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Ms. Gibbs and Mr. Gallagher would like to invite you to our ZOOM party!

Come join us for all of my jokes you miss so much-and maybe some English.

The party starts at 1:00 everyday!

Zoom Link 

Text me for the zoom meeting number.

267-994-9515

 

 

Email

mgallagher@camden.k12.nj.us

Mr. Gallagher

English 10th 

Book Links

Persepolis


Maus I

https://uniteyouthdublin.files.wordpress.com/2016/01/maus-a-survivors-tale-my-father-bleeds-history-by-art-spiegelman.pdf

Copy and paste if the links are not working. If all else fails google the title and pdf to find the text. 

For example- Persepolis pdf

 

 

Wednesday 3/18/20

 

Finish your journals and let me know what three entries you think are your best.  These are the ones you may use for the paper.

 

Text me or email me the #'s. 

 

I copied the taking points page below. We will not be doing a pod cast but this is a good tool to use for getting prepared for writing your paper.

Complete it on the platform, on paper, or google doc. Email or text me it when you are done.

 

Text me with any questions and I will be available on zoom from 1:00-1:40

Have a good day!

Mr. Gallagher

 

 

 

Goals for Today

Today we will focus on:

Point of View/Purpose Explanation of Evidence

Students will be able to:

read and comprehend a grade-level text.

analyze evidence, explaining how it supports analytical claims.

analyze how the point of view of a text captures a unique perspective within a place and time

 

Talking Points

 

Directions: To prepare for your paper, plan what you will say using the outline below. Use two of your best journal entries for the evidence and explanation of evidence.

 

Prompt: How does one point of view in the novel represent a time and place, including the ideas or values of that time and place?

 

Title: __________

 

Directions

Your Writing

Hook

Make a statement that will grab your listeners’ attention and connect to your topic.

CHOOSE ONE:

  • Have you ever ________?

  • [Find an inspiring quote:] ______ once said, “____________________ .”

  • Some people believe __________.

Background:

Provide information to a reader, so they understand your ideas even if they haven’t read the story.

  • In the novel, ________, the author, _____________, shares a story of _______________.

  • In the beginning, _______.

  • Then, ________.

  • The major climax of the story is ________. Finally, the story concludes when___________.

Topic Sentence:

Name the narrator’s or character’s point of view their perspective or motivation. Name how this point of view is unique to the time and place of the novel.

  • The author reveals _______________’s point of view that ___________________.

  • This captures the time and place of the novel by _____________.

Evidence:

Offer examples, including specific quotations, to defend the main claim of the paragraph.

  • _______’s point of view is first introduced when _________.

  • _______ writes, “_______________________ .”

Explanation of Evidence:

Analyze the evidence and explains how the evidence shows the topic sentence.

  • This moment reveals _____’s point of view by ______________.

  • Because of _______, we can see that ________.

  • This shows us the the point of view that __________ because _____________.

  • This point of view is influenced by the time period because ___________.

  • It is also unique to the place because _________________.

  • Overall, this moment captures _______________________ .

Transition:

Indicate to readers that we are moving from one idea to another.

  • Additionally, this point of view is revealed when _______. 

Evidence:

Offer examples, including specific quotations, to defend the main claim of the paragraph.

 

Explanation of Evidence:

Analyze the evidence and explains how the evidence shows the topic sentence.

 

Restatement of Topic Sentence:

Close the paragraph by restating the main claim of the topic sentence and leaving the reader with a final thought.

  • In conclusion,  ___________________.

Closing remarks:

Share your connections to the novel and what you learned from reading it.

  • From this story, I have learned _________________________ .

  • I think that in that time, __________________________ .

  • The place captured in the story is ___________________. 

  • I wonder _______________________________________ .  

  • My experiences are different because _________________.

  • I can relate to the novel because _____________________ .

 

Thursday 3/19/20

Goals for the day

Try and connect with me on zoom if you can.

You can access zoom by clicking the link at the top of the page. If that isn't working you can go to the website or use your phone to get the app. My zoom ID # is 2976466312. I will be available from 1:00-1:40 every school day here.

