Students will complete graph for Act I Crucible, character analysis.

Students will begin Act II.

Homework: Complete all of Unit 6 for Friday.

Study for Unit 5 quiz, and complete note cards for 4 extra points.

Complete Unit 6 Synonyms, antonyms, and choosing the right word.

End of the Grading Period-3/23/10

LTC Kopacz; English III

A)   E.2.4.5: analyze emotional language

B)   A.2.4.2: detect bias in a speaker’s language

C)   Understand a play

Bell Work:

1)   Students will complete Superstition worksheet

2)    Background information, why Arthur Miller wrote The Crucible:

McCarthy Hearings:

During the McCarthy hearings (1950’s) many innocent people were accused of being traitors (communists, mainly) to our country and, while they were not physically harmed, their professional and personal lives were ruined by this adverse publicity, which was often untrue.  During this period also (as in Salem) many supposed “good people” participated in the accusations against others because they were afraid that if they refused to do so their own lives would be ruined. Miller is thus drawing a parallel between two periods of hysteria in our country, though far apart in time, that are dangerously close in ideology.  (Guidon study materials)

Class Work: Honors & Regular: 

1)     Students will begin reading The Crucible by Arthur Miller, and complete questions related to play.

Homework: Regular and Honors:

1)     Students will answer questions for Act I.

LTC Kopacz; English III and Honors

1. A.   A.2.4.1: analyze details for effective writing
2. B.   2.4.7: experience events in history
3. C.   E.1.4.1: historical narrative

Bell Work:

1)     Students will turn in their parent signatures from the Amistad test and Unit 1-3 Test.

2)    Students to complete SAT/FCAT prep worksheet for a grade.

Class Work: Honors & Regular: 

1)     Students will discuss To My Dear and Loving Husband, page139, and Upon the Burning of Our House, July 10^th, 1666, page 140-141. Complete literature questions page 142, Connect to Literature #1 and 3 dots; Think Critically #2 and #7.

2)    Students will define archaic language and meter, page 138.

Homework

1)     Students will complete Completing the Sentence and Vocabulary in Context for Unit 4 vocabulary.

Week Four, Day Three

LTC Kopacz; English III

1. A.   A.2.4.1: analyze details for effective writing
2. B.   2.4.7: experience events in history
3. C.   E.1.4.1: historical narrative

Bell Work: All:

1)     Students will receive Amistad short answer test and Unit 1-3 test to get signed for homework.

2)    Students will correct Unit 4 Synonyms, antonyms and choosing the right word.

3)    Students will answer the following prompt:

How important are material items to you? What would be your top 5 prized material items. If they were taken away from you how would you react and could you live without them, if not why? Explain in bellwork section.

Class Work: Honors & Regular: 

1)     Student read Historical Background: the Puritan tradition, page 134-136

2)    Students will discuss To My Dear and Loving Husband, page139, and Upon the Burning of Our House, July 10^th, 1666, page 140-141. Discuss literature questions.

3)    Students will define archaic language and meter, page 138.

Homework

1)     Students will get their two required tests signed by a parent/guardian this evening.

Week Four, Day 2

LTC Kopacz; English III

1. A.   E.1.4.1: Slave narrative,Primary Sources
2. B.    A.2.4.1: analyze details
3. C.    2.4.7: experience events in history

Bell Work:

1)     Students will study for Unit 3 Quiz.

Class Work: Honors & Regular: 

1)     Students will take Unit 3 Quiz, note cards adds 4 points.

2)     Students will continue watching Amistad, a true account of enslaved Africans who take over their ship, then the ship is seized and the Africans are accused of murder and are required to go to court in the United States.

3)     Students will continue working on questions about Amistad. Students will use the worksheet as a rough copy. Students will write in pen or type the final copy, you will not write the question but include what it asks in your sentences. *This will count as a Short Essay Quiz grade.

Homework

1)     Students will have quizzes signed.

2)     Students will complete first two sections of vocabulary review.

Week Four, Day One

LTC Kopacz; English III

1. A.   E.1.4.1: historical narrative
2. B.   2.4.7: experience events in history
3. C.   E.1.4.5: interpret

Bell Work:

All: 1) Students will respond to the following prompt in their bell section, discuss when finished.

Have you ever been accused of doing something that you didn’t do, or you know of someone else who was falsely accused? How did you feel about the accusations? Why do you think it was made? Was it ever disapproved?

