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Bell Ringer
Subject-Verb Agreement• Subject-verb agreement is a grammatical rule
that states that the verb must agree in number with its subject.
• In English, present tense verbs change to show agreement in the third person singular form (subjects represented by the pronouns HE, SHE, IT) by adding an S or ES.
2/26 Bell Ringer:1) Read each sentence. 2) Write the form of the verb that agrees with
the sentence.
1. Two heads _______ better than one.2. Tom and Jerry _______ the symphony
orchestra.3. His parents or Bart _______ out to the store
every day.
2/22 Reflection
• List facts that you know about Martin Luther King, Jr., Rosa Parks and/or Civil Rights.
Reading Intervention Chapter: BookWeb
Review Sheet 18Due Friday!
Found PoemYou will need to create one Found Poem:1. Pick a child from Ender’s Game AND one of the
documentaries/videos we watched.2. Include a clear moral judgment on the use of child soldiers
in Ender’s Game and the videos.3. Compare/contrast the lives of child soldiers with the
children at Battle School.• Use your Graphic Organizer from the Videos.• Make a rough draft in your notebook first. • It will change from rough to final draft because you are
finding text.• You need a starting point.• You will turn Graphic Organizer in for a 25 point Completion
Grade.
CollageYou will need to create a Collage:1. Find pictures and words that describe the
events, characters and themes of Ender’s Game.
2. Compare/contrast the lives of child soldiers with the children at Battle School.
• Use your Graphic Organizer from the Videos.• You will turn Graphic Organizer in for a 25
point Completion Grade.
Warriors Don’t Cry
Millburn/Weisbrodt
Recycle
• Remove everything you have in your folder/binder.
• We are starting a new book/unit.• The only paper you need is your Review Sheet.
Warriors Don’t Cry Reading ScheduleDAY PAGES CHAPTERS
Day 1 1-11 1
Day 2 12-32 2-3
Day 3 33-46 4
Day 4 47-68 5-6
Day 5 69-89 7
Day 6 90-106 8
Day 7 107-123 9-10
Day 8 124-140 11
Day 9 141-156 12-13
Day 10 157-173 14
Day 11 174-182 15
Day 12 183-203 16-17
Day 13 204-222 18-end
Warriors Don’t Cry Intro
• Title: Warriors Don’t Cry• Author: Melba Pattillo Beals• Copyright: 1994• Genre: Non-fiction• Sub-Genre: History, Civil Rights • Characters: High School kids, adults/parents• Protagonist: Melba and Little Rock Nine• Antagonist: Classmates, society, laws, racism
Melba Pattillo Bio• Melba Pattillo was born in Little Rock, Arkansas December 7, 1941. Her
parents were divorced when she was seven, and she lived with her mother and grandmother. Melba's mother, Dr. Lois Pattillo, was an English teacher, and one of the first black students to integrate the University of Arkansas.
• Melba was 12 years old on May 17, 1954 the date the Supreme Court ruled in "Brown vs. Board of Education" that racial segregation in public schools was unconstitutional. Just over a year later, on May 24, 1955, the Little Rock school board adopted a plan to limit integration to Central High School, but claimed this would not occur for another two years.
• When the time came to sign up for Central High, Melba raised her hand and put her name on the sheet. She and eight other students became the “Little Rock Nine” and were the first black students to attend Central High.
Warriors Don’t Cry
• Little Rock Nine• Separate But Not Equal
Civil Rights
• Plessy v. Ferguson – made separate but equal facilities for white and black students
• Brown v. Board of Education – ended legal segregation in public schools
• Jim Crow Laws – punishable by law for black to use white facilities
Separate But Equal?
Jim Crow Laws• “All railroads carrying passengers in the state (other than street railroads) shall provide equal
but separate accommodations for the white and colored races, by providing two or more passenger cars for each passenger train, or by dividing the cars by a partition, so as to secure separate accommodations.”—Tennessee, 1891
• “Marriages are void when one party is a white person and the other is possessed of one-eighth or more negro, Japanese, or Chinese blood.”—Nebraska, 1911
• “The Corporate Commission is hereby vested with power to require telephone companies in the State of Oklahoma to maintain separate booths for white and colored patrons when there is a demand for such separate booths.”—Oklahoma, 1915
• “Any person . . . presenting for public acceptance or general information, arguments or suggestions in favor of social equality or of intermarriage between whites and negroes, shall be guilty of a misdemeanor and subject to a fine not exceeding five hundred dollars or imprisonment not exceeding six months or both fine and imprisonment in the discretion of the court.”—Mississippi, 1920
• “Any white woman who shall suffer or permit herself to be got with child by a negro or mulatto . . . shall be sentenced to the penitentiary for not less than eighteen months.”—Maryland, 1924
• "No colored barber shall serve as a barber to white women or girls."—Atlanta, Georgia, 1926• “It shall be unlawful for a negro and white person to play together or in company with each
other in any game of cards or dice, dominoes or checkers.”—Birmingham, Alabama, 1930
Warriors Don’t Cry Intro
Pictures and Political Cartoons
• Movie Theater• KKK March• One Less Vote
Warriors Don’t Cry Intro
• Little Rock Nine • Brown v. Board of Education• Plessy v. Ferguson• Jim Crow Laws• Thurgood Marshall – United Streaming and
Time Magazine for Kids• Little Rock Nine Now – United Streaming
Geography
• Use an atlas to respond to the following questions.
