Friday, May 20, 2011

Diary of Anne Frank

Diary of Anne Frank
Act I
Questions & Responses
¨1. At first, Anne is unaffected and considers the hiding place “a very peculiar summer boarding house”.
¨2. While the workers are in the building, there had to be complete quiet. There could be no noise from 8:00 A.M. to 6:00 P.M. They could move only in their stockinged feet and could not speak above a whisper. They could not run any water.
¨3. Her father’s command that she must never go beyond the door of their hiding place makes Anne realize the severity of their confinement.
¨4. Margot, Anne, and Peter do school assignments under the guidance of Mr. Frank. Mrs. Frank and Mrs. Van Daan do sewing, embroidery, and prepare dinners. They all celebrate Hanukkah. The families cannot make any noise for fear of people becoming aware that they are hiding upstairs. They are never allowed to leave the attic to go outside. When a thief enters the warehouse, his noise fills everyone with fear. They think the intruder is the Green Police
¨5. Anne wants to be able to ride her bike, to laugh, to have new clothes, to have a hot bath, and to be back at school with her friends. Her nightmare was that the Green Police broke down the door and grabbed her.
¨6. Hanukkah is a time of celebration. It is a way of renewing your faith in God. Anne has managed to surprise the group by finding appropriate Hanukkah presents for each one
¨7. Peter is gentle and well mannered. He is shy and at times withdrawn. Anne is intelligent, honest, and eager for perfection. However, at times she can be difficult and temperamental. Peter impulsively rips the Star of David off his shirt and burns it. Anne has stronger feelings about what the star stands for and can’t burn it.
¨8. Margot is quiet, courteous, and distant. Anne is boisterous, self-assertive, and engaging. Their mother prefers Margot’s character to Anne’s. Anne feels she is not understood and has nothing in common with her mother.
¨9. The statement means that, even though they are virtually prisoners in the attic, they can go anywhere through books. Anne is eager for intellectual activity and Mr. Frank is a great source of intellectual stimulation for her.
¨10. Everyone is fearful that the intruder will go to the Green Police and tell of their hiding. Yet they try to renew their faith and courage by continuing to celebrate Hanukkah.
¨11. Traditions help us get through difficult times by giving people a sense of security. The idea of sharing long-established values prevents a sense of rootlessness.
¨12. Answers may vary…Yes. Students should note that Anne provides firsthand observations on the barbarism of the Nazis.
Act II
Questions & Responses
¨ 1. The people from whom Miep had gotten the ration books have been arrested, and so the refugees are particularly hungry.
¨ 2. Answers may vary…Some examples include Mr. Van Daan’s attempt to sell his wife’s fur coat, Peter’s resentment over Dussel’s remark about the boy’s lost cat, news of the workman’s blackmail of Mr. Kraler, Mrs. Van Daan’s disapproval of her son’s growing affection for Anne, and Mr. Van Daan’s theft of food.
¨ 3. News of the D-Day invasion of Normandy and expectations of imminent liberation give the group hope.
¨ Mr. Kraler tells the group that he thinks one of the workmen is trying to blackmail him and knows that there are people hiding in the attic.
¨ 4. Mrs. Frank wants to turn out the Van Daans because she discovered Mr. Van Daan stealing bread that should have gone to the children.
¨ Mrs. Frank has always been shown to be concerned about the health and well-being of the children
¨ 5. The Gestapo traces the stolen radio back to the thief, who reveals the location of the hideout to the Nazis.
¨ 6. Peter provides her with the security she craves, and now this confidence in his affection for her enables her to be less defensive with the other occupants.
¨ 7. Ulcers can be caused by stress and aggravation. Mr. Frank feels that Mr. Kraler’s ulcers were caused by constantly worrying about their safety.
¨ 8. Mr. Frank refers to the fact that living in confinement, compounded by the strain and tension of war, causes problems among people which might otherwise never occur.
¨ 9. Anne’s successful struggle to achieve courage, hope, and compassion allows her to believe that people are really good at heart.
¨ 10. The implication is that Mr. Frank has lost his faith. Reading his daughter’s entries restores his own faith in humanity.
¨ 11. Answers may vary. Like Anne in this speech, some young people think they can ignore the world’s evils and on the strength of their hopes and ideals make the world a better place.
¨ 12. Anne’s diary is an enduring testimonial to the power of courage and positivism to prevail over despair

