Because of Romek #3

1. Describe your reactions to hearing David Faber speak. (3-5 sentences)
2. Describe in 3-5 sentences David's experiences with the Russian Partisans, and explain why you think Romek was so proud of him.
3. Why do you think the Gestapo would spare David's life and return him to the ghetto after torturing his brother to death? (3-5 sentences)

Link for Righteous Gentiles

http://www.pbs.org/wgbh/pages/frontline/shtetl/righteous/

1. Read the proclamation at the bottom of the page.
2. Read your assigned portion.
3. Prepare a short (1-2 mins) presentation to share information about the event/people you explored.

DUE Sunday, 5/18: Romek Post #1

Answer questions in complete sentences using numbers.



1. Using your own words, in 3-5 sentences, describe an interesting fact or detail you've learned about the Holocaust, World War II, the Nazi party, or Hitler. Why do you find this important or interesting? This could come from class discussion or from viewing the web sites.



2. a) 2-3 sentences: Describe the family of David Faber.

b) 2-3 sentences: Why do you think David remembers every last detail in the early chapters of the book?



3. What does the rescue of his father show about David's character? Name the qualities you see in him, and give examples from the text to support your conclusions.

Mad Lib Instructions

http://staff.hightechhigh.org/~cinterlandi/archive%20project%20descriptions/Make%20Your%20Own%20Mad%20Lib%20Book.doc

Reminder: Independent Reading Requirements

Remember that your Blog Posts will be due by Sunday nights for the next few weeks; you may post anytime during the week prior to 11:59 PM Sunday night. No vocabulary required!
Post #1: Feb. 24 (1 hour only)
Post #2: March 2 (2 hours)
Post #3: March 9 (2 hours)

Please remember to use the proper heading and meet all requirements for full credit. You'll find the heading you can copy and paste at the link below, and on the Projects page.
http://staff.hightechhigh.org/~cinterlandi/blogirguidelines.doc

Here is the list of ideas and questions to help you respond. Try to vary your responses!
http://staff.hightechhigh.org/~cinterlandi/Reading&blogs/IDEAS%20FOR%20READING%20RESPONSE.doc

POL Handouts

Here are the links to helpful POL documents:
(can also be found on the "Projects" page)



Calendar of Due Dates:

http://staff.hightechhigh.org/~cinterlandi/POL2008/Pol%20stuff/POLcalendar.doc



POL Portfolio Guidelines:

http://staff.hightechhigh.org/~cinterlandi/POL2008/Pol%20stuff/POL%20Portfolio%20(2).doc

7th Grade Rubric:
http://staff.hightechhigh.org/~cinterlandi/POL2008/Pol%20stuff/7thgrade_rubric.doc


*Look for the POL Panel Group Schedule to be posted by Weds. Jan. 16th for both students and parents!

Agenda for Afternoon Jan. 9th

For AB/CD classes:

DUE THURSDAY: SOURCE EVALUATION FORM FOR ALL FIVE SOURCES!!

Continue work on website evaluation. If you are done completing the form for all sites, you may take some typing time or work on additional project research/tasks based on your morning group meetings. Refer to the Morning Project Groups Agenda if needed.

Afternoon Agenda for 1/8/08

For AB/CD classes:



1. In order to ensure all sources are credible, evaluate your five sources using the Website Content Evaluation Guide. (This should be in your binder in the "Current projects" section. If not, it's on the Thinkquest website, under the following: Coach Resources, Conducting Research, Information Literacy, click the first link to "Checklist for Evaluating Sites." Or click on the link below. You must complete the checklist for all five sources. Due Thursday.

http://www.cyberbee.com/content.pdf

Jan. 8-9th p. 1-2 Agenda

AC and BD AGENDA for JAN. 8-9th

Welcome Back! I hope you had a lovely break. See you Thursday!

AC's: You'll have about one hour to meet on Tuesday.

BD's: You'll have your hour to meet on Weds.

Please go step by step through the following task list. We are about to get into the really exciting part of our project you've all been waiting for! But you need to really get down to specifics and decide exactly how to display your content. Use this time to brainsorm and plan all the amazing sites you're about to create!

