FINAL PROJECT 1. Graph: Create data table of all kindness and cruelty for each section. Include citations. Use T.A.I.L.S when creating your graph. 2. Analysis: Explain your graph by (a) explaining why you choose the type of graph to represent the data; (b) describing the data you collected; and (c) explaining what the graphs shows. Also, respond to the essential understanding: WHAT IS THE AUTHOR SAYING ABOUT THE DEATH OF INNOCENCE? What conclusions can you draw based on your graph? Make sure to point of parts of the graph that support your conclusions. *********************************************************************** NIGHT Section 6 Guiding Questions 1. How does Wiesel convey a sense of hopelessness in this final section of the book? What do you think would have happened to him if his father had died much earlier? 2. Why did the two men try to throw Wiesel’s father from the carriage? Why did the living “rejoice” when the order came to throw out the corpses? Is the author saying that the prisoners themselves became less humane as time went on? 3. How did the prisoners in the wagon act like animals? Why did the German workmen take a “lively interest in this spectacle” when they had merely stopped and stared at the marching prisoners, before? 4. Why didn’t Wiesel join in the scramble for food? How were Meir and his son like other fathers and sons Wiesel had described? What is he saying about how the concentration camps affected the bonds between loved ones? 5. How did Meir Katz save Elie Wiesel’s life? How did Wiesel’s father try to save Katz? How do you know he didn’t succeed? When the author describes the various deaths, does he reveal regret? outrage? fear? 6. Why is it that Wiesel “could have wept with rage” when his father begged for rest upon arrival at Buchenwald? Why did Wiesel feel that he was arguing “with death itself?” 7. Why did Wiesel leave his father when the sirens wailed? How can you tell that he felt guilty about this later? Was his father angry? Why did Wiesel feel that “no better than Rabbi Eliahou’s son had I withstood the test?” 8. What emotions did Wiesel experience as he watched his father die, that last week? What do you suppose was hardest for Wiesel? 9. Why did Wiesel decide to be an “invalid?” Why didn’t he see his father die? Why didn’t he cry? 10. What were Wiesel’s thoughts during the months after his father’s death? How did he cope? 11. What would have happened if the children had gone to the assembly place, as ordered? 12. Why did the SS flee the camp? When was Wiesel finally freed? Why was he sent to a hospital? 13. On what note does the book end? Would this be a better book if Wiesel had attempted a more “uplifting” tone at the end? Why do you suppose he does not? *********************************************************************** Section 5 Guiding Questions 1. What does Wiesel mean by the observations of the SS men, “their fingers on the triggers, they did not deprive themselves of this pleasure?” 2. What happened to Zalman? Do you think the SS are any less guilty of his death than they would be if they had shot him? 3. In what way were Wiesel and the other Jews who kept rushing onward “masters of nature” -- then, in the morning “without strength, without illusions?” 4. How dd Wiesel and his father help each other stay alive? 5. Why does Wiesel tell the story of Rabbi Eliahou? Why was he glad that the rabbi “should continue to look for his beloved son?” Did Wiesel judge the son? Why do you think “sons abandon their fathers’ remains without a tear?” 6. How did Wiesel avoid suffocation? Why did he think he was hallucinating? Why do you suppose Juliek played the violin in this terrible situation? 7. How did Wiesel’s father avoid being “selected” at Gleiwitz? Why did Wiesel run after him to the left? 8. How will Wiesel react when he is finally free? *********************************************************************** Section 3 Guiding Questions 1. How could Wiesel have bribed the assistant to arrange for him to go with his father to a “good unit?” Why didn’t he try the bribe? 2. Why was the dentist so conscientious? 3. Where was music played in the camp? Why couldn’t the musicians play Beethoven? 4. Why was Wiesel sent to the dentist? Why was he so desperate to keep his tooth? Why didn’t he succeed? 5. Who beat Eliezer in front of the French girl? Why? Why was she afraid to speak to him? What did her advice show about her? 6. Why did Idek beat Eliezer’s father? Why do you suppose Eliezer was angry with his father for getting beaten? 