
October 9, 2018
1) Read: "The Raven" by Edgar Allan Poe
www.poetryfoundation.org/poems/48860/the-raven
2) P.E.E.L. evidence sentence: What was Poe's early life like?
DO: In Google Classroom is an assignment over "The Raven".
www.poetryfoundation.org/poems/48860/the-raven
2) P.E.E.L. evidence sentence: What was Poe's early life like?
DO: In Google Classroom is an assignment over "The Raven".
October 8, 2018
1) Poe P.E.E.L. topic sentence: What was Poe's early life like?
2) Read: "Letter to Maria Clemm" by Edgar Allan Poe
3) Read: "Annabel Lee" by Edgar Allan Poe
Letter: www.eapoe.org/works/letters/p3508290.htm
Annabel Lee: www.poetryfoundation.org/poems/44885/annabel-lee
2) Read: "Letter to Maria Clemm" by Edgar Allan Poe
3) Read: "Annabel Lee" by Edgar Allan Poe
Letter: www.eapoe.org/works/letters/p3508290.htm
Annabel Lee: www.poetryfoundation.org/poems/44885/annabel-lee
October 4, 2018
1) Edgar Allan Poe Biography Video (Link below)
www.biography.com/video/edgar-allan-poe-full-episode-2104513528
2) Do video notes over Poe biography.
NARRATIVE POEM WAS DUE YESTERDAY: PLEASE TURN IN BY MONDAY
www.biography.com/video/edgar-allan-poe-full-episode-2104513528
2) Do video notes over Poe biography.
NARRATIVE POEM WAS DUE YESTERDAY: PLEASE TURN IN BY MONDAY
October 3, 2018
1) Edgar Allan Poe Biography Video (Link below)
www.biography.com/video/edgar-allan-poe-full-episode-2104513528
2) Do video notes over Poe biography.
NARRATIVE POEM DUE TODAY!!!
www.biography.com/video/edgar-allan-poe-full-episode-2104513528
2) Do video notes over Poe biography.
NARRATIVE POEM DUE TODAY!!!
poe_bio_questions.docx | |
File Size: | 19 kb |
File Type: | docx |
October 2, 2018
1) *Horror Criterion Definitions (from our reading define the terms below)
2) * Critical Vocabulary (131)
3) *Read: "What is the Horror Genre" by Sharon A. Russell (125)
Elements of the horror genre:
Suspense:_______________________________
Setting:__________________________________
Parallel Worlds:___________________________
The Source of Horror:_____________________
Supernatural/Fantastic:___________________
Good vs. Evil:_____________________________
Quest for Forbidden Knowledge:___________
Irony:____________________________________
TYPES OF IRONY
*Verbal
*Situational
*Dramatic
2) * Critical Vocabulary (131)
3) *Read: "What is the Horror Genre" by Sharon A. Russell (125)
Elements of the horror genre:
Suspense:_______________________________
Setting:__________________________________
Parallel Worlds:___________________________
The Source of Horror:_____________________
Supernatural/Fantastic:___________________
Good vs. Evil:_____________________________
Quest for Forbidden Knowledge:___________
Irony:____________________________________
TYPES OF IRONY
*Verbal
*Situational
*Dramatic
October 1, 2018
P.E.E.L. paragraph example puzzle.
Begin: Horror Unit
*Prezi (unable to attach-view in class)
*Horror Criterion Definitions (from our reading define the terms below)
* Critical Vocabulary (131)
*Read: "What is the Horror Genre" by Sharon A. Russell (125)
Elements of the horror genre:
Suspense:_______________________________
Setting:__________________________________
Parallel Worlds:___________________________
The Source of Horror:_____________________
Supernatural/Fantastic:___________________
Good vs. Evil:_____________________________
Quest for Forbidden Knowledge:___________
Irony:____________________________________
Begin: Horror Unit
*Prezi (unable to attach-view in class)
*Horror Criterion Definitions (from our reading define the terms below)
* Critical Vocabulary (131)
*Read: "What is the Horror Genre" by Sharon A. Russell (125)
Elements of the horror genre:
Suspense:_______________________________
Setting:__________________________________
Parallel Worlds:___________________________
The Source of Horror:_____________________
Supernatural/Fantastic:___________________
Good vs. Evil:_____________________________
Quest for Forbidden Knowledge:___________
Irony:____________________________________
September 28, 2018
1) Student work day:
You may work on your Narrative Poem or any other Lang/Lit assignments that you either need to rework or finish.
ALL WORK IS DUE WEDNESDAY, OCTOBER 3 (No late work will be accepted after that date).
