Agenda 10-8

Activities:
* Bellringer
* Discuss problem solving #3
* Timed writing, journal #2:

Reflect on the following quote:
"I had watched the whole scene without moving. I kept quiet. In fact I was thinking of how to get farther away so that I would not be hit myself. What is more, any anger I felt at that moment was directed, not against the Kapo, but against my father. I was angry at him, for not knowing how to avoid Idek's outbreak. That is what concentration camp life had made of me" (Wiesel).

Paragraph 1: Write about a time when you have misplaced your anger. Who were you really mad at? What would you do differently if you could go back to that situation?
Paragraph 2: Compare yourself to Elie.

Announcements:
* Discuss questions or concerns about reflection paper, due Thursday, 10-9
* Please turn in any missing butterflies, 30% off late penalty
* No school on Friday, 10-10

Objectives:
* Explore the themes of fear, subjugation, anger, and tragedy
* Read a memoir
* Write a response to literature

Agenda 10-7

Activities:
* Bellringer
* Finish reading and discussing chapter 4 of Night
* Begin reading and discussing chapter 5 of Night

Announcements:
* Discuss questions or concerns about reflection paper, due Thursday, 10-9
* Please turn in any missing butterflies, 20% off late penalty
* No school on Friday, 10-10

Objectives:
* Explore the themes of fear, subjugation, anger, and tragedy
* Read a memoir
* Write a response to literature

Agenda 10-6

Activities:
* Bellringer
* Quiz over chapter 3 of Night
* Receive reflection essay handout
* Begin reading and discussing chapter 4 of Night

Announcements:
* No more quizzes this week
* Please turn in any missing butterflies, 10% off
* No school on Friday, 10-10

Objectives:

* Explore the themes of fear, subjugation, anger, and tragedy

* Read a memoir

Agenda 10-3

Activities:
* Bellringer
* Finish reading and discussing chapter 3
* Journal #1, 50 points:

Reflect on the following quote:
"At about noon they brought us soup: a plate of thick soup for each person. Tormented though I was by hunger, I refused to touch it. I was still the spoiled child I had always been. My father swallowed my ration" (Wiesel).

Paragraph 1: Explain how it describes Elie, his father, and how it pertains to the story.
Paragraph 2: Relate it to yourself. (details!)

Announcements:
* Quiz on Monday, 10-6, over chapter 3 -- 10 questions, short answer, 50 points
* Turn in butterflies
* Turn in bellringers for this week -- check for spelling, punctuation, and capitalization

Objectives:
* Explore the themes of fear, subjugation, anger, and tragedy
* Read a memoir
* Write a response to literature

Agenda 10-2

Activities:
* Bellringer
* Begin reading and discussing chapter 3 of Night
* Receive sample reflection essays (right and wrong way) -- discuss

Announcements:
* Butterflies due on Friday, 10-3

Objectives:
* Explore the themes of fear, subjugation, anger, and tragedy
* Read a memoir
* Identify strengths and weaknesses of essays

Agenda 10-1

Activities:
* Bellringer
* Quiz over chapter 1 of Night -- 8 questions, short answer -- 50 points
* Read and discuss chapter 2 of Night

Announcements:
* Butterflies due Friday, 10-3

Objectives:
* Explore the themes of fear, subjugation, anger, and tragedy
* Read a memoir

Agenda 9-30

Activities:
* Bellringer
* Finish reading and discussing chapter 1 of Night

Announcements:
* Quiz on Wednesday, 10-1 over chapter 1 of Night
* Butterflies due Friday, 10-3

Objectives:
* Explore the themes of fear, subjugation, anger, and tragedy
* Read a memoir

Agenda 9-29

Activities:
* Bellringer
* Finish One Survivor Remembers film
* Receive Night unit calendars
* Butterfly project: Create a butterfly work of art, honoring the poem written by Holocaust victim. Art CANNOT be on notebook paper. Should be worth having 4 nights to complete. Should be creative and original. 25 points. Butterfly poem

Announcements:
* Butterflies due Friday, 10-3

Objectives:
* Explore the themes of fear, subjugation, anger, and tragedy
* Read a memoir

Agenda 9-2

Activities:
* Bellringer
* Instructions for peer editing
* Peer edit your partner's paper (first 20 minutes = grading, second 20 minutes = discussion)
* Turn your paper in when finished

Announcements:
* HW: read chapter 5 of Frederick Douglass and be prepared to discuss
* Test grades, chapters 1-4
* Bring Frederick Douglass books tomorrow

Objectives:
* Write an autobiography
* Peer edit a paper using constructive criticism
* Peer edit using proofreading symbols

