Dresden In Class Writing

NO STARTER TODAY


Dresden Writing
In-class essay that answers the questions, "Was the firebombing of Dresden a justifiable military action?"  Must be typed.  You have two hours to complete this.  When done, print and turn in, or email to Lori.

REM
When finished, work on your REM for Slaughterhouse Five.

HOMEWORK:
Make sure you have the book completely finished and annotated for coaching tomorrow.

Work on the REM.  It is now due on MONDAY, at the start of class.  I am extending the deadline so you can take tonight off if you like.  If you know you'll be gone this weekend and won't be able to work on it, you should finish it tonight.

Dresden Debate and Concessives

Starter 10:

1. What piece of evidence do you have for your assigned position that you think is the most convincing?  Explain why.
2. Do you agree with your assigned position?  Why/why not?

Dresden Debate

Complete debate in pairs.  Students who were absent yesterday go to the lodge with Sara to do evidence gathering for the in class writing assignment tomorrow.

Concessives and Thesis Statements

1. Review the use of concessives to write thesis statements (through mini-lesson or independently).
2. Write a thesis statement using a concessive that answers the question, "Was the firebombing of Dresden a justifiable military action?"  Have Lori check it.

In Class Writing and Organization

Review tips and tricks for our in-class writing tomorrow, and review how a concessive helps to outline your whole essay.

Work Time

Work on in-class essay outline or REM for S5.

HOMEWORK:

If a student feels they would be served by doing an outline for the in-class writing assignment tomorrow, they should do that.  This is not required, but will likely help most students.  If not, they should work on their S5 REM, which is due on Friday at the start of class.

Dresden Debate: Evidence Gathering

Starter #9:

1. Page 164: "One of the main effects of war, after all, is that people are discouraged from being characters."  What is Vonnegut trying to say here about the effects of war on people?
2. Where is there a major shift in the tone and mood of this chapter (chapter 8)?  How and why does it change?

Dresden Evidence Gathering:

Gather evidence for your mini-debate tomorrow.  Each partner must have at least 4 pieces of evidence to support your assigned position.  You can overlap in documents, but not in evidence.

CHALLENGE: Develop counter-arguments for the points you think the opposing side is most likely to make.

Slaughterhouse Five REM

If you've finished reading and annotating the whole book, choose an REM from the list and complete it as an optional activity.  If you don't like any on the list, feel free to propose your own idea!  Make sure you are making this a beautiful piece of work.  The finished REM will be due on Friday, at the start of class.

HOMEWORK

Read and annotate chapters 9 and 10.  If you're behind on your reading OR your annotations, now is the time to catch up!  You must be finished with the book by the start of class on Wednesday.

Dresden Debate: Document Sorting

Starter #8:
Agree or disagree with the following statement, and explain your reasoning: "In a war, it is okay (moral) to bomb civilian targets if it will help your country to win."

Dresden Background Notes:
Take notes about the context of the firebombing of Dresden.  If you were absent, get these from a classmate.

Dresden Document Sorting:
Read through each document in the packet of Dresden documents.  Place each document in the correct column below.  As you read, underline the parts of the document that told you where that document should be.

Slaughterhouse Five
Finish reading and annotating the book.

REM
Start working on a Reading Enjoyment Maximizer of your choice for Slaughterhouse Five.

HOMEWORK:
Read and annotate through chapter 9 of S5.

Annotated Map and WWII Cartoons

Starter #7:

1. Page 88: How does the description of the Tralfamadorian novel connect to Vonnegut's novel?
2. Page 101 (paragraph 5): Do people need lies to go on living?  Why/why not?
3. Page 125: Why would Vonnegut choose to mention himself here?  We haven't seen him since the first paragraph, so why now?

TURN IN STARTERS 1-7.

WWII Annotated Map:

Take notes from Lori's annotated map lecture.  If you are absent, get the notes and the map markings from a classmate when you return.

WWII: Cartoon Matching:

Match political cartoons from WWII to the appropriate event/policy.  For each cartoon, you need to:

1. Describe what you see in the cartoon, paying particular attention to detail.
2. Write in 1-2 sentences the main message of the cartoon.
3. List any symbols you recognize in the cartoon, along with their meanings
4. Match the cartoon to one of the following terms: Munich Conference, Non-Aggression Pact, Lend/Lease Act, or Appeasement.  Write the term, along with a brief definition of what that term is.

Slaughterhouse Five

Read and annotate chapters 7 and 8 of Slaughterhouse Five

HOMEWORK:

Read and annotate chapters 7 and 8 of Slaughterhouse Five.  DUE: Monday, start of class.