You may work on your Narrative Poem or any other Lang/Lit assignments that you either need to rework or finish.
ALL WORK IS DUE WEDNESDAY, OCTOBER 3 (No late work will be accepted after that date).
September 27, 2018
1) Listen to "Marvin's Story" (dealing with "belonging")
2)Any class time that remains will be used to work on Narrative Poem.
2)Any class time that remains will be used to work on Narrative Poem.
September 26, 2018
1) Narrative Poem work time. Please use your time wisely. (Poem due October 3)
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September 25, 2018
1) Library for first 10 minutes.
2) Finish reading out "This I Believe" statements.
3) Look at Narrative Poem assignment (You can use your "This I Believe" essay as a basis for your poem, as long as it fits the assignments parameters, if you want).
2) Finish reading out "This I Believe" statements.
3) Look at Narrative Poem assignment (You can use your "This I Believe" essay as a basis for your poem, as long as it fits the assignments parameters, if you want).
narrative_poem_task_rubric_2018.pdf | |
File Size: | 440 kb |
File Type: |
oranges-by-gary-soto.pdf | |
File Size: | 33 kb |
File Type: |
September 24, 2018
Read: "Did I Miss Anything" by Tom Wayman
http://www.loc.gov/poetry/180/013.html
Read: "Hope" is a thing with feathers by Emily Dickinson
www.poetryfoundation.org/poems/42889/hope-is-the-thing-with-feathers-314
Read: "Litany" by Billy Collins
www.poetryfoundation.org/poetrymagazine/browse?contentId=41391
http://www.loc.gov/poetry/180/013.html
Read: "Hope" is a thing with feathers by Emily Dickinson
www.poetryfoundation.org/poems/42889/hope-is-the-thing-with-feathers-314
Read: "Litany" by Billy Collins
www.poetryfoundation.org/poetrymagazine/browse?contentId=41391
September 21, 2018
CULTURE AND BELONGING (A TIME FOR JUSTICE)
Think about how nonviolence might be a way to approach injustice today. Brainstorm some current examples of injustice. The problems might be in your own community—for example, maybe there are homeless people living on the street—or they might be larger-scale—for example, racial profiling by police, possible workplace discrimination faced by Muslim Americans, discrimination against immigrants, LGBTQ discrimination, etc. You will choose one current injustice and put the principle of nonviolence upon it.
Answer the following questions:
Protest & Persuasion (symbolic)
· public speeches
· petitions
· flags, posters
· newspapers, pamphlets
· mock funerals
· parades
· vigils
· picketing
Noncooperation (disobedience)
· boycotts
· refusal taxes
· slowdown strike
· sit-down strike
· resigning from job
Intervention (takes initiative)
· nonviolent invasion
· hunger strike
· sit-ins
· overload facilities
· nonviolent sabotage
Six Principles of Nonviolence
Think about how nonviolence might be a way to approach injustice today. Brainstorm some current examples of injustice. The problems might be in your own community—for example, maybe there are homeless people living on the street—or they might be larger-scale—for example, racial profiling by police, possible workplace discrimination faced by Muslim Americans, discrimination against immigrants, LGBTQ discrimination, etc. You will choose one current injustice and put the principle of nonviolence upon it.
Answer the following questions:
- What is nonviolence?
- What is your chosen issue? Why did you choose this issue?
- How effective might nonviolence be in dealing with your chosen issue?
- What nonviolent strategies would you use? Why? (There is a short list below)
- Would you be able to be peaceful in the face of outright hatred towards you? Explain.
Protest & Persuasion (symbolic)
· public speeches
· petitions
· flags, posters
· newspapers, pamphlets
· mock funerals
· parades
· vigils
· picketing
Noncooperation (disobedience)
· boycotts
· refusal taxes
· slowdown strike
· sit-down strike
· resigning from job
Intervention (takes initiative)
· nonviolent invasion
· hunger strike
· sit-ins
· overload facilities
· nonviolent sabotage
Six Principles of Nonviolence
- Nonviolence is not passive, but requires courage.
- Nonviolence seeks reconciliation, not defeat of an adversary.
- Nonviolent action is directed at eliminating evil, not destroying an evil-doer.
- A willingness to accept suffering for the cause, if necessary, but never to inflict it.
- A rejection of hatred, animosity or violence of the spirit, as well as refusal to commit physical violence.
- Faith that justice will prevail.
a_time_for_justice.pdf | |
File Size: | 128 kb |
File Type: |
September 20, 2018
1) A Time for Justice
***Watch video and discuss
***Nonviolence today
***Watch video and discuss
***Nonviolence today
September 19, 2018
1) THIS I BELIEVE essays are DUE TODAY.
