MP3 - Week 7/8

   MONDAY    3-18-19    B-Day:  Prejudice v.s. Racism      

     Announcements                                 

• Check Your Gmail!
• Complete the My Mentor Report on My 20% Time Project.  See Assignment 59.0 in Google Classroom. 
• Homework Checks!  What's the homework policy?
• Tip:  Get a homework buddy!  Remind each other to do your English homework!
• You should be finishing your 20% Time Project!

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     DO Now - Copy                                   

Entry Title:  Prejudice vs. Racism

Prejudice:  preconceived opinion that is not based on reason or actual experience.
An individual may be prejudiced against others based on factors such as race, age, gender, sexual orientation, class status, religion, and nationality, among other things. Some of the more common examples of prejudice include: racism, sexism and homophobia.

Racism:  prejudice, discrimination, or antagonism directed against someone of a different race based on the belief that one's own race is superior.

It may be further defined as the hatred of one person by another — or the belief that another person is less than human — because of skin color, language, customs, place of birth or any factor that supposedly reveals the basic nature of that person.

     Learning Target(s)                                         

• I can explain the difference between prejudice and racism.
• I can engage in a mature discussion about these topics with my classmates.
• I can create a dramatization illustrating one or both of these concepts with my classmates.

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     Mini-Lesson:  Article About Race and Prejudice     

 
• Go to Padlet and fill in the columns!
• Who is Nicki Lisa Cole?
• Read the article as a class.

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     Work Time                                             

 

After reading about and discussing the differences between prejudice and racism, complete Assignment 61.0 in Google Classroom.

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     Assessment / Homework       

• • Finish Assignment 61.0 for Homework if you need more time and turn it in by 11:59PM tomorrow tonight.

   TUESDAY    3-19-19    C-Day:   Begin Chapter 4, Finish for Homework     

     Announcements     

• Check Your Gmail!
• Complete the My Mentor Report on My 20% Time Project.  See Assignment 59.0 in Google Classroom. 
• Homework Checks!  What's the homework policy?
• Tip:  Get a homework buddy!  Remind each other to do your English homework!
• You should be finishing your 20% Time Project!

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     DO Now - COPY                                

Copy these words into your Vocabulary List IV entry!

9.  benign adj. (benignly)  showing or expressing kindness or gentleness   

Until Jem and Dill excluded me from their plans, she was only another lady in the neighborhood, but a relatively benign presence.

10.  acquiesce v. (acquiesced, acquiescing) submit or comply silently or without protest; agree; consent

We were accustomed to prompt, if not always cheerfully acquiescing to Atticus's instructions, but from the way he stood Jem was not thinking of budging.

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     Learning Target(s)     

• I can explain some of the reasons the author focuses on the prejudices of the children against the Radley family.

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     Mini-Lesson:  Review of Prejudice                   

 
• Share your definitions of racism and prejudice with a partner.  Listen to their definitions.  Be prepared to share with the class.

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     Work Time                             

 

• Read chapter 4 of the novel.

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     Assessment / Homework       

• • Complete chapter 4 and the corresponding study guide questions.

   WEDNESDAY     3-20-19    D-Day:  Finish 4/Review, Start Flashcards for List IV, Read Chapter 5 for Homework     

     Announcements     

• Check Your Gmail!
• Complete the My Mentor Report on My 20% Time Project.  See Assignment 59.0 in Google Classroom. 
• Homework Checks!  What's the homework policy?
• Tip:  Get a homework buddy!  Remind each other to do your English homework!
• You should be finishing your 20% Time Project!

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     DO Now - Think and Respond              

What do you think of the novel, To Kill a Mockingbird so far?  Share your thoughts with a friend nearby.  Be prepared to share your thoughts for a ticket.

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     Learning Target(s)                                   

• I can create study materials for Vocabulary List IV.
• I can summarize the events of Chapter 4.
• I can explain why Jem might make Scout spit out her gum.

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     Mini-Lesson:  Perceptions                          

 
• Jem is three years older than Scout.
• In this chapter, how is this age difference highlighted in this chapter and more importantly, why?

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     Work Time                                    

 

• Review Chapter 4.
• Begin Flash Cards for List IV in Google Classroom.

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     Assessment / Homework       

• • Finish Flash Cards by Sunday.