1. Meet with website project groups; get out folders and site maps.
2. Review project jobs and roles in each group. They will become very important in this next phase!!


3. If anyone has work done over break, share with the group what you've accomplished. Who still needs to do more work on their sources? Each member should submit their source list to the CIM. If not finished, IT IS DUE NOW!!! Get it done ASAP.


4. Review research notes. The content info manager and supervising editor should determine what research still needs to be done. CIM and SE can decide if they'd like to take over remaining research, source evaluation, copyright permissions, and citations as their job descriptions indicate. However, if people need to follow up on their previously assinged research topics, CIM and SE may assign tasks as needed. (In other words, people that needed to do more and/or better research to contribute their fair share can be assigned those tasks they should have accomplished in the first place!) Each member is responsible for contributing 5 credible sources.


5. Review Site Map and Topic Guides for your ideas about displaying site content. Now that you have all the info, decide more specifically how you plan to display content. This discussion might get long, so document ideas by revising original site maps or starting a new, more specific site map with all the details.
   
6. Discuss site layout and design. What kinds of images will you need to gather? Which can you create? Write down your ideas. What type of template do you want? Colors? Layout? Remember, try to create your own rather than downloading others!


7. Contacting experts: You must contact at least one expert in your field by NEXT Friday, January 19. Figure out who you could contact and find information needed to contact them, and what you will want to learn from them. How will you use the expert info on your site?
   
8. Finally, if you get this far...Create Individual Task Lists for the next week and a half based on all of the above, and what the group needs. Looking at job descriptions, divide your tasks up as evenly as possible. When I get back, I'll add all my tasks on to those lists:)!


9. PRODUCTIVITY LOGS REQUIRED TODAY! I WILL SIGN THEM OFF WHEN I RETURN.

Bamboo Grove OP#3

DUE MONDAY, DEC. 10 BY 11:59pm:

1. a. Why do Ko, Yoko, and their mother feel they must leave Korea and/or specifically, the train station in Pusan? Cite examples from the text as well as your own opinions.
b. Do you agree with their decision to leave Hideyo behind? Why/why not? What would you have done in their place?


2. WRITE YOUR OWN: Ask a "Why" question of your group about a character or event in the book. It should be a discussion question, not a reading comprehension question. It should be something people in your group may have opinions or disagree about, and that will stimulate discussion among you! Write your own ANSWER, AS WELL!

BAMBOO GROVE OP #2

1. Describe Hideo's personality based on what you know about him so far. How does he show his courage? How does he view his family and his position in it? Use at least one example to support your arguments.

2. Imagine that you, like the Kawashima family, were suddenly forced to leave your home due to warfare or other tragic circumstances. You only have 10 minutes to throw a few things in your backpack. You are uncertain where you are going and when/if you'll return home, and you know very little about what you'll encounter. What items would YOU bring? Consider some food and non-food items. Be specific and write a short reason (one sentence) with each item to explain why you chose it. Be as realistic as possible.

3. Which event do you find most shocking or upsetting so far? Why?

Paraphrasing Links

For in class: http://www.lcc.edu/library/libraryinstruction/links/Module6/05_plagiarism_your_call.html : view examples and decide for yourself if they are plagiarized or not!


Some helpful sites for advice on how to successfully paraphrase:

http://plagiarism.dal.ca/Student%20Resources/Paraphrasing.php: a flashy movie that walks you through the process of paraphrasing.
http://www.wisc.edu/writing/Handbook/QPA_paraphrase.html: see examples of successful vs. unsuccessful paraphrases.


http://owl.english.purdue.edu/owl/resource/619/02/: has sample passages you can practice with, and then check possible answers. This site in general has lots of helpful info about writing!

