9/18/2015
1) WARM-UP: Is a world without a military possible? Back up your answer with at least two reasons why this is, or is not, a possibility.
Please write this question on the whiteboard and give the students 3-5 minutes to answer the question on a half sheet of paper. Then, invite students to share their opinions/reasons. Also, feel free to share your own opinion if you are comfortable doing so.
2) ACTIVITY: Please give students a choice of which activity they will complete.
“Drummer Boy of Shiloh” Workbook Pages: Have students read “The Drummer Boy of Shiloh” and answer the “blue questions” in the margins and at the end of the story. This is the first story in the workbooks that are piled up at the front of the room. Please have students GENTLY tear out the story and staple it together. (anticipate some kids ripping very poorly and causing a scene, or ripping out the wrong pages out of carelessness). At the end of class, they should put the used workbooks on the bookshelf in the back of the room.
OR
“Episode of War” Paraphrasing: Have the students read “An Episode of War” on p. 16 of the textbook and paraphrase the entire story by turning each page into four sentences. (16 sentences total). Students must remember to write neatly. Any sentence less than 8 words long will not count towards their 16 total sentence requirement.
To help students pick which activity they are going to do, read the brief descriptions.
“Drummer Boy of Shiloh”: Ray Bradbury, one of the most famous science fiction authors of all time, writes the story of a 9 year old boy who joined the Union army during the civil war. This story is about a conversation between him and the General of the Union army the night before the bloodiest battle in American history. It’s easier to read, but a little slower because it’s mostly just a conversation.
“An Episode of War”: Stephen Crane is often more known for his poetry, but in this story he tells the story of a single day in a bloody civil war battle, told from the perspective of a man too injured to fight. It’s a little shorter, but also a bit more difficult to read since his descriptions of the battlefield are written like poetry, making it a little harder to understand what is happening in the story.
3) WORK TIME: Let the students pick a story and get started on their task independently and silently. If a student is struggling (the low readers will), invite them to try and change stories, or help them through a tough part. Tell the class that if they can work quietly on their own, you will let them work with a partner who also chose the same story (if they want).
4) EXIT TICKET: In the last 5-8 minutes of class, have the students answer this question on the same half-sheet as they did their warmup.
How has warfare changed over the years, and has it made the world a better or worse place? Support your answer with at least two examples.
BACKUP PLAN: If the class is not going well, you can have them watch the TED talk posted at the top of the LINKS section on my website (mrstraussonline.weebly.com). It’s 12 minutes long and is a little slow so I would only use this if you feel the students are not getting any work done. After the video, they can complete the 5 questions behind the screen.
Notes: On my desk, there are clipboards with rough seating charts for each period. A few changes have been made but they are correct for the most part.
Please inform the students that if anyone is left on the “bad list” it will be an automatic full week of Lunchtime Study Halls, so please show the sub how awesome you really are (they really are).
If you want to show the video, sometimes the speakers don’t turn on unless you crank the volume and play a video with a high audio output. I find the youtube video titled “10 Cutest Cat Moments” works well. No, I’m not joking.
If a student wants to make up yesterday’s quiz, they must wait until I return on Monday.
If you have any questions, you may ask Mrs. Rojas or Ms. Dabbeekeh in the adjoining rooms. Thanks again!
1) WARM-UP: Is a world without a military possible? Back up your answer with at least two reasons why this is, or is not, a possibility.
Please write this question on the whiteboard and give the students 3-5 minutes to answer the question on a half sheet of paper. Then, invite students to share their opinions/reasons. Also, feel free to share your own opinion if you are comfortable doing so.
2) ACTIVITY: Please give students a choice of which activity they will complete.
“Drummer Boy of Shiloh” Workbook Pages: Have students read “The Drummer Boy of Shiloh” and answer the “blue questions” in the margins and at the end of the story. This is the first story in the workbooks that are piled up at the front of the room. Please have students GENTLY tear out the story and staple it together. (anticipate some kids ripping very poorly and causing a scene, or ripping out the wrong pages out of carelessness). At the end of class, they should put the used workbooks on the bookshelf in the back of the room.
