April 23-27

April 23-27

Friday is an early release day. 

After this week, you will have less than 30 instructional days left.  EOGs are scheduled for May 16, 17, and 18.

Students will be given less work to complete outside of class this quarter.  Please make sure your student is keeping up with his/her assignments. 

Periods 2, 4, 6, and 7

Monday

allegory

"The Sneetches" Dr. Seuss/youtube video

Hw:  none

Tuesday

Hitler Speech analysis

Part 3:  Elie Wiesel
Hw:  Anne Frank reading quiz; speech/Oprah reflection  due Thursday

Wednesday

Anne Frank reading quiz on in-class reading

Anne Frank play/diary (Finish Act I)

Hw:  none

Thursday

Case 21 item analysis in pairs
EOG reading assessment

movie

Hw:  none

Friday:

EOG assessment

Early Release

Hw:  none

5th period

You will not have many homework assignments this quarter.  So, when homework is assigned, you need to make it a priority.  You will have less than 30 instructional days left in school at the end of the week!   Don't get too excited yet.

There are two diaries due this week (April 25 and 27)

Monday, April 23

allegory
"The Sneetches" read story and youtube video
Anne Frank

Cause and Effect
Hw:  diary entry due Wednesday

Tuesday
"The Sneetches" reading quiz
Hitler Speech analysis
Anne Frank Act I
Hw:  reaction to speech/Elie Wiesel Oprah Interview; diary entry due Wednesday

Wednesday
Diary Entry
Finish Anne Frank in class Act I
Hw:  none

Thursday
reading quiz on Act I
EOG assessment
Hw:  none

Friday
EOG assessment
Hw: none

April 16-20

Greetings,

Please make sure you are keeping up with your assignments.  I will not be accepting any late work this marking period, unless you have an absence.  If you are not clear about our school policy regarding late work, then please consult your student handbook.  I hope you have a wonderful week!  By the end of the week, we will have less than 35 days left.  If you are planning to contribute to the end of the year events, please send a check to the front office.  Any donations that you can give will be greatly appreciated!  The funds go toward helping to make sure our 8th graders have a nice celebration at the end of the year.

(Periods 2, 4, 6, and 7)

Monday, April 16

Hitler speech excerpt

Part 2 of Oprah’s edited interview with Elie Wiesel

Collect movie forms

Holocaust Decrees

Finish Miep interview with Family Circle circa 1987.

Holocaust notes quiz (some classes)
Hw:  Holocaust notes quiz (some classes)

Tuesday

Holocaust notes quiz (some classes)

Read corresponding entries from the diary, not textbook play

Hw:  none

Wednesday

EOG practice (poetry)-we’ll check it in class

Part 3 of Oprah’s edited interview

Hw:  Write a reaction paper to the interview

Thursday

On team, not regular class schedule this day (Reading field test)

Friday

The Diary of Anne Frank or The Boy in the Striped Pjs

Period 5

Monday

Journal assignment for Anne Frank character

Jewish decrees

Hw:  journal-due Wednesday; EOG puzzle #2

Tuesday

Collect puzzles

Sneetches, by Dr. Seuss

EOG practice (poetry) check it in class

Oprah's edited interview pt. 2

Hw:  Journal for your Anne Frank character

Wednesday

Sneetches continued

Collect Journal; another one is due Friday

Sketch secret annex based on text

Hw:  Finish sketch; 2^nd Journal entry

Thursday

On team; no regular schedule (Reading Field test)

Friday

Collect sketches and journal #2

Read entries from the actual diary

Look at pt 3 of Oprah’s edited interview

The Diary of Anne Frank or The Boy in the Striped PJs

April 9-Friday, the 13th

I know you are all excited about finishing your final quarter of middle school on a high note.  As we count down to the final days (39 instructional days by the end of the week) of school, please be mindful of the following:

There will only be a few homework assignments this quarter.  It is in your best interest to do every assignment.  I'm not taking late work, unless you have an excused absence.  Please review the school policy regarding late work if you have any questions. 

Ms. Miller, the counselor, is asking for donations for the eighth grade dance.  Please send your check to the front office in an envelope, if you wish to contribute.

Have a wonderful week!

Period 5

Monday

Biographical Sketch

Hw:  bring typed biographical sketch tomorrow

Tuesday

Holocaust intro.

Anne Frank intro.

