COVID-19 Shutdown Week 3

   TUESDAY    3-31     Chapters 1-3 of To Kill a Mockingbird     

     Announcements                  

• Be sure to check your Gmail 2x everyday!  And the Class Blog.  It is more important than ever so we can stay informed and connected!
• VERY IMPORTANT!  Fill out THIS SURVEY!  The link is also in Google Classroom.
• We will be combining Periods 1, 2, and 6 next week.
• New Schedule Starting Tuesday...
• Periods 1, 2, 4 and 6:  10:30-10:50
• Periods 5AC and BD: 11:00-11:20
• When logging in to ZOOM, be sure your video is on. 
• If you know anyone that needs a Chromebook, the district is giving them out on Monday from Edison Tech.
• There will also be MiFi distribution at a later date. We just don't know when yet.
• What's coming... 
• Accountability for students. This means your grades will soon begin to count for your grade!  We don't know exactly when.
• There will be classes next week even though it is Spring Break.

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     Learning Target(s)         

• Today we will catch up on Chapters 1-3 of the novel.
• I can compare and contrast the characters of Atticus Finch and Arthur (Boo) Radley.

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     Mini-Lesson:  What's the Difference Between Comparing and Contrasting Two Things     

 
• Compare: Point out their similarities
• Contrast: Point their differences.

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     Work Time       

 

• Answer the Study Guide Questions for Chapters 1-7 and the chart on Atticus and Boo.

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     Assessment / Homework       

• • Complete Vocabulary List IV Assignment 47.0 in Google Classroom.

  
  
• Links to Chapters Reviews for To Kill a Mockingbird
• Chapter 1
• Chapter 2
• Chapter 3

   THURSDAY     4-2    Racism vs. Prejudice     

     Announcements                                 

• Check Your Gmail!
• Complete the My Mentor Report on My 20% Time Project.  See Assignment 59.0 in Google Classroom. 
• You should be finishing your 20% Time Project by the end of April.
• New Schedule
• Periods 1, 2, 4 and 6:  10:30-11:00
• Periods 5AC and BD: 11:10-11:40

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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.

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     Mini-Lesson:  Click Here for an Article About Race and Prejudice     

 
• REview of Chpaters 4-7
• Go to Padlet and fill in the columns!
• Who is Nicki Lisa Cole?
• Read the article.

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     Work Time                                             

 

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

• Links to Chapters Reviews for To Kill a Mockingbird
• Chapter 1
• Chapter 2
• Chapter 3

For an audio version of the novel try this link...

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     Assessment / Homework       

• • Finish Assignment 49.0.
  • Be sure to complete the Study Guide questions for Chapters 4-7 by Tuesday.
  • Turn in all assignments by this Sunday 11:59 PM.

  
  
• 
  

  ELA ASSIGNMENTS

  
  

  Assignment Number	Title	Status	Notes
  43.0	Study Guide Questions	Due date extended	Once we all have Chromebooks, I will ask everyone to begin turning this in for check ins.
  46.0	Blog Post #5	Due date extended.	Many of you have not turned this in.  But once everyone has Chormebooks you will be able to peer review via Google Doc sharing.
  44.0	Taking a Stand Notice and Wonder Chart	Due	This should have been turned in.
  45.0	Frayer Model	Due
  47.0	Vocabulary List IV Flash Cards	Due once everything counts.
  48.0	Mentor Report	Due date extended.
  49.0	Racism Vs. Prejudice	Due once everything begins to count.

MP3 2019-2020 - Week 6

   MONDAY  & TUESDAY      3-16,17-20    D-Day:  Guide Paper Analyses         

     Announcements     

• Check Your Gmail!
• Complete Blog Post #5 this week!
• NYS ELA is next week Tuesday and Wednesday.

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     DO Now - One sentence, One Word            

Entry Title: Once Sentence One Word

Directions: Create an original sentence using one of the vocabulary words from List IV.  Be sure to use part of the definition in your sentence and underline the vocabulary word.
Example:  Instead of complaining, I chose to acquiesce when my father asked me to take out the garbage.

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     Learning Target(s)                    

• I can analyze examples of good and bad 2-point questions from the NYS ELA so I understand how my test will be scored.

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     Mini-Lesson:  What is an Guide Paper?                

• Guide Papers
  These are just good and bad examples of student responses to a test question.
• By analyzing guide papers, you can better understand how you will be graded.
• If you know how you will be graded, you have a better chance of receiving more points on the NYS ELA.

Valid Inference
a true and logical conclusion you have about a passage.

Example:  I think the author's point of view is that life can be challenging.

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     Work Time                                

 

• The 2-Point Rubric
  This is a rubric that explains how you earn 2, 1, or 0 Points for your response.

PART I
Open a new Google Doc and title it The 2-Point Rubric.  Then, Review the 2-Point Rubric and answer these questions with a partner...

• What is a valid inference?
• What is evidence of analysis?
• What does it mean to be relevant?
• What does the word sufficient mean?
• What is a literal recounting of the text?

PART II
Review the Anchor Papers and answer these questions with a partner...

• What is a guide paper?
• Re-write the question in your own words.
• Explain why Guide Paper 1 received a score of 2.
• Explain why GP2 received a score of 2
• Explain why GP3 received a score of 2.
• Explain why GP4 received a score of 1.
• Explain why GP5 received a score of 1.