Agenda 8-29

Activities

• Bellringer
• Quiz, Frederick Douglass, chapters 1-4 and "Success is counted sweetest" by Emily Dickinson
• Film clip, if time allows
• Work on autobiographies, if time allows

Announcements

• Autobiographies due Tuesday, 2 September -- these WILL NOT be accepted late
• Decide who your peer editing partner will be

Objectives

• Read an autobiography
• Write an autobiography
• Understand / analyze autobiographical writing / slave narratives
• Understand literary devices, such as chiasmus, alliteration, rhyme scheme
• Explore key idea of education and cruelty

Agenda 8-14

Activities
* bellringer
* discuss fiction / nonfiction
* begin reading / listening to "The Monkey's Paw"

Announcements
* Last day for book money / syllabus slips is tomorrow

Agenda 8-13

Activities
* Complete bellringer
* Continue working on songs / literary devices
* Listen to songs

Announcements
* HW: find a song and label 5 literary devices in the song; also bring the song list back tomorrow for a grade
* money and syllabus slip due Friday
* bring literature textbooks tomorrow

Daily Agenda 4/11

Activities:

• Review year-long literature through Bingo / word search
• Enjoy refreshments

Announcements:

• Thank you all for a great year!
• Bring To Kill a Mockingbird books on Monday
• Today is Mrs. Feller's last year -- have a great last 6-weeks!

Daily Agenda 4/10

Today's Objectives:

• Students will organize their thoughts into a logical sequence that leads the audience to a clearly defined goal.
• Students will build a speech outline that includes an introduction, body, and conclusion.
• Students will use body movements, gestures, facial expressions, and eye contact that illustrate and enhance the verbal meaning.
• Students will use volume, pitch, rate, and quality to enhance the speech.
• Students will use words that effectively communicate the message to the audience.
• Students will use short, clear, and descriptive words and avoid lengthy words, sentences, and jargon.
• Students will present a speech that uses one or more props to add impact to the message.

Indiana Standards:
10.3.3, 10.3.4, 10.3.8, 10.7.2, 10.7.4, 10.7.6, *10.7.17

Activities:

• Finish Oral response to literature presentations
• Reflections for portfolio; receive grade sheets; compare grades on grade sheets with graded papers returned
• Review "Metamorphosis" through "Kafka" game

Announcements:

• Any food allergies? Please let me know!
• Did anyone borrow a graphic novel of "The Metamorphosis" ? If so, please return it!
• Vocab due Tuesday, lessons 25-26
• Speeches begin Tuesday and end on today
• end of grading period / Feller's last day = Friday
• If you plan to purchase To Kill a Mockingbird, please do so by next Monday, 4/14

Daily Agenda 4/9

Today's Objectives:

• Students will organize their thoughts into a logical sequence that leads the audience to a clearly defined goal.
• Students will build a speech outline that includes an introduction, body, and conclusion.
• Students will use body movements, gestures, facial expressions, and eye contact that illustrate and enhance the verbal meaning.
• Students will use volume, pitch, rate, and quality to enhance the speech.
• Students will use words that effectively communicate the message to the audience.
• Students will use short, clear, and descriptive words and avoid lengthy words, sentences, and jargon.
• Students will present a speech that uses one or more props to add impact to the message.

Indiana Standards:
10.3.3, 10.3.4, 10.3.8, 10.7.2, 10.7.4, 10.7.6, *10.7.17

Activities:

• Oral response to literature

Announcements:

• Any food allergies? Please let me know!
• Did anyone borrow a graphic novel of "The Metamorphosis" ? If so, please return it!
• Vocab due yesterday, lessons 25-26
• Speeches begin Tuesday and end on Thursday
• end of grading period / Feller's last day = Friday
• If you plan to purchase To Kill a Mockingbird, please do so by next Monday, 4/14

Daily Agenda 4/8

Today's Objectives:

• Students will organize their thoughts into a logical sequence that leads the audience to a clearly defined goal.
• Students will build a speech outline that includes an introduction, body, and conclusion.
• Students will use body movements, gestures, facial expressions, and eye contact that illustrate and enhance the verbal meaning.
• Students will use volume, pitch, rate, and quality to enhance the speech.
• Students will use words that effectively communicate the message to the audience.
• Students will use short, clear, and descriptive words and avoid lengthy words, sentences, and jargon.
• Students will present a speech that uses one or more props to add impact to the message.