Jim Crow Laws versus Nuremburg laws

Fill-in-the-blank notes

Hw:  EOG Puzzle #1; Holocaust movie form

Wednesday

Collect puzzle for grade

Fill in the Blank notes

play reading behavior (think-pair-share)

EOG assessment #1

Begin Anne Frank

Cause and effect chart

Movie permission form due Monday (The Boy in the Striped Pajamas and The Diary of Anne Frank)

Thursday

Holocaust poetry

USA and them

Hw:  EOG Puzzle #2

Friday

EOG/poetry assessment

Anne Frank

Hw:  none

Periods 2, 4, 6, and 7

Monday

Children of Holocaust

Nuremburg Laws versus Jim Crow Laws ppt.

Hw:  none

Tuesday

Holocaust ppt. notes

EOG practice #1

Jim Crow Laws in NC

Anne Frank intro.

Hw:  movie form due Monday (The Boy in the Striped Pajamas and The Diary of Anne Frank)

Wednesday

Anne Frank continued notes

Miep Gies article
Poetry Assessment

Read Anne Frank (play reading behavior)

Holocaust Poetry

Hw:  none

Thursday

Report Cards went home today!
Virtual Tour

What would you take with you?

Anne Frank

Hw:  none

Friday

Anne Frank

Brief Clip of Oprah's interview with Elie Wiesel, author of Night

Hw:  movie permission form due Monday.

Civil War Final Letter

Round 4

Topics:  December 1863

This last letter should include at least 4 topics of your choice.  Write the topics below.  Include an enclosure in your letter, since this will be the last letter you will send to your correspondent.  In addition to the above, include comments about a turning point in the Civil War.

Enclosure:  A keepsake to be remembered by (e.g. locket, lock of hair, photo, tearstained poem, ring, etc.)

March 26-19

5^th period

Class Time:

Revise a poem that you wrote with Mr. Beadle last week.  Create a one-pager that includes the poem and illustrations that dominate the poem’s meaning.

Hw:  finish poem revision.  Bring to class tomorrow for a grade.

Tuesday

Civil War Poem “O Captain! My Captain!”

Extended metaphor practice

Hw:  extended metaphor with “O Captain!  My Captain!” and Biographical sketch due tomorrow

Wednesday

Personal Extended Metaphor

Lab to finish Biographical sketches, which are due at the end of class.

Civil War readings “The Drummer Boy of Shiloh”

Hw: none;  be here by 6 am.  We’re leaving at 6:30 sharp; no kidding!

Thursday

8^th grade field trip

No class

Monday

Pantoum Poetry

Share letter 3

Get letter 4 assignment

Hw:  Pantoum with illustrations due tomorrow

Tuesday

Share Pantoums

Civil War readings excerpt from Frederick Douglass:  Narrative of the Life of Frederick Douglass, an American...continued

Wrap up Civil War unit

Hw:  What shackles did Douglass wear in his lifetime?

Wednesday

Share letters

Plan binding of letters

Discuss field trip expectations

Civil War readings continued (discuss Frederick Douglass text)

Hw:  field trip.  Be here by 6 am.  We’re leaving at 6:30 sharp; no kidding!!

Period 5 due tomorrow (Tuesday) March 27

Directions:

Select a poem that you wrote with Mr. Beadle to revise and hand in for a grade.  You can select the I am poem, the parody poem, or you may write a pantoum poem on a subject of your choice.

àYou need a creative title!

This poem should be like a one-pager, with the poem and then illustration that dominates the rest of the blank paper. Name should be on the back.


Homework: Finish and return to tomorrow. This will be a TEST grade.

Letter #3

Letters will look authentic if they are on white stationary.  Each letter should be headed with a date and the place from which the letter is written.  They will be “mailed” in envelopes with the name and address of the fictitious person being written to.  The envelopes from this area that have been archived in the national archives, measure approximately 3 x 5 1/2 inches and are printed or embossed with caricatures, allegories, slogans, portraits, etc. relating to Civil War events and personalities.  Letters can be tea-stained to make them look old. 

Round 3 Topics:  Thanksgiving, 1863

·       President Lincoln initiates a national day of Thanksgiving the last Thursday of November.  Experience of this day in the North; reaction in the South.

·       Gettysburg Address delivered on November 19^th.  Whom did you know who fell at Gettysburg?  What do Lincoln’s words mean to you?  Quote a few of the words in the address and comment on them.

