The+Human+Spirit

=//The Dangers of Hatred; The Resiliency of the Human Spirit//= || Materials || What would you do with the last hour of your life? media type="custom" key="10360874" Global Opener: Connotation vs. Denotation Warm-Up/EQ/S: Scaffolding: Quick-write: What events can suddenly change the course of a person's life? Consider or pose a scenario in your own life. Introduction: Daily: 9/11 Documentary and literature logs Review: What is the role of hatred in the events of 9/11? media type="custom" key="10383330" || Graphic Organizers for writing, Personal bias Historical and cultural influences Theme Making connections Author's craft Language Usage || SMARTBoard, Graphics Documentary, Literature logs || [|Video] Daily: Focus: Prediction and support. Consider this question as you view the clip. Does Tony, the rookie, survive 9/11? What clues do you have?
 * || =Thematic Unit:=
 * 1-English || Bell-Ringer
 * 2- || Warm-Up EQ/S: Definition, term, distinguishing characteristics of the human spirit Link to prior learning: Students quick-write about one outstanding image from prior day Introduction: First-hand account and consideration of the theme of human spirit

Break activity: Independent Activity: 15 minutes [|Free Rice]

Journal Entry: Write a journal/diary entry from the point of view of one firefighter. Remember, this is to be read by a teacher. Create a 3-5 minimum sentence entry and edit for punctuation, grammar, and spelling.

Closing activity: Revisit your cause/effect charts from yesterday and look at kindness and your three outcomes or effects. Give an example for each (you may use the documentary as an example). || Graphic organizers for writing, Personal bias Historical and cultural influences Theme Making connections Author's craft Language Usage || SMARTBoard, Graphics, Documentary, Literature logs || [|The Human Spirit] || Memoir Hyperbole Mood Tone The Thesis Thematic connections || SMARTBoard,Mini white-boards Magazines, Art supplies, Literature Logs || A Teenager's Experience Summary of Memoir || Supporting detail Memoir Setting Reader Response Word choice Thematic connections || SMARTBoard,Video clip, Mini white-boards Magazines, Art supplies, Literature Logs, Text, Sticky notes, Literature log rubrics, writing rubrics || [] excerpt, body paragraph one/two, consideration of ashes metaphor in chapter five Review: Return of reviews with teacher comments, textual prediction for chapter six, threaded metaphor Homework: finish reading, literature log updates || Imagery, Metaphor, Coordinate Adjectives, Reading strategies, Inference, Prediction, Textual evidence || SMARTBoard, Index card, Literature logs, Text, Video, Student-generated reviews, sticky notes, writing rubric || Teacher Notes || 9/11 PP || Graphic Organizers for writing, Personal bias Historical and cultural influences Theme Making connections Author's craft Language Usage || SMARTBoard, Graphics Documentary, Literature logs ||
 * 3- || Warm-Up EQ/S: Introduction to the word resilience, word map Link to prior learning: Provide an example of one 'resilient' person in the documentary. Indicate three outstanding characteristics. TTYPA: Compare thoughts, nominate your partner Introduction: First-hand account as an eyewitness to history Daily: The role of imagery and conflict in documentary. Review:Write a review of 9/11 documentary. Consider theme, imagery, internal and external conflict. || First-hand account Imagery Int./ext conflict Theme Effective Language || SMARTBoard, Mini white-board, Literature logs, Sample Reviews ||
 * 4- || Warm-Up EQ/S: The use of hyperbole in describing tragic events. Link to prior learning: Thesis creation for either the dangers of hatred or the resilience of the human spirit. Use examples from yesterday. Quick-Write: How have you reacted when confronted with danger either to you or someone else? Introduction: The memoir as genre, consideration of impact. Daily: Establishing mood and tone through author's craft. Scaffolding: SMARTBoard introduction to the Holocaust "decoration" of logs with magazine words of impact. Review: Compare the role of hatred in 9/11 with the role of hatred in the Holocaust.
 * 5- || Warm-Up EQ/S: The role of supporting details/textual/historical examples. What scenes, images, or feelings from the 9/11 do you find unforgettable? Link to prior learning: Video clip of Elie Weizel describing first hand account. Introduction: Night, Literature Log expectations. Scaffolding: Elie Weizel's video interview on Sighet and Moishe the Beadle Daily: Introductory essay paragraph, Chapters one-two read aloud, teacher models writing quotes, questions, and comments on board Review: Compare the role of the resilience of the human spirit in 9/11 with the role of hatred in the Holocaust.