Class Work: Honors & Regular: 

1)     Students will read The Examination of Sarah Good, page 145. They will complete questions: Connect to Literature #1, and 3 dots; Think Critically: #2, 3,4,5,6

2)    Student will watch video on The Salem Witch Trials

Homework: Study for Unit 4 vocabulary quiz, include notecards for extra credit!

LTC Kopacz; English III

1. A.   E.1.4.1: Slave narrative,Primary Sources
2. B.   A.2.4.1: analyze details
3. C.   2.4.7: experience events in history

Bell Work:

1)     Students will complete loaded words worksheet.

Class Work: Honors & Regular: 

1)     Students will finish watching Amistad, a true account of enslaved Africans who take over their ship, then the ship is seized and the Africans are accused of murder and are required to go to court in the United States.

2)    Students will begin worksheet questions about Amistad. Students will use the worksheet as a rough copy. Students will write in pen or type the final copy, you will not write the question but include what it asks in your sentences. *This will count as a Short Essay Quiz grade.

Homework

1)     Students will study for Unit 3 Vocabulary Quiz. REMEMBER-note cards give you 4 extra points on your quiz.

Week Three, Day 4

Captain Kopacz, English III

Standards:

1. A.      E.1.4.1: primary sources and slave narrative
2. B.       2.4.7: experience events in history
3. C.       E.1.4.5: interpret an excerpt to media
4. D.      E.1.4.5:recognize differences
5. E.       E.1.4.5: Understand personal qualities and motives

Bell Work:

1) Writing section of bell work: reflect and respond to the following statement:

“Can a stranger from one generation say much that is helpful to members of another generation standing on a different doorstep in time?  Just as a life is a particular life, so a generation lives in its own unique time.” –Bill Moyers

A) *What kinds of advice would Olaudah Equiano give to you from so many years ago?

B) *Which things have changed the most between your generation and your parents’ generation?  Explain.

C) *What kind of advice would you give the next generation?

Class Work:

1)       Students will begin watching Amistad and the movie relationship to the short story by Equiano.

Homework: Regular

1. Complete Unit 3 Vocabulary: Completing the Sentence and vocabulary in context.

LTC Kopacz

 Standards:            LA.E.1.4.1- Science fiction-understand and appreciate drama

                                 LA. 1.4.3- Understanding tone

                                LA.A.1.4.1-visualizing setting and action

                                LA.A.1.4.3 -   Refine vocabulary; Level E

          Understand the concepts of reading information texts

WEEK 18, DAY 1

Bell work:       Students will hand in any late signatures.

Class work:    Define Dialogue, page 964, if you haven’t done so yet.

                        Begin reading “A Chip of Glass Ruby.” When finished, complete Comprehension questions.

Homework:     Study for Unit 10 Vocabulary Quiz

WEEK 18, DAY 2

Bell Work:       Students will complete FCAT worksheet, correct.

Class Work:     Students will take Unit 10 Vocabulary Quiz.

   Students will begin Web Quest, four to a team. Each member will research an item and then   

   create a power point page.

Homework:     Students will complete Unit 11 Vocabulary, synonyms, antonyms and choosing the right word.            

WEEK 18, DAY 3                  

Bell Work:         Students will correct vocabulary.

Class Work:     Students will continue Web Quest power point project.

Students will begin watching Sarfina.

Homework:      None

 Week 18, Day 4

Bell Work:        Students will complete FCAT worksheet and correct.

Class Work:     Students will continue working on the Web Quest project and finish watching the movie.

Homework:      Students will complete Unit 11, completing the sentence and vocabulary in context.

 Week 18, Day 5

Bell Work:        Students will complete fun fact worksheet.

Class work:      Students will finish power point presentations and Sarafina movie.

Homework:      Students will work on Quarterly Reading Projects.

What was apartheid?

Translated from the Afrikaans meaning ‘apartness’, apartheid was the ideology supported by the National Party (NP) government and was introduced in South Africa in 1948. Apartheid called for the separate development of the different racial groups in South Africa. On paper it appeared to call for equal development and freedom of cultural expression, but the way it was implemented made this impossible. Apartheid made laws forced the different racial groups to live separately and develop separately, and grossly unequally too. It tried to stop all inter-marriage and social integration between racial groups. During apartheid, to have a friendship with someone of a different race generally brought suspicion upon you, or worse. More than this, apartheid was a social system which severely disadvantaged the majority of the population, simply because they did not share the skin colour of the rulers. Many were kept just above destitution because they were ‘non-white’.