Reading Check 3

This reading check must be completed by Friday. The test times will be fro 1-1:40 each day. Join me and Ms. Gibbs, via zoom, and we will start your test. You will only have 15 minutes to complete the test.  once everyone is finished we will discuss what will be expected tomorrow.

 

 

Friday 3/20/20

 

 

 

 

 

Integration of Evidence Pre-Assessment


Defining Integration of Evidence

 

  1. What is Integration of Evidence?

 

 

 

 

 

  1. What do you need to remember to do this skill well?

 

 

 

 

 


Integrating Evidence

 

Scenario: You are writing a paragraph about the theme in “Still I Rise” by Maya Angelou. Here are a few of the stanzas of the poem below, to help you understand what it is about:

 

Excerpted from “Still I Rise” by Maya Angelou

 

“You may write me down in history
With your bitter, twisted lies,
You may trod me in the very dirt
But still, like dust, I’ll rise...


Did you want to see me broken?
Bowed head and lowered eyes?
Shoulders falling down like teardrops,
Weakened by my soulful cries?

Does my haughtiness offend you?
Don’t you take it awful hard
‘Cause I laugh like I’ve got gold mines
Diggin’ in my own backyard.

You may shoot me with your words,
You may cut me with your eyes,
You may kill me with your hatefulness,
But still, like air, I’ll rise.”

 

Scenario: You have decided your topic sentence will be this:

 

In “Still I Rise,” by Maya Angelou, the theme is that even when others attack and do their worst, it is important to overcome and rise above.

 

Task: Choose a quotation from this poem to support the topic sentence. Then, add 2-3 sentences to follow the topic sentence so that the evidence is accurately integrated.

 

Please access via the platform

 

Monday 3/23/20

 

Phrases and Clauses Task Card

 

Complete this task card if you have not started the work for the Phrases and Clauses Focus Area yet.

 

If you are working towards passing, or have passed Phrases and Clauses, move to that Task Card after completing the one below.

 

 

  1. Go to the Phrases and Clauses focus area in the Platform.

 

  1. Read the objectives, key terms, and take the diagnostic assessment

  1. Write your score on the diagnostic here: ______

 

  1. Set a goal around your completion of the focus area and begin work!

  1. Write your goal here: ______________________________________

 

  1. Did you accomplish your goal today? Explain why or why not.

  1. Write your answer here: ____________________________________

 

  1. COMPLETE THIS STEP AT THE END OF THE ACTIVITY.

  1. Identify the type of phrase and clause that is in bold in each sentence below.

  1. If you want to talk to me, I will be in the library.

Your answer____________________________________

  1. I rode my bicycle all the way down Grand Avenue.

Your answer____________________________________

  1. Her brother lives in the Bronx.

Your answer____________________________________

  1. Toni Morrison, who we will be studying in the next project, has won the Pulitzer Prize in literature.

Your answer____________________________________

 

  1. Rewrite each sentence below to correct the punctuation error.

  1. If you want to come with me please be ready at 6 pm.

Your answer____________________________________

  1. Whenever I see her she has a smile on her face.

Your answer____________________________________

  1. Anita who I met at my cousin’s quinceañera,  invited me to the movies.

Your answer____________________________________

  1. I think we should buy popcorn and candy, because I want to surprise Aziz for his birthday.

Your answer____________________________________

 

 

 

 

 

Blog Article                                                                Name:


Prompt: What is unique about the people of this novel and what is universal? How does the novel capture a unique time and place while also revealing universal truths?

Novel:

Thesis:

 

 

 

Quick Check:

  • Does your thesis use the language of the prompt?

  • Does your thesis include a specific answer to how the author captures a unique time and place?

  • Does your thesis name a universal truth the novel conveys?

  • Is your thesis an arguable statement that will need to be defended with evidence? (Is it not basic summary?)


When you believe your thesis meets the criteria in the Quick Check, show me to see if you are ready to move onto completing your Outline.

 

 Wednesday 3/25/20

 

Use your talking points (mild) and blog outline to create your first draft of your 4 paragraph essay.

Keep the draft in the talking points. Once you have finished this take notes for your PFA's or prepare for your reading check.

Thursday 3/26/20

Use your talking points (mild) and blog outline to create your first draft of your 4 paragraph essay.

