Hello ladies and gentlemen! The book projects have been great so far! Give yourself a pat on the back if you know you put in 100% effort on your project.

This week we will continue using The Diary of Anne Frank to explore concepts in the Language Arts curriculum. Your Reading 4 task sheet is due today, Monday 5/6, as well as your edited paragraph. Your new task sheet is posted below. During the week we will also practice writing Critical Response answers to various Social Studies prompts. Be prepared to analyze and explain cause and effect relationships.

Task sheet for those reading The Diary of Anne Frank: 
Due Wednesday, 5/15

Name __________________________________________________________ Per. ____

Anne Frank Reading 5

I. Vocabulary: Define each word. Choose five words and create five sentences using those words.  

reproached         livid pseudonym jocular

piccalilli         teetotaler coherent explicitly

capping         incalculable loathed

asylum         discord

II. Respond: Restate the question in your answer. Use complete sentences.

1. How did Anne’s feelings about Peter affect her relationships with others in the Secret Annexe?
2. How did their surroundings affect Anne and Peter’s relationship?
3. How did Anne describe the natural world in this selection
4. Compare Anne’s thoughts on living in hiding on January 28, 1944 with earlier entries about life in hiding.
5. On March 17, 1944, Anne writes about wanting to be independent. What does the word independence mean to you? How has its meaning changed for you as you have grown up?

III. Reflect  

Choose two. Write at least five complete eighth grade sentences.

• On January 2, 1944, Anne writes about how valuable the diary is to her.  Write a letter to Anne telling her the ways a diary would be valuable to you.
• Anne writes about seeing herself through someone else’s eyes (January12, 1944).  Describe yourself through someone else’s eyes – a parent’s view, a close friend’s, or a sibling’s.
• O February 12 and 14, 1944, Anne writes of her longing to be alone.  Write about a time when you wanted to say, “Leave me in peace, leave me alone,” as Anne does.  Describe a place where you can go to be alone.  Reflect on Anne’s last sentence of the entry for that date: “Who knows, the day may come when I’m left alone more than I would wish!”
• On March 20 and 22, 1944, Anne copies into her diary the letters she and Margot exchanged in the Secret Annexe.  Write your own letter to Anne.  

IV. Project

The Way It Was

How do personal reminiscences help historians?  Create a personal time capsule.  You will be given a large plastic zip-lock bag. (See Ms. Grinnell when you are ready to get your bag.) You will include ten small artifacts (or pictures of) that will give future historians a sense of what it is like to be a young person right now.  On a sheet of loose leaf describe the artifact and explain why the artifact is important to future understanding on this time in history.

Due date Wednesday, May 15th

V. Discussion and Resource Pages

“Homeless”

“A Dead Child Speaks”

“Eyewitnesses at Auschwitz-Birkenau”

“Jenny Misuchin – Jewish Resistance Fighter”

Monday, 5/6:
Classwork
Warm-up: Solve this brain teaser. Try to find the common expression represented in this visual:
                   STEP
                   PETS
                   PETS
Class activity:
Review guidelines for Social Studies MSL Critical Responses
Practice cold writing of a critical response for the following prompt:
Select a global war in which the United States was involved. Give two reasons why the United States entered the war, and explain the impact of that U.S. involvement on international affairs.
Score each others' responses based on a 0-3 scale. Did your response answer all parts of the question? Was your information accurate?
Homework: none

Tuesday, 5/7
Classwork
Warm-up: Where must a referee be to blow a whistle?
Class activity:
Practice cold writing of a critical response for the following prompt:
How did the Great Depression affect the United States during the first part of the 20th century? Analyze two effects of the Great Depression on the national economy, and explain how the relationship between government and citizens was altered
Score each others' responses based on a 0-3 scale.
Read for comprehension Anne Frank. Work on new task sheet.
Homework: work on task sheet

Wednesday, 5/8
Classwork
Warm-up: Solve these brain teasers. Try to find the common expressions or phrases represented in the visuals.

1.              T RN

2.              M     E
                 A      L

3.                   B
                  A    E
              D  U  M  R

Read for comprehension Anne Frank. Work on new task sheet.
Practice cold writing of a critical response for the following prompt: Explain how tensions between British governmental authority and the American colonists contributed to the American Revolution. Include a specific example in your responses.
Score each others' responses based on a 0-2 scale
Homework: work on task sheet.