 Apartheid Exhibition

By: LTC KOPACZ

Students will work in partners to research the creation and end of apartheid in South Africa and the roles of Nelson Mandela and F.W. de Klerk.  Students will then work in partners to create a Power Point presentation as an exhibit to display on the opening night of the new Human Rights Museum. 

INTRODUCTION:  

You have been hired by the new Human Rights Museum in downtown Atlanta to create a power point presentation explaining the creation and end of apartheid in South Africa and the roles of Nelson Mandela and F. W. de Clerk.

Task:

 Your job will be to create a Power Point presentation as an exhibition to display on the opening night of the new Human Rights Museum.  The Power Point presentation should explain the creation and end of apartheid in South Africa and explain the roles of Nelson Mandela and F. W. de Clerk.  Your job will be to create the power point which best illustrates the history of apartheid from beginning to end.  BE SURE TO READ THE RUBRIC SO YOU KNOW WHAT IS EXPECTED OF YOUR WORK PRODUCT. 

Process:

 PART 1 – Begin your research by learning about the history of South Africa.  Take notes in your Investigative Journal  

History of South Africa 1

History of South Africa 2

History of South Africa 3

 PART 2 – For this section, you will need to educate yourself on the creation of South Africa’s apartheid policy.  Don’t forget to complete this section of your investigative journal!

Apartheid’s beginnings

Creation of apartheid

The beginning of apartheid

PART 3 – Investigate what apartheid meant for South Africans as well as events that took place during apartheid.  Be sure to document personal experiences of South Africans during apartheid in your investigative journal.

Apartheid Museum

What is apartheid?

PART 4 - Discover how apartheid ended.  Describe this important event in your investigative journal.   

The final years of apartheid

Apartheid summary

Apartheid in a nutshell

Ongoing problems after apartheid

PART 5 – Get introduced to Nelson Mandela and F. W. de Clerk.  Investigate the roles these two men played in the history of South Africa and apartheid.  Make sure to describe their accomplishments in your investigative journal.

The Long Walk of Nelson Mandela

Nelson Mandela FAQ

The Mandela Page

Nelson Mandela Biography

Nelson Mandela and the Rainbow of Culture

F. W. de Klerk Biography

F. W. de Klerk Accomplishments

F. W. de Klerk Organization

PART 6 – Now that you have created all of your information, you need to create a Power Point Slide Show Presentation for the Human Rights Museum.  In order to ensure you produce the most comprehensive presentation you can, create a Story Board to lay out your slides before creating your Power Point Presentation.

Story Board                                                 

Evaluation:                               

 Exhibition Rubric

Conclusion:

After all of your research, now it is your job to teach visitors to the Human Rights Museum about the history of apartheid and the roles of Nelson Mandela and F. W. de Klerk in South Africa’s history.  You will do this by creating a Power Point Presentation using your research about apartheid you collected in your Investigative Journal and your Story Board. 

LTC Kopacz

 Standards:            LA.E.1.4.1-Understand and appreciate drama

                                 LA. 1.4.3- Understanding dialogue

                                LA.A.1.4.1-Visualizing setting and action

                                LA.A.1.4.3 -   Refine vocabulary; Level E

         Understand the concepts of reading information texts

WEEK 16, DAY 3

Bell work:       Students will respond to the following prompt:  Many times parents or a family member is/are heavily involved in political activities outside the home. Explain the positive and negative effects that such involvement might have on the family. Bell work section of notebook.

Class work:     Correct vocabulary, Unit 10, synonyms antonyms and Choosing the Right Word

                        Define Dialogue, page 964.

                        Begin reading “A Chip of Glass Ruby.” When finished, complete Comprehension questions.

Homework:     None

WEEK 16, DAY 4

Bell Work:        Students will read Creating Happiness, by Ernie Zelinski. Respond to the following prompt in one

paragraph using support from the article. Prompt: How do you create happiness if you are successful and not happy? Discuss

Class Work:    Students will begin watching Sarafina.

Homework:     Students will complete Completing the Sentence and vocabulary in Context.

WEEK 16, DAY 5                   

Bell Work:         Students will correct vocabulary.

Class Work:      Students will continue watching Sarfina.

                        Homework:       None