3.28- Bell-ringer, Vocabulary Words, Etymology Activity

Bell-ringer: Write two paragraphs on the prompt below. 

Prompt: You have one more quarter of middle school left. How does that make you feel?

Periods 1/7, 2/6

The Diary of Anne Frank: Act 1 Vocabulary

Directions: write the following words and definitions; then create an original sentence using the word, draw a picture of the word, and write down a synonym and antonym for each word. Due Tuesday, April 3.

1.    Portly- adj. large and heavy; obese
2.    Mercurial- adj. quick or changeable in behavior
3.    Conspicuous- adj. easily seen or noticed
4.    Unabashed- adj. not ashamed or embarrassed
5.    Insufferable- adj. unbearable
6.    Meticulous- adj. extremely careful about details
7.    Fatalist- n. one who believes that all events are determined by fate or fortune (no antonym)
8.    Ostentatiously- adv. done in a showy way

Periods 3/8, 5

Night: Vocabulary Part 1

Directions: write the following words and definitions; then create an original sentence using the word, draw a picture of the word, and write down a synonym and antonym for each word. Due Tuesday, April 3 for 3/8 and Wednesday, April 4 for 5th.

1.       Expound- v. to explain or describe in great detail
2.       Farce- n. a foolish show or mockery
3.       Abominable- adj. repugnantly hated; detestable
4.       Monotonous- adj. lacking variety; having minimal inflection
5.       Bewildered- adj. completely confused
6.       Unremittingly- adv. not lessening; incessant
7.       Reverie- n. a daydream
8.       Waif- n. a homeless child or childlike person

Etymology Activity- 1/7, 2/6, and 3/8

Figure out which spelling word corresponds with each clue.
1.       This word, which means generous with money or volunteerism, is the opposite of selfish.
2.       To move to violent, unusual action or to shake briskly
3.       This word, a synonym for laborious, comes from the Latin word meaning steep.
4.       A point in time, especially a critical one
5.       To remove water/moisture from fruit to preserve it
6.       Combination of the Latin words meaning “to recall” and “mindful”
7.       Existing in one since birth
8.       “During the time of _________, alcohol was made illegal.”
9.       Bewail and bemoan are synonyms of this word.
10.   It seemed like my mother’s _______ ; she could know what we were doing without being with us.
11.   Synonyms of this word are pellucid and crystalline.
12.   In physics, this word means the meeting of particles or of bodies in which each exerts a force upon the other, causing the exchange of energy or momentum.
13.   This word can either be a noun or verb, deriving from a word meaning “comfort.”
14.   Has the prefix meaning “across” or “between”
15.   Meaning pertinacious and persistent

3.27-Bell-ringer, Non-Jewish Victims Research, Honors Research

Bell-ringer: Write an original sentence for the words below. Your sentences should be interesting, descriptive, and ten words long.

1.     Plurality-n. a majority

2.     Polyglot- n. a person who can speak multiple languages

3.     Pummel- v. to beat with a blunt object

4.     Potent- adj. powerful; mighty

Potentate- n. a person who possess great power

Non-Jewish Victims Presentations

With your group, you will be creating and presenting a presentation on one of the non-Jewish victims of the Holocaust. Each group will be assigned a different group of people. In your presentation, you, at the minimum, must answer the questions below. Additionally, you must create a visual aid as part of your presentation. I would suggest using one of the apps on the iPad to create a PowerPoint-like presentation. All presentations will happen this afternoon. 

1. Describe who these people were. 
2. Describe why they were targeted by the Nazi party. 
3. What was the population of this group in Europe (or Germany if there is no data for all of Europe) before the Holocaust. (For the people with handicaps and the LGBT community, write down the amount of people who were persecuted--not just killed.)
4. Detail the different types of persecution that was used against these people. This should be an extensive list. 
5. How many of these people were murdered? 

Roma and Sinti (Gypsy)- click here
Poles- click here
Jehovah's Witnesses- click here
People with Disability- click here
LGBTQ- click here

5th Period:

Research one of the assigned topics below using an i-Pad. Each person in the group will have one of the topics; if there are more than four people, then two people will have the same topic.  On a sheet of paper, write down the facts that you gather. You will have 20 minutes to research this topic. After you research, you will be the expert on that topic in your group, who will present your findings to the group.  

Make sure to write down the name of the website(s).