Keep the draft in the talking points. Once you have finished this take notes for your PFA's or prepare for your reading check. First drafts are due before 1:00 Friday.

 

 

Friday 3/27/20

  

 Finish your 1st draft of your essay. Have a great weekend!

 

Monday 3/30/20

 

If you can, place your first draft in checkpoint 4.  If you can not Google doc or write it and send the picture.

 

Checkpoint: Blog Draft (Timed Write)

 

Directions: Use the outline you have prepared to draft an essay answering the prompt. You will be given a set amount of in-class time to complete this draft. This Timed Write helps you to practice and prepare for next year’s AP Language class, where you need to be able to write in a timed setting for the final AP test.

 

Prompt: What is unique about the people of this novel and what is universal? How does the novel capture a unique time and place while also revealing universal truths?

 

You will be given feedback on Informational Thesis, Integration of Evidence, Explanation of Evidence, Organization, and Communicating Accurately and Precisely.

 

 

Tuesday 3/31/20

 

PFA study day. 

Take notes from resources and take the diagnostics.

 

Wednesday 4/1/20

Read the inside cover flap of Maus and answer the first question for chapter one. You may start a Google doc for all of your answers. Only answer the first question. Be ready to discuss in our zoom class.

Thursday and Friday 4/2/20 & 4/3/20

Read chapter one of Maus and answer the study guide questions for that chapter. Have a nice and safe weekend!

Monday and Tuesday 4/6/20 & 4/7/20

Read chapter two of Maus and answer the study guide questions for that chapter.

Wednesday and Thursday  4/8/20 & 4/9/20

Read chapter three of Maus and answer the study guide questions for that chapter.

Spring Break Work (Yes-you read that right!)

Finish the book and chapter questions. Do not answer the "After Reading" questions.

4/20

Complete the After Reading questions.

4/21

Pre-War Jewish Life

Before 1933 Jewish families lived in diverse, vibrant communities across Europe. In Poland, where Vladek and Anja came from, there were 3.35 million Jews, representing ten percent of the population. Jewish communities had been in place since the eleventh century. Some of the Jews were religiously observant, others more secular. Some, particularly those from smaller villages, spoke Yiddish, others only the language of their native land. Depending on where they lived, Jews often faced many restrictions. Others enjoyed greater freedoms and achieved success as scholars, politicians, artists and scientists. Not only were millions of lives lost in the Holocaust, entire Jewish communities and a rich culture were lost. Today there are fewer than 4,000 Jews remaining in Poland.

Read Vladek's account ➢ Anja's family I.15-22 ➢ grandparents I.86, I.116

Discussion questions-

1. Vladek presents Anja's large extended family, the Zylberbergs, in some detail. What does he tell you about them?

2. Describe their social and economic status?

3. How do the Zylberbergs compare to the description of pre-war Jewish life above?

4. Why do you think Vladek's account of his pre-war life is included in Maus?

4/22-4/24

Loss of rights

The restriction of Jewish rights and the removal of Jews from public life was a gradual and systematic process. The 1933 Anti-Jewish Legislation and the 1935 Nuremberg Laws were the first legal steps to be enacted by the Nazis. These laws barred Jews from the German civil service. Basic civil rights and rights of citizenship were removed. Jews were no longer permitted to hold jobs in public schools, the law courts, post offices, railways, fire and police departments. They were forbidden to practice law or marry non-Jews. Children were forbidden to attend public schools, visit parks and own pets. Jews were forced to wear yellow stars of David in public and their identification papers were stamped with the letter "J" for Jew as part of the process of identifying and isolating them.

Read Vladek's account ➢ swastika appears I.32 ➢ pogroms in Germany and Poland I.33, I.37 ➢ invasion of Poland, Vladek drafted I.37-8, I.44, I.47-50 ➢ restrictions against Jews of Sosnowiec I.65, I.75-76, I.78-79 ➢ identification of Jews I.62, I.71, I.80, I.83, I.88, I.90, I.106 ➢ gradual systematic change I.65, I.74, I.79 ➢ aryanization of Jewish businesses I.33, I.76-77

Fact finding questions

1. Describe the ways in which Vladek, Anja and their family were subjected to discrimination.

2. What rights were removed first?

3. How does maus make use of images to explain this process to readers?

4. What did you learn from Vladek's testimony about the initial stages of the Holocaust?

Discussion questions

1. What role did these initial restrictions play in the overall Final Solution?

2. Why is it important to understand these early restrictions and their gradual implementation?

3. What lessons do they hold for racism and discrimination today?

Research extension

The Nuremberg Laws laid down the legal groundwork for restrictions against Jews.