 * 6- || Warm-up EQ/S: Textual grammar excerpt from text.Varying sentence type, simple, compound, complex Sample 'wow' log entry on board Link to prior learning: Groups of three/ excerpt from chapter three. Generate impact lines Introduction: Chapters three-four read aloud Daily: Chapter read aloud, journal entry from father's perspective/ silent voice Review: Share quotes from introductory reading/perspective Exit slip: One impact quote from text, narrow to one sentence, narrow to one word Homework: Literature log/finish chapter four, quote/comment on index card || Sentence Variety Silent voices Diary entry Reader Response Reflective response || SMARTBoard, Textual copy for highlighting, Literature Logs, Text, Index card, Sticky notes, Writing rubrics ||
 * 7- || Entrance slip: Quote/comment from chapter four Warm-up EQ/C: Using coordinate adjectives, describe images from one survivor Introduction: Entrance slip sharing in groups of three/nominate a peer Entrance slip/chapter four: Save the Last Word for Me activity. Daily: Chapters five-six (teacher models reflective process), survivors video
 * 8- || Warm-up EQ/C: What type of questioning does Weisel use to illustrate his disillusionment with God on page 67? Locate another textual example. Sample 'wow' log entry on board Quick-write:What does it mean to feel hopeless and how does it effect or affect people's lives? Consider a time when you, or friend, felt hopeless, the circumstances, and how you, or your friend, reacted. Daily: Video clip of Anne Frank, Value of reader response, symbolize of night, chapters six and seven read in the dark, white board responses/reactions to Elie's reaction to hopelessness and the symbolism of night. Review: Symbolism, rhetorical questioning, hopelessness || Rhetorical questions, Reader response, Making personal connections, Symbolism || SMARTBoard, Text, Video clip, White boards, markers, sticky notes, magazine clips, Literature logs ||
 * 9- || Warm-up EQ/C: Weisel's assertion that man himself is stronger than God is an example of which literary device? What does this assertion reveal about Wiesel's changing relationship with God? "Death enveloped me, it suffocated me." is an example of which literary device? Consider the effectiveness of the two devices and explain the impact on you as a reader. Quick-write:What circumstances in Night allow for the darker side of human nature to emerge? Locate one textual example. Daily: Body paragraph three. Chapters eight and nine read aloud. Last line activity."I have no words" activity. Pictorial expression of reaction. Review: The block leader tells Elie: "Don't forget that youare in a concentration camp. In this place there is no such thing as father, brother, friend. Each of us lives and dies alone." Summarize your impression of the statement in one sentence, and then one word. Write the sentence on one side of the exit slip and the single word on the other. Homework: Literature logs || Paradox, PersonificationReader Response, Making personal connections, Textual evidence || SMARTBoard, Text, Video clip, markers, sticky notes, index cards ||
 * 10- || Warm-up EQ/C: Correct the sentence for punctuation. Of the advice Elie says-"he was write I thought deep down not daring to admit to myself". (p.111) Sample 'wow' log entry on board Quick-write: Write a a letter from Elie's father either forgiving or admonishing his actions. Consider the point of view of Elie's father and his nature as a character. Daily: Write conclusion of essay. Finish "I have no words". Groups of three: Seven newspaper clippings on current view/events/cartoons. Work to summarize meaning and develop dense questions for next group. Pass clipping with questions to next group. Review: Cultural implications of readings and activities || Quotations, Point of view, Silent voice, Relationships among characters, Textual connections, editing for spelling and mechanics || SMARTBoard, Text, Video clip, markers, sticky notes, index cards, Newspaper clippings, dense question guidelines ||
 * 11- || Warm-up EQ/C: The Holocaust is an example of man's inhumanity to man; a type of injustice to society. How can a person be irrevocable changed by witnesssing horific events? Include one semicolon in your one-paragraph response. Scaffolding: Considering yesterday's newspaper clipping activity, racism remains a current threat to society.List the types of social and religious persecution that are prevalent today. Consider the impact of hatred in each. Daily: Students are provided with three excerpts from memoirs, Night, Kafir Boy, and All But My Life. Students meet in groups of three to discuss findings and answer the following questions: How are the interlocking oppressions of race, class, and gender at work in the lives of the characters? How do the characters express a philosophy of literation by assisting and enouraging themselves and others in efforts to prevail over multiple oppressions? What role did family play in each narrators survival. Ask each other dense questions and record your findings. Voluntarily nominate your peers. Review: What common thread did all three narrators share in their survival? Consider the 'last line' approach to writing and consider the impact. || Punctuation: semi-colon Point of view, Relationships among characters, Textual connections, Excerpts/short text || SMARTBoard, Text, Video clip, markers, sticky notes, index cards, Newspaper clippings, dense question guidelines ||