·       The Battle of Chattanooga fought October-November as you either experienced it or heard about it.

·       Blockade running the South, stories and rumors

·       Enlistment of African American soldiers; work of African American women.

·       Experience of a hospital either as a patient or nurse (if you have not written about one yet).

·       Ongoing personal news about family and friends you know, health and finances, hopes, dreams, and fears for the future.

·       Your revised predictions for the future of the war

Enclosure:  A keepsake to be remembered by your correspondent (Be creative:  lock of hair, tear-stained poem)

mini-project due Monday( March 26)

“O Captain! My Captain!”

What are some examples of metaphors used in the poem?  Create a visual that represents the poem based on one metaphor used in the poem, "O Captain, My Captain" by Walt Whitman.  So, your visual must be a depiction of the metaphor itself.  It should be a minimum/maximum of 18 X 22 inches.  Write at least 5 historical connections to the poem on your visual.  Make it eye-pleasing.  Use a medium (paper, plastic, metal, leather, wood, feathers, markers, paint, etc.) that you wish to use to create your visual. 

Rubric

1.   Metaphor visual is appropriate and is a minimum of 18 x 22 inches

2.   Your meaning of your metaphor is creatively incorporated into your design

3.   5 historical connections to the poem are typed and attached neatly on the visual

4.   All parts of the metaphor are neat and eye pleasing, creatively designed

Or

“The Drummer Boy of Shiloh”

The boy in the short story didn’t have a shield, and he was nervous about the upcoming battle.  Design and create a shield that symbolizes people, organizations, and things that are important to you. 

1.    On drawing paper, make a rough draft of your shield.  This should include the shape of your shield, your name(first, middle, and last) and sketches of the details you plan to utilize.  You should have a minimum of 4 items that represent what you feel is important.

2.   Decide what medium you will use. 18 X 22 inches minimum/maximum.

3.   Collect the needed materials and assemble/draw your personal shield.

You will present your shield to class.  During this presentation, you will describe what each item/illustration on your shield represents and why it is important to you.  Remember your shield should be a reflection of you as a well as the people, places, and things that are significant to you.

“The Drummer Boy of Shiloh” Rubric

1.   Visual is crafted with appropriate shape and is a minimum/maximum of 18 x 22 inches

2.   Full name printed neatly and in a manner easily read

3.   At least four important parts of your life are represented

4.   All parts of the shield are neat and easily visible

5.   Shield is designed creatively

March 19-23

Period 5

Guest teacher POETRY all week

Get The Hobbit by May 7

Monday (2, 4, 6, and 7)

Class Time:

Mail Call:  Civil War delivery #1

Walt Whitmam (loved Abe Lincoln; wrote a poem lamenting the loss of the President.  He worked helping injured Union soldiers during the war.)

Read “O Captain! My Captain!”

In pairs, translate the poem, identifying the metaphors in the extended metaphor poem.

Hw:  find another Civil War poem by Whitman to share tomorrow. Letter #2 is due Wed., typed.

Extra credit:  memorize the “O Captain! My Captain!” by Friday.  Make appt to recite.

Tuesday

Share poems from homework

Venn Diagram comparing “O Captain! My Captain!” to your found Civil War poem by Walt Whitman

Discuss translations from “O Captain!...”

Discuss “The Drummer Boy of Shiloh”

“O Captain! My Captain!” and “The Drummer Boy of Shiloh” mini-project due MOnday

Hw:  mini project due Monday

Wednesday

Collect letter #1 to be graded (quiz grade)

Read "Passive Agressive" poem

Who is the captain? "O Captain! My Captain!"

What rack’s have been weathered?

What is the prize won?

How did the Captain die?

Why was the captain referred to as “Father?”

What motifs are seen throughout the poem?

“Emancipation from Lincoln:  A Photobiograpy” pg 552

KWL:  Lincoln and Freeing the slaves

Tone

Hw:  Write a poem of your own that is similar to Walt Whitman’s style but use the war in Iraq/Afghanistan as the subject.
Thursday
continued from yesterday


Hw:  mini-project Monday

Friday

All classes will not meet on Friday.

Periods 4, 6, and 7 only Reading quiz poem, and short stories all civil War texts thus far

Hw:  none  Get The Hobbit by May 7

Correspondents Round 2

Name____________________           Date_________________      Period________

Civil War Letter round #2

Below are the topics and activities for round two.  All of the topics below must be incorporated into your letter.  Remember to write about the events below in character and not in essay style.  Respond in detail to your partner’s letter #1.  Continue to write about on-going personal lives- -romances, finances, family stories and so forth.