2) TIBs will be read aloud in class.
2) TIBs will be read aloud in class.
September 18, 2018
1) Sentence correction:
Each sentence given below contains one or more errors. The error could be in the use of nouns, adjectives, verbs, prepositions or conjunctions. Find the error and rewrite the sentence correctly.
1. We all swum at the beach yesterday.
2. They hadn’t scarcely enough feed for their cattle.
3. The cow has trod on my sweet peas.
4. The perfume is for your sister and yourself.
5. My father has laid in bed all day.
6. Mother has lain the book down somewhere.
7. Have you read where there was an earthquake in China?
8. A bus runs passed our house.
9. Neither Peter or James can sing well.
10. He drove fast so as he might arrive early.
2) Talk about beliefs...share out.
3) THIS I BELIEVE: DUE TOMORROW
Each sentence given below contains one or more errors. The error could be in the use of nouns, adjectives, verbs, prepositions or conjunctions. Find the error and rewrite the sentence correctly.
1. We all swum at the beach yesterday.
2. They hadn’t scarcely enough feed for their cattle.
3. The cow has trod on my sweet peas.
4. The perfume is for your sister and yourself.
5. My father has laid in bed all day.
6. Mother has lain the book down somewhere.
7. Have you read where there was an earthquake in China?
8. A bus runs passed our house.
9. Neither Peter or James can sing well.
10. He drove fast so as he might arrive early.
2) Talk about beliefs...share out.
3) THIS I BELIEVE: DUE TOMORROW
September 17, 2018
1) Work on "This I Believe" essay. (Due Wednesday)
10 Things: DUE TODAY. (Turn in to Google Classroom)
10 Things: DUE TODAY. (Turn in to Google Classroom)
September 14, 2018
1) Continue working on 10 Things That Make Me Happy
2) We will go over what to do for "This I Believe"
**) 10 things that make you happy and why. You should put some thought into this. Each item must have a minimum of 3 sentences and contain some form of figurative language (personification, simile, metaphor, imagery, etc.) (My example is in a PDF below) You will type out (on Google Classroom) (double spaced, Times New Roman, 12-font)
**) THIS I BELIEVE "ESSAY" (Instructions in a PDF below) (Rubric in a PDF below)
*What do you believe in: honesty, caring, faith, family, friends, etc.)
*Type a one page (double spaced, Times New Roman, 12-font) belief statement using the "This I Believe" website and essays as a guide. (My example is in a PDF below)
* You also need to present your essay in a digital or artistic format (drawing, PowerPoint, video, song, poem, craft, photographs, etc.). Be creative...this will accompany your essay, so you have a lot of flexibility on how you display
what it is you believe in.
thisibelieve.org/essays/age/under18/
10 Things: DUE Monday, September 17. (Turn in to Google Classroom)
This I Believe: DUE Wednesday, September 19. (Turn in to Google Classroom)
2) We will go over what to do for "This I Believe"
**) 10 things that make you happy and why. You should put some thought into this. Each item must have a minimum of 3 sentences and contain some form of figurative language (personification, simile, metaphor, imagery, etc.) (My example is in a PDF below) You will type out (on Google Classroom) (double spaced, Times New Roman, 12-font)
**) THIS I BELIEVE "ESSAY" (Instructions in a PDF below) (Rubric in a PDF below)
*What do you believe in: honesty, caring, faith, family, friends, etc.)
*Type a one page (double spaced, Times New Roman, 12-font) belief statement using the "This I Believe" website and essays as a guide. (My example is in a PDF below)
* You also need to present your essay in a digital or artistic format (drawing, PowerPoint, video, song, poem, craft, photographs, etc.). Be creative...this will accompany your essay, so you have a lot of flexibility on how you display
what it is you believe in.
thisibelieve.org/essays/age/under18/
10 Things: DUE Monday, September 17. (Turn in to Google Classroom)
This I Believe: DUE Wednesday, September 19. (Turn in to Google Classroom)
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September 13, 2018
1) 10 things that make you happy and why. You should put some thought into this. Each item must have a minimum of 3 sentences and contain some form of figurative language (personification, simile, metaphor, imagery, etc.) (My example is in a PDF below) You will type out (on Google Classroom) (double spaced, Times New Roman, 12-font)
2) THIS I BELIEVE "ESSAY" (Instructions in a PDF below) (Rubric in a PDF below)
*What do you believe in: honesty, caring, faith, family, friends, etc.)