 * 12- || Warm-up EQ/C: Consider Wiesel's use of literary devices in Night. How effective was his use of imagery in describing his personal struggle during the Holocaust? Consider three types of sensory imagery that were effective and cite examples. Quick-write:Does the reading of poetry involve risk taking? Do you believe that there is only one true interpretation of a poem? Scaffolding: Key terms and definitions for multicultural challenges. Daily: Jigsaw three poems dealing with multicultural challenges. Students work in groups of three to first respond individually and then share reactions/impressions of: "On Speaking Up", "Taking Action", and "Ribbons and Rainbows". Identify the individual and collective impact of the selections. Rubric review and complilation of in-class essays on hatred/resilience of the human spirit. Peer editing and revision. Review: Dangers of hatred/resilience of the human spirit. Literature log collection tomorrow. Media Center to type papers. || Imagery, Poetry, Multicultural terms, Textual connections, editing for spelling and mechanics || SMARTBoard, Text, sticky notes, index cards, Terms, Poems, Essay rubric ||
 * 1-English III
 * 2- || cooperative learning groups research/select from two supreme court cases and four authors of the period/ group members summarize/teach each other/nominate ideas and select case and author diary entry from pov of author for homework || Graphic organizers for writing, Personal bias Historical and cultural influences Theme Making connections Author's craft Language Usage || SMARTBoard, Graphics, Documentary, Literature logs ||
 * 3- || Media Center to research author and case Students must select author and case by first half of class. Blog activity whereby members discuss activity, goals, and scoring criteria. Each member selects a literary work to discuss in group on following day || First-hand account Imagery Int./ext conflict Theme Effective Language || SMARTBoard, Mini white-board, Literature logs, Sample Reviews ||
 * 4- || Jigsaw activity through group whereby students consider diverse contributions and narrow information into a reflection of the author's spirit and the influencing factors on his/her approach Private journal activity for homework || Memoir Hyperbole Mood Tone The Thesis Thematic connections || SMARTBoard,Mini white-boards Magazines, Art supplies, Literature Logs ||
 * 5- || Teacher models 21st century skills needed to create animoto video on website. Students are given criteria for creation of video and negotiate rubric with teacher by group. Format for one-page research essay is discussed, with rubric, for group provision. Storyboard activity in class as framework for next day's lesson || Supporting detail Memoir Setting Reader Response Word choice Thematic connections || SMARTBoard,Video clip, Mini white-boards Magazines, Art supplies, Literature Logs, Text, Sticky notes, Literature log rubrics, writing rubrics ||
 * 6- || Class prep time through storyboard, consideration of framework, and planning of video text, music, and perspective. Students work in Media Center creating outline for video. || Sentence Variety Silent voices Diary entry Reader Response Reflective response || SMARTBoard, Textual copy for highlighting, Literature Logs, Text, Index card, Sticky notes, Writing rubrics ||
 * 7- || Teacher promotes positive activity through selection of masterpiece work. Prior sample of author study is used as a demonstration. The remainder of the period is spent creating videos || Imagery, Metaphor, Coordinate Adjectives, Reading strategies, Inference, Prediction, Textual evidence || SMARTBoard, Index card, Literature logs, Text, Video, Student-generated reviews, sticky notes, writing rubric ||
 * 8- || Presentation day, peer evaluation, self-evaluation, reflection || Rhetorical questions, Reader response, Making personal connections, Symbolism || SMARTBoard, Text, Video clip, White boards, markers, sticky notes, magazine clips, Literature logs ||
 * 9- || Warm-up EQ/C: Weisel's assertion that man himself is stronger than God is an example of which literary device? What does this assertion reveal about Wiesel's changing relationship with God? "Death enveloped me, it suffocated me." is an example of which literary device? Consider the effectiveness of the two devices and explain the impact on you as a reader. Quick-write:What circumstances in Night allow for the darker side of human nature to emerge? Locate one textual example. Daily: Body paragraph three. Chapters eight and nine read aloud. Last line activity."I have no words" activity. Pictorial expression of reaction. Review: The block leader tells Elie: "Don't forget that youare in a concentration camp. In this place there is no such thing as father, brother, friend. Each of us lives and dies alone." Summarize your impression of the statement in one sentence, and then one word. Write the sentence on one side of the exit slip and the single word on the other. Homework: Literature logs || Paradox, PersonificationReader Response, Making personal connections, Textual evidence || SMARTBoard, Text, Video clip, markers, sticky notes, index cards ||
