PRESIDENT’S DAY

1. PRESIDENT’S DAY • NO SCHOOL MONDAY

2. Delayed Start Tuesday = Modify PPT Lessons for Tuesday/Wednesday TUESDAYMan’s Search for Meaning – PPT SLIDES 6 and 16 • Small Group Discussion Excerpt 3 • Individually Read & Respond to Excerpt 4 • Homework = Finish 4, if needed; Complete Excerpt 4 & 5 to turn in Thursday WEDNESDAY Night Summative Essay PPT SLIDE 15 and SLIDES 7-9 • Large Group Final Peer Model (body paragraph - fire) • Peer Rotations – Intro., Body, Conc. Feedback

3. Coming Soon… THURSDAY & FRIDAY = Lab 257 Thursday • Man’s Search for Meaning – Excerpt 5 Due • Synthesis = Dickenson Poem on Hope • Lab time – Questions/Conferencing – Voices from Auschwitz video (47 minutes) Friday • Synthesis = Dickenson Poem on Hope - Due • Lab time – Conferencing/Editing (peer rotations) • Editing punctuation, spelling, capitalization, usage, etc. – italics, quotation marks (page), indentions, word count • Summative essay copieS due (hard copy & turnitin.com copy 3:10 pm)

4. Hook, Housekeeping & Homework TUESDAY Place you the hard copy of your essay in to the front basket Have out your written responses to MSFM Excerpt 3 Week 7 Have out a new sheet of paper for a new week or continue from previous weeks in order to respond in writing: How was your THREE weekend? Write down one positive. What is one intentional goal you have for this week? Make it SMART! (specific, measurable, achievable, relevant, and timely) Homework: Make revisions to your summative essay on Night and complete Man’s Search for Meaning – Excerpt 4

5. Past, Present, Future TUESDAY • Night Summative = Outline a draft of your summative essay (you do/individual) • Lab time – Questions/Conferencing • Man’s Search For Meaning – Excerpt 3 w/ Q&A • Man’s Search for Meaning – Excerpt 3 Due – Discussion? • Printed copy of summative draft due • Rotate essays (introduction, body, body, conclusion) – plus, delta • Man’s Search for Meaning – Excerpt 4 • Man’s Search for Meaning – Excerpt 4 Due – Discussion? • Man’s Search for Meaning – Excerpt 5 • Final Model (body paragraph - fire)

6. ‘The Kingdom of Night’: Lessons from the Past Colorado Academic Standards: 2. Reading for All Purposes & 3. Writing & Composition MYPH Criterion: A. Analyzing&B. Organizing Objectives: You will be able to perform a close reading of the memoir Night by ElieWiesel in order to examine the use of symbolism and its impact on the meaning of the work as a whole Guiding Questions: • What value is there in studying the horrors and dysfunctions of the past? • How can story-telling affect the world? • What is the purpose and effect of symbols (and motifs)? How do symbols create and deepen understanding and contribute to the meaning of the work as a whole? Enduring Understanding: • Literature is often a chronicle of man’s capacity for inhumanity and dysfunction, but it is also a reminder of the power of the human spirit to triumph over the past. In that sense, literature has been essential to the march of human progress. • Narrative/story-telling deepens our understanding of history by giving us an intimate, personal understanding of the experiences of others in times past.

7. Activity: Develop & Apply Purpose: to compare and contrast two different texts about the experiences of the Holocaust in order to broaden your perspective and understanding Tasks: Get into small groups to discussExcerpt 3 • What stood out to you in this excerpt? What did you find interesting, powerful, emotional, etc.? • How is Frankl’s experience similar to Wiesel's here? How is it different? • What other general questions, concerns, or comments do you have or want to point out/share about this text? Outcome: Preview the questions for Excerpt 4 • Quietly Read the 4th excerpt • Respond in writing to the questions

8. Instruction: Obtain/ReviewINTRODUCTORY PARAGRAPH The cruelties caused by intolerance are a painful part of every nation’s history. The United States is no exception. One form of intolerance that is part of our history is intolerance of immigrants, but repeatedly, immigrants have risen above the challenges they have faced to become a part of America. Judith Ortiz Cofer dramatizes this dynamic through the main character in her short story “American History.” Elena, a Puerto-Rican teenager from an immigrant family living in Paterson, New Jersey in the 1960s, is often the target of bullying and belittlement and naively struggles in a world seemingly predestined to be against her because she is an immigrant. However, even after having doors closed on her hopes, she shows the strength to continue pursuing her dreams. Cofer’s purpose is to show that regardless of age, race or gender, we all have dreams for our future and that perseverance is the key to these dreams. Using various colors to symbolize discrimination as well as hope, OritzCoferdemonstrates that while rejection is a part of growing up, it is often from these more difficult experiences that we become stronger individuals.