Bamboo Grove Ch. 1-3

DUE FRIDAY, 11/30
1. Describe Yoko's character so far. What kind of person is she? Use at least one example from the text to support your analysis of her character. (3-5 sentences)

2. Describe the relationship between Yoko and Ko. Yoko calls her "honorable sister," but also describes her as "bossy." Why? Use an example to support your description of how they feel about each other. (3-5 sentences)

3. How does the Kawashima family react to the patients on the train? What does this show you about their character? Use examples to support your statements. (3-5 sentences)

INDEPENDENT READING REQUIREMENTS

Beginning on 10/22/07, students will have independent reading as homework every week.
By Tuesday, 10/23/07, all students must post the title of the first book they will read. See the links below for more information. Students will be given hard copies as well.

Independent Reading Guidelines and Requirements
Independent Reading Response Ideas

FINAL WAVE ASSINGMENT

DUE: MONDAY, OCT. 22 (MIDNIGHT!)

Please remember to number all responses.

1. “For the rest of your lives….never, ever, allow a group’s will to usurp your individual rights.” --p. 135. What does this quote mean? Explain your interpretation in 2-3 sentences. Then, explain how you might apply this quote in your own life, providing specific examples. (1-2 paragraphs)

2 Analyzing Robert: Analyze Robert as a character, considering his personality traits at the start of the novel and his transformation as he becomes a member of the Wave. How does he change during the book? Why do you think the Wave changed him in that way? Re-read the last page of the book, and then explain what you think his future holds. Will he go back to who he was at the start of the novel? Or do you think the Wave had some positive effects on Robert? What will become of him now that the Wave is over? (1-2 PARAGRAPHS)

3 Read the definition of fascism below.
Fascism: a governmental system led by a dictator having complete power, forcibly suppressing opposition and criticism, regimenting all industry, commerce, etc., and emphasizing an aggressive nationalism and often racism.
a.. What elements of fascism do you see in the Wave?
b. What other historical movements can you think of that have elements of fascism? (Sadly, there are many possible examples here.) Find at least one historical example, and explain how it is fascist.

4. Mob Mentality: Write a paragraph titled: “Avoiding Mob Mentality: A Practical Guide by A Middle Student, for Other Middle School Students.” You are starting to see the power of mob mentality through many different examples in your classes and studies of history this year, and this book provides yet another shocking example of how easy it is to get caught up in a crowd. What are some ways to make sure you YOURSELF don’t become a victim of this horrendous phenomenon? What advice can you give to others that would help them avoid this in every day life?

REMINDER: OP #5

OP #5 ONLY INCLUDES NUMBERS 2 (YOUR QUOTE) AND NUMBER 3(YOUR QUESTION.)
DUE THURSDAY, BY MIDNIGHT!

Wave OP#4

1. Describe Ben's feelings at this point, or at least what YOU think he's feeling (based on the evidence in the text: his words, actions, and what others say and think about him). :)

WAVE OP #3

1. What evidence do you see in the text that Ben (Mr. Ross) is starting to lose control of his "experiment?" Try to cite at least two examples.

THE WAVE OP #2: MS. I'S QUESTION

1. How and/or why has the "Wave" and its motto, "STRENGTH THROUGH DISCIPLINE," already started spreading throughout the school (outside of Mr. Ross's history class)? Give at least one example of students already applying the motto to other aspects of their lives.

Comment Reports!

For all students: please post on Monday how many comments you received from your fellow group members. They should have responded to your original question (#3 in your OP) and another answer you gave for #1 or #2. However, if students did not answer at least two questions, you will not be penalized for only being able to offer one response. You may have included both responses in ONE comment box; it need not be in two separate comment posts. MANY STUDENTS DID NOT POST ALL THREE PARTS OF THE OP AND DID NOT NUMBER THEIR RESPONSES! PLEASE FOLLOW DIRECTIONS:). USE THIS FORMAT IN BOTH OP'S AND COMMENTS.

1. MY QUESTION (FROM THE BLOG)
2. FAVORITE QUOTE, SENTENCE, OR SHORT PASSAGE; EXPLANATION FOR WHY IT STOOD OUT TO YOU
3. A QUESTION YOU CREATE FOR THE GROUP TO DISCUSS. (SEE HANDOUT OR BLOG POST FOR IDEAS)