Thursday, 5/9
Warm-up: Solve the mind challenge:
 My cousin Johanna can predict the future when she pets her black poodle. How is this possible?

Read article "Leopold Engleitner, oldest concentration camp survivor, dies"
On your warm-up sheet, record the different character traits of Leopold based on what was inferred or  in the article.
Read article "Justin Bieber hopes Anne Frank 'would have been a belieber"
Watch the news report at http://www.huffingtonpost.com/2013/04/14/justin-bieber-anne-frank-belieber_n_3080547.html
On your warm-up sheet explain whether or not you think the newscast showed bias.
On your warm-up sheet write a five line response about Justin Bieber's comment from one  of the following perspectives:
Anne Frank
Leopold Engleitner
Justin Bieber (in defense of his comment)

Book talk and project due this week!

Hi all! We have a very busy week ahead of us, so get ready!

Thursday is the Book Talk. Remember to bring your independent reading book to show your small group members. Take a look at your book talk question list and book talk rubric. Here are the expectations:
1) Summarize the book (setting, characters, plot, action)
2) Read a passage that resonated with you and explain to your group why you chose the passage
3) Be prepared to answer any of the 20 possible book talk questions (see book talk rubric)

Friday your book project will be due. If you haven't started it would be wise for you to start now. See your book option list for project ideas and make sure to review the rubric to see what I'm looking for when grading. Make sure your project looks professional! If you prepare a Powerpoint make sure that the slides are not dense with text. They must incorporate graphics, animation, or exciting tools to draw in your audience.


Anne Frank task sheet due Monday, 4/29:

Name _______________________________________________ Per. ____

Anne Frank

Reading 3

 November 10, 1942 – June 13, 1943 (p. 62-103)

I. Vocabulary: Define all of the words. Use five or the words in original sentences.

irrevocable incessantly capitulated grouses

palpitations consolation cremated lozenges

compresses aggravating fortnight diligently

suffice         sauntered

II. Respond 

1.  What restrictions did Anne have to put up with in hiding? What did she find most difficult about being in hiding?

2.  How does Mr. Dussel adjust to life in the Secret Annexe?  How did the war affect the lives of people in the Secret Annexe?

3.  Anne writes on December 13, 1942, that she saw two Jews in the street below.  How did they know they were Jews?

4.  What does Anne say about the fate of the Jews and her own situation on November 19 and 20, 1942 and January 13, 1943?  Do her feelings change?

5.  On March 27, 1943, Anne quotes Hanns Rauter, a high-ranking Nazi, saying: “’All Jews must be out of the German-occupied countries before     July 1.  Between April 1 and May 1 the province of Utrecht [in the Netherlands] must be cleaned out.  Between May 1 and June 1 the provinces of North and South Holland.’”  What euphemism does Rauter use?  Does Anne see through the veil of language to the truth underneath?  How can you tell?

6.  What are your impressions of Anne at this point in the diary?

7.  Explain Anne’s statement that none of those in hiding had ever celebrated St. Nicholas Day before (December 7, 1942).

III. Reflect  

Choose one.

• Anne quotes her mother as saying, “I can’t make you love me” (April 2, 1943).   Can love be forced?  What do you think this means?
• Compare and contrast how Anne’s mother and Mr. Dussel would describe Anne.

IV. Project  Create a Venn diagram depicting how Anne’s life changed during her first year in hiding.  Consider food, living arrangements, school, socialization, health, and relationships with others. 

*If you are reading an alternate book, please see me for your tasks.

Below you will find this weeks' assignments for our reading of The Diary of Anne Frank. Please do not wait until Thursday night to complete these activities. Feel free to check out a book before you leave school.

*Please also remember that your book project is due April 25th. You have had two months to complete the book project. Please be prepared for our Book Talk on  4/25 and our project presentations on 4/26. Practice your presentation in front of your family so that you are prepared to speak in front of the class. 