OR
“Episode of War” Paraphrasing: Have the students read “An Episode of War” on p. 16 of the textbook and paraphrase the entire story by turning each page into four sentences. (16 sentences total). Students must remember to write neatly. Any sentence less than 8 words long will not count towards their 16 total sentence requirement.
To help students pick which activity they are going to do, read the brief descriptions.
“Drummer Boy of Shiloh”: Ray Bradbury, one of the most famous science fiction authors of all time, writes the story of a 9 year old boy who joined the Union army during the civil war. This story is about a conversation between him and the General of the Union army the night before the bloodiest battle in American history. It’s easier to read, but a little slower because it’s mostly just a conversation.
“An Episode of War”: Stephen Crane is often more known for his poetry, but in this story he tells the story of a single day in a bloody civil war battle, told from the perspective of a man too injured to fight. It’s a little shorter, but also a bit more difficult to read since his descriptions of the battlefield are written like poetry, making it a little harder to understand what is happening in the story.
3) WORK TIME: Let the students pick a story and get started on their task independently and silently. If a student is struggling (the low readers will), invite them to try and change stories, or help them through a tough part. Tell the class that if they can work quietly on their own, you will let them work with a partner who also chose the same story (if they want).
4) EXIT TICKET: In the last 5-8 minutes of class, have the students answer this question on the same half-sheet as they did their warmup.
How has warfare changed over the years, and has it made the world a better or worse place? Support your answer with at least two examples.
BACKUP PLAN: If the class is not going well, you can have them watch the TED talk posted at the top of the LINKS section on my website (mrstraussonline.weebly.com). It’s 12 minutes long and is a little slow so I would only use this if you feel the students are not getting any work done. After the video, they can complete the 5 questions behind the screen.
Notes: On my desk, there are clipboards with rough seating charts for each period. A few changes have been made but they are correct for the most part.
Please inform the students that if anyone is left on the “bad list” it will be an automatic full week of Lunchtime Study Halls, so please show the sub how awesome you really are (they really are).
If you want to show the video, sometimes the speakers don’t turn on unless you crank the volume and play a video with a high audio output. I find the youtube video titled “10 Cutest Cat Moments” works well. No, I’m not joking.
If a student wants to make up yesterday’s quiz, they must wait until I return on Monday.
If you have any questions, you may ask Mrs. Rojas or Ms. Dabbeekeh in the adjoining rooms. Thanks again!
12/11/2014
7th Grade- Periods A and C
Warm-Up: Have the students create a “Needs/Wants/Has” chart for Scrooge, Cratchit, Marley, and themselves. They should share their answers aloud when finished.
Activity: Have the students read Act 2, Scenes 3 and 4 of “A Christmas Carol.” Have them read the parts, and you read the stage direction.
DVD Closer: Have the students vote on which version of the movie they would like to watch “Jim Carrey Christmas Carol” or “Muppet Christmas Carol.” Both dvds are on my desk. To play them, simply insert the dvd into my computer and turn on the console on the wall behind you. The controls should be set to PC 1. If you see the document projector instead, simply turn that device off to project what is on the screen. The sound will not turn on immediately, but it will in about 20 seconds or so.
EL Class- Period F
Warm-Up: Have the students watch the opening scene of “The Diary of Anne Frank” (skip the lengthy titles). Then, have them read it aloud just like you did for A and C Period.
Activity: Have the students answer this question on a separate sheet of paper. You should probably write this on the whiteboard.
“Even though the war was over, their troubles had only begun.”
How were the survivors of World War 2 faced with emotional hardship? Use the short story “Suzy and Leah,” as well as Mr. Frank from the opening of “The Diary of Anne Frank” as examples in your answer. Additionally, students should guess at some of the emotional hardships Frantizek Zaremski probably faced upon his return to Poland.
It would probably be helpful if you brainstormed with them before answering.
If they finish early, just have them watch more of the Anne Frank DVD
8th Grade: Periods D and E
Warm-Up: Have the students create a “Needs/Wants/Has” chart for any three of the runaways in the Anne Frank attic AND themselves. They should share their answers aloud when finished.
Activity: Have the students read Act 1, Scene 5 of “The Diary of Anne Frank.” Have them read the parts, and you read the stage direction.
