1.Share verbal summary of article with group.
2. Introduction to DEJs
--Model DEJs
--Show annotation of Digo
2. Begin reading Forward to Night Annotate to demonstrate active reading
Wednesday, November 4th:
1. Review DEJ entries
2. Affix work: "cide" and "geno" (Altered to activity with list of prefixes, suffixes, and roots to make words from and write them down)
3. Begin reading Night
--Demonstrate how to complete a DEJ entry: (quote, purpose statement, reaction, connection to self, world, or other literary work.)
Homework: Complete 3 DEJ entries for Thursday--using 1 through 11
1. Vocab Formative #1 (Night): Edmodo (to page 28--if unfinished, do over the weekend)
2. Students peer edited and submitted their DEJs, of which I will grade one as a formative assessment.
Quote or accurate summary of an event (with page numbers) must be included (2 pts.)
An initial reaction
With a text to self, world, or text connection (3 points)
And a purpose statement that explains the reason why the quote/event is within the story (3 points)
2. Cause / Effect Activity
3. Continue listening to dramatic reading.
1. Review Googleslides work from Friday
2. Review Edmodo Vocab Quiz 1
3. Continue Reading, to 47, for Wednesday
Tuesday, November 17th:
1. Parallelism Quiz
2. Utilizing the following link: Students were given time to review the following timeline of events related to The Holocaust.
3. Review the links images and text. Select an image that seem to "speak" a clear idea to you and your partners.
Students screenshot and added it as the initial image in a video/voice-over.
Formative: /10 pts. FCAs 1. Precisely phrases a main idea that image represents. 2. Finds 3 quotes from Night; one arguing existence of main idea; one arguing a cause for that main idea; one arguing an effect of that main idea 3. Voice-over has appropriate visuals to transition or illustrate ideas/concepts
Wednesday, November 18th:
1. Continue to Create Voice-over:
2. Review Vocab Edmodo 2
Read to 56 for Monday
Thursday, November 19th:
1. Finish Voice-over
2. Parallelism Formative Quiz on Edmodo
3. Read to 56 for Monday in Night
4. Complete 2 DEJs as a summative assessment--all around 1 main idea. See below. (Due Monday)
FCA1: DEJs are centered around a clearly articulated, arguable main idea; quotes focus on proving the existence of the elements of that main idea (5 pts.)
FCA 2: The explanation (right column) expresses a reasonable/supportable purpose statement or statement of the significance of the left column quote (5 pts.)
FCA 3: Explanation (right column) contains an original reaction (with opinion language that doesn't just restate the quote) and which includes a specific connection to self, world, or other text. (5 pts.)
Friday, November 20th:
1. See Voice-overs
2. Finish reading
3. Finish DEJ summative
Monday, November 23rd
1. Take Edmodo formative parallelism quiz
--Hand in DEJ summative
--See final projects (videos)
2. Continue reading; using audio to page 65 by Wednesday.
Tuesday, November 24th
1. Use Easybib to create a Works Cited entry
2. Explanation of use of Works Cited and showing how to cite the novel
3. Continue reading until 65.
Wednesday, November 25th
Fall Break: shortened classes
Introduction to Holocaust Essay and free-write to respond.
Tuesday, November 30th
1. DLP on coordination:
2. Continue reading to page 82 for tomorrow: (Vocab Formative Quiz Tomorrow using Edmodo)
FROM HERE DOWN IS JUST NOTES FROM PRIOR YEARS, NOT LESSONS
1. DLP-20: pronouns (introduction)
2. Close Reading Formative using Edmodo: Quiz
What is the nature of rhetorical strategies? What are the distinctions between fundamentally narrative strategies and some non-narrative strategies?
1. DLP_21: pronouns (vague) Indefinite Pronouns
2. Students--in various groups were given the following terms to look up and create a short presentation on tomorrow:
A. Define and explain the use of the term/strategy
B. Give an example from a piece of writing that you find--illustrating the use
C. Compare to something else from the real world that we can visualize
D. Find and embed within your presentation a resource that helps people study the use of the strategy.
2. See all the presentations. Have student get into groups and explain their project to others--in their groups.
Or, have the group present to the whole class.
3. Create an account to make a quiz for strategies presented yesterday: quizlet Quiz this coming Monday
Wednesday, November 12th: How do we analyze a text for its use of narrative strategies?
4. http://time.com/34075/how-violent-video-games-change-kids-attitudes-about-aggression/ Pronoun Practice Students read and annotated the above Time article
2. See all the presentations.
3. Writing in response: Select One
A. Create an original thesis that details a main idea that is expressed within this story.
B. Select 1 of the components above to make a claim concerning how well it was developed by the author.
C. Create an original thesis that argues what tone in which the writer wrote the piece.
Select 2 quotes as pieces of evidence to document your findings.