Due date: Friday, April 19th

Graded by/returned date: Wednesday, April 24th

Name _____________________________________________________ Per. ____

Anne Frank

Reading 2

 July 12, 1942 – November 9, 1942 (pages 25-62)

1. Vocabulary: Define all of these words. Use five of the words in original sentences. (20 points)

    discord         procured          haricot beans         eucalyptus

    duodenal ulcer clandestine barrage         het

    pedantic tumult         dispersed         coquetry

    supple         eiderdown

1. Respond: Answer these questions using complete sentences. Remember to restate the question in your answer. (25 points)

1.  How does Anne and the other residents of the Secret Annexe spend their time during their first months in hiding?

2.  How does Anne describe the Van Daan Family?  Give some examples of the details that make her writing about people lively and interesting.

3.  Anne writes: “It’s extremely important to be able to write in code” (Oct. 1, 1942). Why was writing in code so important for her?  What code did Anne learn and how do you think it helped her?

4.  What does Anne report about Jews in Holland who were not able to go into hiding?  What does she mean when she says Hitler took away her “nationality” (Oct. 9, 1942)?

5.  What kind of help could people of the Netherlands offer the Jews?

1. Reflect: Choose two. Your answers must be at least five sentences long. (20 points)

• Describe a family member or a close friend as objectively as possible.  Then try writing an objective description of yourself.
• Describe a “perfect” day.
• Describe a time when you felt confined.
• On Sept. 28, 1942, Anne writes: “You only really get to know people when you’ve had a jolly good row with them.  Then and only then can you judge their true characters!”  Give an example from your own experience that either supports or challenges Anne’s statement.
• How does the example of what Danish people did show the power of sticking together?

1. Project: Choose one and prepare a written response or a diagram. (35 points)

1.  Write a newspaper report on the events of the ill-fated S.S. St. Louis.

2.  Investigate and report where other members of Otto Frank’s family fled.  (For a starting place, see entry for June 20, 1942).

3.  Research and report on the immigration policies of the United States in the late 1930s.

V. Discussion and Resource Pages

“Discrimination Against the Jewish People”

“Laws Against the Jewish People”

“Terrible Things”

“First They Came for the Jews”

“Language at War”

“Complete Solution”

“Moment of Decision”

“About Language and War”

Welcome back! I missed you! This week we are focusing on how stereotypes, prejudice, and discrimination shape who we are. We will analyze our own subconscious prejudices and study the psychological implications of stereotypes. In preparation for our next novel study, we will also access our prior knowledge about the Holocaust.

Monday:

Name: ___________________________ Period: ___________ Date: ________ TOC#__

Warm-up: Finish at least five of these sentences:

a) All athletes are ________________________________________________________.

b) People on welfare are all ________________________________________________.

c) Drugs are used by _____________________________________________________.

d) All homosexuals are ____________________________________________________.

e) All politicians are ______________________________________________________.

f) All male hairdressers are _________________________________________________.

g) All Jewish people are ___________________________________________________.

h) All rich people are _____________________________________________________.

i) All construction workers are ______________________________________________.

j) He's so smart, he must be _______________________________________________.

Factors: __________________________________________________________________________________________________________________________________________________________________________________________________

Dangers: _________________________________________________________________________________________

I. Vocabulary preview

Directions: Write the word that matches the definition on the given line.

persecution

stereotype

Holocaust

ethnocentrism

discrimination

genocide: geno = people cide = murder

prejudice

1. Literally, "fire that causes destruction," has been used to designate the destruction of six million Jews by the Nazis during World War II - _________________________________

2. The belief that one's own ethnic, religious, or political group is superior to all others  - ____________________________

3. The oppression and/or harassment of people based on their race, religion, color, national origin, or other distinguishing characteristic - ____________________________

4. The use of deliberate, systematic measures (as killing, bodily or mental injury, unlivable conditions, prevention of births, forcible transfer of children of the group to another group) calculated to bring about the destruction of a racial, political or cultural group or to destroy the language, religion or culture of a group - ____________________________________

5. An unfavorable opinion (or attitude) formed against a person or group based on a stereotype - ________________________

6. A generalized image of a person or group, which does not acknowledge individual differences and which is often prejudicial to that person or group - __________________________________

7. The behavior or actions, usually negative, towards an individual or group of people, especially on the basis of sex/race/social class, etc. ________________________________

What is the difference between discrimination and prejudice?