*Type a one page (double spaced, Times New Roman, 12-font) belief statement using the "This I Believe" website and essays as a guide. (My example is in a PDF below)
* You also need to present your essay in a digital or artistic format (drawing, PowerPoint, video, song, poem, craft, photographs, etc.). Be creative...this will accompany your essay, so you have a lot of flexibility on how you display
what it is you believe in.
thisibelieve.org/essays/age/under18/
10 Things: DUE Monday, September 17.
This I Believe: DUE Wednesday, September 19.
2) THIS I BELIEVE "ESSAY" (Instructions in a PDF below) (Rubric in a PDF below)
*What do you believe in: honesty, caring, faith, family, friends, etc.)
*Type a one page (double spaced, Times New Roman, 12-font) belief statement using the "This I Believe" website and essays as a guide. (My example is in a PDF below)
* You also need to present your essay in a digital or artistic format (drawing, PowerPoint, video, song, poem, craft, photographs, etc.). Be creative...this will accompany your essay, so you have a lot of flexibility on how you display
what it is you believe in.
thisibelieve.org/essays/age/under18/
10 Things: DUE Monday, September 17.
This I Believe: DUE Wednesday, September 19.
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September 12, 2018
1) Finish reading from "The Latehomecomer" by Kao Kalia Yang (p. 61)
2) Do questions 6 and 7 (p. 68)
3) Discuss Reading
2) Do questions 6 and 7 (p. 68)
3) Discuss Reading
September 11, 2018
1) Go over online book
2) Brief history of Hmong people-video
3) Begin reading from "The Latehomecomer" by Kao Kalia Yang (p. 53)
4) DO: Read to page 60 and do question 3 (p. 68)
2) Brief history of Hmong people-video
3) Begin reading from "The Latehomecomer" by Kao Kalia Yang (p. 53)
4) DO: Read to page 60 and do question 3 (p. 68)
September 10, 2018
1) Read: "What to Bring" by Naisha Jackson (In the Close Reader, page 9)
2) DO: 2, 4, and Short Response
3) DO: Write down 5 items (that are personal to you) that you would bring with you if you immigrated to another country. You will also explain why you chose those items.
3) Be able to cite text evidence to support your answer.
4) Dr. Biggs' Naturalization Speech (Read to class)
IF YOU DO NOT FINISH YOUR WORK IN CLASS YOU MAY USE YOUR ONLINE BOOK IN ORDER TO COMPLETE IT TO TURN IN TOMORROW.
2) DO: 2, 4, and Short Response
3) DO: Write down 5 items (that are personal to you) that you would bring with you if you immigrated to another country. You will also explain why you chose those items.
3) Be able to cite text evidence to support your answer.
4) Dr. Biggs' Naturalization Speech (Read to class)
IF YOU DO NOT FINISH YOUR WORK IN CLASS YOU MAY USE YOUR ONLINE BOOK IN ORDER TO COMPLETE IT TO TURN IN TOMORROW.
naturalization_speech.pdf | |
File Size: | 41 kb |
File Type: |
September 7, 2018
1) Read: "Nothing Gold Can Stay" by Robert Frost
2)Analyze "Nothing Gold Can Stay" as a class
Nature's first green is gold,
Her hardest hue to hold.
Her early leaf's a flower;
But only so an hour.
Then leaf subsides to leaf.
So Eden sank to grief,
So dawn goes down to day,
Nothing gold can stay.
3) Read: "I'm Nobody! Who are you?" by Emily Dickinson
4) Analyze this poem on your own. What is Dickinson trying to tell us? How is it that she is able to get so much information into such a short poem?
I’m Nobody! Who are you?
Are you – Nobody – too?
Then there’s a pair of us!
Don’t tell! they’d advertise – you know!
How dreary – to be – Somebody!
How public – like a Frog –
To tell one’s name – the livelong June –
To an admiring Bog!
2)Analyze "Nothing Gold Can Stay" as a class
Nature's first green is gold,
Her hardest hue to hold.
Her early leaf's a flower;
But only so an hour.
Then leaf subsides to leaf.
So Eden sank to grief,
So dawn goes down to day,
Nothing gold can stay.
3) Read: "I'm Nobody! Who are you?" by Emily Dickinson
4) Analyze this poem on your own. What is Dickinson trying to tell us? How is it that she is able to get so much information into such a short poem?
I’m Nobody! Who are you?
Are you – Nobody – too?
Then there’s a pair of us!
Don’t tell! they’d advertise – you know!
How dreary – to be – Somebody!
How public – like a Frog –
To tell one’s name – the livelong June –
To an admiring Bog!