   THURSDAY    3-21-19    A-Day   1/2 Day!:  ReadWorks Assignment     

     Announcements     

• Check Your Gmail!
• Complete the My Mentor Report on My 20% Time Project.  See Assignment 59.0 in Google Classroom. 
• Homework Checks!  What's the homework policy?
• Tip:  Get a homework buddy!  Remind each other to do your English homework!
• You should be finishing your 20% Time Project!

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     DO Now - Author's Purpose        

Directions:  Read the following paragraph. Then select the answer that best describes the author’s purpose in writing.

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     Learning Target(s)                          

• I can practice the skills necessary to be successful on the upcoming NYS ELA Exam for 8th Graders.

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     Mini-Lesson:  How to Access ReadWorks.org     

 
• Go to www.readworks.org
• 
  

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     Work Time       

 

• Read the paired passages (two passages) under the heading, The Aftermath of Hurricane Maria in Puerto Rico.

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     Assessment / Homework       

• • Finish the above assignment by Sunday evening.

   FRIDAY    No Classes Today!                 

   MONDAY    3-25-19    B-Day:  Read Chapter 6  

     Announcements                   

• Counselor Presentations on Thursday!
• Check Your Gmail! 

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     DO Now -   My Prejudice                 

Directions: Examine your own prejudices.  Give one positive prejudice and one good prejudice.  Share with partner.  Share with the class for a ticket.

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     Learning Target(s)                                   

• I can explain how Jem and Scout's neighbors feel about black people by analyzing what they say and do in Chapter 6.
• I can explain how this scene sets up the reader to understand how racism plays a role in the trial of Tom Robinson.

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     Mini-Lesson:  The Theme of Prejudice                             

 
• Extra:  The Golden Rule Challenge:  Do something for someone else today that you would like done to you!
• My jury experience...
• Pre-Reading Questions
  1)  What are some ways you can tell if someone is prejudice?
  
  2)  What are some reasons people say, "That's racist?"
  
  3)  How might prejudice play a part in trials?

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     Work Time                                            

 

• Read Chapter 6 (2:08:52) and fill in Theme Trakcer as we read.

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     Assessment / Homework                     

• • Work on your Study Guide Questions for Chapter 6.  Challenge:  Summarize what you read today!

   WEDNESDAY     3-27-19    D-Day:  Finish 7     

     Announcements                    

• Counselor Presentations on Thursday!
• Check Your Gmail! 

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     DO Now - Read and Answer    

Directions:  Read the following paragraph. Then select the answer that best describes the author’s purpose in writing.

     The word is terracide. It is not committed with guns and knives, but with relentless bulldozers, roaring dump trucks, and giant shovels like mythological beasts. Dynamite cuts and rips apart mountains to reach the minerals inside, leaving nothing but empty, naked hills. The land is left wasted and allowed to slide down upon houses and into streams, making the land unlivable and the stream water undrinkable. This is terracide, or if you prefer, strip mining.

The author’s purpose in writing this paragraph is to...a. inform you about the purposes of strip mining.
b. describe a strip mining operation.
c. persuade you that strip mining is bad for the environment.
d. define terracide. 

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     Learning Target(s)                          

• I can describe the "relationship" between Jem, Scout and Boo Radley by reflecting on the author's purpose.

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     Mini-Lesson:  Author's Purpose          

 
• Author's Purpose: The way a writer builds characters and the plot to support a specific idea.
• For example:  The Golden Rule Scene. 

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     Work Time                                     

 

• Finish Chapter 6, Read 7.

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     Assessment / Homework               

• • Complete structured notes for Chapters 6 and 7.  Due Sunday 11:59PM.  There will be a homework check on Monday.

   THURSDAY    3-28-19    A-Day:  Counselor Presentations     

   FRIDAY  3-29-19    B-Day:  Catch Up Day     

• 
  

MP3 - Week 6

   MONDAY    3-11-2019    A-Day:  What is Compassion?    

     Announcements                  

• Check Your Gmail!
• Keep working on your 20% Time Project!  Consider one last meeting with your mentor!
• Get out your Study Guide Questions and Theme Tracker for today.  You will need both!

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     DO Now - Copy                      

New 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 review Chapter 1 of TKMB by using a review site.
• I can create my own version of the Golden Rule.
• I can experience compassion with my fellow classmates.

