Posts Tagged “assignment”

Night Journal 1

 Part I: Martin Niemoller Poem

First they came for the Socialists, and I did not speak out–
Because I was not a Socialist.

Then they came for the Trade Unionists, and I did not speak out–
Because I was not a Trade Unionist.

Then they came for the Jews, and I did not speak out–
Because I was not a Jew.

Then they came for me–and there was no one left to speak for me.

Minimum 4 sentencesWhat is the theme of the poem?  Do you agree/disagree with his message? Why/Why not?


Part II.

Read the article about Pope Benedict XVI.  On what group(s) does the current Pope place the blame?  What is his reasoning?











Group Activity:  Who Is Responsible?

Directions: You will determine who was responsible for creating the Holocaust and to what extent they are guilty of crimes against humanity. Create a circle graph in which you assign the person(s) listed the percentage of responsibility you believe they should bear for the Holocaust. Remember, all percentages must add up to 100%.

NOTE: It may be helpful to first rank them 1-8 (1 being most guilty).  This may help you determine the percentage of guilt.

Use the colors listed for each section of your graph. After you have made the designations of responsibility for each person(s).

__A___: Residents of Auschwitz and other towns near concentration camps who knew about the camps but did nothing to stop them.

__B__: Minor Nazi soldiers who carried out the mass extermination orders without questioning their superiors.

__C___: Hitler, the leader of the German nation who hated Jews and wanted them destroyed.

___D___: German citizens who voted for Hitler and the Nazi Party to revitalize their morally and economically depressed country.

__E__: The Jews who did not try to escape.

__F___: Top SS officers who designed and executed the “final solution” for Hitler.

__G___: Non-Jewish Europeans who turned against their Jewish friends and fellow citizens for fear that they too would be imprisoned as Jewish sympathizers

__H___: Leaders of the Allied countries (Great Britain, Soviet Union, United States, etc.) who saw evidence of the Holocaust but refused to get involved or voice opposition to Hitler’s plan of extermination.

NOTE: To complete circle graph, you must multiply each percentage (in decimal form) by 360 (because there are 360 degrees in a circle).  This will tell you how many degrees each part of the graph should be.  Start with the largest angle (measure from 0˚) and go from there.

Step II Directions: On the back, construct a well-written paragraph in which you explain the reasoning behind your decisions.


Ranking 1-8 of Person(s) with percentage    ____/5
Colorful and Neat Circle Graph   _____/20
Key for the graph _____/5
Written explanation _______/20


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Fever 1793 Essay Assignment
DUE: Tuesday, Oct. 9

Often, in coming-of-age novels the protagonist changes a great deal throughout the story.  This holds true with Matilda Cook in Fever, 1793.  In a 250 word essay (approximately), please explain how her character evolved.  Be sure to support your answer with plenty of examples from the book.  Your examples may describe any aspect of her character.  For example, you could compare her actions at the beginning and at the end of the novel.  What do they reflect about the change in her character?

Be sure that you use your best spelling and grammar.  As always, PROOFREAD for mistakes.  You need to provide an introduction that gives an overview of your argument, as well as a conclusion.

Writing Help:fever

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Based on what we have read so far, please complete the following poem AS A POST IN YOUR OWN CLASS BLOG.

Part I.

Using the information that we have discussed so far, choose a character or thing to complete an “I Am” poem. As you write the poem, remember that you are writing FROM THE VOICE OF THE CHARACTER, NOT YOUR OWN.


Check out some from last year–> CLICK HERE!!!!!!!

If you would like to go back and review what we have read, click HERE

Here is the poem template:

I Am ________ (Character’s Name)

I am ____________________ (Two special characteristics)
I wonder _________________ (Something you are curious about)
I hear ___________________ (An imaginary or real sound)
I see ____________________ (An imaginary or real sight)
I want __________________ (A desire you have)

I am ___________________ (The first line of the poem repeated)
I pretend ________________ (Something you pretend to do)
I feel ___________________ (A feeling about something imaginary)
I touch _________________ (An imaginary or real touch)
I worry ________________ (Something that bothers you)
I cry __________________ (Something that makes you sad)

I am __________________ (The first line of the poem repeated)
I understand ____________ (Something you know is true)
I say __________________ (Something you believe in)
I dream ________________(Something you dream about)
I try __________________ (Something you make an effort on)
I hope _________________ (Something you hope for)
I am ___________________(The first line of the poem repeated)

Part II.

Now, you are going to create a collage of images to represent your character’s point-of-view.  Be creative with your image choices.  They need to represent the perspective that you created in your poem.  Think about their thoughts/feelings, actions, and appearance.  Also, some of your pictures may be words.

Good site to find creative/artistic pictures: photobucket

In order to create your collage, please use the following website: PicMonkey

Click on “Create a Collage” and start uploading your photos.  You can add as many as you like, but the bare minimum is 5.  Once you have finished your work, click “save.”  Once you save the collage to your drive, you can upload it to your blog post.