9. Activity: Develop & Apply Purpose: to give and receive feedback on our summative essays (symbol and theme in Wiesel’s Night) Assigned Small Groups (for rotations) Task: • Thoughtfully read a peer’s introduction • Write constructive comments in the margins • Feel free to mark areas of concern with question marks etc. Outcome:Apply ideas to revisions for final copy PLUS • Opening hook/attn. grabbing sentences are unique, piqued my interest • Brief plot summary has who, what when, where without wordiness • Wiesel's purpose is clear &/OR relates directly to your theme • Thesis includes specific symbol & what it represents • (Same)Thesisincludes specific statement of theme • Transitions from idea to idea make the intro easy to follow Delta • No hook/attention grabber • Plot summary is too long OR is missing OR • Wiesel's purpose lacks/unclear • Ideas are out of order (does not end in a thesis statement) • Thesis does not include the symbol & what it represents • Statement of theme is not in the thesis OR confusing OR unclear OR totally missing

10. Instruction: Obtain ReviewThesis In order to purpose, Elie Wiesel uses symbol to represent what symbol =represents in order to convey specific statement of theme. Example: In order to bear witness to the atrocities of the Holocaust, Wiesel uses three specific characters to represent devotion and faith to demonstrate that within us exists a immeasurable resilience and spirit to overcome even the most negative of man’s capacities. OR Elie Wiesel’s purpose for writing the memoir Night seems to be state purpose. Thus, his use of symbol to represent what symbol =represents helps reveal that specific statement of theme. Example: Elie Wiesel’s purpose for writing the memoir Night seems to be “a moral obligation” he feels “to try to prevent the enemy from enjoying one last victory by allowing his crimes to be erased from human memory” (Preface viii). Thus, Wiesel uses three specific characters to represent the devotion and faith of the Jewish people in order to demonstrate that within us exists a immeasurable resilience and spirit to overcome even the most negative of man’s capacities.

11. Instruction: Obtain ReviewTopic sentence Context (section of memoir) + Symbol + What it Represent + Theme/Purpose • Topic Sentence for 1st Body Paragraph: In the first section of the memoir, the character Moishesymbolizes the determination a witness must have in the face of varying levels of adversity. OR • Topic Sentence for 1st Body Paragraph: To open the memoir, Wiesel presents a character, Moishe the Beadel, to represent the devotion of the Jews to their faith and to each other.

14. Activity: Develop & Apply Purpose: to give and receive feedback on our summative essays (symbol and theme in Wiesel’s Night) Tasks: Rotate Thoughtfully read a peer’s introduction andfirst body paragraph • Write constructive comments in the margins • Feel free to mark areas of concern with question marks etc. Rotate = Thoughtfully read a peer’s introduction and TWO body paragraph Outcome: Apply ideas to revisions for final copy PLUS --- Delta • Topic sentence directly/clearly linked to thesis (symbol, theme) with varied wording • Context of passage/scene is clear & concise • Inclusion of “quote” is easy to follow, incorporated fluently • 2 specific quotes references symbol from the same section of the memoir • Quotes properly cited with (page number) • Inherent qualities or associations of symbol mentioned • Qualities and associations of symbol within this context explained • Purpose and effect (on characters or plot) of this symbols in this context explained • Effect on reader elaborated on (reader’s emotional response or what it helps them understand) • Concludes how the symbol supports the specific theme given • Builds on previous paragraph – Compares/Contrasts contextual use of symbol to previous use

15. Instruction: Obtain Leave the reader with a final important thought based on your analysis of his symbol in this memoir. Golding uses the conch shell to show the slow slide of the boys into savagery, thereby exemplifying the idea that humans have the capability to turn evil. At first, the conch brings everyone together; then, as its power erodes, the group breaks into two. Finally, the destruction of the conch signals the plunge into total savagery. By following the role of the conch in the novel, we see how a potentially unified, innocent group can quickly turn on one another. If this can happen so fast, and if humankind is innately evil, as this novel seems to suggest, what hope do we have as a human race? Maybe it is the hope of awareness. Understanding how violence is a progression, one brought on by disorder, impulse, and mob-like mentality, is a step towards overcoming it. We do not have to fall prey to our instincts or the ill-will demonstrated by and learned from others. By understanding, how evil arises, we can nurture goodness.

