MP 2 - Week 7

   MONDAY    1-2  NO SCHOOL             

     TUESDAY    1-3    A-Day:  Intro to To Kill a Mockingbird Part I         

     Announcements     

• You will need your Chromebook
• Check your Gmail!

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     DO Now - Copy and Respond           

     Entry Title:  Pictures or Words?

• Read the two quotes below.  Pick the one you feel most strongly about (not both) and explain why.  Be prepared to share what you wrote for a raffle ticket!
  
  
  

  QUOTE 1
  A picture is worth a thousand words. - Fred R. Bernard
  
  
  QUOTE 2
  ...your words can cut like a knife. - Proverbs 12:18

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     Learning Target(s)                         

• I can get information from photographs and make inferences about those images.  RL 8.1
• I can explain the advantages and disadvantages of gathering information from photographs.  RI 8.7
• I can explain my opinion about what it meas to "take a stand." RI 8.7

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     Mini-Lesson                                   

• Create a New Folder in your Google Drive labeled, To Kill a Mockingbird
• Go to Assignment 21.0 in Google Classroom and OPEN the Taking a Stand Notice and Wonder Chart 2016.
• Using the Taking a Stand Notice and Wonder Chart 2016, capture specific details you notice in each photo below.  You will have one minute to view each photo.
• REMEMBER:  Inferencing is noticing clues from a text and using your background knowledge to express logical conclusions about it.
• What do you notice and wonder about the following images?


IMAGE 1


IMAGE 2



IMAGE 3


IMAGE 4


IMAGE 5





     Assessment                                            

TURN and TALK
Select a partner and discuss your thoughts about the following questions with them.  Be ready to share your thoughts with the class!
1. What might all of these photos have in common?
2. Why might all of these people be holding signs?
3. What are some things motivating all these people?

   WEDNESDAY   1-4    A-Day:  To Kill A Mockingbird Intro Part II       

     Announcements                                       

• You will need your Chromebook
• Check your Gmail!
• Check Parent Connect: Know Your Grade!
• Need extra help?  It's a perfect time to get caught up!

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     DO Now -   Visual Synectics                  

NOTE:  Use your existing Visual Synectics Entry

Directions:  Examine the pictures below.  Pick one picture you think completes the thought and write the sentence out in your composition book.


A ____________ 

is like taking a stand because...

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     Learning Target(s)     

• I can get information from photographs and make inferences about those images.  RL 8.1
• I can use a Frayer Model to deepen my understanding of the concept of taking a stand.  RI 8.7
• I can develop a deeper understanding of what it means to "take a stand." RI 8.7

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     Mini-Lesson:  Who Are The Little Rock Nine?           

View the photo below.  On your Taking a Stand Notice and Wonder Chart 2016 from yesterday (Assignment 21.0), jot down details of what you notice in this photo and things you might wonder about it.

Read an article about The Little Rock Nine here...

TURN and TALK: Share what you noticed with a partner.

• Discuss the following questions:
1. Who might be taking a stand in this photo?
2. How might taking a stand be a positive and a negative?
3. Share a story of a time you or someone you know took a stand!

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     Work Time:  Creating a Frayer Model       

WHAT IS A FRAYER MODEL?
 a graphic organizer for building vocabulary

HERE IS A SAMPLE FRAYER MODEL

TAKING A STAND Frayer Model

1. Open Assignment 22.0 in google Classroom!
2. Examples:  Brainstorm examples of Taking a Stand with your partner.  Share your Turn and Talk examples.
3. Definition:  Taking a stand means to go out of your way to express your belief in something.  It means to stand up for what you believe in, to not just keep quiet about your beliefs.
4. Characteristics:  What are some characteristics or qualities that a person who takes a stand might have?
5. Non-Examples:  What might a person do that is the opposite of taking a strand?

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     Assessment / Homework       

• Sharing of Taking a Stand Frayer Models and TURN IN for a classwork grade worth 30 points.

