1) The Student Lesson Guide over the Syrian Refugee Crisis will be distributed. We will discuss key vocabulary words. 2) Students will watch the videos "Learning about the Refugee Crisis" and "The European Refugee Crisis and Syria Explained." 3) Student will analyze the video text. 4) Students will view a PowerPoint on the crisis as well. 5) Then students will answer the brief follow-up questions in the Student Lesson Guide. 4) To learn how bad life is for teenagers in Syria, students will watch "The Most Shocking Second a Day". 5) To in some way understand the danger, students will watch the riveting video shot by a French journalist on an armed smuggler's raft. 6) Then students will pretend to be a refugee by using the BBC site entitled "Syrian Journey: Choose your own Escape Route." They will then answer related questions in the Student Guide. 6 ) Students will think of ways to help the refugees. 7) Debrief--then assign the Extra Credit Student Action Guide.
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Students will read "The Math Tunnel," which is a passage in Pivot. Then they will answer questions about it. We will use the PERFECT model to analyze the questions. For homework, students should study this week's vocabulary words, which are "Underground Railroad" in Quizlet: https://quizlet.com/_25gry9 There will be a quiz over them on Friday. RN 2.2 Central ideas RN2.1 Read Informational Texts RN 3.3 Determine Author's Perspective and Purpose RV 2.1 Use Context to Determine the Meaning of Words
Students will take a test today over The Diary of Anne Frank today. CCSS.ELA-LITERACY.RL.8.3 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.
Students will complete review packets of The Diary of Anne Frank to prepare for Tuesday's test. CCSS.ELA-LITERACY.RL.8.3 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.
This week we will read the play "The Diary of Anne Frank" in the Prentice Hall Reading and Literature textbook on pages 774-871. We will being by watching the follow video about the Anne Frank House where Anne hid during the Holocaust: https://www.youtube.com/watch?v=0SJgudCq540 We will view Anne's journey through the course of her short life at this website: http://www.tripline.net/trip/The_Life_of_Anne_Frank-70235266013210049FA1C2B8227763FA This week's vocabulary words are over Anne Frank: https://quizlet.com/_1c42n1 There will be a quiz on Thursday over these as well as a test over the play next Tuesday. CCSS.ELA-LITERACY.RL.8.3 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.
Throughout this unit of study, students will read and interact with the full texts of Unbroken by Laura Hillenbrand and Farewell to Manzanar by Jeanne Wakatsuki Houston and James D. Houston. Students can engage in critical discussions and activities. Students will participate in established reading groups, each specific to either book. Students will work independently, in small reading groups, and as a whole class to explore necessary historical content and larger historical themes present throughout these texts. In addition through close readings they will build two distinctive perspectives on World War II. RL 2.2 Cite textual evidence RL 2.3 Analyze dialogue RN 2.2 Analyze the central idea RV 2.1 Use context to determine the meaning of words
Throughout this unit of study, students will read and interact with the full texts of Unbroken by Laura Hillenbrand and Farewell to Manzanar by Jeanne Wakatsuki Houston and James D. Houston. Students can engage in critical discussions and activities. Students will participate in established reading groups, each specific to either book. Students will work independently, in small reading groups, and as a whole class to explore necessary historical content and larger historical themes present throughout these texts. In addition through close readings they will build two distinctive perspectives on World War II. RL 2.2 Cite textual evidence RL 2.3 Analyze dialogue RN 2.2 Analyze the central idea RV 2.1 Use context to determine the meaning of words
Today, students will type their WWII / Holocaust essays. Students will learn how to word process correctly by using MLA format. When finished, students need to proofread, spellcheck, and peer edit. Essays will be submitted through Google Classroom. CCSS.ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Today, students will type their WWII / Holocaust essays. Students will learn how to word process correctly by using MLA format. When finished, students need to proofread, spellcheck, and peer edit. Essays will be submitted through Google Classroom. CCSS.ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Today, students will use just their notes from their sources about their WWII topics and their outline to write the rough draft for their research essay. CCSS.ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
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February 2016
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