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     Mini-Lesson:  The Golden Rule and Compassion             

 

1. Watch this review/summary of Chapter 1 of the novel.
2. The Golden Rule:  the principle of treating others as one's self would wish to be treated. It is a maxim that is found in many religions and cultures.
3. The Golden Rule Around the World:  Click here to read some versions of the Golden Rule from various religions around the world.  With a partner discuss these questions...
1. What are some things you notice that are similar about these ancient sayings?  What are some differences?
2. How might these sayings reflect the Golden Rule? 

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     Work Time   The Golden Rule in Action:  Walk the Line    

 

• WHAT IS THIS?
  This activity is called “Cross the Line” and asks us to remember experiences we’ve had where we may have been treated badly or unkindly.
• GROUND RULES!We will do the activity in complete silence (no laughing or talking); we can talk about it when it’s over.
• Some strong feelings might come up like sadness or anger. Remember, all feelings are important. We need to be respectful and caring about one another’s feelings so that everyone feels safe while we do this activity.
• HOW TO PLAY
  Everyone moves to the masking tape line on the floor facing in the same direction behind it. Then...
  “I’m going to call out an experience and if you have had that experience, please cross the line and turn around to face the students on the other side of the line. If you do not feel comfortable crossing the line, even though you are part of that group, that’s okay. You can stay right where you are and notice any feelings you are having.”
  
  “Now notice how it feels to cross the line and notice how it feels to watch other people cross the line (pause.) Notice who is with you (pause). Notice who is not with you (pause).”
• GROUP DISCUSSION
  What feelings did you have during this activity?
  What was the hardest part for you?
  What did you learn about yourself? About others? What do you want to remember about what we’ve just experienced?
  What, if anything, do you want to tell others about this experience?”
  
  How might this game relate to Compassion and the Golden Rule?

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     Assessment / Homework                      

• • How might you show compassion for yourself?
  • How might you show compassion to family and friends?
  • How might you show compassion to strangers?

   TUESDAY    3-12-2019    B-Day:   Read Chapter 2, Start 3       

     Announcements                              

• Check Your Gmail!
• Keep working on your 20% Time Project!  Consider one last meeting with your mentor!
• Get out your Study Guide Questions and Theme Tracker for today.  You will need both!

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     DO Now - Copy                         

Entry Title:  Add to Vocabulary List IV

3.  assuage v. (assuaged, assuages, assuaging) to make something uncomfortable feel better

It took about three years for my feelings of grief to assuage after the death of my father.

4.  dictum n. (dictation)  a short statement that expresses a general truth or principle.

There is an old dictum which states, "Might makes right," but I prefer non-violent resolution.

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     Learning Target(s)                           

• I can explain how Atticus expresses The Golden Rule. (RL.8.1)
• I can discuss the similarities and differences between how the novel presents The Golden Rule scene and how the film  presents The Golden Rule scene in To Kill a Mockingbird. (RL.8.3
• I can manage my class assignments in Google Classroom.

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     Mini-Lesson:  Review of the Theme of the Golden Rule and Compassion      

 
• What is due in Google Classroom?
• What are some of your feelings about yesterday's activity about compassion?
• How might you show compassion for:
• Yourself
• Friends/Family
• Strangers

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     Work Time                           

 

• Read Chapters 2-3 and fill out Study Guide Questions and Theme Tracker
• Listen here...  Chapter 2 begins at 36:11:00

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     Assessment / Homework       

• • Study Guide Questions

   WEDNESDAY     3-13-2010    C-Day:  Finish 3, and Review;  Quiz on 1-3 Tomorrow    

     Announcements           

• Check Your Gmail! 
• Keep working on your 20% Time Project!  Consider one last meeting with your mentor!
• Don't forget the My Mentor Report on your 20% Time Project: Assignment 59.0 in google Classroom.

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     DO Now - Copy                    

Add to Vocabulary List IV

5.  arbitrate v. (-d, -ing, -s) to act between parties to resolve their differences  
If your two best friends are fighting over the last piece of gum in the pack, you might arbitrate by telling them to split it. 