(Annotations)
Add terms from presentation to quizlet.
1. Who/Whom Quiz (Practice)
2. Begin drafting, by hand, the thesis and evidence to support your argument. Produce a 3-4 paragraph response.
Intro with context, argument, and generalization of evidence.
2 body paragraphs with 1 piece of evidence per paragraph to analyze.
Due on Wednesday, the 19th.
Essay Organizer
Quizzes tomorrow--pronoun formative and rhetorical strategies (summative)
FCA 1: Clear claim that has an identifiable thesis which is arguable / 5 pts.
FCA 2: Clear pieces of evidence that are summaries of events or quotes from the text--properly cited, MLA (Must Use at least 2) / 10 pts.
FCA 3: Analysis--clear explanation of how the evidence proves the claim. Don't just describe the evidence, show how it proves your thesis. / 15 pts.
Monday, November 17th:
1. Edmodo: Pronoun formative quiz
2. Quiz concerning the use of types of rhetorical devices: narrative vs. non-narrative (identification/matching)
1. DLP--23: pronouns review
2. Revise and turn in your writing. Stations approach.
-A. Read aloud and note awkward sounding spots.
-B. Check thesis for clarity of wording and purpose.
-C. Examine evidence to make sure it proves existence and not causality.
-D. Check citation and bibliography.
-E. Read analysis to make certain that it explains HOW the evidence proves your claim
-F. Correct spelling and basic grammar expectations.
2. Watch Germany Background for WWII
https://www.youtube.com/watch?v=Q78COTwT7nE
Discuss/Answer Questions
3. Research one article to deepen your understanding of one particular aspect of what you saw/heard in the video.
2. Introduction to DEJs
--Model DEJs
--Show annotation of Digo
2. Begin reading Forward to Night
Annotate to demonstrate active reading
2. Affix work: "cide" and "geno" (Altered to activity with list of prefixes, suffixes, and roots to make words from and write them down)
3. Begin reading Night
--Demonstrate how to complete a DEJ entry: (quote, purpose statement, reaction, connection to self, world, or other literary work.)
Homework: Complete 3 DEJ entries for Thursday--using 1 through 11
2. Review DEJ entries and answer questions
3. Determining Main Ideas from evidence
4. Complete reading until page 23
2. Review Main Idea activity from yesterday
3. Listen to dramatic reading of Night to 28
Cause/ Effect Activity: https://docs.google.com/document/d/1-3EGmgOuRy3OyI5j2Db16iUV_LPDYAd0myvk_10pYRY/edit
2. Students peer edited and submitted their DEJs, of which I will grade one as a formative assessment.
- Quote or accurate summary of an event (with page numbers) must be included (2 pts.)
- An initial reaction
- With a text to self, world, or text connection (3 points)
- And a purpose statement that explains the reason why the quote/event is within the story (3 points)
2. Cause / Effect Activity3. Continue listening to dramatic reading.
2. Visit National Holocaust Museum Website to here tales of arrival at camps (Listen to the stories.)
3. Select one of the following photos to focus on for a writing workshop
One paragraph
Function: To describe an article / object within a photo in such a way that it carries with it a quality of characteristic of the surrounding environment.
2. Bystander Effect:
3. In groups, select one example of the Bystander Effect within your book: Night
-Then, create a slide on the Googleslides that provides a visual and heading that matches the plot event in Night
-Review the events
2. Continue with book to 40 for Friday.
3. Create 2 DEJ entries using one main idea as the focal points for collecting evidence.
2. What would be the effect/intention of some of the images of this film?
-Select 2 and explore the function of the images on the audience.
-Screen shot the 2 and add them to the collective Googleslides.
-Propose what the main idea of the image would be for the German audience.
Googleslides Link
https://www.youtube.com/watch?v=GHs2coAzLJ8
3. Read one of the following articles from German Propaganda: http://research.calvin.edu/german-propaganda-archive/gercke.htm
2. Review Edmodo Vocab Quiz 1
3. Continue Reading, to 47, for Wednesday
2. Utilizing the following link: Students were given time to review the following timeline of events related to The Holocaust.
3. Review the links images and text. Select an image that seem to "speak" a clear idea to you and your partners.
Students screenshot and added it as the initial image in a video/voice-over.
Formative: /10 pts.