September 6,2018
1) Discuss "The Cremation of Sam McGee"
2) Turn in P.E.E.L. paragraphing
3) Read: "Golden Glass" page 3 of the Close Reader
2) Turn in P.E.E.L. paragraphing
3) Read: "Golden Glass" page 3 of the Close Reader
September 5, 2018
1) P.E.E.L. Paragraphing
2) Read (listen) to "The Cremation of Sam McGee"
3) Do P.E.E.L. paragraph over the poem.
4) USING P.E.E.L. ANSWER THIS QUESTION IN ONE PARAGRAPH:
***WHY DID CAP SEE SAM MCGEE?
2) Read (listen) to "The Cremation of Sam McGee"
3) Do P.E.E.L. paragraph over the poem.
4) USING P.E.E.L. ANSWER THIS QUESTION IN ONE PARAGRAPH:
***WHY DID CAP SEE SAM MCGEE?
the_cremation_of_sam_mcgee.pdf | |
File Size: | 90 kb |
File Type: |
September 4, 2018
1) Socratic Seminar over "The Lottery" and "The Sneetches"
2) Discuss P.E.E.L. paragraphing format
2) Discuss P.E.E.L. paragraphing format
August 31, 2018
1) View: "The Sneetches" by Dr. Seuss
2) Go over how to participate and conduct a Socratic Seminar
3) Students will participate in a Socratic Seminar on the comparisons of "The Lottery" and "The Sneetches" stories. They will look at how people and ideas can be brought together in a sense of community for good and bad. We will delve into the deeper meaning and ideology behind both of the stories and tie them to students' every day life.
1) Answer the following questions on your own (as assigned by team letter). You will use these questions during your Socratic Seminar.
2) Questions will be separated by lettered groups ( Group A: Questions 1 & 2: Group B: Questions 3 & 4: Group C: Questions 5 & 6: Group D Questions 7 & 8)
1. Does tolerance mean agreement with or a positive attitude toward those who have different backgrounds, or does it mean peacefully coexisting with people who you disagree with?
2. How does being tolerant reconcile with having a belief system that is important in one's life?
3. How does Geisel ( Seuss) address the issue of tolerance in “The Sneetches”?
4. Compare the story’s theme with historical events – both past and present.
5. Besides tolerance, what other message does Geisel (Seuss) convey about human behavior in “The Sneetches”?
6. Compare and contrast the message about human behavior in “The Sneetches” with “The Lottery”?
7. Think about the ending. Why do you think Geisel (Suess) chose to end it the way he did? What message do you think he was he trying to convey through the ending? Was it effective? Why or why not?
8. Why do you think Geisel (Seuss) chose the genre/audience that he did? Do you think this was effective? Why or why not? Compare Geisel’s (Seuss') choice with Jackson’s.
2) Go over how to participate and conduct a Socratic Seminar
3) Students will participate in a Socratic Seminar on the comparisons of "The Lottery" and "The Sneetches" stories. They will look at how people and ideas can be brought together in a sense of community for good and bad. We will delve into the deeper meaning and ideology behind both of the stories and tie them to students' every day life.
1) Answer the following questions on your own (as assigned by team letter). You will use these questions during your Socratic Seminar.
2) Questions will be separated by lettered groups ( Group A: Questions 1 & 2: Group B: Questions 3 & 4: Group C: Questions 5 & 6: Group D Questions 7 & 8)
1. Does tolerance mean agreement with or a positive attitude toward those who have different backgrounds, or does it mean peacefully coexisting with people who you disagree with?
2. How does being tolerant reconcile with having a belief system that is important in one's life?
3. How does Geisel ( Seuss) address the issue of tolerance in “The Sneetches”?
4. Compare the story’s theme with historical events – both past and present.
5. Besides tolerance, what other message does Geisel (Seuss) convey about human behavior in “The Sneetches”?
6. Compare and contrast the message about human behavior in “The Sneetches” with “The Lottery”?
7. Think about the ending. Why do you think Geisel (Suess) chose to end it the way he did? What message do you think he was he trying to convey through the ending? Was it effective? Why or why not?
8. Why do you think Geisel (Seuss) chose the genre/audience that he did? Do you think this was effective? Why or why not? Compare Geisel’s (Seuss') choice with Jackson’s.
the_sneetches.pdf | |
File Size: | 23 kb |
File Type: |
August 30, 2018
1) Read: "The Lottery" by Shirley Jackson
*We will discuss "belonging, irony, sense of community, doing the right thing, and acceptance.
2) View: "The Lottery"
*We will discuss "belonging, irony, sense of community, doing the right thing, and acceptance.