DVD Closer: Watch the scene on the DVD you just read. Continute playing the DVD until the bell rings. As the students watch the dvd, they should work on their “Character Tension” charts. Pause the movie every few minutes and have the students discuss what they have added, or could add.
12/10/2014
7th Grade- Periods A and C
Warm-Up: Have the students answer the ODD questions on p. 623 of the purple textbook (8 questions total). They may do not need to copy the questions, but should include the question as part of their answer. Please demonstrate how to do this with #1 and allow the students to copy it as a model. Please have them work solo at first, and if they can be on task, tell them they can help each other after 5-10 minutes. Any unfinished questions are homework.
Read Aloud: Act 2, Scenes 1 and 2 (p.627of purple textbook)
Students may read aloud whether they have done so in the past or not. Please note the names of each reader. Please read the stage direction for them, as it is always torture if a student tries to read all that text. Please feel free to discuss the odd appearance of Christmas Present to provide context.
DVD Comparison: Play the students the Mickey Christmas Carol up until the introduction of Christmas Present. If there is extra time at the end, have the students discuss in small groups which version of Scrooge is the best, and have one student from each group stand and share their groups decision and rationale verbally.
8th Grade: Period D and E
Read Aloud: Act 1, Scene 4 (p. 730 of the brown textbook)
Students may read aloud whether they have done so in the past or not. Please note the names of each reader. Please read the stage direction for them, as it is always torture if a student tries to read all that text. Please feel free to discuss “night terrors” with the students and discuss how the act of hiding is affecting the characters psychologically.
Begin HW: Have the students answer the ODD questions on p. 745 of the brown textbook (6 questions total). They may do not need to copy the questions, but should include the question as part of their answer. Please demonstrate how to do this with #1 and allow the students to copy it as a model. Please have them work solo at first, and if they can be on task, tell them they can help each other after 5-10 minutes. Any unfinished questions are homework.
DVD Finisher: If the students finish early, or if you sense they are getting restless and not productive, put on the Anne Frank DVD, beginning with the night terror scene (I believe it is around scene 16 or so)
EL Class: F Period
Warm-Up: Please play the students the YouTube video entited “Suzy and Leah Background.” It should be a little less than five minutes, and explains about the refugee camps, including plenty of black and white pictures. Then, have the students answer the following question on a separate sheet of paper.
“After learning a little about the Refugee Camps, and looking at the pictures of real war refugees, make a bullet list of the ‘Top 5 Most Challenging Things for Kids Living in a Refugee Camp.’ Explain to the students that in a top 5 list, #1 is the most challenging. Also, please explain that this is a prediction exercise. It’s okay that they don’t know exactly, but what do they IMAGINE was difficult about living in a refugee camp as a kid.”
Read-Aloud: Split the students into two groups at random and have them sit on opposite sides of the room, facing each other. One group is a Suzy group, and the other is Leah. They will each read one diary entry for their team, so have the students look at the length of the diary entries and decide amongst themselves who will read each entry. Have the students LIGHTLY circle the diary entry that they are going to read in pencil so that when it is their turn to read they are not caught off guard. Double check to make sure each side is looking at the correct entries (Suzy side will read the blue entries, Leah will read the brown ones).
If you do not finish reading, there is no homework.
If you DO finish reading…
Begin HW: Write two extra diary entries for December 15th, 1944: One from Suzy and one from Leah’s perspective. Each entry should be 1 paragraph in length. What do you think happened to this friendship three months down the line? Did it get stronger, or was there a challenge? Your diary entries must be realistic, mature, and logical. Please review what all three of these things mean.
9/25 Lesson Plan
Valued Substitute: Thank you for accepting my job on such short notice. I have been away on my honeymoon for the last eight days, and today was intended to be my first day back from my absence. However, my new wife and I both caught a cold during our last days in Venice, and as such I am regrettably calling in sick. Please feel free to explain this to the students, as they will all be very surprised to not see me back at work. Please have the classes follow this lesson plan.
