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!

__________________________________

     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.

___________________________________

     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.

_________________________________

     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:

__________________________________

     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.

_________________________________

     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!

__________________________________

     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!

________________________________________

     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

________________________________________

     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!

__________________________________

     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...

__________________________________

     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

_________________________________

     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!

__________________________________

     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!

__________________________________

     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.

___________________________________

     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.

_________________________________

     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. 

__________________________________

     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?

_________________________________

     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!