Descriptive Language

Century Video Notes:
Finish watching film about Hitler's rise to power, finish film notes.

Starter #6:

1. Based on your Rise of the Dictators project and the movie we watched, what kind of economic and political situations are more likely to produce a dictator?  Why?
2. Why was Hitler an attractive leader to Germans in the 1930s?  
• This could be in the form of a paragraph, an outline, or a bullet-pointed list
• Make sure you have reasons that relate to the context, and to Hitler as an individual

Descriptive Language:

Complete descriptive language activity that asks you to analyze and then imitate Vonnegut's writing style.  See handout for detailed instructions.  If you are absent, handout is linked in the Student Resources section of my DP.

Slaughterhouse Five: Reading Time

Use the rest of class to read and annotated through chapter 6.  If you've already read this far, read ahead, or go back and catch up on your annotations.  If you're behind, this is your chance to catch up!

HOMEWORK:

Read and annotate through chapter 6.  I will be checking annotations on FRIDAY, at the start of class, so make sure you're caught up with them.

Economic Context

Starter #5:

1. What do you see here?  What details stand out to you?
2. Write at least 3 questions you have about this image.
3. What do you think is going on here?  Why do you think this?  If you have more than one guess, write them both down?

Economic Context Notes:

Take notes on a mini-lecture about the economic context of pre-WWII Germany.

Century Video Notes:

Watch a movie about the worldwide depression, and Hitler's rise to power.  Take notes based on the handout given in class.

HOMEWORK:

Finish reading and annotating chapter 5. 

Symbolism and Rise of the Dictators

Starter #4:
Free will = the idea that you make your own choices in life, that you control your own destiny.
On page 86, the Tralfamadorians discuss the idea of free will.  Go to that page and review it.

1. Why don't the Tralfamadorians believe in the idea of free will?
2. What is the significance of this discussion?  Why is it important for Billy Pilgrim?
3. How does this discussion of free will relate to war?

Symbolism Notes

1. Take notes from lesson on symbolism.
2. Write down 2 examples of symbols you think the author is using in the book.  If you get stuck here, check with Lori or Sara!  Hint: Look for items/words that are used repeatedly.
3. What does the symbol represent or stand for?  Why do you think this? 
4.  Why do you think the author chose this symbol to convey this idea?
5. Debrief as class

Rise of the Dictators

Finish Rise of the Dictators mini-project that you started yesterday.  It is due at the start of class on Wednesday.  If you don't finish it during class today, you may take it home tonight.

HOMEWORK:

Read and annotate pages 97-109 of Slaughterhouse Five (this is the first half of chapter 5).  Due: Start of class, Wednesday.

Finish Rise of the Dictators mini-project.  Due: Start of class, Wednesday.

Time Shifts and Rise of the Dictators

Starter #3

1. Based on chapters 2 and 3, how would you describe the character of Billy Pilgrim?  What words would you use and why?
2. Do you like Billy Pilgrim?  Why/why not?

Time Shifting Activity: Choose ONE of the following   (40 min, Solo, Small Group, or Partner)

Option 1: TEA Paragraphs     (Solo)

TYPE and PRINT two TEA paragraphs that address the following questions:

1. Who is Billy Pilgrim and why has he come unstuck in time?
2. Give examples from the text that explain your reasoning (QUOTE the book!  Don’t just paraphrase!).

Option 2: Small Group Discussions     (Small Group à Solo)

As a group discuss the questions below. Keep quick notes during the discussion of points you think are particularly interesting. After the discussion write a paragraph that talks about the 3 most interesting things that came up in your discussion, and what you learned in your discussion.

1. How is time portrayed in this book?  How is it different from our view of time? Why does the author want you to think about time this way?
2. On page 26-27 Billy states “The most important thing I learned on Tralfamadore was when a person dies he only appears to die. He is still very much alive in the past, so it is very silly for people to cry at his funeral. All moments, past, present, and future, always have existed, always will exist”. Why is this important to Billy? Why is it used by Vonnegut in this book?
3. Why do you think Billy first came unstuck in time during the war? Discuss the quote on page 60 stating “Among the things Billy Pilgrim could not change were the past, the present, and the future”.