7. Why did Eliezer give his father “marching lessons?” 8. Why did Eliezer laugh at Idek? What was the result? 9. What did the air raid sirens signify? Why was this a particularly dangerous time for prisoners? In what way was “terror stronger than hunger?” How did the death of that one man affect Eliezer? How did Eliezer fell when the air raid was over? 10. Who were some of the people who died on the gallows? What phrase did many repeat before their deaths? Why do you suppose these people weren’t shot or killed some other way? Whose death moved Eliezer the most? Why? Why did he find the soup “excellent” after on execution, but tasting of “corpses” after another? *********************************************************************** Section 2 Guiding Questions 1. Why did the Hungarian lieutenant move among the prisoners with a basket? What did “those who no longer wished to taste the bitterness of terror” do? 2. Who was Madame Schachter? Why was she so upset? How did the others treat her? What was the first thing the prisoners saw when they got to Birkenau? 3. Who were the SS men? How did Eliezer and his father get separated from Mother and Tzipora? What was Eliezer’s last view of them? 4. Why did some of the younger men want to attempt escape? Why didn’t they go ahead? 5. Why did Eliezer and his father lie to Dr. Mengele? Why did his father wish Eliezer had gone with his mother? 6. What is the Kaddish? Why didn’t Eliezer join his father in reciting this? Do you note a change in him? 7. How did the prisoners already in the barracks treat the newcomers? How did Eliezer change physically by the end of the first night - and emotionally and spiritually? 8. How did Eliezer keep his shoes from the “Kapos” at first? According to the SS officer, what was the only way to avoid the furnaces? 9. Why did the gypsy strike Eliezer’s father? How did Eliezer react? 10. To what new camp were the prisoners marched? Who was in charge of the block? What was his advice? Why was he replaced? 11. How did Eliezer become “A-7713?” What was roll call like? 12. Who was Stein? Why did Eliezer lie to him? Why did Stein stop coming?
Section 1 Guiding Questions 1. When and where did Elie Wiesel grow up? How do you picture that community? How was his childhood like yours? How was it different? 2.Who was Moshe the Beadle? Why do you suppose the author begins his story with Moshe? What did Eliezer’s parents and the others in the community think of him? Why did Eliezer spend a lot of time with him? 3. What are your impressions of Eliezer’s family? What was Eliezer’s father like? What was his position in the Jewish community? 4.What happened to Moshe that caused a great change in him? How did he change? How did he rest of the community react when he told them what he experienced? 5. Why were the Jews of Sighet heartened by the news on the radio in late 1942 and 1943? What does Wiesel mean when he says, “Besides, people were interested in everything--in strategy, in diplomacy, in politics, in Zionism--but not their own fate.” 6. Why was celebrating Passover like playing a “comedy?” 7. What were the ghettos? How did the Jews of Sighet feel about these ghettos? 8. Why did the Jews of Sighet think they were being deported? Why do you suppose their destination was kept secret from them? 9. Could the Jews of Sighet have escaped from the Germans? How do they prepare for the deportation? Why was there “joy” when the signal finally came to leave? 10.Who offered Eliezer’s family safe refuge? Why do you suppose the father didn’t accept the offer? 11.On what day of the week was Eliezer’s family expelled? Why as ironic about the fact that it was a Saturday? 12. How were the Jews moved out of Sighet? Why do you suppose no one tried to jump from the train? *********************************************************************************************************** VOCABULARY: conspicuous, loath, vile, indignantly, wallow, oppression, foreboding, mercurial, zeal, jubilation, ostentatiously, appalled, disgruntled, inarticulate, pandemonium, remorse
PERSONAL/PERSONA POEM: RUBRIC *Two distinctive narrative stanzas that have a musicality, sensory details and forceful, distinctive, memorable voice. * Relatable, vivid use of metaphor. * Lines are broken on nouns, verbs, adjective, adverbs; poem is cut to the bone. * Includes a great title, visuals and is formatted as a poem. Use 1" margins, single space and legible 12 point font.
