Tuesday, Jan. 16, 2018

EQ:

  • What are the dangers of apathy in our society?

I will:

  • Identify examples of literary devices in text and explain
  • Explain how Death is personified in text and poem
  • Compare and contrast text and poem’s view of death
  • Identify words, phrases , and sentences that help identify unknown words

 

2nd and 3rd– quiz and journal from Friday

Vocabulary Review of Weeks 1-7

Wagon Wheel- Creative drawings of “The Road of Yellow Stars”

Read Emily Dickinson’s “Because I Could Not Stop Death” then answer the same discussion questions.                                (St. Act.)

http://www.online-literature.com/dickinson/443/

Discussion Questions:                           (Form. Assess.) (TPS)

  • How does the author personify death?
  • What is the tone?
  • Does Death like its job? Why or why not?

How is Death similar/ different in both texts?

Discuss homework including special annotations

“The Smell of Friendship”

  1. Where does Papa take Liesel for reading lessons? How does he get Mama to agree?
  2. Liesel notices a change in Hans when they are at the river, but doesn’t realize what it means. Why do you believe Hans is going to the river?
  3. Where do Papa & Liesel work on reading most often at home? Why?
  4. What elements blend together to create the “Smell of Friendship” for Liesel? Why do you think Liesel finds the smell so appealing yet Rosa so offensive?

“The Heavyweight Champion of the School Yard”

  1. According to Death, what 2 important events occur in September –November 1939? What do you think is the significance of the fact that Death lists these 2 events under the same heading?
  2. What piece of news arrives at the Hubermann household? How does Papa react?
  3. What change does Liesel experience in school?
  4. What event in the classroom sets Liesel up for antagonism in the school yard? Why does she attack Ludwig & Tommy?
  5. Why are Liesel’s classmates quiet when Sister Maria beats her for fighting?
  6. Why is Liesel overcome with emotion? How does Rudy respond?
  7. What literary device does Zusak use in the final line of this chapter to describe Liesel’s future in school?

Pop Quiz Part 1 for 3rd and 4th  (Assessment)

3rd and 4th– Nazi Book Burning Video Clip- https://www.youtube.com/watch?v=yHzM1gXaiVo&feature=youtu.be

2nd after reading through page 80- Nazi Book Burning Video Clip- https://www.youtube.com/watch?v=yHzM1gXaiVo&feature=youtu.be

Continue reading 2nd– page 69 and 3rd and 4th page 83

Review motif

Examine the significance in these chapters of the following motifs: colors, dreams, and books    (St. Act.)

HW: Read and annotate through page 100 (2nd) and 114 (3rd and 4th).

If we are out Wednesday due to bad weather, all classes read through page 141.

 

 

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Monday, Jan. 15, 2018

Martin Luther King, Jr. Day- No school

Friday, Jan. 12, 2018

Reminders:

Jan. 15 Martin Luther King Day- No School

Unit Standards for The Last Lecture:

  • R.I.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • R.I.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  • R.I.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
  • R.I.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
  • R.I.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
  • R.I.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
  • R.I.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

  • W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • W.9-10.10. 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 tasks, purposes, and audiences.

SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

EQ: How does language influence the way we think, act, and perceive the word?

 

I Will:

  • Identify memoir from autobiography
  • Determine a central idea of a non-fiction text and analyze its development over the course of the text; summarize the main idea.

 

Vocabulary Quiz Week 7

Journal # 20    Why is a positive attitude important?  (T-W-P-S) (St. Act.)

When you finish share with a partner what you wrote.

 

Randy Paucsh- Professor at Carnegie-Mellon University

Watch The Dead Poet’s Society: Carpe Diem Speech in class.

What was the purpose of the professor’s speech?

Read Chapters 1-4 (Whole Group Act.)

Assign Portfolio with daily insights.

HW:  Complete  insight #1 by next Friday.

Thursday, Jan. 11, 2018

Reminders:   Jan. 11 Report cards go home

Monday, Jan. 15 Martin Luther King Day- No School

Tuesday, Jan. 16, community stops

EQ:

  • What are the dangers of apathy in our society?

I will:

  • Identify the significance of Jesse Owens to the text
  • Compare and contrast text and poem’s view of death
  • Identify personification and tone in the poem
  • Identify examples of literary devices in text and explain
  • Explain how Death is personified in text
  • Identify words, phrases , and sentences that help identify unknown words
  • Explain the use of allusion

Journal Entry #18- Read the description of the road of stars on page 51 and discuss the effect the author’s choice of words.  (WTPS) (St. Act.)