2) View: "The Lottery"
shirley_jackson_the_lottery.pdf | |
File Size: | 4468 kb |
File Type: |
August 29, 2018
1) Comma and Semicolon usage (practice and rules of usage attached below)
2) Figurative Language: Imagery, simile, metaphor, personification, hyperbole, allusion.
3) Sunset Description: You will describe a sunset to someone who has been blind since birth. Therefore, you will not be able to use sight words or colors in your description (use your other 4 senses along with figurative language). My example is below. DUE TOMORROW!!!
Sunset Paradise
A sunset is the soft velvety touch of satin gently caressing your cheek as you dip your toes into cool tranquil waters on a warm summer’s day. It is the inviting fragrant aroma of homemade bread wafting its way through a tree laden paradise where the methodical memory of the wind holds you in its ethereal splendor as the whistling of the whippoorwill signifies the day is succumbing to the night. As the heavenly ember glides effortlessly below the horizon a fantasy-world of magnificence carefully peeks out from behind dew laden lilies to passionately drink in the last bits of reality before the dreams of tomorrow hold us in their promising embrace…slowly, lovingly, giving one last hug before we turn in and draw our covers tightly upon our tired and restful souls.
By: Dr. Biggs
2) Figurative Language: Imagery, simile, metaphor, personification, hyperbole, allusion.
3) Sunset Description: You will describe a sunset to someone who has been blind since birth. Therefore, you will not be able to use sight words or colors in your description (use your other 4 senses along with figurative language). My example is below. DUE TOMORROW!!!
Sunset Paradise
A sunset is the soft velvety touch of satin gently caressing your cheek as you dip your toes into cool tranquil waters on a warm summer’s day. It is the inviting fragrant aroma of homemade bread wafting its way through a tree laden paradise where the methodical memory of the wind holds you in its ethereal splendor as the whistling of the whippoorwill signifies the day is succumbing to the night. As the heavenly ember glides effortlessly below the horizon a fantasy-world of magnificence carefully peeks out from behind dew laden lilies to passionately drink in the last bits of reality before the dreams of tomorrow hold us in their promising embrace…slowly, lovingly, giving one last hug before we turn in and draw our covers tightly upon our tired and restful souls.
By: Dr. Biggs
comma_and_semicolon_practice.doc | |
File Size: | 25 kb |
File Type: | doc |
basic_rules_for_commas_and_semicolons.pdf | |
File Size: | 32 kb |
File Type: |
August 28, 2018
STAR Testing Math
August 27, 2018
STAR Testing Language and Literature
August 24, 2018
1) Quiz over "My Favorite Chaperone"
2) DUE: Turn in your 14 questions over the story.
3) Last 15 Minutes Library Time is Scheduled.
2) DUE: Turn in your 14 questions over the story.
3) Last 15 Minutes Library Time is Scheduled.
August 23, 2018
1) Finish reading: "My Favorite Chaperone"
2) Students will need to finish the 14 questions from the last two class periods (DUE TOMORROW)
3) QUIZ TOMORROW: Students may use their notes on the quiz.
***Quiz will be over the plot line, the conflict, and the theme of the story: Students will need to know the exposition, rising action (there are three pieces in this story), climax, falling action and resolution.
2) Students will need to finish the 14 questions from the last two class periods (DUE TOMORROW)
3) QUIZ TOMORROW: Students may use their notes on the quiz.
***Quiz will be over the plot line, the conflict, and the theme of the story: Students will need to know the exposition, rising action (there are three pieces in this story), climax, falling action and resolution.
August 22, 2018
1) Continue Reading: "My Favorite Chaperone"
THE FULL TEXT IS ATTACHED BELOW!!!
2) Answer the following questions:
THE FULL TEXT IS ATTACHED BELOW!!!
2) Answer the following questions:
- (1,3) Lines 520-541: How do the events in this part of the plot affect the possibility of resolving the conflict? Find evidence of Maya’s dads reaction to finding her with Daniel. What does the reaction suggest about Maya’s chance of being allowed to go to the dance?
- Lines 612-617: Identify the comparison the author uses to describe the family’s situation. What does the comparison suggest about what life is like for recent immigrants to the United States?
- (1) Lines 642-654: Identify the ways Maya’s life changes as a result of Mama’s injury. How does Mama’s injury both simplify and complicate Maya’s life?
- (1,3) Lines 856-863: Note Maya’s thoughts about the dance. Why does Maya think that the bracelet represents a change in her family?
my_favorite_chaperone_text.pdf | |
File Size: | 408 kb |
File Type: |
August 21, 2018
1) Continue Reading: "My Favorite Chaperone"
2) Work on guided reading questions located below.
