September+Activities

=September= = = Tuesday, Sept 2

All classes:

Teambuilding activity: - Generate five interview questions that you'd like to ask your peers, ones that you wouldn't mind being asked yourself. Meet with two other people and record their answers, also providing answers to their questions.

Go over Mr. Rauscher' s Classroom Norms.

Homework:

Bring in three to five classroom norms that you would like to see enacted in our classroom. Be prepared to share tomorrow.

Wednesday, Sept 3.

All classes:

Bell ringer: Interview a different person and answer his or her questions.

Finish discussing and creating Classroom Norms.

Distribute Grading Policies.

Homework for all:

Read the grading policy and come to class prepared with questions for tomorrow's class.

Compose a letter to me explaining things you'd like me to know about yourself, including hobbies, interests, and goals for the year. (Minimum word count: 150 words)

Thursday, Sept 4

All classes:

Bell ringer: Interview two more people and answer his or her questions.

Distribute grading policies, introduce class website and Remind.com.

Begin introducing students to class.

HW:

Bring in two items you feel confident reading.

For Monday:

Bring all required class materials and summer reading books.





Thurs, Sept. 5

All classes:

Bell ringer: Interview one more person.

Class will be spent learning about the students from the interviewers. Information was provided about Remind.com and Parent information sheets were distributed.

Homework:

- Bring in two things that you can confidently read. - Bring in your summer reading book. - Obtain and bring in class materials - Have parents read and sign the Parent Info Sheet

[|Link to the entire text of //The Illustrated Man//]

Monday, Sept. 8

All classes: - Bell ringer: There are 14 punctuation marks. Name as many as you can.

- In groups, look at the items that you feel comfortable reading. Look for similarities, differences; consider the different types of reading that each of the items involves.

- Begin compiling a list of the things that are obstacles to reading, before and during. Create a list of reading strategies/interventions that can help prevent these issues from being insurmountable.

9th grade Homework:

Bring in summer reading novel. Review the prologue and "The Veldt."

8th grade Homework:

Be prepared for a ten question reading quiz on //The Boy in the Striped Pajamas//. Bring book in for discussion afterward.

Tuesday, Sept. 9

8th grade:

- Discuss obstacles to understanding and strategies to prevent/overcome them.

- //Boy in the Striped Pajamas// Reading Quiz

Tomorrow will be dedicated to writing an in-class essay related to the novel.

9th grade:

- Discuss obstacles to understanding and strategies to prevent/overcome them. - Model "Talking to the Text" reading strategy

Homework (Period 4 and 8):

Utilize Talking to the Text with the handout of "The Veldt"


 * Wednesday, Sept. 10**

8th grade:

- Bell ringer: Define courage and provide examples from your own experience.

- Provide students an outline of the essay form and model brainstorming techniques.

- Students have two periods to complete the essay.

Homework:

Read the Interview with John Boyne at the back of the novel.

9th grade:

Bell ringer: Describe your experience with the "talking to the text" activity. What details stood out that didn't previously?

Period 4, 7, and 8: Share observations discovered through the reading activity.

Define theme and author's purpose.

Work on creating a summary of "The Veldt." (homework if not finished in class)

Period 6: Share observations discovered through the reading activity.

Define theme and author's purpose.

Work on creating a summary of "The Veldt."

Discuss themes and provide example of theme development (see below)

Homework:

Finish worksheet





Thursday, Sept. 11

8th grade:

Bell ringer:

•How does the point-of-view of a story change the way you read it? Consider this: if one of your peers is telling you a story, how much does that person’s qualities (age, reputation, credibility) affect the way you receive it? Explain. - Discuss how the perspective of a first person narrator is affected by a long list of character traits.

Homework:

Consider why Boyne uses the perspective of Bruno to tell the story. Be sure to consider the subject matter and reference his interview in the book.

9th grade:

Period 4, 7, 8:

Bell Ringer: •Think of your favorite Disney movie. What’s one of the major THEMES (major idea, moral, message)? Explain. - Share Disney film themes - Read student summaries of "The Veldt" and determine what details need to be included and which could be excluded. - Work on "The Veldt" worksheet by finding themes and quotations that support them.

