Smarter Balance Test Prep: “germ of hope” in Night

Smarter Balance Test Prep: “Germ of Hope” in Night

(Here is a pdf version of the story with highlights.)

Due Wednesday
The translator is using the image “germ of hope” to explain why the Jews/Elie’s family did not leave or do something about their impending deaths.

·      Why does the writer start off with Moshe’s story?

·      Find examples of when Elie had opportunities to leave and escape.

·      List things the Jews said to convince themselves that it wasn’t that bad.

Standard:
CC.8.R.L.1 Key Ideas and Details: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Analyze:

Discuss the translator’s choice of words “Germ of Hope” up to page 20

You should be asking yourself why the translator used this specific word choice/image.

Attack:

What does the “germ of hope” refer to?

What implicit (suggested) question is the writer trying to answer in the first 20 pages?

What is the best way to organize your discussion?

Topic sentence/Claim:

The translator is using the image “germ of hope” to explain why the Jews/Elie’s family did not leave or do something about their impending deaths.

Organize your supports/evidence to support your claim.

Why does the writer start off with Moshe’s story?

Find examples of when Elie had opportunities to leave and escape.

List things the Jews said to convince themselves that it wasn’t that bad.

All of these examples should have supported your claim:

The translator is using the image “germ of hope” to explain why the Jews did not leave or do something about their impending deaths.

Now write your paragraph.

This does not have to be an essay!  This is a paragraph that demonstrates that you can support a claim with evidence from the text.  

Try to have 5 pieces of evidence from the text.  

State the source, “On page five, the writers states…”

Have a concluding sentence.

You may type this and submit it to me by Google Docs: mrbozhb@gmail.com

Progress on Night, the Ted Talk due May 6, and Smarter Balance practice

 TED Talks Project Requirements:
(Outline due April 24, Talk due May 6)    Create a Ted Talks presentation
    Talk must be 5 minute long
    Visuals are needed for higher grade and suggested
    Speak from talking points ONLY on a paper
    (Can only get a 100 if talks from head)
    Only the talk is graded.  This is not an essay.
    Must have two sources: "According to..."

Smarter Balance Practice
To help students practice for both the Ted Talk and the Smarter Balance test, I have created a question from the first 20 pages of Night. The goal is to have the students practice explaining a CLAIM using EVIDENCE from the SOURCE:  

Question:

Discuss the translator’s choice of words “Germ of Hope” (page 13 in original version).  How does this image explain why the Jews did not fight back or run away from their impending deaths by the Germans? Include the writer’s choice of starting Night with the story of Moshe the Beadle, a man who survived being killed by the Germans.

In other words, if they knew what was going to happen to them, why didn’t they do something about it?  Use at least FIVE examples from the story to explain. Use quotation marks if you are using the exact words.  Include the page number.

Organize your supports

What is Moshe’s story?

Find examples of when Elie had opportunities to leave and escape.

List things the Jews said to convince themselves that it wasn’t that bad.

	Page

Now write this into a paragraph.  Be sure to have a topic sentence which rephrases the question into a statement.  Give examples from the text.  Be sure to indicate the source by using pages numbers.

IMPORTANT INFORMATION: What we are working on this month.

13 Reading Night Writing Talk	14 Reading Night Writing Talk	15 Reading Night Writing Talk	16 Reading Night Writing Talk	17 Sec 1: Quiz 9 Reading Night Writing Talk
20 Reading Night Writing Talk	21 Reading Night Writing Talk	22 Reading Night Writing Talk	23 Test Prep Reading Night	24 Sec 1: Quiz 10 Test Prep Reading Night
27 State Testing Talk Outline Due	28 State Testing	29 State Testing	30  State Testing	May 1 State Testing
4 Reading Night	5 Reading Night	6 Talks due Reading Night	7 Reading Night Present Talk	8 Sec 1: Quiz 11 Reading Night Present Talk

The following is from my main page and will be updated as the unit progresses:

Spring 2015

Unit 3: Everyone around you has a story the world needs to hear

• Anne's Frank's father realized the potential of her diary, so he shared it with the world.
• Eli Weisel wrote his book Night because he wanted to share his experiences so that that we would never allow another Holocaust.
• Dave Isay created Story Corps because he believes that we all have something to share with the world.