Explain the quote and make a connection: (St. Act.) (CG)

    • 37- “No one had ever given her music before.”
    • 38- “It didn’t really matter what the book was about. It was what it meant that it was more important.”
    • 39- “She often wished she was pale enough to disappear altogether.”
    • 41- “ …He dragged her gently from her nightmare.”
    • 46 Listen to the description of the neighbors on Himmel Street. Do they remind you of your neighbors? Would you like to live on Himmel Street? (St. Act.) (T-P-S)

Start reading Jesse Owens article (2nd and 3rd only)

  • Who is Jesse Owens? Was Liesel present for the Jesse Owens incident? Explain.

How does Death’s explanation of Mr. Steiner’s politics explain his anger with his son emulation of Jesse Owens

 

 

Review pp. 46-61     (Whole Group Act.)

  • What did the kids do in their spare time?
  • How did Liesel and Rudy get along?
  • How was Rudy different from the other kids?
  • What kind of business did Frau Diller own?
  • What kind of woman was she?
  • How did she treat her customers?
  • What kind of shop did Rudy’s father own?
  • How come Liesel did not know that it was Rudy’s father’s shop when she saw it?
  • What struck you as strange about Hitler’s reaction Jesse Owens?
  • What did Rudy do to demonstrate that he saw Jesse Owens as a role model?
  • Why did Rudy’s father tell Rudy to not speak of Jesse Owens?
  • Why is The Gravedigger’s Handbook so important to Liesel?
  • Describe Rosa’s feelings & behavior with regard to her laundry clients. Which client does Rosa detest the most? What happens when she sends Liesel to the client’s door? Why does Rosa tell Liesel she has to do other people’s laundry?
  • Who is Rudy Steiner, and how is he characterized? How do he and Liesel meet?
  • How does Liesel and Rudy’s friendship evolve throughout these chapters?

An allusion is an expression designed to call something to mind without mentioning it explicitly; an indirect or passing reference.

  • Explain the allusion present in the narrator’s interjectory title “The road of yellow stars” in the chapter “The Kiss.” How does the reader then know what the section will be about, and how does this relate to the setting for the novel?

Vocabulary Quiz Friday

 

HW: Create (draw, paint, watercolor, etc.)  a scene that illustrates the description Zusak uses to explain what the road of yellow stars looked like.

 

Read through page 68 (2nd) 80 (3rd and 4th).  Notice the beautiful words and the unique way Zusak combines his words to allow the reader to experience on a deeper and more meaningful level. Annotate sentences or passages that you find touching, curious, significant, or silly.

 

Wednesday, JAn. 10, 2017

Reminders:   Jan. 11 Report cards go home

Jan. 12 Awards Assembly 1:00-2:00 in the Pit

Jan. 15 Martin Luther King Day- No School

EQ:

  • What are the dangers of apathy in our society?

I will:

  • Identify significance of Jesse Owens to book
  • Use textual evidence to support characterization
  • Make connections to specific quotes

 

Refer to Tuesday’s plans

Perform vocabulary skits

2nd-review yesterday’s reading. Continue reading  and annotating through page 45

3rd- review Prologue and start Part I (Continue reading and annotating through page 45 for HW)

4th- Review through page 45 and continue reading and annotating

Read pp. 37-45 (Whole Class Act.)

  • Do you like Rosa? How do we know she is hardworking? A terrible cook?

Verbally abusive? Always angry looking?

  • How do we know that Hans is creative? Lucky? Kind? Valuable?
  • Explain the quote and make a connection: (St. Act.) (CG)
    • 37- “No one had ever given her music before.”
    • 38- “It didn’t really matter what the book was about. It was what it meant that it was more important.”
    • 39- “She often wished she was pale enough to disappear altogether.”
    • 41- “ …He dragged her gently from her nightmare.”
  • 46 Listen to the description of the neighbors on Himmel Street. Do they remind you of your neighbors? Would you like to live on Himmel Street? (St. Act.) (T-P-S)

If time, start reading Jesse Owens article

  • Who is Jesse Owens? Was Liesel present for the Jesse Owens incident? Explain.
  • How does Death’s explanation of Mr. Steiner’s politics explain his anger with his son emulation of Jesse Owens?
  • What is Rudy’s father trying to make Rudy understand when he tells Rudy that he should be happy he was born with blonde hair & blue eyes?
  • What is the significance of the event Death foreshadows at the end of the chapter?

News clip of Jesse Owens: https://youtu.be/quQopJmQry4