Option 3: Comic Artist     (Solo)

On one of the big white pieces of paper, create a comic strip for chapters 2 and 3 that includes:

1.  At least 4 time shifts (you will need to decide which are the most important to show…you could definitely show more than 4 if you choose!)
2. A depiction of Billy Pilgrim's character
3.  At least 4 quotes from the book that go along with the scenes you are showing

Option 4: Chapter Timeline     (Solo or Partner- If with a partner have your own timelines)

1.  Identify 10 of the 13 time shifts in chapters 2 and 3
2.  Put them in chronological order in a timeline (this will be different from the order they are presented in the book!).  I suggest using one of the big white pieces of paper to make sure you have enough room.
3. For each event:

a.       1-2 word title for the event

b.      Summarize (one sentence) what happened

c.       Find a quote from the book that represents that event

d.      Write one sentence that answers: What does this event tell you about Billy Pilgrim?

 BONUS: Color code the events so that different colors correspond to different stages in Billy’s life.

Rise of the Dictators

For this mini-project, you will be assigned a dictator to focus on.  For that dictator, you must do one of two things:

Option 1: Visual Focus

1. Create a comic strip of at least 8 panels that shows this dictators rise to power.  You need to make sure to include:
1. a quote from the dictator
2. a symbol they used
3. the context that helped them gain power
4. at least three details about how they gained and maintained power
2. Underneath the comic strip, list the 5 main points you want to communicate about this dictator.

Option 2: Writing Focus

3. Type two solidly organized TEA paragraphs that explain the main reasons this dictator was able to rise to power.  I suggest that you make the first paragraph about the historical context that helped them to gain power, and the second paragraph about the methods they used to gain and maintain power.  Make sure you include evidence!
4.  Above or below that paragraph, you need to include: a symbol used by that dictator, and a quote from that dictator that you think best represents them.  The quote cannot be a quote from the resource sheet!

HOMEWORK

1. Read and annotate chapter 4 of Slaughterhouse Five.  Due: Start of class, Tuesday
2. Finish Time Shift Activity if you didn't finish in class

1

Vonnegut and S5

IN CLASS


Starter #2

1. What do you see?  Describe the image, paying careful attention to any details that stand out to you.
2. List at least 3 questions you have about this image.
3. What type of political ideology do you think would have this in their city?  Explain your choice.

Ideology Matching

Match each of the quotes on the handout to a political ideology you learned about yesterday.  In the quote, underline the part of the quote that helped you figure out which ideology it represents.

S5: Complete a freewrite or a small group discussion about chapter 1

S5: Class debrief about chapter 1

Vonnegut Interview

Complete one of the following activities:

1. Draw a portrait of what you think Vonnegut looks like.  Annotate the portrait with 5 things you can infer about his personality.  Each annotation should have a quote from the article, and then what you infer about him and his personality from that quote.  Make these interesting and of high quality!

2. Answer in writing.  These must be typed and printed, answers should be substantial, and should used evidence from the text to back up your views.
1. Which part of this interview is most interesting to you?  Why?
2. What are the most interesting things you learned about this author?  Be specific.
3. Describe what you think his personality is like
4. What perspective do you think he is going to take on WWII based on this interview?

HOMEWORK

Read and annotate chapters 2 and 3 of Slaughterhouse Five.  Make sure that you are annotating as you go, and making note of any confusions you have!  This must be completed by Monday.

If you didn't finish the Vonnegut Interview Activity in class, finish it, and be ready to hang it on the wall at the start of class on Monday.

Political Ideologies and Slaughterhouse 5

IN CLASS


Starter #1: First, make predictions by answering the following questions:

• Which three countries had the most total deaths?  Why?  (take a guess)
• Which three countries had the most military deaths?  Why?  (take a guess)
• Which three countries had the most civilian deaths?  Why?  (take a guess)

Now look at the WWII death statistics.  Compare this table to your answers.

• Which answer was closest?
• Which answer was farthest away?
• What stands out to you the most about these numbers?

Political Ideologies: For each of the political ideologies listed, give a definition (in your own words), draw a symbol that represents that ideology, and give a short explanation of your symbol.

1. Socialism
2. Communism
3. Facism
4. Totalitarianism
5. Nazism
6. Capitalism
7. Democracy

Slaughterhouse Five: Read and annotate chapter 1 of Slaughterhouse 5.

HOMEWORK

• Finish reading and annotating chapter 1 of S5
• Read and annotate the Vonnegut interview.  Do NOT do the activity that goes with it- we'll do it tomorrow in class.