1. What were they, how were they enacted and why?

2. Who benefited from them?

4/27-4/30

Separation, Hiding, Deportation

Kristallnacht, the "Night of Broken Glass," was a defining moment in the history of the Holocaust. On November 9, 1938, Jewish synagogues, stores and homes in Germany and Austria were looted and destroyed. Jews were murdered and thousands were deported to concentration camps. News of this event spread to Jewish communities across Europe. Those who could, tried to emigrate. Some made the difficult decision to send their children on "Kindertransports" to safety in other countries. Families who remained were driven into hiding, ghettos and concentration camps. To survive in hiding, Jews had to assume other identities – changing their names and passing as non-Jews. Separated from their families they lived in constant danger of discovery. Children suffered fear, separation, disease, starvation and death. Older children, who could serve as slave labourers, had the best chance of survival. Only 1.1 percent of Jewish children in Europe alive at the beginning of the war, survived to its conclusion.

 

Read Vladek's account ➢ "actions," round-ups and deportations I.78-80, I.86-91, I.109-111 ➢ slave labour I.106, I.116-7, II.67 ➢ hiding I.110-113, I.121-125, II.80-88 ➢ ghettos I.82, I.105, I.121-24 ➢ liquidation I.112-115, I.121 ➢ experiences of children I.81, I.90-1, I.107-109, I.121-123

 

Discussion questions

1. Vladek uses several terms to describe the systematic roundup and deportation of Jews to concentration camps. Draw up a list of these words and use Vladek's descriptions of the events to explain their meaning. Compare your findings to the definitions found in the glossary. The glossary can be found in the big Maus packet that I gave you. http://www.vhec.org/images/pdfs/maus_guide.pdf Use the link and you will find it starts on page 37 (or page 43 according to the pdf). 

2. Vladek and Anja's survival depended on their being able to work as slave laborers, evade capture or go into hiding. What skills did Vladek have to accomplish this? Who helped him?

3. Vladek was a witness to the liquidation of the Sosnowiec ghetto and the particular experiences of children. What steps did he and Anja take to keep Richieu safe? What were the obstacles and risks to placing a child in hiding? Describe the liquidation process and its purpose. 

4/31-5/1

Form and Genre

Maus has generated much debate as to its literary form. Even the Pulitzer Prize committee established a special category to honour the work. maus has been categorized variously as a cartoon, graphic novel, memoir (Vladek's), autobiography (Art Spiegelman's), oral history and allegory. Some think of it as a work of fiction, others as non-fiction.

 

Spiegelman recounts an amusing anecdote about his efforts to have maus removed from the New York Times Book Review's fiction list, saying that "David Duke [the former leader of the Ku Klux Klan] would be quite happy to read that what happened to his father was fiction" (Blume, 1997). In response, one of the book review editors quipped that if he rang Spiegelman's doorbell and a giant mouse answered, then he would place Maus on the non-fiction list.

 

Spiegelman's use of the comic book has been highly controversial, with some suggesting that the form demeans the gravity of the Holocaust experience. Others argue that to the contrary, maus has elevated the comic book form to new and serious heights.

 

Analysis of Form

Students choose one of the possible forms or genre's attributed to Maus listed below, and find a working definition of that form. Students write an argument for classifying maus according to that form. Students present their arguments in the form of a class debate. After hearing all the presentations, the class agrees on a collective classification of maus. Students discuss how the classification can change readers' perception of the work.

➢ comic book

➢ graphic novel

➢ memoir

➢ autobiography

➢ oral history

➢ allegory

➢ fiction

➢ non-fiction

Complete this on a seperate google doc.

This will be a live Zoom Debate that will take place on 5/4!!!!! Be ready. Extra credit will be given to all who are brave enough to show up and share. 

5/4

Zoom debate 1:00

Be there or be square!