1.     Research Jewish persecution in Europe throughout history.

2.     Research the Jewish faith. Include history, beliefs, practices, and holy days.

3.     Research Hasidic Jews. Compare and contrast Hasidic Jews and Reform Jews.

4.     Research the teaching of the Talmud, the Zohar, and the Kabbalah.

3.26-Bell-ringer, Spelling Words, Verb Tenses

Bell-ringer: Write the following sentences and define the underlined words using context clues and prior knowledge.

1.     A plurality of the students voted to go outside for class.

2.     The polyglot could speak six different languages.

3.     During dinner, my grandma pummeled the cockroach with a chicken leg.

4.     The potent storm ripped out the power poles.

5.     My uncle thinks he is a potentate, but he actually has no power at all.

1.    agitate

2.    collision

3.    transaction

4.    solace

5.    juncture

6.    charitable

7.    deplore

8.    prohibition

9.    commemorate

10.  arduous

11.  dehydrated

12.  innate

13.  transparent

14.  tenacious

15.  intuitive

Personal Creed Directions, "The Watch," "The Massacre of the Jews"

Personal Creed: Final

Directions: You will be creating a formal personal creed. All final products will be written on computer paper and in color.

On the front side of your product, you will be writing “My Personal Creed” at the top. Then you will list your ten “I believe” statements. These should be written neatly and be able to be seen easily. Also, you will be creating a colored design for the front. This could include pictorial representations of your beliefs, a border, background design, etc.

On the reverse side of your product, you will be writing an explanation for each of your “I believe statement.” To write your explanation, answer one of the following questions:

1.       What has happened in your life that has led you to believe this?

2.       How does having this belief affect the way you act or think?

The final product will be due on Tuesday, March 27.

"The Watch"--click here 
"The Massacre of the Jews"--click here

3.16-Bell-ringer, Mini Research Project, Short Story

Bell-ringer: Write two paragraphs on the prompt below. These paragraphs should be no less than four sentences long.

Today is St. Urho’s Day, a day when people of Finnish decent celebrate a man who expelled grasshoppers from Finland to help save their crops. Tomorrow is St. Patrick’s Day, a day that celebrates a man who expelled snakes from Ireland.

Many times there are things in our lives that need to be “expelled” for us to be successful. In your first paragraph, talk about the types of things that keep people from being successful. In the second paragraph, examine your own life and determine what thing (or things) needs to be removed from your life to help you become successful.

Mini-Research Project
Next week, we will (hopefully!) begin a unit on the Holocaust. To prepare for this unit, you need to answer the following questions. These do not need to be complete sentences, but they must answer the question completely. Use your online resources to answer these questions; do not put what you think is the answer unless you have checked it with a resource. I will allow you to use Wikipedia for this project.

Pre-World War II

1. Who was involved in WWI? Who were the winners? Losers? You do not need to list every country; just the main ones.
2. What was the Treaty of Versailles? What was Germany expected to do because of this treaty?
3. What does NAZI stand for?
4. What global economic crisis led to the rise of the Nazi Party?
5. What type of government did Germany have before the Nazi takeover?
6. Define propaganda. Give two examples of propaganda that the Nazis used.

Anti-Semetism
7. Define antisemitism. Give two examples (other than the Holocaust) of Jewish persecution in history.
8. What were some reasons Nazis gave for persecuting Jewish people?

Adolf Hitler
9. When and where was Hitler born?
10. List three negative events from Hitler's early life.
11. Why was Hitler imprisoned in the 1920s?
12. What roles did Hitler have in the Nazi party?
13. Explain the events leading up to and including Hitler's death.

Short Story
If/when you finish, read this short story--click here 

3.15-Bell-ringer and Activity

Bell-ringer: Write the quote and answer the questions that follow.

"Your attitude, not your aptitude, will determine your altitude."- Zig Ziglar

1. Put this quote into your own words. If you are unsure what some of the words mean, research them. Do not guess.

2. Why would attitude be more important than aptitude?

3. Do you agree with Ziglar?


Mini-Research Project
Next week, we will (hopefully!) begin a unit on the Holocaust. To prepare for this unit, you need to answer the following questions. These do not need to be complete sentences, but they must answer the question completely. Use your online resources to answer these questions; do not put what you think is the answer unless you have checked it with a resource. I will allow you to use Wikipedia for this project.