Remember, this goes on your own class blog (First period, Second period, etc.) in a new post.

Before you submit your post, BE SURE TO ADD THE FOLLOWING TAGS: your username; poetry; fever 1793

Here is the beginning of sample “I Am” poem written from the perspective of Mattie’s Mother:

I am Mrs. Cook

I am melancholy and concerned.

I wonder if the Matilda will get sick.

I hear the sound of the Delaware outside the window.

I see the distance between me and my daughter growing daily.

I want my daughter to realize that life is no picnic….

Need help coming up with great words? Use a Thesaurus. Click HERE

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Today, you are going to begin to research the novel that we will start next week–Fever 1793, by Laurie Halse Anderson.

Below, you will find some questions and/or topics that you need to research online and respond to on your class blog.

Some possible search engines: Google, YahooMashpedia, Spezify

For Google and Yahoo, you are not just limited to a regular search.  Feel free to look at pictures and videos to help you.

Remember, you do not necessarily have access to the book; therefore, you have to use credible online resources to locate the information that you need.

  1. What is the genre of the novel?
  2. What is the setting of the novel?
  3. Now that you know the setting, what was the place like at that time? (Some ideas: Was it an important place? What were the buildings like? What kinds of things happened there? What did the people dress/look like?)
  4. Who are some of the most important characters? Describe their role in the book.
  5. Any themes?
  6. What point-of-view is this story written in?  Why do you think the author chose this?
  7. Research everything that you can on Yellow Fever–the history, causes, cures?, etc.

Here is some information that might help you if you can’t remember what those elements of fiction mean:

Finally, please include at least two visuals (pictures or video) in your blog post.  Also, change your font/font color to make things more interesting.

Your Grade:

Answer all 7= A

Answer 6=B

Answer 4=C

Answer 3=D


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Genre Notes:

Genre Notes

Can you guess the fictional genre?

Group Activity

Okay..Now that you have a pretty good background on the main genres, look at the following activity.After being placed in a group, you will be assigned a specific genre (ie historical fiction, fantasy, drama, etc.).  Then, every group will be responsible for performing the same skit “scenario.”   For example, your scenario might be a conversation at lunch.  If you are part of the science fiction group, you would have to create a skit that fits into that genre.

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scifiNow that you have some background in Science Fiction, you are going to try your hand at creating your own story.

Compose your own science fiction story with interesting characters and a solid plot.  Remember how the general flow of the story goes:

Beginning: Establish the main characters, setting, and basic conflict.

Middle: Rising action; Climax; Falling Action

End: Solution to the problem (or not); the story’s resolution

To get full credit your story needs:

  • to have very few grammatical errors
  • follow the basic structure of the story (see above)
  • be at least one typed page.

Click HERE for an article on “How to write a Science Fiction short story”

When you get finished, you will turn your story into an online “picture book” with turning pages using Bookr.

Plan and type your paper using Microsoft Word.

Feel free to use the following for ideas:

Writing Project 1: The Time Traveling Machine

You have gone into a time-travel machine and ended up in the past – or perhaps, the Jetsons-like future. What do you see? Who do you meet? This is a good project for encouraging kids to compare and contrast in a creative way. Older kids can me encouraged further to create a story based in the future or the past if they like.

Writing Project 2: There’s An Alien Under The Bed!

Consider what an alien might look like. Is it tall or shot? Friendly or angry? Ask your kids to consider the sounds and smells associated with the alien, too. They may also want to consider how it walks, where it comes from and what it wants in your house!

Writing Project 3: Your New Super Power

Some of the greatest sci-fi and fantasy stories of all time involve superheroes gaining and using “super power”. Ask your child to pick a super-power, be it speed, invisibility or super-human strength. If they like, they can choose more than one power, or give other powers to sidekicks like their little brother or a friend, real or created. Other things they may want to write about: do they wear a costume, fight crime, or just use their powers in everyday situations?

Writing Project 4: A Whole New World

Ask your child to pretend he or she has landed a spacecraft on a new planet. Let us learn about this planet from their description of what is seen, heard, smelled, and tasted there. Are there other beings living there? Does it seem like a nice place for earthlings to live? Let your child be a space explorer and create a whole new world.

Writing Project 5: The Secret Formula

Think Alice in Wonderland for this project. Ask your child to pretend he or she has been given a drink (or sandwich or cookie…) from a mad or silly scientist. What’s in that drink? What does it look like, taste and smell like? And if you eat or drink the scientist’s crazy concoction, what will happen to you? Older kids can be encourage to create a story based on what happens after they consume the secret formula!

Writing Project 6: The New World

The world as we know it is no more.  Something has happened to the planet (or continent, country, etc.), and life has changed forever.  What does the new world look like? Who is there? What is life like?

Ideas taken from:

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