FCAs
1. Precisely phrases a main idea that image represents.
2. Finds 3 quotes from Night; one arguing existence of main idea; one arguing a cause for that main idea; one arguing an effect of that main idea
3. Voice-over has appropriate visuals to transition or illustrate ideas/concepts
2. Review Vocab Edmodo 2
Read to 56 for Monday
2. Parallelism Formative Quiz on Edmodo
3. Read to 56 for Monday in Night
4. Complete 2 DEJs as a summative assessment--all around 1 main idea. See below. (Due Monday)
2. Finish reading
3. Finish DEJ summative
--Hand in DEJ summative
--See final projects (videos)
2. Continue reading; using audio to page 65 by Wednesday.
2. Explanation of use of Works Cited and showing how to cite the novel
3. Continue reading until 65.
Introduction to Holocaust Essay and free-write to respond.
2. Continue reading to page 82 for tomorrow: (Vocab Formative Quiz Tomorrow using Edmodo)
2. Close Reading Formative using Edmodo: Quiz
What is the nature of rhetorical strategies? What are the distinctions between fundamentally narrative strategies and some non-narrative strategies?
1. DLP_21: pronouns (vague) Indefinite Pronouns
2. Students--in various groups were given the following terms to look up and create a short presentation on tomorrow:
A. Define and explain the use of the term/strategy
B. Give an example from a piece of writing that you find--illustrating the use
C. Compare to something else from the real world that we can visualize
D. Find and embed within your presentation a resource that helps people study the use of the strategy.
Having Trouble?
- 1. Relative Pronouns: 8 minutes
- Explanation link
- http://www.englishpractice.com/quiz/relative-pronouns-exercise/
- http://www.grammarbank.com/relative-pronouns-exercises.html
2. See all the presentations. Have student get into groups and explain their project to others--in their groups.Or, have the group present to the whole class.
3. Create an account to make a quiz for strategies presented yesterday: quizlet
Quiz this coming Monday
Pronoun Assessment
- 1. Students were asked to use the following link to practice pronoun agreement
4. http://time.com/34075/how-violent-video-games-change-kids-attitudes-about-aggression/Pronoun Practice
Students read and annotated the above Time article
2. See all the presentations.
3. Writing in response: Select One
A. Create an original thesis that details a main idea that is expressed within this story.
B. Select 1 of the components above to make a claim concerning how well it was developed by the author.
C. Create an original thesis that argues what tone in which the writer wrote the piece.
Select 2 quotes as pieces of evidence to document your findings.
(Annotations)
Add terms from presentation to quizlet.
Appeal To Logos 1 Metaphor
Appeal To Pathos 1 Simile
Anecdote Parallelism
Anaphora Rhetorical Question
Analogies Rebuttal
2. Begin drafting, by hand, the thesis and evidence to support your argument. Produce a 3-4 paragraph response.
Intro with context, argument, and generalization of evidence.
2 body paragraphs with 1 piece of evidence per paragraph to analyze.
Due on Wednesday, the 19th.
Essay Organizer
Quizzes tomorrow--pronoun formative and rhetorical strategies (summative)
FCA 1: Clear claim that has an identifiable thesis which is arguable / 5 pts.
FCA 2: Clear pieces of evidence that are summaries of events or quotes
from the text--properly cited, MLA (Must Use at least 2) / 10 pts.
FCA 3: Analysis--clear explanation of how the evidence proves the claim. Don't just describe the evidence, show how it proves your thesis. /
15 pts.
2. Quiz concerning the use of types of rhetorical devices: narrative vs. non-narrative (identification/matching)
Strong v. Weak Examples
2. Revise and turn in your writing. Stations approach.
-A. Read aloud and note awkward sounding spots.
-B. Check thesis for clarity of wording and purpose.
-C. Examine evidence to make sure it proves existence and not causality.
-D. Check citation and bibliography.
-E. Read analysis to make certain that it explains HOW the evidence proves your claim
-F. Correct spelling and basic grammar expectations.
Peer Review Response Sheet Guide
- Grammar Girl: Indefinite Pronouns
Pronoun test next week.--Add pictures and finishing details overnight.
Vague pronoun practice
Presentation description
2. Read "Nazi Olympics"
--Edmodo Quiz
3. Homework: Vague pronoun worksheet. (Review)
Additional Pronoun Practice Who/Whom
Watch Obama discussion about Everyday Heroes.
2. Everyday Heroes
3. https://www.youtube.com/watch?v=BzRR3Mo4noU
Phil Z.'s Imaginative Heroism Project
Vocabulary game activity--swat the fly or trashketball. (content terminology)
2. Students peer edited and submitted their DEJs, of which I will grade one as a formative assessment.
3. Googleform Questions
4. Afterwards, we continued reading--from page 29.
Homework: Continue to read to page 40 for tomorrow.
Afterwards, we watched a film clip about the trials of NurembergSecond Clip