Pre-World War II

1. Who was involved in WWI? Who were the winners? Losers? You do not need to list every country; just the main one.
2. What was the Treaty of Versailles? What was Germany expected to do because of this treaty?
3. What does NAZI stand for?
4. What global economic crisis led to the rise of the Nazi Party?
5. What type of government did Germany have before the Nazi takeover?
6. Define propaganda. Give two examples of propaganda that the Nazis used.

Anti-Semetism
7. Define antisemitism. Give two examples (other than the Holocaust) of Jewish persecution in history.
8. What were some reasons Nazis gave for persecuting Jewish people?

Adolf Hitler
9. When and where was Hitler born?
10. List three negative events from Hitler's early life.
11. Why was Hitler imprisoned in the 1920s?
12. What roles did Hitler have in the Nazi party?
13. Explain the events leading up to and including Hitler's death.

Self-Edit Stations Revised

When you turn in your rough draft on Friday, you will be expected to have completed the self-editing stations. Since different students are in different stages of the writing process, you will be expected to complete this on your own if you did not do it in class.

Introduction
1. Underline the hook. Beside it, write the type of hook that you employed.
2. If you used a quote hook, did you include an analysis of the hook? Circle the analysis.
3. If you did not provide an analysis for the quote hook, then you need to write one.
4. Circle your thesis and number your three supporting details.

Organization/Support
1. Circle the topic sentence and underline the conclusion sentence for your three body paragraphs.
2. Are these sentences effective? Do the topic sentences include the idea?
3. Do the facts that you included support your argument? Star all of your facts.
4. Did you provide analysis for each of your facts?
5. Are your facts from credible sources?

Word Choice
1. Underline all descriptive words in your introduction and conclusion. Are these words strong?
2. Change any weak descriptive words. (This about what was on the banned words list.)
3. Circle all of the verbs in your first  and third body paragraph. Are these words strong and specific?
4. Change any weak verbs.

Format/Conventions
1. Look at the beginning of all of your sentences--does each one start with the subject? Can you vary your sentence beginnings?
2. Are all of your sentences simple sentences? Do you use enough complex and compound-complex sentences?
3. Check for run-on sentences and sentence fragments. You will lose MANY points for these.
4. Fix any grammatical issues.

3.13- Bell-ringer and Works Cited Website

Bell-ringer: Create an original sentence for each of the words below. Your sentences should be creative, descriptive, and no less than ten words long.

1. Placate-v. to soothe, calm
2. Placid-adj. serene, peaceful
3. Plaudit-n. applause
4. Plebeian-adj. common
5. Plenary- adj. total; complete

If easybib is not working for you, this website should work.

Argumentative Conclusion

Conclusion Paragraph

After the introduction, the conclusion is the most important paragraph of your essay. Even if the body of your essay is strong, if the conclusion is weak, the read will believe your whole essay is lacking. Follow the directions below to create your conclusion.

 

First sentence: Rephrase the thesis. Do not simply copy it; put it into different words.

Second sentence: Write a summary of body paragraph 1.

Third sentence: Write a summary of body paragraph 2.

Fourth sentence: Write a summary of body paragraph 3.

Fifth sentence: Create a strong “wrap-up” sentence. This will be the last thought that the read is left with. Many times, there is a call to action.

 

Example:

For decades, researchers and scientists have believed that smoking is dangerous habit, not just to the smoker, but also for those around the smoker and the world at large. Smoking can cause various diseases that affect the smoker’s life and can ultimately lead to death. Additionally, those who are frequently in proximity to a person (or people) smoking can develop similar maladies and ailment. Finally, with the liter and the toxic air that is produced by smoking, the environment suffers, too, when people smoke. With all of these reasons in mind, it is time to make smoking obsolete.

3.12- Bell-ringer

Directions: Write the following sentences and define the underlined using context clues and prior knowledge.

1. The only thing that could placate the screaming baby was her pacified.
2. A cool breeze and gently rushing water created placid scene.
3. The actor was greeted with plaudit coming from the clapping audience.
4. Though scientists initially thought the fossil was rare, they learned that is was plebeian.
5 You must do the plenary project, not just part of it.

Body Paragraph #3

Body Paragraph 3 is where you will introduce one argument from the other side of the topic and then refute it. It is important that you present the other side's argument fairly (do not make it seem weak just so it is easier to refute). Use facts to present the other argument. Then, use your own facts to present why the other side's argument is wrong.

Directions:
Begin with a transitional phrase or word that moves the thinking from your last body paragraph to this one.
Then present the other side's argument.
After that, provide data to support your side while also refuting the other side's.
End with a "wrap-up" sentence that connects this paragraph to the whole essay.