    Daily Buzzword
           Improve your vocabulary
            You will copy a word each day etc.
    Writing Time:
          Take time to explore what you have to say.
          Each day you will have time to write
     Night by Eli Weisel:
          Read others.  Explore their style of writing.   
          We will be reading this book over the next
                few weeks.
         We have copies in class.
           Full text as .pdf

     TED Talks:
           Watch others present. Learn how to engage us.            Boniface Mwangi: Stand up for something
            Jarret J. Krosoczka: Appreciate lunch ladies
            Joe Smith: How to use paper towels

     Project options: (due May 4)           Create a Ted Talks presentation
               (These can teach, tell stories, more coming)
           Write a 5+ minute speech

I recommend you buy this book if you can: Night by Elie Wiesel

I spent today getting the grades updated with what I have so far.  We wrapped up Anne Frank before break.


When we return, we will be reading Night by Elie Wiesel.  I have a class set of books that students can read in class, but I highly recommend you buy the book if you have the means to do so.  This way you can write all over the book and use it at home.  (I am a big fan of underlining and marking up books.)  You will be writing a detailed essay about the book.  While I will provide a sheet for notes, it is easier to make notes in the book as you read.  Plus it is a powerful book that you will want to keep or share with someone else.

You could order the book from Amazon for $6.00 plus shipping.  I am sure Barnes & Nobles has a few copies.

Wrapping up Anne Frank

Section 3 redid their quiz from Thursday.  I will grade that soon. It is a 4th MP grade.
All sections will take a summative assessment on Anne Frank either Tuesday or Wednesday.
Section 1 will have a quiz on Unit 8 on Wednesday. (All Unit 8 work should be done by Tuesday.)

3rd marking period grades are done

I have provided plenty of opportunities to get in the make-up work.  What you see on HAC is what you are getting for the marking period.

The Anne Frank tests from Thursday are graded

I graded sections 1 and 2.  Section 3 must retake the test because of the message from the sub.  The grade is in the 4th marking period.  I assume you can see those scores.  If not, they will be available Monday.  You are also welcome to e-mail me if you can't wait.

I will count this as a large score because we did take so much time preparing for it.  I think the sheet is an excellent assessment of what the students have learned SO FAR from the play.

Enjoy your weekend.

-MrBoZ

Anne Frank Grades

All students will have a test tomorrow.  They should already have filled in this sheet, which we have discussed many times in class.  They will get a blank copy and fill it out from memory tomorrow.

We took a practice test on Anne Frank as a formative.  I will get it in the book soon.  I have used the results to create the summative test they will have next week.  We will review the test answers before we take the test.

Students are also responsible for creating a quotes challenge with a partner.  They will be doing this in class Thursday, but some may want to do it on their own.  If they cannot access their online book ay my.hrw.com, they can use the text I have organized here.  The quotes should be reasonably identifiable.  I mean, they can't just ask who said, "No."

Section 1 should be completing unit 8 in their Vocabulary Workshop book.
Sections 2 and 3 will do vocabulary next week.

Monday, March 23, 2015

Monday, March 23, 2015

Warm-up: If you were absent on Friday, you owe me the last grades of MP 3. Make study guide for Anne Frank test Thursday. Objectives: Students will understand what they are responsible for this week. Welcome to the 4th marking period grades! Agenda: Section 1- Review unit 8 vocabulary in orange book.  Pictionaries due Tuesday.  Quiz April 1. All sections- Make cards for Group 4 words.  Quiz March 26. Predominate     page 31 Coup                  page 32 Persecution        page 33 Dispossess        page 33 Natal                 page 36 Sustain              page 420 Borne                page 420 Renowned        page 420 Avert                page 421 Initiative            page 422 Detrimental        page 422 Implication        page 423 Deficiency         page 423

Standards

CC.8.R.L.1 Key Ideas and Details: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

CC.8.R.L.3 Key Ideas and Details: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

CC.8.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.