     THURSDAY   1-5     C-Day: Who is Shirley Anita St. Hill Chisholm?             

     Announcements     

• You will need your Chromebook
• Need Extra Help? See Mr. D.

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     DO Now - Copy                                           

     Entry Title:  Vocabulary List IV

1.  stealth  adj. (stealthy, stealthily) sneaky

The cat stealthily crouched in the grass eyeing its intended victim and waiting for just the right moment to pounce.

2.  malevolent  adj. (malevolently) wicked or evil

The malevolent spirit howled profanities through the night from the depths of the old basement.

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     Learning Target(s)     

• I can cite the evidence that Shirley Chisholm uses to support her claims in the speech, "Equal Rights for Women."  RL8.1

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     Who is Shirley Anita St. Hill Chisholm?     

• (November 30, 1924 – January 1, 2005) Shirley was an American politician, educator, and author.  She was a Congresswoman, representing New York's 12th Congressional District for seven terms from 1969 to 1983. In 1968, she became the first African-American woman elected to Congress.  On January 25, 1972, she became the first major-party black candidate for President of the United States and the first woman to run for the Democratic presidential nomination (US Senator Margaret Chase Smith had previously run for the 1964 Republican presidential nomination).  She received 152 first-ballot votes at the 1972 Democratic National Convention.
  
  
  

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     Mini-Lesson: Reading for the GIST     

• Open the the speech, Equal Rights for Women from Google Classroom.
  
• Check out the Reading Closely: Guiding Questions handout.
  Note:  This speech is an example of someone taking a stand!
  
• We will be using this text over the course of the next few lessons.
• Reading Closely: Guiding Questions
1. TURN and TALK:  What might be some questions you think are important to ask before reading this article?  Why? (Check out the first two boxes on the handout.)
   
2. You will be reading this text to understand the author's point of view and how the author structures the text to prove her claim!
   
• Read Aloud / Think Aloud: Actively Reading the Text
  
• Mark your Text:  Highlight any unknown words as you listen!
  
• Turn and Talk:  What do you think is the gist of the speech?

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     Work Time       

• Respond to the Shirley Chisholm Ticket Out the Door Question in Google Classroom.
  
  Option 1:  Compare what Shirley's Chisholm says about women's rights in 1969 with your view of women's rights in 2015.  What are some reasons you feel women do or do not have equal rights today.  Use TREES to structure your response.
  
  Option 2:  What might be the overall main idea (the gist) of this speech by Shirley Chisholm?  Use TREES to structure your response!

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     Assessment / Homework       

• Hand in your response from Work Time.

   FRIDAY  1-6    D-Day:  DIRT DAY         

DIRT Day Expectations

1. Do the following BEFORE the bell rings…
1. Open your DIRT Day Assignment in Google Classroom.
2. Be in your seat reading.
2. Focus on your reading the entire period.
3. Do not sub-vocalize during DIRT.
4. Complete 10 thoughts using the Active Reading Model by the end of the period. Do more for extra credit.

If You Finish a Book…

In an email to Mr. DeGrandis, write a review about your book in 3-paragraph essay format.

Guidelines for the Essay:

• ¶ 1 - title, author and genre of the novel and your opinion of the book (controlling idea).
• ¶ 2 - short summary of the book and include at least two text-based examples from the book
         that support your controlling idea in ¶
• ¶ 3 - explain why you would or would not recommend this book to a friend and where they might be able to find it or purchase it.

If You Forgot Your Book…

• Choose a book from the class library or Mr. DeGrandis will give you one.
• Be sure to bring your book next week.

If You Want to Switch Books…

In an email to Mr. DeGrandis, write an Abandon Book Essay.

Guidelines:

• ¶ 1 – title, author and genre of the novel you are abandoning and
          three reasons you don’t like the book (controlling idea).
• ¶ 2 through 4 - Develop each reason using text-based details from the book.
• ¶ 5 - Offer your suggestions for other novels you have read that another student might enjoy.