Friday, June 1, 2018

June 4, 2018 - June 5, 2018


6/4/18 – 6/5/18
English Literature – Grade 8 (Periods 1, 6, 7)

Monday (6/4): Watch the film version of the novel, “The Time Machine.” Compare and contrast the book and the movie.

Tuesday (6/5): Early dismissal (11:00) – Finish watching the film, “The Time Machine.”




6/4/18 – 6/5/18

English Composition – Grade 8 (Periods 3, 5, 8)

Monday (6/4): Watch film on invention (“Back to the Future”) – compare/contrast to “The Time Machine” and discuss essential question for unit 5.

Tuesday (6/5): Early dismissal (11:00) – Watch film (“Back to the Future”) – compare to “The Time Machine”



Tuesday, May 29, 2018

May 28, 2018 - June 1, 2018


5/28/18 – 6/1/18
English Literature – Grade 8 (Periods 1, 6, 7)

Monday (5/28): No School – Memorial Day

Tuesday (5/29): Read the novel excerpt, “The Time Machine.” Students will complete text questions based on the text. We will discuss these together and explore the unit essential question together.

Wednesday (5/30): Test corrections due for “Flowers for Algernon” test. Discuss text questions on “The Time Machine.” Begin watching parts of the movie version of “The Time Machine.” Students will take notes on elements they see that relate to the essential question.

Thursday (5/31): Knoebels Trip

Friday (6/1): Watch “The Time Machine” film version and take notes/discuss.






5/28/18 – 6/1/18
English Composition – Grade 8 (Periods 3, 5, 8)

Monday (5/28): No School – Memorial Day

Tuesday (5/29): Computer lab – finish and submit Flowers for Algernon project. Work on the end of the year test on Pearson Realize.

Wednesday (5/30): Pearson Realize.com – End of year test

Thursday (5/31):  Knoebels trip

Friday (6/1): Pearson Realize.com – End of year test


Monday, May 21, 2018

May 21, 2018 - May 25, 2018


5/21/18 – 5/25/18
English Literature – Grade 8 (Periods 1, 6, 7)

Monday (5/21): Review/discuss textbook pages review for “Flowers for Algernon.” Test is Friday. Watch portions of film version of the novel to compare/contrast.

Tuesday (5/22): Review/discuss textbook pages review for “Flowers for Algernon.” Test is Friday. Watch portions of film version of the novel to compare/contrast.

Wednesday (5/23): Discuss/check study guide review for “Flowers for Algernon.” Test is Friday. If time left today, we will continue watching portions of the movie version to compare/contrast.

Thursday (5/24): Finish going over the study guide for the test together. Watch portions of the movie version to compare/contrast.

Friday (5/25): Test on “Flowers for Algernon.” After the test, students will complete test corrections on a separate sheet of notebook paper and turn in corrections for a classwork grade.



5/21/18 – 5/25/18

English Composition – Grade 8 (Periods 3, 5, 8)

Monday (5/21): Periods 5 and 8: Finish Holocaust memorial presentations. Students will then work on projects for “Flowers for Algernon.” They must submit projects on Google Classroom when finished. Projects are due on Tuesday, May 29.

Tuesday (5/22): Work on projects for “Flowers for Algernon.” They must submit projects on Google Classroom when finished.

Wednesday (5/23): Computer lab – work on project for “Flowers for Algernon.”

Thursday (5/24):  Computer lab – End of year test on Pearson Realize.

Friday (5/25): Computer lab – End of year test on Pearson Realize.

Monday, May 14, 2018

May 14, 2018 - May 18, 2018


5/14/18 – 5/18/18
English Literature – Grade 8 (Periods 1, 6, 7)

Monday (5/14): Continue reading “Flowers for Algernon” together as a class. Complete close-reads as we read.

Tuesday (5/15): Continue reading “Flowers for Algernon” together as a class. Complete close-reads as we read.

Wednesday (5/16): Work in small groups on pages 379 – 383. These sections in the book are due on Friday. Students will receive the study guide today also. Study guide is due on Tuesday. Test on “Flowers for Algernon” will be Friday of next week.

Thursday (5/17): Work on pages 379 – 383 and study guide.

Friday (5/18): Work on pages 379 – 383 and study guide. Test is Friday of next week.



5/14/18 – 5/18/18

English Composition – Grade 8 (Periods 3, 5, 8)

Monday (5/14): Memorial proposal presentations (teams that have been assigned to present today will go first). Einstein article and video after presentations today.

Tuesday (5/15): Computer lab – memorial proposal presentations (teams that have been assigned to present today will go first). After presentations, students will work on the World Memory Project on computers. When finished, students will be introduced to the project for “Flowers for Algernon.” Students will work individually on this project and choose from a variety of options. Projects are due on May 29.