Round 2 Topics:  July 4, 1863

• July 4^th; it’s meaning to the cause that you support
• Military progress this spring;; revised predictions
• Death of Stonewall Jackson on May 10; your feelings about it and what it bodes for the future
• The Battle of Gettysburg;  Describe what you experienced in some detail if you either fought in the battle or served in the army in some other function (i.e. nurse).  Write what you have heard about in the newspapers or word of mouth if you were not there.
• The Union begins a military draft.  Your reaction, the reaction of others.  (Note:  NYC Draft Riots will erupt July 11).
• Somewhere you have seen first hand important military/political leader; describe the situation and experience
• The effort of women you know to support the cause.
• A terrible personal loss
• Your wishes for the person to whom you are writing.

Enclosure:  Send a sketch of a battlefront or homefront scene, something that helps your correspondent “see” with your eyes a scene you have experienced.  For Civil War sketches go to the New York Historical-Society collection at American Memory

(http://memory.loc.gov/ammem/ndlpcoop/nhihtml/cwnyhsarcd.html)

                       Citation

Burns, Ken.  The Civil War by Ken Burns.  PBS.org.       

http://www.pbs.org/civilwar/classroom/lesson_letters.html.  2002.  Web.  March 14, 2012.

Correspondents Round 1

Due Monday, typed

Round 1

Letters will look authentic if they are on white stationary.  Each letter should be headed with a date and the place from which the letter is written.  They will be “mailed” in envelopes with the name and address of the fictitious person receiving the letter.  The envelopes from this area that have been archived in the national archives, measure approximately 3 x 5 1/2 inches and are printed or embossed with caricatures, allegories, slogans, portraits, etc. relating to Civil War events and personalities. To view samples of Civil War envelopes, visit http://memory.loc.gov/ammem/ndlpcoop.nhihtml/cwnyhsarcpp.html#env.  Letters can be tea-stained to make them look old. 

Topics:  January 1, 1863

·       Your wishes for the coming New Year.  (from January 1 forward, your wishes)

·       Your predictions about the prospects for the end of the war.

·       Your response to the Emancipation Proclamation.

·       Your response to the enlistment of freed slaves and free Negroes in the northern army.

·       The Confederate army commandeering male slaves and free Negroes in the northern army.  (slaves that are seized or taken for personal use)

·       Northern factories boom, but discontent with slow progress of the war rises.

·       Confederate economic woes:  prices rise 10% in a month.

·       Your comments about not so favorable conditions within the camps or at home.

·       Your comments about what you are being told on the Warfield/home.

·       Describe life at home/battlefield.

Enclosure:  Send a political cartoon, a clipping from a Civil War newspaper, and/or a casualty list from a recent battle.

Rubric

Name______________________    Date___________________   Period___________

1.  Letter is dated                                                                                5 pts.

2.  Letter has place from where is was written below the date              5 pts                                                           

3.  Letter is written in personal style, not an essay                                5 pts 

4.  Letter makes mention of wishes for the New Year                          10 pts

5.  Letter makes predictions about the prospects for ending war          10 pts

6.  Letter includes reaction of Emancipation Proclamation and           

          enlistment of freed slaves and Negroes in the Northern Army    10 pts

7.  Letter includes at least 3 supportive facts  for #6                                      10 pts

8. Letter mentions the Confederate army commandeering male slaves,

    laborers, and factory workers                                                           10 pts

9.  Letter mentions Confederate economic woes; prices rice 10%

     monthly                                                                                         10 pts

10.  Letter mentions the writer’s efforts in the war                               10 pts

11.  Letter gives personal news, news from relatives, and friends          10 pts

12.  Letter makes mention of the enclosure                                         5 pts 

*  Grammar/mechanics:

______________Letter of an educated character:  misspellings or wrong word

forms and missing punctuation

_____________Letter of an uneducated person:  too many misspelled words

words or use of “large” words

                                                                   FINAL GRADE  ___________      

 

 

 

 

 

Citation

Burns, Ken.  The Civil War by Ken Burns.  PBS.org.       

http://www.pbs.org/civilwar/classroom/lesson_letters.html.  2002.  Web.  March 14, 2012.