16. Activity: Develop & Apply Purpose: to give and receive feedback on our summative essays (symbol and theme in Wiesel’s Night) Tasks: Rotate Thoughtfully read a peer’s concluding paragraph • Write constructive comments in the margins • Feel free to mark areas of concern with question marks etc. Outcome: Apply ideas to revisions for final copy PLUS --- Delta • Briefly reflects on or reiterates thesis ideas/main ideas from essay (symbol & theme) • Connection of symbol to Wiesel’s overall purposepointed out – Draws conclusions about the importance of his purpose to us as readers • Considers a larger purpose and effect on us as reader’s – implications in our lives – leaving us with something to consider • Does not stray from topic

17. Review & Release What did you learn today from your peer’s today – through reading & commenting on their essays and/or from the feedback you received? What is the one intentional, SMART goal you have for this week? Homework: Make revisions to your summative essay on Night AND complete Man’s Search for Meaning – Excerpt 4

18. Coming Soon… Tuesday • Man’s Search for Meaning – Excerpt 3 Due – Discussion? • Printed copy of summative draft due • Rotate essays (introduction, body, body, conclusion) – plus, delta • Man’s Search for Meaning – Excerpt 4 Wednesday • Man’s Search for Meaning – Excerpt 4 Due – Discussion? • Man’s Search for Meaning – Excerpt 5 • Final Model (body paragraph - fire) Thursday • Man’s Search for Meaning – Excerpt 5 Due • Synthesis = Dickenson Poem on Hope • Lab time – Questions/Conferencing – Voices from Auschwitz video (47 minutes) Friday • Synthesis = Dickenson Poem on Hope - Due • Lab time – Conferencing/Editing (peer rotations) • Capitalization – italics – quotation marks (page), indent, word count • Summative essay due (hard copy & turnitin.com copy 3:10 pm)

19. Hook, Housekeeping & Homework WEDNESDAY SEE MODIFICATIONS AT BEGINNING OF SLIDE SHOW Welcome to PLC Day! Let’s get started right away! Homework: Make revisions to your summative essay on Night and complete Man’s Search for Meaning – Excerpt 5

20. Past, Present, Future WEDNESDAY • Man’s Search for Meaning – Excerpt 3 Due – Discussion? • Night: Printed copy of summative draft due • Rotate essays (introduction, body, body, conclusion) – plus, delta • Man’s Search for Meaning – Excerpt 4 • Night: Final Model (body paragraph - fire) • Man’s Search for Meaning – Excerpt 4 Due – Discussion? • Man’s Search for Meaning – Excerpt 5 • Man’s Search for Meaning – Excerpt 5 Due • Synthesis = Dickenson Poem on Hope • Lab time – Questions/Conferencing – Voices from Auschwitz video (47 minutes)

21. ‘The Kingdom of Night’: Lessons from the Past Colorado Academic Standards: 2. Reading for All Purposes & 3. Writing & Composition MYPH Criterion: A. Analyzing&B. Organizing Objectives: You will be able to perform a close reading of the memoir Night by ElieWiesel in order to examine the use of symbolism and its impact on the meaning of the work as a whole Guiding Questions: • What value is there in studying the horrors and dysfunctions of the past? • How can story-telling affect the world? • What is the purpose and effect of symbols (and motifs)? How do symbols create and deepen understanding and contribute to the meaning of the work as a whole? Enduring Understanding: • Literature is often a chronicle of man’s capacity for inhumanity and dysfunction, but it is also a reminder of the power of the human spirit to triumph over the past. In that sense, literature has been essential to the march of human progress. • Narrative/story-telling deepens our understanding of history by giving us an intimate, personal understanding of the experiences of others in times past.

