Friday, 5/10 - Magic Lens Quiz (level 3 - verbals) Caesar choice board due in class and on TurnItIn.com (assignment here)
Sunday, 5/12 - Unit 7 activities due on Sadlier Connect before midnight
Upcoming Due Dates:
Monday, 513 - Exam exemption forms due to teachers (form here)
Friday, 5/17 - IR#3 summative assessment (extra credit; assignment here) due; unit 7 vocabulary quiz
Monday, 5/20 - Final exam essay in class
Tuesday, 5/21 & Wednesday, 5/22 - final exam
Resources:
Night (digital copy here)
Monday, May 6
Learning Goal(s): Examine and analyze important historical documents.
Targeted Standards: ELAGSE9-10RI9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”, Nelson Mandela’s Nobel Peace Prize Speech, The Universal Declaration of Human Rights), including how they address related themes and concepts. ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development,substance, and style are appropriate to purpose, audience, and task.
Agenda:
- Introduce Magic Lens Level 4 through the presentation and guided notes.
- Present IR#3 summative assessment (extra credit; assignment here)
- Translate the Preamble of the “United Nation’s Universal Declaration of Human Rights” into modern language as a class (handout here).
- In groups, split up all articles and translate to modern language, pick one article the United States upholds well and one we could improve on, then share your group’s findings with class. (Your teacher will project the illustrated edition on the board.)
- Determine which articles are in need of enforcing in the United States and provide solutions as to how to improve the implementation.
- Ponder and Respond: Based on your understanding of the Universal Declaration of Human Rights and your own personal opinions and beliefs, what is the role of other countries when genocide occurs? Discuss your opinions, then place a mark on the continuum to answer the following question: From 0-100%, how responsible is the United States for the Holocaust?
- As time permits, read Immigration/Emigration policies and documentation for WWII (handout here) and discuss.
- Caesar Choice Board: Continue working on your summative assessment for this unit (assignment here) - due in class and on TurnItIn.com on Friday, May 10th.
- Magic Lens: Study your Magic Lens notes for a quiz on level three (verbals) on Friday, May 10th.
- Vocab Unit 7: complete all Sadlier Connect activities by Sunday, May 12th by 11:59 p.m.
- Independent Reading #3: Continue reading your third and final independent reading book, due Friday, May 17th.
Tuesday, May 7
Learning Goal(s): Examine historical documents from the time period.
Targeted Standards: ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELAGSE9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Agenda:
- Mrs. Riley out for AP testing.
- Magic Lens practice - annotate the sentence for all four levels. (Prepare for your quiz on Friday!)
- If not competed yesterday, read Immigration/Emigration policies and documentation for WWII (handout here) and discuss.
- View the video on The Voyage of the St. Louis (video here), and read the written account (here). Complete an analysis on the written account through the handout.
- Caesar Choice Board: Continue working on your summative assessment for this unit (assignment here) - due in class and on TurnItIn.com on Friday, May 10th.
- Magic Lens: Study your Magic Lens notes for a quiz on level three (verbals) on Friday, May 10th.
- Vocab Unit 7: complete all Sadlier Connect activities by Sunday, May 12th by 11:59 p.m.
- Independent Reading #3: Continue reading your third and final independent reading book, due Friday, May 17th.
Wednesday, May 8
Learning Goal(s): Begin reading Night, considering Wiesel’s choice in tone and diction and their effects on the audience.
Targeted Standards: ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Agenda:
- Vanbo out for AP testing.
- Magic Lens practice - annotate the sentence for all four levels. (Prepare for your quiz on Friday!)
- Complete your work on The Voyage of the St. Louis (complete an analysis on the written account here through the handout.)
- Begin reading Elie Wiesel’s memoir Night. Independently, choose ten questions to write developed answers to for chapters 1-3 (handout here). When ready, continue reading Wiesel’s text, and choose ten questions to answer for chapters 4-9 (handout here).
- Caesar Choice Board: Continue working on your summative assessment for this unit (assignment here) - due in class and on TurnItIn.com on Friday, May 10th.
- Magic Lens: Study your Magic Lens notes for a quiz on level three (verbals) on Friday, May 10th
- Vocab Unit 7: complete all Sadlier Connect activities by Sunday, May 12th by 11:59 p.m.
- Independent Reading #3: Continue reading your third and final independent reading book, due Friday, May 17th.
Thursday, May 9
Learning Goal(s): Continue reading Night, considering Wiesel’s choice in tone and diction and their effects on the audience.
Targeted Standards: ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Agenda:
- Magic Lens practice - annotate the sentence for all four levels. (Prepare for your quiz on Friday!)
- Begin reading Elie Wiesel’s memoir Night. Independently, choose ten questions to write developed answers to for chapters 1-3 (handout here). When ready, continue reading Wiesel’s text, and choose ten questions to answer for chapters 4-9 (handout here).
- Caesar Choice Board: Continue working on your summative assessment for this unit (assignment here) - due in class and on TurnItIn.com on Friday, May 10th.
- Magic Lens: Study your Magic Lens notes for a quiz on level three (verbals) on Friday, May 10th.
- Vocab Unit 7: complete all Sadlier Connect activities by Sunday, May 12th by 11:59 p.m.
- Independent Reading #3: Continue reading your third and final independent reading book, due Friday, May 17th.
Friday, May 10
Learning Goal(s): Continue reading Night, considering Wiesel’s choice in tone and diction and their effects on the audience.
Targeted Standards: ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Agenda:
- Take the Magic Lens level 3 quiz (verbals).
- Present Caesar Choice Board projects and extra credit as needed.
- Continue reading Elie Wiesel’s memoir Night. Independently, choose ten questions to write developed answers to for chapters 1-3 (handout here). When ready, continue reading Wiesel’s text, and choose ten questions to answer for chapters 4-9 (handout here).
- Vocab Unit 7: complete all Sadlier Connect activities by Sunday, May 12th by 11:59 p.m.
- Independent Reading #3: Continue reading your third and final independent reading book, due Friday, May 17th.