Indiana Standards:
10.3.3, 10.3.4, 10.3.8, 10.7.2, 10.7.4, 10.7.6, *10.7.17

Activities:

• Oral response to literature
• Watch Kafka video, if time allows

Announcements:

• Any food allergies? Please let me know!
• Did anyone borrow a graphic novel of "The Metamorphosis" ? If so, please return it!
• Vocab due today, lessons 25-26
• Speeches begin today and end on Thursday
• end of grading period / Feller's last day = Friday
• If you plan to purchase To Kill a Mockingbird, please do so by next Monday, 4/14

Daily Agenda 4/7

Today's Objectives:

• Students will reflect on the use of symbols in literature.
• Students will select a symbol to represent an important issue.
• Students will write a description of the symbol's meaning.
• OR
• Students will be able to answer questions about "The Metamorphosis" including vocabulary, reading comprehension (fiction and nonfiction), and written response with at least 75% proficiency after reading the novella on their own.

Indiana Standards:
10.1.2, 10.1.4, 10.3.2, 10.3.3, 10.3.4, 10.3.5, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.13, 10.3.11, 10.3.12, 10.4.1, 10.4.13, 10.4.5, 10.4.8, 10.4.10, 10.4.11, 10.5.2, 10.5.7, 10.5.8, 10.6.1, 10.6.2, 10.6.3

Activities:

• Students will retake the "Metamorphosis" test OR
• Students will do the symbol writing activity

Announcements:

• Any food allergies? Please let me know!
• Did anyone borrow a graphic novel of "The Metamorphosis" ? If so, please return it!
• Vocab due tomorrow, lessons 25-26
• Speeches begin tomorrow and end on Wednesday
• end of grading period / Feller's last day = Friday
• If you plan to purchase To Kill a Mockingbird, please do so by next Monday, 4/14

Daily Agenda 4/4

Today's Objectives:
Students will compare and contrast a graphic novel translation of "The Metamorphosis" with their text.

Indiana Standards:
10.1.2, 10.1.4, 10.3.2, 10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.13, 10.3.11, 10.3.12

Activities:
Read graphic novel: "The Metamorphosis"

Announcements:

• Poetry reading Thursday, April 10, 6:30-8:30 at Barnes and Noble postponed
• Last day for "Odyssey Top Ten" = Friday, 4/4
• Vocabulary due Tuesday of this week
• substitute on today: Ms. Endress
• last day of grading period = 4/11
• Feller's last day = 4/11
• long-term sub: Ms. Yelton
• If you plan to own To Kill a Mockingbird, start looking for a copy now

Daily Agenda 4/3

Today's Objectives:

• Students will organize their thoughts into a logical sequence that leads the audience to a clearly defined goal.
• Students will build a speech outline that includes an introduction, body, and conclusion.
• Students will use body movements, gestures, facial expressions, and eye contact that illustrate and enhance the verbal meaning.
• Students will use volume, pitch, rate, and quality to enhance the speech.
• Students will use words that effectively communicate the message to the audience.
• Students will use short, clear, and descriptive words and avoid lengthy words, sentences, and jargon.
• Students will present a speech that uses one or more props to add impact to the message.

Indiana Standards:
10.3.3, 10.3.4, 10.3.8, 10.7.2, 10.7.4, 10.7.6, *10.7.17

Activities:

• Turn in "Odyssey Top Ten" / vocabulary lesson 23-24
• Overview: Oral Response to literature
• Brainstorming session with UE interns / teacher for speeches

Announcements:

• Poetry reading Thursday, April 10, 6:30-8:30 at Barnes and Noble
• Last day for "Odyssey Top Ten" = Friday, 4/4
• Vocabulary due Tuesday of this week
• substitute on Friday: Ms. Endress
• last day of grading period = 4/11
• Feller's last day = 4/11
• long-term sub: Ms. Yelton
• If you plan to own To Kill a Mockingbird, start looking for a copy now

Daily Agenda 4/2

Today's Objectives:

• Students will analyze the relationships between characters in the text, including conflicts, motivations, and interactions.
• Students will identify intention, attitude, and bias of the author.
• Students will explain how the author uses literary devices.
• Students will analyze narrative elements in the text.

Indiana Standards:
10.1.2, 10.1.4, 10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.13, 10.3.11, 10.3.12

Activities:

• Turn in "Odyssey Top Ten" / vocabulary lesson 23-24
• Discuss chapters two and three
• Receive copy of speech requirements
• Watch United Streaming video: "The Metamorphosis"

Announcements:

• Poetry reading Thursday, April 10, 6:30-8:30 at Barnes and Noble
• Last day for "Odyssey Top Ten" = Friday, 4/4
• Vocabulary due yesterday
• substitute on Friday: Ms. Endress
• last day of grading period = 4/11
• Feller's last day = 4/11
• long-term sub: Ms. Yelton
• If you plan to own To Kill a Mockingbird, start looking for a copy now