Example:
While it is abundantly clear that smoking is a dangerous and unhealthy habit, there are some that believe the "benefits" of smoking outweigh all of the downsides. One of these favoring aspects is that smoking helps reduce the chance of obesity; because nicotine can act as an appetite suppressant, many smokers snack less than non-smokers (Wanjek 5). Additionally, the damage that smoking does to tastebuds causes food to lack flavor, making the act of eating less enjoyable (Wanjek). While reducing the rate of obesity is beneficial, especially in a country where the obesity rate is nearly 1/3 of the American population, smoking still is vastly more harmful ("Obesity in America" 4). For instance, the majority of occurrences of oral cancer for those over 50 is directly correlated to smoking ("Facts on Oral Cancer" 12). Furthermore, smoking can cause lasting diseases such as chronic obstructive pulmonary disorder (COPD) and tuberculosis (McDocker 9). While smoking help someone stay thin, no one will find this person attractive if s/he is constantly hacking up a lung and missing half a jaw.

Self-Editing Stations

When you turn in your rough draft on Friday, you will be expected to have completed the self-editing stations. Since different students are in different stages of the writing process, you will be expected to complete this on your own if you did not do it in class.

Introduction
1. Underline the hook. Beside it, write the type of hook that you employed.
2. If you used a quote hook, did you include an analysis of the hook? Circle the analysis.
3. If you did not provide an analysis for the quote hook, then you need to write one.
4. Circle your thesis and number your three supporting details.

Organization/Support
1. Circle the topic sentence and underline the conclusion sentence for your two body paragraphs.
2. Are these sentences effective? Do the topic sentences include the idea?
3. Do the facts that you included support your argument? Star all of your facts.
4. Did you provide analysis for each of your facts?
5. Are your facts from credible sources?

Word Choice
1. Underline all descriptive words in your introduction. Are these words strong?
2. Change any weak descriptive words. (This about what was on the banned words list.)
3. Circle all of the verbs in your first body paragraph. Are these words strong and specific?
4. Change any weak verbs.

Format/Conventions
1. Look at the beginning of all of your sentences--does each one start with the subject? Can you vary your sentence beginnings?
2. Are all of your sentences simple sentences? Do you use enough complex and compound-complex sentences?
3. Check for run-on sentences and sentence fragments. You will lose MANY points for these.
4. Fix any grammatical issues.

Banned Words List

amazing
awesome
awfully
bad
beautiful
big
fine
good

got
great
happy

interesting

 look

nice
quite
really
said
so (used as an intensifier)
very
well

3.8- Bell-ringer, Works Cited Notes

Directions: Write the quote and then respond to the questions.
"Parents can only give good advice or put them on the right paths, but the final forming of a person's character lies in their own hands." Anne Frank

1. Do you agree with Ann? Why or why not?
2. Wehre do you think the responsibility for forming a person's character should lie?

Works Cited/In-Text Citations

v  Spacing. Make sure to double space throughout.

v  Order. List the sources in alphabetical order by the authors' last names or title if no author. Ignore "A," "And," and "The" when alphabetizing by title if an author is not listed.

v  Indentation. Do not indent the first line in the citation; however, you must indent any additional lines 1/2". One way to do this is with a hanging indent

v  Web Source Format: Put the format in your notes!

v   Last name, First name of the editor, author, or compiler (if available). “Article Name.” Name of  Site. Name of institution/organization affiliated with the site (sponsor or publisher). Date of last update. Medium of publication. Date of access. <URL>

v  All dates must be written day month year.

v  An in-text citation is embedded within the essay. They are formatted as (last name of author or title of article and page number or paragraph number).

v  Example: Hippos are majestic creatures (Spivy 4).

v  If you are paraphrasing information, do not put it in quotes and put the citation before the period.

v  Example: Monkeys have been active pickpockets at certain temples for centuries (Spivy 16).

v  If you use a direct quote, ensure that you accurately copy the quote, place in quotation marks, and place the citation before the period.

v  Example: “Avocados are frequently called obese” (Spivy 27).

Argumentative Essay-Body Paragraphs 1 and 2

You will be writing three body paragraphs for your argumentative essay. The first two body paragraphs will be where you present your arguments (with the strongest arguments in your first paragraph) and supporting evidence. The third paragraph will be addressed later.