-Have the students popcorn read 2-4 pages of the following short stories…
7th Grade- Periods A, C, and F- “A Boy and a Man”- p. 180, purple textbook
8th Grade- Periods D and E- “The Drummer Boy of Shiloh”, p. 7, brown textbook
Please use your best judgment for when to stop this activity (ie, if it’s going well continue, but please do not read aloud the entire period)
-have students silently finish reading the short story
-please write the following three “Response Frames” on the board, big enough for the students to copy and answer on a half-sheet of paper. This is to be their “exit ticket”, meaning they will hand it to you on their way out the door. Please remind them to copy the entire sentence, as well as fill in the blanks. The questions are the same for all classes.
1) In this story, the older man is an inspiration to the young because he __________________. This probably helps the young man be ________________________.
2) The older man admires the younger man because he is ________________. They young man proves he is this way by _________________.
3) This story shows that the young need the old because __________________. The old need the young because _________________.
-have the students independently answer the “Review and Assess” questions at the end of the story on a separate sheet of lined paper. They do not need to copy the questions, but should use a full sentence answer for each one (7 words per sentence minimum). They may answer the evens OR the odds. It is their choice. They may also do all the questions for extra credit.
HW: Finish the “Review and Assess” Questions started in class. Practice reading their “Respecting My Elders” short writing assignment out loud.
PS: Jordan Danny, if you were able to sub for this additional day, please use your best judgment in terms of allowing the students extra time to work on their “Respecting My Elders” project.
7th Grade- Periods A and C
Warm-Up: Have the students create a “Needs/Wants/Has” chart for Scrooge, Cratchit, Marley, and themselves. They should share their answers aloud when finished.
Activity: Have the students read Act 2, Scenes 3 and 4 of “A Christmas Carol.” Have them read the parts, and you read the stage direction.
DVD Closer: Have the students vote on which version of the movie they would like to watch “Jim Carrey Christmas Carol” or “Muppet Christmas Carol.” Both dvds are on my desk. To play them, simply insert the dvd into my computer and turn on the console on the wall behind you. The controls should be set to PC 1. If you see the document projector instead, simply turn that device off to project what is on the screen. The sound will not turn on immediately, but it will in about 20 seconds or so.
EL Class- Period F
Warm-Up: Have the students watch the opening scene of “The Diary of Anne Frank” (skip the lengthy titles). Then, have them read it aloud just like you did for A and C Period.
Activity: Have the students answer this question on a separate sheet of paper. You should probably write this on the whiteboard.
“Even though the war was over, their troubles had only begun.”
How were the survivors of World War 2 faced with emotional hardship? Use the short story “Suzy and Leah,” as well as Mr. Frank from the opening of “The Diary of Anne Frank” as examples in your answer. Additionally, students should guess at some of the emotional hardships Frantizek Zaremski probably faced upon his return to Poland.
It would probably be helpful if you brainstormed with them before answering.
If they finish early, just have them watch more of the Anne Frank DVD
8th Grade: Periods D and E
Warm-Up: Have the students create a “Needs/Wants/Has” chart for any three of the runaways in the Anne Frank attic AND themselves. They should share their answers aloud when finished.
Activity: Have the students read Act 1, Scene 5 of “The Diary of Anne Frank.” Have them read the parts, and you read the stage direction.
DVD Closer: Watch the scene on the DVD you just read. Continute playing the DVD until the bell rings. As the students watch the dvd, they should work on their “Character Tension” charts. Pause the movie every few minutes and have the students discuss what they have added, or could add.
12/10/2014
7th Grade- Periods A and C
Warm-Up: Have the students answer the ODD questions on p. 623 of the purple textbook (8 questions total). They may do not need to copy the questions, but should include the question as part of their answer. Please demonstrate how to do this with #1 and allow the students to copy it as a model. Please have them work solo at first, and if they can be on task, tell them they can help each other after 5-10 minutes. Any unfinished questions are homework.
Read Aloud: Act 2, Scenes 1 and 2 (p.627of purple textbook)
Students may read aloud whether they have done so in the past or not. Please note the names of each reader. Please read the stage direction for them, as it is always torture if a student tries to read all that text. Please feel free to discuss the odd appearance of Christmas Present to provide context.
DVD Comparison: Play the students the Mickey Christmas Carol up until the introduction of Christmas Present. If there is extra time at the end, have the students discuss in small groups which version of Scrooge is the best, and have one student from each group stand and share their groups decision and rationale verbally.