__________________________________________________________________________________________________________________________________________________________________________________________________

Give an example of discrimination:

Give an example of prejudice:

Tuesday:

http://www.youtube.com/watch?v=MTYn1WRCuoU

II. Video response:

1. What surprised you most about this video?

2. Explain the purpose and the intended audience of this news video.

3. Is it possible for a person to grow to adulthood without having at least some prejudice towards others?

http://www.youtube.com/watch?v=ASDzcvyatgw

III. # ________

Directions: Read the article “Introduction to the Holocaust.”

http://www.ushmm.org/wlc/en/article.php?ModuleId=10005143

III. Timeline

Directions: Summarize each of the subsections of the article.

Introduction to the Holocaust:

What was the Holocaust?:

Administration of the Final Solution:

The End of the Holocaust:

IV. Using our seven vocabulary words, describe the Holocaust. Write in complete sentences.

__________________________________________________________________________________________________________________________________________________________________________________________________

V. Holocaust Anti-Jewish Laws

Review the Anti-Jewish Laws: http://www.ushmm.org/wlc/en/article.php?ModuleId=10007459

Respond to the following questions in complete sentences.

1. How would you feel if you were subjected to these laws.

2. Choose one of your laws and infer the implication (consequence) of the law. Write in complete sentences.

3. Could laws like this be plausible in today’s world? Do you believe governments and world leaders have the power to enforce laws such as these or do you think they would be met with resistance?

VI. Respond to the following quote:

“Instead of being presented with stereotypes by age, sex, color, class, or religion, children must have the opportunity to learn that within each range, some people are loathsome and some are delightful.”

― Margaret Mead

1. In your own words, summarize the message that Margaret Mead is trying to deliver in this quote.

2. What is your opinion of this quote? How does it connect to your life?

Traits of Good Writing checklist

____ Do I have an attention-grabbing opening?

____ Did I state the topic and my opinion?

____ Did  I provide at least four reasons to support my opinion?

____ Did I use examples and details to explain my reasons?

____ Are all my paragraphs focused on one idea?

____ Do I have clear *transitions?

____ Did I remember to *show, don’t tell?

____ Did I use reasonable language to express my ideas?

____Did I use *precise and expressive words? (avoiding use of these words: this, thing, them, that, they, he, she, you, I)

____ Do I have a strong *closing?

____ Is my essay organized logically?

____ Is my essay in the correct format?

____ Did I address the correct audience?

____ Did I use the correct conventions?

Week of 3/4

This week we will be working on our tech project binders. Your rough draft is due Friday. Please continue to diligently work in your binders. During class I will circulate to help you with transitional phrases, proper citation, and the STEPS method of writing body paragraphs.

Please go to the MLA links under the Class Resources section of my blog so you can explore information about proper parenthetical citation.

Your only homework is to work on your projects.

Here are some tips for using transitional phrases


Great Transitions

Transitions are like bridges between your ideas—they help your readers move from one
idea to the next. Here are some transition words and phrases you may wish to use in
your essay. Keep in mind that they can be used at the beginning of a sentence or within
a sentence.

If you are adding information or showing similarity between ideas:

• additionally • in addition • as well as • besides • also • another • so too • likewise
• furthermore • first of all/secondly/thirdly • to begin with • finally

If you are showing that one idea is different from another:

• however • but • even though • despite • although • in contrast • still • in spite of
• on the one hand/on the other hand • some people say/other people say • regardless
• yet

If you are showing that something is an example of what you just stated:

• for example • to illustrate • this can be seen • for instance • namely  • specifically

If you want to show cause and effect:

• as a result • consequently

If you want to add emphasis:

• in fact • of course • so • eventually • truly! • even • indeed

• it follows that! • therefore

Tuesday, 2/19

Forget Shark Week! It's Grammar Week!YAY!

Objective: We will identify when it is necessary to use commas with appositives and appositive phrases. We will annotate the readings in our tech project binder, focusing on asking questions to enhance meaning.

Homewok: Work on short story rewrite, due 2/25. Find a technology article relating to your role and complete a news report. This will be due Friday.

News report should consist of the following:
Your name -
Date of article -
Period -
Title of Article - (Remember that article titles go in quotations!)
Source of Article -
Topic of Article -
Prompts:
#1 Summarize the main ideas of the report. Include enough information to explain the report in full
     detail.
#2 Why is this report significant to the world?
#3 Explain three interesting facts about the report.
#4 What is your overall opinion about the topic of the report? (at least 10 sentences)
Please write all prompt answers in complete sentences.