22. Instruction: Obtain & Apply Purpose: to read for content – Identify, Exemplify, Explain, Elaborate, Conclude (with Transitions) Tasks: Read aloud one final model • What did you notice this peer did well? • What could you apply to your own body paragraphs? Outcome: Apply ideas to revisions for final copy

23. Activity: Develop & Apply Purpose: to compare and contrast two different texts about the experiences of the Holocaust in order to broaden your perspective and understanding Tasks: Get into small groups to discussExcerpt 4 • What stood out to you in this excerpt? What did you find interesting, powerful, emotional, etc.? • How is Frankl’s experience similar to Wiesel's here? How is it different? • What other general questions, concerns, or comments do you have or want to point out/share about this text? Outcome: Preview the questions for Excerpt 5 • Quietly Read the 5th excerpt • Respond in writing to the questions

24. Review & Release Meet in Lab 257 tomorrow! What is the one intentional, SMART goal you have for this week? How is it going?! Homework: Make revisions to your summative essay on Night AND complete Man’s Search for Meaning – Excerpt 5

25. Hook, Housekeeping & Homework LAB 257 THURSDAY Man’s Search For Meaning Excerpts 4 & 5 Due! Homework: Write a poem! See next Night + MSFM + “Hope” = Poem (due no later than Monday) Revise and finalize Night Essay Symbol & Theme • Apply information from yesterday’s peer feedback and models! • Submit work electronically through turnitin.com as well as in hard copy form

26. Activity: Develop & Apply Purpose: to examine the purpose of our two texts through the use of extended metaphor in poetry. (symbolism) Tasks: • Read and annotate her poem • Respond in writing to the two questions (summaries and connect) Outcome: See next “ ‘Hope’ is the thing with feathers—...” • speaker describes hope as a bird • perches in the soul • sings wordlessly, without pause • song of hope - sweetest in a strong wind • hope withstands and remains in tough, troubling times • it never asks for anything in return, but provides comfort Emily Dickinson takes an abstract feeling or idea – in this case, hope – and likens it to something physical, visible, and tangible – here, a singing bird.

27. Activity: Apply Purpose: to examine the purpose of our two texts through the use of extended metaphor in poetry. (symbolism) Emily Dickinson takes an abstract feeling or idea – in this case, hope – and likens it to something physical, visible, and tangible – here, a singing bird. Tasks: Small Group or Individual • Select an abstract feeling, one you have seen displayed in Night or in MSFM (or both) and liken it to an object (a tangible thing).Consider the objects specific qualities and characteristics and how these add a deeper understating to the feeling being conveyed. • Using Dickinson's poem as a model, write a poem (3 stanzas, 4 lines each - minimum 3 stanzas, 3 lines each Outcome: Neatly write the poem for display – Feel free to include a drawing

28. Hook, Housekeeping & Homework LAB 257 FRIDAY Have you turned in Man’s Search For Meaning Excerpts 4 & 5? Homework: Write a poem! See previous slides Night + MSFM + “Hope” = Poem (due no later than Monday) Peer Rotations for Editing Ask questions as needed • Properly formatted (4-line heading, centered assignment title, double-spaced throughout, Times New Roman, 12-point font, etc.) • No more than 1500 words • Properly incorporated quotes • Use of strong sentence starters and transitions; ideas connect and build upon one another • Checked for spelling, capitalization, sentence completeness, punctuation, usage. • Night vs. night Revise and finalize draft Submit work electronically through turnitin.com as well as in hard copy form by 3:10 TODAY

29. For Some Fun… • Q:  Which is faster – heat or cold? • A:  Heat, because you can catch a cold • Q:  What do you call a boomerang that doesn’t come back? • A:  A stick • Q:  Why was the math book always worried? • A:  Because it had so many problems While you wait… Q:  What did the mouse say to the other mouse when it tried to steal the cheese? A:  That’s Nacho Cheese! Q:  What’s a ghost’s favorite fruit? A:  Boo-berries Q:  Why did the man take his clock to the vet? A:  Because it had ticks • Q:  Why did the robber take a shower? • A:  So it would be a clean getaway • Q:  Why did the chicken go to jail? • A:  Because he was using fowl language • Q:  What has two legs but can’t walk? • A:  A pair of pants • Q:  Which school supply is king of the classroom? • A:  A ruler • Q:  Which vegetable should you never invite on a boat trip? • A:  A leek • Q:  How did Benjamin Franklin feel when he discovered electricity? • A:  Shocked • Q:  Why did the horse chew with his mouth open? • A:  Because he had bad stable manners • Q: Why wasn’t the French fry made in France? • A: Because it is made in grease! (but not Greece!)