Wednesday (5/16): Computer lab – memorial proposal presentations at start of class. After, students will work on the World Memory Project and/or the “Flowers for Algernon” project.

Thursday (5/17):  Computer lab – memorial proposal presentations at start of class. After, students will work on the “Flowers for Algernon” project.

Friday (5/18): Computer lab – “Flowers for Algernon” project.

Monday, May 7, 2018

May 7, 2018 - May 11, 2018

5/7/18 – 5/11/18
English Literature – Grade 8 (Periods 1, 6, 7)

Monday (5/7): Work on reading launch text for Unit 4, complete summary and quick-write for launch text, work on concept vocab. words on page 350, and complete test corrections for Act 2 test on Anne Frank. Test corrections are due on Wednesday. Summary and quick-write must be completed for tomorrow. Vocab. squares are due by Wednesday. Summary and quick-write are due tomorrow.

Tuesday (5/8): Unit goals and academic vocab. on page 342-343. Discuss summary and quick-write for the launch text (The Human Brain). Begin reading the short story, “Flowers for Algernon” (starting on page 351 – first read).

Wednesday (5/9): Continue reading “Flowers for Algernon” together as a class. Complete close-reads as we read.

Thursday (5/10): Continue reading “Flowers for Algernon” together as a class. Complete close-reads as we read.

Friday (5/11): Continue reading “Flowers for Algernon” together as a class. Complete close-reads as we read.




5/7/18 – 5/11/18
English Composition – Grade 8 (Periods 3, 5, 8)

Monday (5/7): Computer lab – work on memorial project in teams. Some teams will begin presenting this week.

Tuesday (5/8): Computer lab – memorial proposal presentations (teams that have been assigned to present today will go first). After presentations, students will begin working on the World Memory Project on computers.

Wednesday (5/9): Computer lab – memorial proposal presentations at start of class. After, students will work on the World Memory Project.

Thursday (5/10):  Computer lab – memorial proposal presentations at start of class. After, students will work on the World Memory Project.

Friday (5/11): 910A classroom – memorial proposal presentations at start of class. After, students will view a documentary on the human brain further exploring the topic of human intelligence (Unit 4).

Thursday, May 3, 2018

Anne Frank - Act 2 Study Guide Answers

ANSWER KEY
The Diary of Anne Frank, Act II
Frances Goodrich and Albert Hackett

Answers
Standards
1.     (a) Mr. Van Daan suggests that he thinks they should sell the coat because people in the outside world need clothing.
(b) He wants money for cigarettes. He tries to conceal his actual reason because he is afraid that the others will judge him harshly for his selfishness and his unkind treatment of his wife.
(c) Students should note that after asking Miep to sell the coat,
Mr. Van Daan says, “And by the way, will you get me cigarettes.
I don’t care what kind they are . . . get all you can.” Students may point out that he complains in Act I that Miep only brought him one package, suggesting cigarettes are scarce, and that his wife complains that he is “smoking up all our money,” suggesting they would cost a lot of money to obtain.
RL.8.1
(a) Students should state a theme plausibly suggested by Anne’s words, such as “People are basically good” or “A person needs faith in others or hope, even when living in horrible circumstances.”
(b) Students should identify a logical connection between the theme they have identified and the setting. They should note that the play is set in World War II in Holland, when Jews were subject to Nazi persecution. In these circumstances, when the mistreatment and even murder of Jews was widespread, the question of whether people are basically good or should be trusted was especially and painfully relevant.
(c) Students should identify ways in which events of the play help to develop this theme. For example, they may point to these events as raising the question of whether people are basically good: the blackmail by Carl, Mr. Van Daan’s theft of food, or Anne’s ultimate fate. They may point to the following events as suggesting the good that is in people or the value of trust or forgiveness: Miep and Mr. Kraler’s aid to those hiding in the annex, Anne’s gesture in making Hanukkah gifts, or Mr. Frank’s charitable response to Mr. Van Daan’s theft.
(d) Students should identify a plausible way in which the theme relates to Anne’s character. They may note that Anne’s persistent hope and her efforts to improve herself even in difficult circumstances illustrate her own basic goodness. They may conclude that Anne’s trust and openness justify Mr. Frank’s feeling, “She puts me to shame.”
RL.8.2
(a) The theft shows that Mr. Van Daan is a very selfish person. He does not seem to care that he is taking food from others, including his own son.
(b) Mrs. Frank is simply furious, is sharply critical of Mr. Van Daan, and makes the decision to ask the Van Daans to leave. Her strong reaction is unlike her. In other scenes, she keeps complaints and criticisms to herself; she tries to calm others down when they are arguing. In Act II, Scene 2, Margot says to Anne that their mother “can’t talk back. She’s not like you. It’s just not in her nature to fight back.” Mrs. Frank’s reaction to the theft shows, though, that she has a deep sense of right and wrong and that she has the strength and the conviction to oppose someone who has committed a grave offense. Students may point out that by the end of the scene she appears to relent, allowing the Van Daans to stay. This second decision is consistent with her concern for others.
RL.8.3
Even though Anne seems a little uncertain, her point of view on the future is still hopeful—she believes she may return to claim her diary. Audience members and readers, however, know that she will never return but will die in the concentration camp to which she will be taken. The difference between Anne’s point of view on future events and the point of view of readers or audience members probably increases readers’ and audience members’ sadness about her fate.
RL.8.6