Thursday, May 12, 2011

Monday, May 16th, 2011 - Friday, May 20th, 2011

7th Grade English Language Arts:
Students will be given class time to complete their final project and review for their Greek Mythology Unit Test. Details for the project will be distributed on Monday, May 17th, 2011. The project will be due on Thursday, May 19th, 2011. The test for the entire Greek Mythology unit will take place on Friday, May 20th, 2011.

8th Grade English Language Arts:
Students have been assigned to read "The Diary of Anne Frank", will view clips from the film, answer questions #1-12 on page 343 and questions #1-12 on page 369. Questions will be due on Wednesday, May 18th, 2011. Class time will be given to work on answering the questions on Monday and Tuesday, May 16th & 17th. If students need additional time to complete the questions, then they will be required to check out a Literature book from the school library and complete the questions by Wednesday, May 18th, 2011. Material will be discussed and reviewed on Wednesday and Thursday, May 18th and 19th, and the test over the reading and vocabulary of "The Diary of Anne Frank" will be Friday, May 20th, 2011.

8th Grade Advanced English Language Arts:
Students are assigned to read Shakespeare's Midsummer Night's Dream, complete the accompanying Study Guide, and perform a 10 minute segment of the play by Wednesday, June 1st, 2011.

Monday, April 25, 2011

Some Notes on Note Cards

Sample Note Cards
Note cards should not include your entire speech. Rather, they are simply serving as reminders of what you are going to talk about. For example, instead of writing an entire body paragraph on a note card, just write one or two key sentences (citations included) that will help you to remember your research and main point.

Basic Sample:
Topic: Lyme disease
I. Intro.
II. Body
A. What is it? (Author Name & Page Number)
B. Where do you find it? (Website Name)
C. How do you prevent it? (Article Title & Page Number)
III. Conclusion

More Detailed Example (One Card per "Paragraph"—Introduction, Supporting Evidence 1, Supporting Evidence 2, Supporting Evidence 3, and Conclusion)

Topic: Don’t drink and drive
Card #1: Introduction
A. Describe an horrific car crash
B. You or me—it could happen
C. Introduce thesis statement: “People should not drink and drive.”
Card #2: Supporting Argument 1
A. One problem with drunk driving is that it can potentially harm innocent bystanders.
B. According to ________, ________ accidents are caused by drunk driving.
C. __________ drunk driving accidents result in death (Website Name).
D. Show visual aid (picture of mangled car)
E. Personal story
Card #3: Supporting Argument 2
  1. A second problem with drunk driving is that getting pulled over by an officer can cost you money and add points to your license.
  2. Receiving a DUI costs $_________ and can = ________ time in prison (Website Name).
  3. A recent study conducted by ____________ shows that about $_______ = fines for drunk driving.
  4. According to an interview with ____________, you can get up to _______ points on your license from a DUI.
Card #4: Supporting Argument 3
  1. Lastly, drunk driving is completely unfair to your friends and family in the car with you. Do you really want to put their lives at risk?
  2. In 2009, _________% of people killed by drunk drivers were passengers in the car with the intoxicated driver (Author name & page number).
  3. In an interview I had with ________, she revealed that her cousin died because the driver of the car she was in was intoxicated.
    1. Explain how they were close friends and how the accident happened.
Card #5: Conclusion
  1. In summary, I believe that people should not drive while intoxicated.
  2. Summarize three points: injury/death to innocent people on the streets, money and points on your license, and injury/death to other people in the car.
  3. Call to action—stricter rules.