Body Paragraph 1:

Begin with a topic sentence that corresponds with the first supporting detail in your thesis statement. The topic sentence should introduce the main argument of this paragraph.

Then write specific evidence from research that supports this argument. Since this evidence is from a resource, you will need to include an in-text citation after each piece of evidence, whether it is a direct quote or a paraphrase from the direct quote. If your data requires further explanation to connect it to the argument, then provide that as well. DO NOT USE MORE THAN ONE DIRECT QUOTE in a paragraph. This section of the paragraph should be at least three sentences long.

Finally, you need to conclude this paragraph with a "wrap-up" of the argument, connecting it to the overall essay.

Body Paragraph 2:
Follow the same format for this paragraph; EXCEPT, you must use a transitional phrase or word at the beginning of this paragraph. Your topic sentence should correspond with the second supporting detail in the thesis.

Example:
BP 1: Many people believe that smoking only affects specific parts of the smoker's body; however, its effects can be evident throughout the entire body. While the respiratory system is most damaged by smoking, the habit can also affect a person's mood, hygiene, and cardiovascular system. According to "The Effects of Smoking on the Body" produced by Healthline, nicotine addiction causes a smoker to become anxious when not able to have a scheduled "smoke break" ("The Effects of Smoking on the Body" 6). Additionally, as anyone who has been near a smoker knows, a person's hair, clothes, and breath consistency smell of smoke. Finally, smoking can cause the blood to clot which creates a myriad of problems including clots lodging in blood vessels, aneurysms, and strokes ("The Effects of Smoking on the Body" 13). While many people enjoy the release and relaxation that smoking can cause, its adverse effects on the body can cause health complications and ultimately death.

BP 2: The effects of smoking not only impact the smoker, but also those in proximity of the smoker. "Secondhand smoke is the combination of smoke from the burning end of the a cigarette and the smoke breathed out by the smoker" (McDockers 14). Those who frequently experience secondhand smoke experience many of the same symptoms as those who smoke themselves. More than 2 million adults in the United States have died from smoking related illness even though they did not smoke ("The Effects of Secondhand Smoke"). As with any harmful habit, children are most affected by secondhand smoke, experiencing nasal and ear infections, respiratory disease, and, in the worst cases, cancer. It is important for smokers to realize that their poor actions not only harm their own bodies, but also the health of loved ones.

3.7- Bell-ringer and Activity

Bell-ringer: Re-write the following sentences correcting any spelling, grammatical, and mechanical errors. 

1. On sunday anthony went to Nicks house to play basket ball. 
2. They playd a gam of one on one. 
3. Anthony maid 6 baskets, Nick made 7. 
4. After the game they whent inside to have snack's.
5. Anthony chocked on a cheeze-it, because he tried to in hale them. 

Today's Activities:

You will be completing two activities (only the first activity for period 5) on plagiarism. For each activity, you will be expected to write down your answers; these answers should be complete sentences. IF YOU FINISH THE REQUIRED ACTIVITY(IES), then you should use your time to research your topics for your argumentative essays. 

Activity #1: Plagiarism Scavenger Hunt (for all periods)
Using online resources, answer the following questions:

1. What is plagiarism?

2. What is unacceptable paraphrasing?

3. What is acceptable paraphrasing?

4. What is common knowledge?

5. How can a person detect plagiarism?

6. What, in your opinion, is the single best method of avoiding plagiarism?

8. What is "cryptomnesia"? Is it plagiarism?

Activity #2 
Directions: Consider the following situations and decide if an act of plagiarism has happened or not. Write down your judgment for each of the situations.

1. Ellen asks her supervisor at work if she could use the text of the training manual in an English assignment about proper sales etiquette. Ellen uses entire passages from the manual without citing her source.

2. A student makes an appointment with the family physician in order to get information about the common cold. The helpful doctor gives the student brochures about causation and treatment. However, the doctor symptoms the student that the material is copyrighted by the American Medical Association. The student uses quotations from the brochures and cites the source material.

3. Roger has written a paper on King George III for his English class. He then must write a paper for U.S. History. He reuses one page from his English-class paper.

4. Sara's mother has downloaded an article from the Internet on the market in Korea for computers. Sara uses the information from the article in a report for her economics class. She has lost the original article and does not remember the source. She does not cite the article in her notes.

5. Jared copies a painting of a tiger by a famous living artist from an art magazine. He then enters the art work in a school competition as his own and wins.