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     Assessment / Homework       

• • Take the quiz (TBD)

   WEDNESDAY - THURSDAY       Practice NYS ELA Test        

   FRIDAY    3-20-20    D-Day:  Results of NYS ELA and Review     

MP3 2019-2020 - Week 5

   MONDAY    3-9-20    C-Day:  Intro Novel         

     Announcements                      

• Check out the "If I Were Mayor Contest!"
• Check Your Gmail everyday!
• Are you working on your 20% Time Project? We are just a few weeks away from starting our final 20% Time TedTalks!

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     DO Now - Create It!                                           

Entry Title: Multiple Choice Questions for To Kill a Mockingbird Background Info

Directions: Write one challenging (not too hard, not to easy) multiple choice question based on what you learned during last week's TKMB presentations for a class Kahoot!

Topics...

1. Harper Lee
2. The Great Depression
3. The Scottsboro Boys
4. Jim Crow Laws
5. Growing Up Black/White in the South in the 1930's

Ask your question to a friend nearby and challenge them to answer it.  Get feedback about your question and revise if needed.

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     Learning Target(s)                     

• I can explain what the expectations are for completing the To Kill a Mockingbird (TKMB) study guide questions.
• I can identify the main characters of the novel.

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     Mini-Lesson:  Study Guide Questions, Meet the Characters     

1. How will Study Guide Questions be graded?  How important are they?
2. Quizzes will happen throughout the reading of the novel.
3. Who are Atticus, Jem, Scout, Dill, and Boo Radley?
4. Copy the character descriptions below into your composition notebook in a new entry called The Characters of To Kill a Mockingbird.

Jean Louise "Scout" Finch
     Appearance:
     Personality:
     Relation to Scout:

Atticus Finch
     Appearance:
     Personality:

Jem Finch
     Appearance:
     Personality:

Calpurnia
     Appearance:
     Personality:
     Relation to Scout:

Dill
     Appearance:
     Personality:
     Relation to Scout:

Boo Radley
     Appearance:
     Personality:
     Relation to Scout:

Mr. Walter Cunningham, Sr.
     Appearance:
     Personality:
     Relation to Scout:

Walter Cunningham, Jr.
     Appearance:
     Personality:
     Relation to Scout:

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     Work Time                                

 

• Using the graphic novel version of chapter one, begin reading as a class.
  
  
  Here is a link to the audio version of the novel we will be using in class!
• Fill out study guide questions as we read in Assignment 43.0 in Google Classroom.  You can find the study guide in Google Classroom as digital handout.  You will not turn this in until asked to do so at the end of the novel.

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     Assessment / Homework           

• • None today.

   TUESDAY    3-10-20    D-Day:  Taking a Stand Part I     

     Announcements                       

• Check Your Gmail!
• Are you working on your 20% Time Project? We are just a few weeks away from starting our final 20% Time TedTalks!

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     DO Now - Opting Out of the NYS ELA 2020?           

Go to Google Classroom and fill out the form.  This form is for Mr. DeGrandis only.  Filling it out DOES NOT Excuse from taking the test.  To opt out - your parents must give you a note stating you are opting out of the test and turn it in to the 4th floor house office.     

Go to Google Classroom now
to submit your response!  Thanks!

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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 Composition Book Folder labeled, To Kill a Mockingbird.
• Go to Assignment 44.0 in Google Classroom and OPEN the Taking a Stand Notice and Wonder Chart 2020.
• 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     3-11-20    A-Day:  Taking a Stand Part II     

     Announcements (remind Mr. D. to take attendance)                     

• Check Your Gmail!
• Are you working on your 20% Time Project? We are just a few weeks away from starting our final 20% Time TedTalks!

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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.

Taking a stand is like a ______ because ______ . 

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 56.0), 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 45.0 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?

   THURSDAY    3-12-20    B-Day:  What is Compassion?        

     Announcements                  

• Check Your Gmail!
• Keep working on your 20% Time Project!  Consider one last meeting with your mentor!

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     DO Now - Copy                                 

Create a New Entry Titled:  Vocabulary List IV

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 analyze different versions of the Golden Rule in order to understand its impact globally.
• I can better understand the concept of compassion with my fellow classmates through a group activity.

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     Mini-Lesson:  The Golden Rule and Compassion             

 

1. The Golden Rule:  the principle of treating others as one's self would wish to be treated. It is a dictum (vocabulary word) that is found in many religions and cultures. But why?
2. The Golden Rule Around the World:  Click here to read some versions of the Golden Rule from various cultures and religions from around the world.
3. The GOLDEN RULE Around the World
   A.  Grab a half sheet of paper from your teacher.
   B.  Go out into the hallway and read the dictums from different religions and cultures around the world.
   C.  Pick your favorite and copy it down on your paper.
   D.  Come back to your seat when done and wait quietly for your classmates to finish.
4. THINK (1 min) 
1. What are some reasons The Golden Rule might be the foundation for so many religions around the world?

1. SHARE (3 min)
   With a partner or two, share your answers to the above question.  Then be ready to share out with the class. 

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     Work Time:   The Golden Rule in Action -  Walk the Line Game (question list)    

 

• 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.
  
  IMPORTANT:  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?
  How might this game relate to Compassion and the Golden Rule?

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     Assessment / Homework                      

• Fist to Five 
  1.  On a scale of 1 to 5, I can explain how the Golden Rule is the basis of most religions on Earth.
• 2.  On a scale of 1 to 5, I can explain what compassion is to a friend.
• Then, answer the question posted in Google Classroom about compassion.

   FRIDAY     3-13-20     C-Day:  Final Blog Post!