AQotWF Seminar Reflection

In Class:

1. WWI Quiz
2. Seminar Reflection (see handout for more detailed instructions)
• Part 1: React to something someone said during seminar (1 paragraph)
• Part 2: Detailed response to a main question from the seminar (2 paragraphs)
• Part 3: Make a connection between something we talked about, and something else you've seen/heard/read/experienced
• Part 4: Lori's Choice!  Find a quote from AQotWF that best represents the truth of war.  Copy it, with the page number.  Then explain why you chose that quote, and why you think that quote represents the truth of war. Finally, if you had to represent the idea in the quote in a different form (sculpture, fiction, poetry, photoshop, artwork, masks, photography, movie...), what would you do, and why?

HOMEWORK:

1. Finish Seminar Reflection (see above).  This must be TYPED!  Print before class, or email it to me as an attachment to lori.teacher@gmail.com.  Due: Start of Class Thursday.

AQotWF Seminar

AQotWF Seminar
Some of the main questions are listed below.

1. What is the truth (or truths) of war that AQotWF is trying to communicate?
2. Is this an anti-war novel?  Why/why not?
3. What did this book show you about war that you didn't expect?
4. Why do the men react so strongly to the deaths of the horses, but not to the deaths of men?
5. Page 87: "We fly from ourselves.  From our life."  What does this mean?  What are the larger consequences of this mindset?
6. Was Paul's death the best thing for him?
7. How has reading this book changed your perception of war?

Quiz Study Time!

Use your other hour to study for your WWI quiz tomorrow.

HOMEWORK

Study for WWI Quiz.  QUIZ IS TOMORROW, FIRST THING.

AQotWF: Seminar Coaching and Binder Org.

In Class:

1. Binder Organization: Label binder dividers with the following categories, and sort work.  If you are absent, label the dividers and plan on coming to meet with Lori after school or at lunch.
• Starters
• Classwork
• Library
• References
• Notes
2. AQotWF Coaching
• Chapter by Chapter: Summarize 3 main events of each chapter (bullet points okay), write 1 sentence on what they think the main message is for each chapter.
• Characters: Make a character list (5-10 characters), list the 3 most important traits for each character
• Overall Book: In 1-3 sentences, what is the author trying to say about the experience of WWI?
• Discussion Question: Come up with 3 discussion questions from your group, give to Lori on index card.

Homework: DUE Tuesday, Start of Class

Seminar Prewrite: Answer TWO of the following questions in complete paragraphs.  Responses may be typed or handwritten.  This is your ticket to participate in seminar tomorrow.  Without this, you will not be allowed to participate, and you will receive a 0 for the seminar.  If you were absent, make sure to do this!

1.      What is the truth of war the author is trying to convey in this book?

2.      Is this an anti-war novel?  Why/why not?

3.      What do you think is the passage in this book that best expresses the truth of war?  Quote it, and explain why you chose it.

4.      When Paul goes on leave, why does he react so negatively to being home?  Why does he say, on page 185, that he should never have gone on leave?

5.      Chapter 9 is a turning point in the book.  What crucial realization does Paul have in this chapter?

Propaganda!

In Class:

1. Verbal Phrases mini-lesson and review.
2. Propaganda Techniques: Finish matching if you didn't finish yesterday
3. Propaganda Analysis: Complete and TURN IN before the end of class
4. Literary Technique Analysis: Should complete by the end of class
5. Your choice- work on choice activities, or read and annotate.

Homework:

1. AQotWF:  Read THROUGH Chapter 9 by tomorrow.  If you cannot read this far, please at least read chapter 9 before class tomorrow (you can always go back and fill in the gaps later).  You will need to know the characters from chapter 9 to do an activity in class tomorrow.

Reminders:

1. Quiz Review:  I will be holding two quiz review sessions before our quiz next one.  Thursday, 9/8, from 3:30-4:30, and Tuesday, 9/13, from 3:30-4:30.  If you cannot attend these sessions, don't worry!  I will be giving you a list of study strategies you can use on your own to study.
2. Binders and Dividers: Make sure you bring binders and dividers on Monday.  If you want to bring them earlier so you don't forget, you can bring them in and put them in my room for now.

Week Overview and Reminders

Activities:

• The activity list for the week is linked in Student Resources.
• Please put your NAME and the ACTIVITY TITLE at the top of all completed work
• Remember, annotating as you read is NOT optional!  At the very least, try to do 2 annotations per chapter.

Deadlines:

• By the end of the week, you need to finish ALL required activities and THREE choice activities.
• AQotWF must be totally finished by Monday, September 12.

Deadlines Coming Up!

The end of the week is quickly approaching!  Please remember, you have ALL of the required activities for week one due at the end of class on Friday.  The only thing that could carry into the weekend is the reading and annotating.

I will have your TEA paragraphs back to you with feedback tomorrow.