8th Grade: Period D and E
Read Aloud: Act 1, Scene 4 (p. 730 of the brown textbook)
Students may read aloud whether they have done so in the past or not. Please note the names of each reader. Please read the stage direction for them, as it is always torture if a student tries to read all that text. Please feel free to discuss “night terrors” with the students and discuss how the act of hiding is affecting the characters psychologically.
Begin HW: Have the students answer the ODD questions on p. 745 of the brown textbook (6 questions total). They may do not need to copy the questions, but should include the question as part of their answer. Please demonstrate how to do this with #1 and allow the students to copy it as a model. Please have them work solo at first, and if they can be on task, tell them they can help each other after 5-10 minutes. Any unfinished questions are homework.
DVD Finisher: If the students finish early, or if you sense they are getting restless and not productive, put on the Anne Frank DVD, beginning with the night terror scene (I believe it is around scene 16 or so)
EL Class: F Period
Warm-Up: Please play the students the YouTube video entited “Suzy and Leah Background.” It should be a little less than five minutes, and explains about the refugee camps, including plenty of black and white pictures. Then, have the students answer the following question on a separate sheet of paper.
“After learning a little about the Refugee Camps, and looking at the pictures of real war refugees, make a bullet list of the ‘Top 5 Most Challenging Things for Kids Living in a Refugee Camp.’ Explain to the students that in a top 5 list, #1 is the most challenging. Also, please explain that this is a prediction exercise. It’s okay that they don’t know exactly, but what do they IMAGINE was difficult about living in a refugee camp as a kid.”
Read-Aloud: Split the students into two groups at random and have them sit on opposite sides of the room, facing each other. One group is a Suzy group, and the other is Leah. They will each read one diary entry for their team, so have the students look at the length of the diary entries and decide amongst themselves who will read each entry. Have the students LIGHTLY circle the diary entry that they are going to read in pencil so that when it is their turn to read they are not caught off guard. Double check to make sure each side is looking at the correct entries (Suzy side will read the blue entries, Leah will read the brown ones).
If you do not finish reading, there is no homework.
If you DO finish reading…
Begin HW: Write two extra diary entries for December 15th, 1944: One from Suzy and one from Leah’s perspective. Each entry should be 1 paragraph in length. What do you think happened to this friendship three months down the line? Did it get stronger, or was there a challenge? Your diary entries must be realistic, mature, and logical. Please review what all three of these things mean.
9/25 Lesson Plan
Valued Substitute: Thank you for accepting my job on such short notice. I have been away on my honeymoon for the last eight days, and today was intended to be my first day back from my absence. However, my new wife and I both caught a cold during our last days in Venice, and as such I am regrettably calling in sick. Please feel free to explain this to the students, as they will all be very surprised to not see me back at work. Please have the classes follow this lesson plan.
-Have the students popcorn read 2-4 pages of the following short stories…
7th Grade- Periods A, C, and F- “A Boy and a Man”- p. 180, purple textbook
8th Grade- Periods D and E- “The Drummer Boy of Shiloh”, p. 7, brown textbook
Please use your best judgment for when to stop this activity (ie, if it’s going well continue, but please do not read aloud the entire period)
-have students silently finish reading the short story
-please write the following three “Response Frames” on the board, big enough for the students to copy and answer on a half-sheet of paper. This is to be their “exit ticket”, meaning they will hand it to you on their way out the door. Please remind them to copy the entire sentence, as well as fill in the blanks. The questions are the same for all classes.
1) In this story, the older man is an inspiration to the young because he __________________. This probably helps the young man be ________________________.
2) The older man admires the younger man because he is ________________. They young man proves he is this way by _________________.
3) This story shows that the young need the old because __________________. The old need the young because _________________.
-have the students independently answer the “Review and Assess” questions at the end of the story on a separate sheet of lined paper. They do not need to copy the questions, but should use a full sentence answer for each one (7 words per sentence minimum). They may answer the evens OR the odds. It is their choice. They may also do all the questions for extra credit.
HW: Finish the “Review and Assess” Questions started in class. Practice reading their “Respecting My Elders” short writing assignment out loud.
PS: Jordan Danny, if you were able to sub for this additional day, please use your best judgment in terms of allowing the students extra time to work on their “Respecting My Elders” project.