2081: Create an ORIGINAL colorful image that might serve as a visual to help someone else understand what life is like in 2081. Your image must be created on 8.5 x 11 paper (landscape or portrait). Your image must include the title 2081. Your image should be original not a copy of something you've seen in the text. It must have color. BONUS: Add another material to the paper to enhance your illustration. Paper should be wall "hangeable."
HEROISM Research a quote about heroes, heroism, bravery, etc. Choose one you identify with and create an 8 1/2 x 11 poster of the quote, speaker and visual. Prepare a short speech in which you: (a) read the quote with speaker identified (So and so once said, "...") (b) explain what the quote means; (c) explain why you chose the quote; and (d) connect it to what we are learning in class. www.brainyquote.com/
HERO'S JOURNEY Illustrate Milo's journey. The events may not occur in the exact order as your notes but make sure to identify the step clearly. Balance words and visuals. Balance text evidence and paraphrasing. REMEMBER THAT THIS IS A FINAL PRODUCT! copy_of_the_hero’s_journey.ppt.pdf
September 29 For each vocabulary word: (a) find part of speech; (b) write short definition in your own words; (c) find synonyms; (d) find antonyms; and (e) write the connotation (positive, negative, neutral).
OOTD FINAL PROJECT Part 1: (a) Define stage in your own words (b) Explain definition (synonyms, antonyms, traits) (c) Cite Kubler-Ross article (d) Explain Kubler-Ross quote (e) Give example to tie everything together Part 2: (a) Make a claim about Billie Jo and OUT OF THE DUST (b) Set up background information (details of what happened before your T.E.) (c) Cite text evidence from OOTD (d) Explain how text evidence fits your definition from Part 1. Monday, September 25 Use the writing templates and your prewrite to draft. Include: definition in your own words; an example or explanation of the definition; text evidence; explanation of text evidence; some examples. YOU SHOULD HAVE FIVE SEPARATE PARAGRAPHS. Write on the back of each prewrite. DUE: Wednesday Make sure to get a folder and make arrangements for printing.
Friday, September 22 Begin prewrite of final project by building an argument. Create a web of ideas that include the following. Make sure to add examples and explanations. (a) Denotation (b) Synonyms (c) Antonyms (d) Text evidence from Kubler-Ross article. (e) Examples (from self and world only - NOTHING from OOTD). Each web should be on a separate piece of paper. You will be graded on the writing process. Thursday, September 21 Post your innovation to ELA Google Classroom. Include your innovation, steps, enablers, disablers and reflection. Respond to two posts. Use T-A-G (Tell something you like; Ask a question; Give a suggestion)
Wednesday, September 20 Create a comprehensive story map. Include: (a) Setting - time and place (in general) (b) Major Characters (c) Exposition (d) Rising Action - major events that propel the story forward. Paraphrase these events. (e) Climax - include text evidence and citation of the turning point in the story. (f) Denouement - "happily every after." How does the story resolve? (g) Conflict - include both the type (man v. ...) and an explanation (h) Resolution - describe how the conflict(s) is resolved (i) Theme - what is the lesson?
Tuesday, September 19 Read OOTD Section 5 (pages 193-227). Complete the stages of grief bookmark.
Monday, September 18 Read OOTD Section 4: Spring 1935 (pages 153-189). Keep working on the five stages of grief bookmark - you will need this for the final project.
Friday, September 15 Read OOTD Section 3: Winter 1935 (pages 99-149) Pay attention to what Billie Jo does, acts, says and thinks. Those are the ways she is dealing with grief. Record on the bookmark. Remember that she may not go through all the stages in each section. See below for bookmark.
Thursday, September 14 Read OOTD Section 2: Summer & Autumn 1934 (pages 44-95) Be on the lookout for the CRISIS EVENT. Summarize it on the bookmark. Then, pay close attention to what Billie Jo is experiencing - and identify the stage. Remember that the stage of grief do not occur in a linear fashion.
Wednesday, September 13 Read OOTD Section 1: Winter 1934 (pages 3-51) Record elements of exposition (characters and setting) on the back of the bookmark. Keep recording details until the CRISIS EVENT - then start looking for the stages of grief. There will be a comprehension check tomorrow after discussion.