Check this site out for some examples:

More Information About How to Write a Bibliography

To Create a Citation for a Book with One Author...
1. Author's last name, then first name (put a period at the end)
2. Title of book (italicized or underlined, followed by a period)
3. City of publication (followed by a colon)
4. Name of publisher (followed by a comma)
5. Copyright date (followed by a period)

For a Book with Two Authors...
1. In alphabetical order: last name, first name of first author, and first and last name of second author (followed by a period)
2. Title of book (italicized or underlined, followed by a period)
3. City of publication (followed by a colon)
4. Name of publisher (followed by a comma)
5. Copyright date (followed by a period)

For a Book with an Editor...
1. Editor's last name, first name, and then the abbreviation Ed. (for editor)
2. Title of book
3. City of publication
4. Name of publisher
5. Copyright date

For an Encyclopedia Article...
1. Author's last name, first name (if provided)
2. Title of article (put this in quotation marks)
3. Title of encyclopedia (italicized or underlined)
4. Edition year

For a Magazine or Newspaper Article...
1. Author's last name, first name
2. Title of article
3. Name of publication (the name of the magazine or paper)
4. Day, month, and year of publication (ex: 15 Feb. 2011)
5. Page number of article

For Internet Sources...
1. Author's last name, first name (if available)
2. Title of article
3. Title of document or website name (italicized or underlined)
4. Date of publication or latest update
5. Group or organization sponsoring the site (if available)
6. Date accessed (the date you visited the site)
7. URL of the source (if the URL is long, you do not have to include it)

And For Personal Interviews...
1. The last name and first name of the person interviewed
2. Personal Interview
3. The day, month, and year of the interview

How to Write a Bibliography

1. Type “Bibliography” at the top of the page and center it.
2. Double space all citations, but do not add spaces between entries. It should look like this:

Maguire, Gregory. A Lion Among Men. New York, NY: HarperCollins Books, 2008. Print.
O’Conner, Patricia T. Woe is I: A Grammarphobe’s Guide to Better English in
Plain English. New York, NY: Riverhead Books, 2009. Print.

3. Indent the second and subsequent lines of citations (see the Patricia O’Conner example above). This is known as a "hanging indention." To create a hanging indention, hit "Enter" and then "Tab" once you have reached the end of the first line.
4. List all sources (even the ones you didn't necessarily use in your speech) alphabetically by the author’s last name (if no author is listed but an editor’s name is provided, use the editor’s last name).
a. Do not list titles (Dr., Mr. Mrs., etc.) or degrees (MA, BA, PhD, etc.) with names
b. Last names are written first. Middle names or middle initials follow the first name.
5. Alphabetize works with unknown authors by their titles. Here’s one example:

Encyclopedia of Indiana. New York: Somerset, 1993. Print.

6. List page numbers of sources efficiently, when needed. If you refer to a journal article that appeared on pages 225 through 250, list the page numbers on your Works Cited page as 225-50.
7. For every entry, you must determine the Medium of Publication. Most entries will likely be listed as Print or Web sources, but other possibilities may include Film, CD-ROM, or DVD
8. If you're citing an article or a publication that was originally issued in print form but that you retrieved from an online database, you should type the online database name in italics.

*For More Information, Check Out OWL Purdue Online Writing Lab*
http://owl.english.purdue.edu/owl/resource/747/06/