6.  nauseate  v. (-d, -ing, -s, nausea, nauseous) to feel sick to the point of almost vomiting
The first few weeks of her pregnancy were difficult because Katy woke up every morning feeling nauseated and dizzy.

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     Learning Target(s)     

• I can explain how Atticus expresses The Golden Rule. (RL.8.1)
• I can discuss the similarities and differences between how the novel presents The Golden Rule scene and how the film  presents The Golden Rule scene in To Kill a Mockingbird. (RL.8.3, 

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     Mini-Lesson:  Developing the theme of Compassion  and Taking a Stand   

 
• Watch this review of Chapter 2.
• The Final Project for To Kill a Mockingbird - The Project Proposal.
• What are some ways the author introduces the theme of taking a stand or compassion in the first couple chapters of the  novel?  Consider the actions and words of Scout, Jem and Atticus.  Use your Theme Tracker Document to track your evidence.

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     Work Time                                     

 

• Read Chapter 3.  Listen here...

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     Assessment / Homework                  

• • Complete related Study Guide Questions and Theme Tracker graphic organizer.
• Make an appointment with your mentor to fill out the mentor report.

   THURSDAY    3-14-19    D-Day:  Quiz on Chapters 1-3, Start 4     

     Announcements         

• Check Your Gmail! 
• Keep working on your 20% Time Project!  Consider one last meeting with your mentor!
• My Mentor Report on My 20% Time Project: Assignment 59.0 in google Classroom.

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     DO Now - Copy into Vocabulary List IV      

Vocabulary List IV

7.  melancholy adj. (melancholic)  gloomy or depressed  

The one act play was so melancholy that I felt depressed even after I left the theater! 

8.  aloof  adj. (aloofly) not friendly or forthcoming; cool and distant.

After meeting Jenine for the third time, Michael realized she wasn't shy, just aloof, because she hardly spoke and acted bored every time they went out.

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     Learning Target(s)                               

• I can recall the important events and themes of Chapters 1-3 in the novel.
• I can identify evidence of how the author develops the themes of compassion and taking a stand in the novel thus far.

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     Mini-Lesson:  Quiz and Reading        

 
• Re-read this scene in Chapter 3 of the novel...
  
       Atticus stood up and walked to the end of the porch. When he completed his examination of the wisteria vine he strolled back to me.
       “First of all,” he said, “if you can learn a simple trick, Scout, you’ll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his point of view-”
       “Sir?” “-until you climb into his skin and walk around in it.”
       Atticus said I had learned many things today, and Miss Caroline had learned several things herself. She had learned not to hand something to a Cunningham, for one thing, but if Walter and I had put ourselves in her shoes we’d have seen it was an honest mistake on her part. We could not expect her to learn all Maycomb’s ways in one day, and we could not hold her responsible when she knew no better.
• With a partner, discuss and answer the following questions based on the above scene and other parts of chapter 3:
1. How does Atticus explain the idea of treating others the way you would want to be treated to Scout?
2. Why might Jem have invited Walter home for lunch?
3. Why might you consider Little Chuck Little a born gentleman? How does this reflect the Golden Rule?
4. How might climbing in someone else’s skin be an example of The Golden Rule?
• Let's chat about it!


The Film
1. Watch:  The Golden Rule Scene.
2. Compare how the film presents this scene and how the novel presents this scene.  How are the same?  How are they different.
3. If you had to come up with a title for this scene, what might it be?
• Quiz on Chapters 1-3

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     Work Time       

 

• Begin reading Chapter 4.
• Listen to the novel here...

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     Assessment / Homework       

• • Study Guide and Theme Tracker

   FRIDAY    3-15-2019    A-Day:  Teacher Directed DIRT Day     

     Announcements         

• Check Your Gmail! 
• Keep working on your 20% Time Project!  Consider one last meeting with your mentor!
• My Mentor Report on My 20% Time Project: Assignment 59.0 in google Classroom.

     Work Time                                        

 

• Complete the quiz on Chapters 1-3 of TKMB in Google Classroom, Assignment 60.0!  No need to submit.
  
• Reading and Study Guide Assignment Sheet:  Set reminders for reading assignments for the rest of the novel in your phone!  See Google Classroom for it!
• Check your grades in Goolge Classroom to be sure your assignments are all up to date and complete!
  
• Done with everything? Begin reading Chapter 4 of TKMB.