 * 10- || Warm-up EQ/C: Correct the sentence for punctuation. Of the advice Elie says-"he was write I thought deep down not daring to admit to myself". (p.111) Sample 'wow' log entry on board Quick-write: Write a a letter from Elie's father either forgiving or admonishing his actions. Consider the point of view of Elie's father and his nature as a character. Daily: Write conclusion of essay. Finish "I have no words". Groups of three: Seven newspaper clippings on current view/events/cartoons. Work to summarize meaning and develop dense questions for next group. Pass clipping with questions to next group. Review: Cultural implications of readings and activities || Quotations, Point of view, Silent voice, Relationships among characters, Textual connections, editing for spelling and mechanics || SMARTBoard, Text, Video clip, markers, sticky notes, index cards, Newspaper clippings, dense question guidelines ||
 * 11- || Warm-up EQ/C: The Holocaust is an example of man's inhumanity to man; a type of injustice to society. How can a person be irrevocable changed by witnesssing horific events? Include one semicolon in your one-paragraph response. Scaffolding: Considering yesterday's newspaper clipping activity, racism remains a current threat to society.List the types of social and religious persecution that are prevalent today. Consider the impact of hatred in each. Daily: Students are provided with three excerpts from memoirs, Night, Kafir Boy, and All But My Life. Students meet in groups of three to discuss findings and answer the following questions: How are the interlocking oppressions of race, class, and gender at work in the lives of the characters? How do the characters express a philosophy of literation by assisting and enouraging themselves and others in efforts to prevail over multiple oppressions? What role did family play in each narrators survival. Ask each other dense questions and record your findings. Voluntarily nominate your peers. Review: What common thread did all three narrators share in their survival? Consider the 'last line' approach to writing and consider the impact. || Punctuation: semi-colon Point of view, Relationships among characters, Textual connections, Excerpts/short text || SMARTBoard, Text, Video clip, markers, sticky notes, index cards, Newspaper clippings, dense question guidelines ||
 * 12- || Warm-up EQ/C: Consider Wiesel' use of literary devices in Night. How effective was his use of imagery in describing his personal struggle during the Holocaust? Consider three types of sensory imagery that were effective and cite examples. Quick-write:Does the reading of poetry involve risk taking? Do you believe that there is only one true interpretation of a poem? Scaffolding: Key terms and definitions for multicultural challenges. Daily: Jigsaw three poems dealing with multicultural challenges. Students work in groups of three to first respond individually and then share reactions/impressions of: "On Speaking Up", "Taking Action", and "Ribbons and Rainbows". Identify the individual and collective impact of the selections. Rubric review and complilation of in-class essays on hatred/resilience of the human spirit. Peer editing and revision. Review: Dangers of hatred/resilience of the human spirit. Literature log collection tomorrow. Media Center to type papers. || Imagery, Poetry, Multicultural terms, Textual connections, editing for spelling and mechanics || SMARTBoard, Text, sticky notes, index cards, Terms, Poems, Essay rubric ||
 * || Daily Options: Jigsaw three poems dealing with multi-cultural challenges. Definition introduction prior to activity. Students work in groups of three to first respond individually and then share reactions/impressions of: "On Speaking Up", "Taking Action", and "Ribbons and Rainbows". response.Excerpt: All but my life Boots/Imagery Peer Edit/Revision ||  ||   ||
 * || Daily Options: Jigsaw three poems dealing with multi-cultural challenges. Definition introduction prior to activity. Students work in groups of three to first respond individually and then share reactions/impressions of: "On Speaking Up", "Taking Action", and "Ribbons and Rainbows". response.Excerpt: All but my life Boots/Imagery Peer Edit/Revision ||  ||   ||
 * || Daily Options: Jigsaw three poems dealing with multi-cultural challenges. Definition introduction prior to activity. Students work in groups of three to first respond individually and then share reactions/impressions of: "On Speaking Up", "Taking Action", and "Ribbons and Rainbows". response.Excerpt: All but my life Boots/Imagery Peer Edit/Revision ||  ||   ||
 * || Daily Options: Jigsaw three poems dealing with multi-cultural challenges. Definition introduction prior to activity. Students work in groups of three to first respond individually and then share reactions/impressions of: "On Speaking Up", "Taking Action", and "Ribbons and Rainbows". response.Excerpt: All but my life Boots/Imagery Peer Edit/Revision ||  ||   ||
 * || Daily Options: Jigsaw three poems dealing with multi-cultural challenges. Definition introduction prior to activity. Students work in groups of three to first respond individually and then share reactions/impressions of: "On Speaking Up", "Taking Action", and "Ribbons and Rainbows". response.Excerpt: All but my life Boots/Imagery Peer Edit/Revision ||  ||   ||