Monday, March 28, 2011 - Thursday, March 31, 2011

7th Grade English Language Arts
Students will be in the computer lab Monday through Thursday working on their final drafts of their research-based persuasive essays. They have already been provided with a rubric, and as of Tuesday, March 29th they will have an additional checklist to help them gather and organize their materials for submission. Students must have their rough drafts revised, edited, and signed by a parent or guardian before they can begin working on their final drafts. In addition, final drafts are due by the end of the day on Thursday, March 31st. All other materials (note-cards, outlines, and rough drafts) will be collected the Monday after we return from Spring Break.
8th Grade English Language Arts
Students will be in the media center Monday through Thursday conducting research for the persuasive speech they will deliver upon return from Spring Break. On Monday students were provided with a list of possible topics, as well as a list of online resources and databases for their use. As of Tuesday, students will have received a rubric for their speeches. After students have checked in their sources and notes with me, they may begin working on their outlines. We will continue working on these speeches after Spring Break, but conducting additional research and drafting speeches at home is encouraged.
8th Grade Advanced English Language
Students will be in the media center Monday through Thursday conducting research for the persuasive speech they will deliver upon return from Spring Break. On Monday students were provided with a list of possible topics, as well as a list of online resources and databases for their use. As of Tuesday, students will have received a rubric for their speeches. After students have checked in their sources and notes with me, they may begin working on their outlines. We will continue working on these speeches after Spring Break, but conducting additional research and drafting speeches at home is encouraged. There will be no SAT vocabulary test this week. However, students will be given Unit 19, Groups 3 & 4 SAT words to study over Spring Break.

Monday, March 7, 2011 - Friday, March 11, 2011

7th Grade English Language Arts
Monday: No D.O.L. Today; Media Center Day; Continue Research for Ancient Greece/Ancient Rome Persuasive Essay
Homework: Continue research (don't forget to check out the public library for additional sources!) and continue working on source cards
Tuesday: Agenda; D.O.L.; Time in Lab 104; Continue Research for Persuasive Essay
Homework: Continue research and source cards
Wednesday: Agenda; D.O.L.; Media Center Day; Continue Research for Persuasive Essay
Homework: Continue research and source cards
Thursday: Agenda; D.O.L.; Media Center Day; Continue Research for Persuasive Essay
Homework: Continue research and source cards
Friday: Agenda; D.O.L.; Review Plagiarism and Proper Citation; Watch Video Clip about Ancient Greece
Homework: Continue research and source cards

8th Grade English Language Arts
Monday: No D.O.L. Today; Review Placement and Function of Commas
Homework: Complete all comma exercises in pink packet, including "comma conventions"
Tuesday: D.O.L.; Answer Questions About Comma Exercises; Review Placement and Function of Periods
Homework: Complete all period exercises in pink packet
Wednesday: D.O.L.; Answer Questions About Period Exercises; Review Quotation Marks
Homework: Complete all quotation mark exercises in pink packet
Thursday: D.O.L.; Answer Questions About Quotation Marks; Review Exclamation Points and Question Marks
Homework: Complete the question mark and exclamation point exercises in pink packet
Friday: D.O.L.; Answer Questions About Exclamation Points and Question Marks; Review Semicolons
Homework: Complete both semicolon exercises in pink packet

8th Grade Advanced English Language Arts
Monday: No D.O.L. Today; Continue Working on Comma Exercises in Pink Packet; Pass Out Unit 18 SAT Vocabulary Words
Homework: Study vocabulary words (Units 17 and 18)
Tuesday: D.O.L.; Take Unit 17 SAT Vocabulary Test
Homework: Begin writing vocabulary short stories (Due Friday); study vocabulary words
Wednesday: D.O.L.; Answer Questions About Colons, Brackets, and Parentheses; Review Placement and Functions of Commas
Homework: Complete all comma exercises in pink packet, including "comma conventions"; study vocabulary words; continue working on short stories
Thursday: D.O.L.; Answer Questions About Commas; Review Placement and Functions of Periods; "Soup" Review Game
Homework: Complete period exercises in pink packet and begin quotation marks exercises; finish short story (Due tomorrow!); study vocabulary words
Friday: No D.O.L. Today; Answer Questions About Periods and Quotation Marks; Collect Short Stories; Take Vocabulary Test
Homework: Study Unit 18 (Groups 3 and 4) vocabulary words; begin exclamation points and question marks exercises in pink packet