Monthly Archives: October 2012

Wednesday and Thursday, October 31st-November 1st, for CP!

TODAY:

From the reading of Ch. 3 of Night.

  • Read the Holocaust Encyclopedia entry on Dr. Mengelehttp://www.ushmm.org/wlc/en/article.php?ModuleId=10007060.
  • Take notes on Wiesel’s description of Auschwitz, his treatment, the different personalities of various guards, kapos, and policemen.
  • Make predictions on the fate of Wiesel’s family based on the details in Ch. 3, Wiesel’s tone, and the historical context.
  • Conduct research on Auschwitz, the concentration camp Eliezer is taken to with his father. Evaluate the reliability of your source. Then find at least 3 descriptions of the camp and compare them to the descriptions given by Wiesel in Ch. 3.

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Tuesday, October 30th, for CP!

TODAY:

ESSENTIAL QUESTION: How can I use note-taking to analyze details form a text to make inferences based on evidence I’ve collected?

TASK:   Identify examples of foreshadowing and predict the outcome; connect the details in the text to the historical context

  • You should have completed the reading of Ch. 2
  • Look at the images of train deportations to connect the story to the historical context, to aid comprehension, and to stimulate discussion

○     http://collections.yadvashem.org/photosarchive/enus/98492.html

○     http://collections.yadvashem.org/photosarchive/enus/67410.html

○     http://collections.yadvashem.org/photosarchive/en-us/11295.html

○     http://collections.yadvashem.org/photosarchive/en-us/29703.html

  • Compare the woman on the train to Moche. Was she psychic, prophetic, or just a lunatic? Other than their literal meaning, what could these flames symbolize?
  • Compare the woman on the train to Cassandra http://www.maicar.com/GML/Cassandra.html
  • Discuss (Think-Pair-Share): Do you believe the woman on the train was a real person or was she a character created by Wiesel to develop the narrative? Can non-fiction texts have fictional elements?
  • Students should write their own analysis of the above information.  Though they can work together in discussion, each student should have their own written work.

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Monday, October 29th, for CP!

TODAY:

ESSENTIAL QUESTION: How can taking notes and annotating a text aid my comprehension?

TASK:  Take notes to reveal how the author’s use of details builds to a major point or theme; review literary and rhetorical techniques and identify them as they arise in the textInstruction:

  • Students need to pay attention to jumps in time in the narrative (flashbacks, insertions of the narrator’s adult understandings into his childhood, etc.).
  • Use Ch. 1 and 2 and pay attention to features of the narrative, style, and diction that will become more important later on (ex: analyze the author’s purpose when using figurative language; pay attention to passages where the language shifts from literal to figurative and vice versa).
  • Students need to pay special attention to the role of Moishe the Beadle (Why is Moishe an outsider in his own community? How does his experience transform him? Why is it significant that his warnings are ignored?) and discuss the archetype of the outsider
  • Students need to write at least a one page response to the information above.  Typed, double-spaced.

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Friday, October 26th, for CP!

TODAY:

Students worked on vocabulary unit 6 open book on QUIA They have until midnight on Wednesday, October 17th to take it as many times as they’d like.

 

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Thursday, October 25th, for CP!

ESSENTIAL QUESTION: How can taking notes and annotating a text aid my comprehension?

TASK:  Take notes to reveal how the author’s use of details builds to a major point or theme; review literary and rhetorical techniques and identify them as they arise in the textInstruction:

  • Students need to pay attention to jumps in time in the narrative (flashbacks, insertions of the narrator’s adult understandings into his childhood, etc.).
  • Use Ch. 1 and 2 and pay attention to features of the narrative, style, and diction that will become more important later on (ex: analyze the author’s purpose when using figurative language; pay attention to passages where the language shifts from literal to figurative and vice versa).
  • Students need to pay special attention to the role of Moishe the Beadle (Why is Moishe an outsider in his own community? How does his experience transform him? Why is it significant that his warnings are ignored?) and discuss the archetype of the outsider
  • Students need to write at least a one page response to the information above.  Typed, double-spaced.

HOMEWORK:

Finish chapter 3-5 by Monday, October 29th.

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Tuesday, October 23rd, for CP!

TODAY:

ESSENTIAL QUESTION:  What can literature teach us about humanity and our responsibilities to ourselves, our culture, our society, and our world?

TASK:   Establish text context, introduce new vocabulary, examine the publication and translation history, research a related topic

Quiz on Holocaust notes.

Continue from yesterday, finishing what you have not finished. 

Once completed, you will need to go through chapters 1 &2 of Night and annotate the chapter. Also, pick out any new words that you are unfamiliar with (and there should be plenty) and look up their meaining within the context of the novel. 

We discussed the artilce about Antoni Dobrowolski. You will need to write a paragraph in response to the article regarding your thoughts.

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Monday, October 22nd, for CP!

TODAY:

ESSENTIAL QUESTION:  What can literature teach us about humanity and our responsibilities to ourselves, our culture, our society, and our world?

TASK:   Establish text context, introduce new vocabulary, examine the publication and translation history, research a related topic

  • Students will begin a new notebook section devoted to the study of Night.
  • Showed students the book cover (the Bantam Books version with a lone figure surrounded by barbed wire) and predict the subject, tone, purpose, etc. of the text.  Write a paragraph about the impact the cover could have on the reader before reading the text.
  • Introduce new vocabulary relevant to Night by first examining its context (example: introduce the word within the sentence from Night),    hypothesizing a definition, and then recording the actual definition; stress the part of speech and give students versions of the word in different parts  of speech (Ex. analyze, analysis, analytical; advocate, advocacy) and require students to write multiple example sentences using variations of the word.
  • Use an online dictionary in class to model the correct pronunciation of new and difficult vocabulary or words borrowed from other languages.
    • Require students to keep a vocabulary log in their notebook to record both vocabulary discussed in class and to define unfamiliar vocabularydiscovered while reading.
    • Anti-semetic
    • deportee
    • Decree
    • Dishearten
    • Expulsion
    • Exterminate
    • Farce
    • Ghetto
    • Indiscriminately
    • Infernal
    • Melancholy
    • Morale
    • Optimism
    • Pillage
    • Prolong
    • Rabbi
    • Scarcely
    • Synagogue
    • Truncheons
    • Weariness

UPCOMING:

Read chapter 2 and 3 from Night.  Be prepared for a quiz on Holocaust quiz and chapter 1.

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