ANSWER KEY
LIT17_ANC_X067_analyze_cr_str CHARACTERS’ MOTIVATIONS
The Diary of Anne Frank, Act II
Frances Goodrich and Albert Hackett
Possible responses:
    1.   Mr. Kraler wants to keep the Franks informed on the possibilities of getting found out. Yet it could also be inferred, since Mr. Kraler tells them that the man demanded 20 guilders a week, which is not a lot of money, that Mr. Kraler is beginning to feel the strain of housing the Franks and feeling he needs some compensation for it. The text doesn’t seem to come down on either side; it seems just as likely that Kraler is genuinely concerned for their welfare as he may be hoping to squeeze a little compensation from the Franks, despite the horrible situation everyone is in.
    2.   Anne does not so much avoid thoughts of the war as she does use her thoughts for other purposes, to “think herself out” of things. To get through the struggle, she needs to feel that the world is going through some kind of phase and that people are “really good at heart.”
    3.   We can infer that Peter has strong feelings for Anne, a reversal from the beginning of the play when he appeared to dislike her. Their time together, and Anne’s constant attentions, gave Peter hope and sense of a loving relationship for a kid with few or no friends going through a dark time.
    4.   The social climate of the time is very respectful of fathers, working people, and of the parent-child relationship. Kids are not treated as they are today, nor are women treated as equals. The pressure of the situation drives the group toward a closer, more equalizing, yet at the same time more tense and fraught, group dynamic.



ANSWER KEY
LIT17_ANC_X070_concept_vocab
The Diary of Anne Frank, Act II
Frances Goodrich and Albert Hackett
Possible responses:
A.   1.   Yes; because foreboding is a “fearful apprehension that something bad
will happen.”
       2.   No; because apprehension is “anxiety or fear that something might happen.”
       3.   False; an intuition is a gut feeling, something you sense.
       4.   False; the tension was “growing stronger” or mounting.
       5.   No; to be rigid is to be stiff.
       6.   No; if she was insistent, she would be demanding.
B.   1.   D. feeling or showing deep respect
       2.   C. hidden; concealed
       3.   B. recovering from an illness
       4.   A. achieving maximum productivity
       5.   E. well meaning and kindly


ANSWER KEY
LIT17_ANC_X072_conventions SIMPLE TENSES OF VERBS
The Diary of Anne Frank, Act II
Frances Goodrich and Albert Hackett
A. 1.   Anne writes in her diary.; present
    2.   Mrs. Frank will cut the cake.; future
    3.   Dussel talked to Mr. Kraler.; past
    4.   They rationed the food.; past
    5.   Anne will visit Peter’s room.; future
B. 1.   Peter comforted Anne.
    2.   The families will divide up the food.
    3.   Mr. Frank talks to Miep.
    4.   Mr. Frank remembered the time his family spent in hiding.
    5.   Mr. Frank reads Anne’s diary.




Monday, April 30, 2018

April 30, 2018 - May 4, 2018

4/30/18 – 5/4/18
English Literature – Grade 8 (Periods 1, 6, 7)

Monday (4/30): Study Guide and pages 188 – 191: due Wednesday. Students may work on this in class today. Test on Act 2 of the play will be on Friday.

Tuesday (5/1): Study Guide and pages 188 – 191: due Wednesday. Students may work on this in class today. Test on Act 2 of the play will be on Friday.

Wednesday (5/2): Review for test on Act 2 – discuss the study guide and textbook pages together in order to prepare for the test. Test will be Friday.

Thursday (5/3): Work in computer lab on Memorial Project.


Friday (5/4): Test on Act 2 today. Work on Memorial Project in teams in lab when finished with the test (if time permits).



4/30/18 – 5/4/18
English Composition – Grade 8 (Periods 3, 5, 8)

Monday (4/30): Computer lab – work on memorial project in teams. Project is due May 16th.

Tuesday (5/1): Computer lab – work on memorial project in teams. 

Wednesday (5/2): Computer lab – work on memorial project in teams. 

Thursday (5/3):  Computer lab – work on memorial project in teams. .

Friday (5/4): Computer lab – work on memorial project in teams.