3) Look at the plot line of the story. Once you find any piece of the plot line please write it down so that you can use it on the quiz.
**Quiz over the story on THURSDAY, August 23.
***You may read on your own in order to answer the following questions.
***Some answers may only be one sentence long...just make certain, no matter how long or short you make your answers, that you fully answer the question.
***DO NOT READ PAST PAGE 14
Criteria 1) I will be able to cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Criteria 2) I will be able to determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Criteria 3) I will be able to analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Criteria 4) I will be able to determine the meaning of words and phrases as they are used in a text, including figurative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
2) Work on guided reading questions located below.
3) Look at the plot line of the story. Once you find any piece of the plot line please write it down so that you can use it on the quiz.
**Quiz over the story on THURSDAY, August 23.
***You may read on your own in order to answer the following questions.
***Some answers may only be one sentence long...just make certain, no matter how long or short you make your answers, that you fully answer the question.
***DO NOT READ PAST PAGE 14
Criteria 1) I will be able to cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Criteria 2) I will be able to determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Criteria 3) I will be able to analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Criteria 4) I will be able to determine the meaning of words and phrases as they are used in a text, including figurative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
- (1,3) Reread lines 78-97 to identify the reasons why the gymnastics team “is a fine, good thing.” What do those reasons reveal about the narrator?
- (1,3) Lines 111-125: What does the way she speaks to Mr. Walsh reveal about her feelings?
- (4) Lines 140-149: Identify the comparisons that help us imagine the scene as Maya arrives at the office. What is the effect of the author’s comparisons?
- (1,3) Lines 163-180: Identify why Maya has become involved in the events surrounding her brother’s suspension from school. What does her involvement suggest about her role in the family?
- (1,3) Lines 212-230: Make a note of the ways in which Nurzhan’s fight will impact Maya. What does her reaction suggest about her?
- Lines 231-246: What led to Nurzhan’s fight? What does the conversation reveal about Nurzhan?
- (1,3) Lines 293-314: Note the differences between what Mr. Shanaman says and what Maya translates. What does her translation suggest about Papa?
- (1) Lines 338-358: Why does Maya believe her actions are justified?
- (1,3) Lines 371-392: Analyze what the dialogue reveals about the brother and sister. What is Maya’s role in Nurzhan’s life?
- (1,3) Lines 405-413: Identify the difference in customs between Kazakhstan and America that causes a problem.
August 20, 2018
1) Discuss plot and plot diagrams and how they help us to understand what we read.
Plot Diagrams are essential for building literary comprehension and appreciation. Plot diagrams allow readers to pick out major themes in the text, trace changes to major characters over the course of the narrative, and hone their analytic skills.
COMPONENTS OF A PLOT DIAGRAM:
Beginning
2) Begin reading: "My Chaperone" by Jean Davies Okimoto (Page 3)
*Students will create a plot diagram over this story.
Key Learning Objective: The student will be able to recognize and analyze the elements of a story’s plot and the author’s methods of characterization as well as understanding theme.
Plot Diagrams are essential for building literary comprehension and appreciation. Plot diagrams allow readers to pick out major themes in the text, trace changes to major characters over the course of the narrative, and hone their analytic skills.
COMPONENTS OF A PLOT DIAGRAM:
Beginning
- Exposition: (Beginning of the story; characters, background, and setting revealed)
- Conflict:
- Internal- Struggle within one's self.
- Character vs. Self - Struggles with own soul, physical limitations, choices, etc.
- External - Struggle with a force outside one's self.
- Character vs. Character - Struggles against other people.
- Character vs. Nature - Struggles against animals, weather, environment, etc.
- Character vs. Society - Struggles against ideas, practices, or customs of others.
- Rising Action: Events in the story become complicated; the conflict is revealed. These are events between the introduction and climax.
- Climax: Turning point of the story. Readers wonders what will happen next; will the conflict be resolved or not? Consider the climax as a three-fold phenomenon:
- Main character receives new information.
- Main character accepts this information (realizes it but does not necessarily agree with it).
- Main character acts on this information (makes a choice that will determine whether or not objective is met).
- Falling Action: Resolution begins; events and complications start to fall into place. These are the events between climax and the final part of the story.
- Resolution: Final outcome of events in the story. The resolution is not always happy, but it does complete the story. It can leave a reader with questions, answers, frustration, or satisfaction.
2) Begin reading: "My Chaperone" by Jean Davies Okimoto (Page 3)
*Students will create a plot diagram over this story.
Key Learning Objective: The student will be able to recognize and analyze the elements of a story’s plot and the author’s methods of characterization as well as understanding theme.