Homework:

Finish worksheet for tomorrow. Also, Parent Information forms are due.

Period 6:

Bell Ringer: •Why do you think Ray Bradbury chose to write “The Veldt” in third person rather than first person perspective? How would the story change if it was written from the point of view of the mother or the son or the psychologist? - Discuss responses - Share student-found themes and quotations in partners - Share with the whole class - Discuss author purpose in the story - Define irony and start working on "Marionettes, Inc." worksheet

Homework:

Finish "Marionettes, Inc." Worksheet



Friday, Sept. 12

8th grade:

Bell ringer: •Write down the following definition: –Inference: the act or process of reaching a conclusion about something from known facts or evidence

- Develop inference skills with photographs

- Discuss point of view and Boyne's choice for Bruno

9th grade:

Period 6:

Bell Ringer: •Provide me an example of dramatic irony from a book, movie, or real life.

- Discuss irony in "Marionette's, Inc."

- Distribute prompts for in-class essay and work on brainstorming over the weekend.

Period 4, 7, 8:

Bell ringer: •Situational Irony: occurs when the situation turns out differently from what one would normally expect.

•Provide me with an example of an ironic situation (it could be something that happened to you, something you witnessed or saw in a book or movie, or something you just made up.

- Discuss examples of irony - Share quotations for theme homework - Begin reading "Marionettes, Inc."

HW: Read "Marionettes, Inc." and complete worksheet



Monday, September 15

8th Grade: Bell Ringer: Share what strategies you employ to learn and study vocabulary.

- Distribute vocabulary books - Model and share ways to take notes while I explain the vocabulary terms.

HW:

Thursday: Unit 1 exercises Friday: Unit 1 vocabulary quiz

9th grade:

Periods 4, 7, 8:

Bell Ringer: How does technology improve your life? How does it have negative or harmful effects?

- Share examples of irony within "Marionettes, Inc" (from homework) - Collect homework - Distribute writing prompts - Analyze each one and have students determine on which prompt he/she would like to write

HW: Brainstorm/take notes/outline for essay tomorrow

Period 6:

Write a well-constructed response to one of the essay prompts for //The Illustrated Man.//

Tuesday, September 16

8th Grade: GRADE Testing

9th Grade:

Period 4, 7, 8:

Organize ideas and begin composing outline/essay on //The Illustrated Man//.

Period 6:

Finish writing essay on //The Illustrated Man//.

Wednesday, Sept. 17

8th Grade: GRADE Testing

HW: Unit 1 vocabulary exercises due tomorrow Friday: Unit 1 vocabulary quiz

9th grade:

Period 4, 7, 8:

Work on organizing ideas and writing //The Illustrated Man// literary analysis essay

HW: Have the outline finished before tomorrow's class

Period 6:

Bell Ringer: •“Injustice anywhere is a threat to justice everywhere.” - Martin Luther King, Jr.

•What do you think this means? Do you agree with it? Why/why not?

- KWL sheet on the Holocaust and WWII

HW: Create three questions about WWII and try to find the answers on the internet.


 * Thursday, Sept. 18**

8th Grade:

Bell Ringer: •Identify the three words that you find trickiest/hardest to understand. For each word, briefly explain with what you are having difficulty. - Check and review the Unit 1 exercises HW: Study for Unit 1 quiz tomorrow Period 4, 7, 8: - Work on completing outline for essay Period 6: - Share questions about WW2 and discoveries - Create knowledge bank on The Holocaust and generate questions - Begin reading article on The Holocaust and summarize each paragraph in one sentence. HW: Finish reading article and creating paragraph summaries. Identify five things you learned about The Holocaust in your KWL. **Fri, Sept. 19** 8th grade: -Unit 1 vocabulary Quiz Period 4, 7, 8: -Finalize outline and complete final draft of essay. HW: Finish essay if not completed already. Period 6: -Hand in KWL chart and paragraph summaries of the Holocaust article. - Watch videos and complete reaction sheet. HW: Finish watching videos and complete sheet. Holocaust Video Links **Monday, Sept. 22** 8th Grade: - Submit Bell Ringers - Bell Ringer: There are eight parts of speech. Name as many as you can. - Define parts of speech and provide examples. Period 4, 7, 8: Bell Ringer: Share any and all vocabulary learning strategies. Distribute vocabulary books and Unit 1 vocabulary charts. Go over terms and have students complete the chart. HW: Finish Unit 1 Chart for tomorrow By Friday: Submit //The Illustrated Man// essay Period 6:

Bell Ringer: Share any and all vocabulary learning strategies. Distribute vocabulary books. Go over terms. HW: Finish the Holocaust Video Response for tomorrow For Friday: Complete the Unit 1 exercises **Tuesday, Sept. 23** 8th Grade: Bell Ringer: Review yesterday's notes on the parts of speech and describe one thing you're glad we reviewed. - Finish taking notes on Sentence Structure and Parts of a Sentence - Work on completing Sentence Structure worksheet (finish for homework) Period 4, 7, 8: Bell Ringer: –Status is defined as the standing a person has in a group to which he or she belongs. What are some things that give a person status? How can you tell a person’s status? What are some benefits of status? Harmful effects? - Define characterization, conflict, and symbolism on "The Necklace" worksheet. HW: Finish vocabulary chart if you haven't already done so. Period 6: Bell Ringer: Choose three words that we didn't go over yesterday (14-20) and give short definitions on your sheet. - Distribute //Night// copies - Distribute Reader Response Sentence Starters - Create Double Entry Journal - Begin reading first section of book in class HW: Finish reading the first section (up to pg. 22) and complete five double entry journal entries using the sentence starters. **Wed, Sept. 24** 8th grade: Bell Ringer: Create one of each of the following: 1. simple sentence 2. compound sentence 3. complex sentence -Discuss sentence creations - Assess understanding of clauses worksheet HW: Create: - 3 Compound sentences - 3 Complex sentences - 1 Compound-Complex sentence Period 4, 7, 8: - Review literary terms - Read and analyze "The Necklace" - Stop at pg. 29 and respond to comprehension sentence starters HW: Continue working on vocabulary exercises for Unit 1

Period 6: Bell Ringer: Identify the five most important events in the first section of Night

- Form small groups and discuss each student's top 5 and decide which events are the most important - Groups share their top five choices - Distribute theme analysis worksheet

HW: Identify one quotation that matches each theme category.

8th grade: - Share and discuss created sentences from homework - Display student-made sentences on the board - Begin Fragments power point
 * Fri, Sept. 26**

HW: Review rules for sentence structure

Period 4, 7, 8: Bell Ringer: Write a prediction for what will happen in "The Necklace" based upon what you've read so far.

-Read and analyze "The Necklace" - Stop as necessary to respond to sentence starters - Finish the story and complete the worksheet - Begin working on Unit 1 exercises with whatever time remains

Period 6: - Work on vocabulary exercises - Share theme quotations in small groups - Work on finding more quotations for each section - Begin writing paragraph

Hw: Finish Unit 1 exercises


 * Monday, Sept. 29**

8th Grade:

Bell Ringer: •Bell Ringer: Identify the following sentences as simple, compound, or complex. 1.Sam forgot her lunch at home, so she had to call her mom from school. 2.Jim, Alex, and Chris went on a hike yesterday. 3.Grabbing a quick breather, Ashley slowed down her pace after sprinting for the last mile. 4.Whenever grandma comes over, Missy jumps for joy.

- Finish Fragment Power Point



Period 4, 6, 7, 8: Bell Ringer: Choose two Unit 1 vocabulary words and write one sentence for each of them.

- Read over vocabulary book exercises and review terms.


 * Tuesday, Sept. 30**

8th Grade: Bell Ringer: Identify three ways to fix a run-on sentence.

- Discuss homework and work in groups to fix the rest of the sentences - Distribute and begin practice quiz

Answer Sheet:



9th Grade: Complete Unit 1 vocabulary quiz