Here's the link to the audio: https://www.youtube.com/watch?v=Hz-rtwrBwms
Tuesday, September 12 Complete the Anticipation Guide. ootdanticipation_guide.idioms.pdf Explain the figurative meaning (versus the literal) and then decide whether you agree or disagree. Be ready to defend your position tomorrow.
Monday, September 11 Pick a photo to use as inspiration. dust_bowl.ppt.pdf Use the writing process to create an introduction/hook for a narrative. Remember that it must be the exposition (character + setting) only! Don't forget to read your intro out loud before you publish it to ELA Google Classroom.
Friday, September 8 Think flexibly! Write a poem about sand. Use your SCAMPER worksheet to get ideas. The poem may be in any style but it must be typed and ready to share on Monday. Don't forget a creative title. Think beyond the obvious.
Thursday, September 7 Create a Graphic Summary of the brain article. Use the headings, your highlights and annotations. IT MUST BE IN COLOR!
Wednesday, September 6 Fire those synapses! Finish annotating the article. After each paragraph write a sentence that restates what you learned ("This paragraph is mainly about...). Use your own words to explain. what’s_on_your_mind.pdf Tuesday, September 5 1. Get REMIND APP (text code to 81010) Period 1: @312p1 Period 2: @312p2 Period 3: @312p3 Period 4: @312p4
2. Write fives sentences using the following starter: Learning is like ___________(noun) because ... (explanation - think about uses, importance, etc). Period 1 nouns: mom, plant, pencil, school, sadness Period 2 nouns: school, Mrs. Sherfinski, book, paper, imagination Period 3 nouns: knife, convict, car, place, caring Period 4 nouns: Mrs. Sherfinski, school, money, books, happiness
Optional for Algebra Students: TI84 silver graphing calculator Social Studies
1 purple spiral notebook
1 purple folder
General Student Supplies
1 pack of 4 - low odor, Expo markers
2 packages #2 pencils (wooden or mechanical)
1 pencil pouch
Pencil Sharpener with Lid
1 package colored pencils
2 rolls of scotch clear tape
1 pack (10 count) red pens
2 packs (10 count) blue/black pens
4 glue sticks
1 pack of Multi-color highlighters
2 packs of LINED 3 x 5 index cards
General Supplies for Homeroom
2 boxes of facial tissue
1 roll of paper towels
2 reams of unlined computer paper for classroom use
1 pack of 4 - low odor, Expo markers
2 pack of Post-It Notes
2 packs wide ruled loose leaf paper
1 bottle of Hand Sanitizer
1 Disinfecting Wipes
Literacy Lab Child-friendly, volume controlled USB, not A/V jack, headphones (to be replaced by parents as needed.) Students will need to keep these at school, in their lockers in a Ziploc storage bag. The storage bags and headphones should be clearly labeled with student names and homeroom numbers. A/V jack headphones break off in the computer and then the computer cannot be used with headphones as there is only one A/V port on the front of the computers. Sixth through Eighth Grade: 1 box of facial tissue and 1 500 count ream of computer paper to be labeled for the Literacy Lab (these will be shared with all of the Special Education, Bilingual classroom and Specials teachers to keep rooms stocked for the entire school year.)
PE and Dance: Extra deodorant to leave in their lockers for use on PE days. Students in K to 8 are required to have gym shoes for PE and Dance days
Wear comfortable clothing (sweats, yoga pants, or athletic clothes) that allow you to move.
a folder AND notebook, green colored
Music: a pair of headphones (the same headphones you would use in Literacy Lab)
Art Sketchbook or Drawing Pad 9”x12” or smaller or last years if in good condition (spiral edge when available) Oil Pastels: best brandCray-Pas Junior Artist (found at Michaels) good brandCrayola Watercolor Paint Set: best brandCrayolagood brandPrisma Colored Pencils: best brand Prismacolor (12 pack found at Michaels) good brandCrayola Large pink or white eraser Two large glue sticks Yellow wooden #2 pencils (no mechanical pencils in art) Box or zipper pouch to store supplies in locker and bring to art class