August 17, 2018
Cultural Scavenger Hunt: (This is a prelude into our unit entitled: "Culture and Belonging"
ESSENTIAL QUESTIONS: What is culture? What does culture look like? What is the purpose of
culture?
OBJECTIVES/PERFORMANCE EXPECTATIONS: You will define culture; find
evidence of culture in your lives and all around; and then make an art project depicting
culture in your lives.
SUMMARY OF THE ISSUE: Culture is a shared set of practices and traditions that characterize a
society or group of people. Culture can include clothing, food, traditions, ceremonies, spiritual
practices and beliefs, language, family structure, and communication styles. Culture is often,
though not necessarily, correlated with ethnicity and racial identity. Culture plays a large role in
individual identities. Recognizing cultural influences all around you helps you to understand yourself.
PROCEDURE:
1. Culture is a shared set of practices and traditions that characterize a society or group of people.
Culture can include clothing, food, traditions, rituals, ceremonies, spiritual practices and beliefs,
language, family structure, and communication styles. Culture influences who we are, just like our
parents and personalities.
2. Brainstorm a few examples of culture (ex: speaking English, speaking Spanish, wearing a blue and
white school uniform, saying “please” and “thank you,” wearing your hair in braids, using American
money, wearing flip flop shoes).
3. Cultural scavenger hunt: You will find evidence of culture in your lives and all around. You will write
your examples of culture in one your frames and draw a picture of it. You should find at least six
examples of culture around you. You can work alone or in pairs.
4. An example of six frames: (1) “speaking English” with a picture of the A, B, C’s, (2) “using American
money” with a picture of a dollar bill,(3) “going to church on Sunday” with a picture of a cross, (4)
“watching cartoons on Saturday morning” with a picture of a TV or a cartoon character, (5) “bringing
lunch in a brown paper bag” with a picture of a brown paper bag or lunch foods, (6) “wearing friendship
bracelets” with a picture of a friendship bracelet. UNFORTUNATELY: YOU MAY NOT USE ANY OF THESE EXAMPLES IN YOUR SCAVENGER HUNT.
***JOURNAL PROMPT: If you were to invent a cultural tradition or ritual, what would it be? A language? A food? A dance? Describe your new tradition and why you would have people practice it.
ESSENTIAL QUESTIONS: What is culture? What does culture look like? What is the purpose of
culture?
OBJECTIVES/PERFORMANCE EXPECTATIONS: You will define culture; find
evidence of culture in your lives and all around; and then make an art project depicting
culture in your lives.
SUMMARY OF THE ISSUE: Culture is a shared set of practices and traditions that characterize a
society or group of people. Culture can include clothing, food, traditions, ceremonies, spiritual
practices and beliefs, language, family structure, and communication styles. Culture is often,
though not necessarily, correlated with ethnicity and racial identity. Culture plays a large role in
individual identities. Recognizing cultural influences all around you helps you to understand yourself.
PROCEDURE:
1. Culture is a shared set of practices and traditions that characterize a society or group of people.
Culture can include clothing, food, traditions, rituals, ceremonies, spiritual practices and beliefs,
language, family structure, and communication styles. Culture influences who we are, just like our
parents and personalities.
2. Brainstorm a few examples of culture (ex: speaking English, speaking Spanish, wearing a blue and
white school uniform, saying “please” and “thank you,” wearing your hair in braids, using American
money, wearing flip flop shoes).
3. Cultural scavenger hunt: You will find evidence of culture in your lives and all around. You will write
your examples of culture in one your frames and draw a picture of it. You should find at least six
examples of culture around you. You can work alone or in pairs.
4. An example of six frames: (1) “speaking English” with a picture of the A, B, C’s, (2) “using American
money” with a picture of a dollar bill,(3) “going to church on Sunday” with a picture of a cross, (4)
“watching cartoons on Saturday morning” with a picture of a TV or a cartoon character, (5) “bringing
lunch in a brown paper bag” with a picture of a brown paper bag or lunch foods, (6) “wearing friendship
bracelets” with a picture of a friendship bracelet. UNFORTUNATELY: YOU MAY NOT USE ANY OF THESE EXAMPLES IN YOUR SCAVENGER HUNT.
***JOURNAL PROMPT: If you were to invent a cultural tradition or ritual, what would it be? A language? A food? A dance? Describe your new tradition and why you would have people practice it.
August 16, 2018
1) Class introduction
2) Paragraph writing: What is your day like after school? (This will be 1 paragraph in length and you will need a beginning, middle, and end)
2) Paragraph writing: What is your day like after school? (This will be 1 paragraph in length and you will need a beginning, middle, and end)