Geography
1. Where is Little Rock, Arkansas located?2. What states border Arkansas?3. What type of climate would you expect to find
in Arkansas?4. Find and label these other states: Texas,
Louisiana, Mississippi, Alabama, Tennessee, Georgia, Florida, N. Carolina, S. Carolina, and Virginia.
5. Where is Santa Rosa, California?
Warriors Don’t Cry Intro
• What are some forms of media?
• What is the definition of media?
• List the positives and negatives of having so much information that is easily available.
Warriors Don’t Cry Intro
What If?• Read the paragraphs about the high school
football situation and answer the three questions on the lines provided.
1. Were the girls right to contact the media?2. How could the media coverage affect their
daily lives?3. What should the media’s role be in this
situation?
Warriors Don’t Cry Intro
How can the media unite or divide us?• What are some forms of media?• What is the definition of media?• List the positives and negatives of having so
much information that is easily available.So, how can the media unite or divide us?
Topic. Strand. Statement.Reading Nonfiction:
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
AnnotatingWhile reading, highlight/note the following:• People/Characters – blue• Settings & Events – yellow• Figurative Language – pink• Important Info – green• Unfamiliar word or concept - ?
Warriors Don’t Cry Introduction
• While/after reading, complete the Guided Reading Questions that accompany the Dedication and Introduction.
• Do not need to annotate the Introduction.• Stop at Page 1.• You will turn in at the end of class for a
Completion Grade.
Warriors Don’t Cry CH 1Open your book to Pages 1-11.While reading, highlight/note the following:• People/Characters – blue (8-10)• Settings & Events – yellow (4-6)• Figurative Language – pink ()• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
2/26 Reflection
• List 3-5 facts that you learned about the struggle for Civil Rights.
Bell Ringer
Subject-Verb Agreement• Subject-verb agreement is a grammatical rule
that states that the verb must agree in number with its subject.
• In English, present tense verbs change to show agreement in the third person singular form (subjects represented by the pronouns HE, SHE, IT) by adding an S or ES.
2/27 Bell Ringer:1) Read each sentence. 2) Write the form of a verb that agrees with the
sentence.
1. The coach, as well as his players, _______ a fierce competitor.
2. Neither Nina nor Louise _______ to patch up the relationship to save the band.
3. We _______ the portion into two equal pieces.
2/28 Bell Ringer:1) Read each sentence. 2) Write the form of a verb that agrees with the
sentence.
1. The columnists and the editor _______ all of the editorials in the newspaper daily.
2. News _______ fast around here.3. Each of the musicians _______ an instrument
when the conductor signals with the baton.
2/26 Reflection
• List 3-5 facts that you learned about the struggle for Civil Rights.
Topic. Strand. Statement.Reading Nonfiction:
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Warriors Don’t Cry Intro
Pictures and Political Cartoons
• KKK March• One Less Vote
Warriors Don’t Cry Intro
• Jim Crow Laws• Plessy v. Ferguson• Thurgood Marshall – United Streaming and
Time Magazine for Kids• Little Rock Nine Now – United Streaming
Minnijean Brown• Born September 11, 1941, in Little Rock and 16 years old when she entered Central High
School. Although all of the nine experienced verbal and physical harassment during the 1957-1958 school year at Central, Brown was first suspended, and then expelled for retaliating against daily torment. In February of 1958, she moved to New York and lived with Doctors Kenneth B. and Mamie Clark, African-American psychologists. She graduated from New York's New Lincoln School in 1959.
Brown attended Southern Illinois University and majored in journalism. She later moved to Canada, where she received a Bachelor of Social Work in Native Human Services from Laurentian University and a Master of Social Work from Carleton University in Ontario, Canada.
Brown is a social activist and has worked on behalf of peacemaking, environmental issues, developing youth leadership, diversity education and training, cross-cultural communication, and gender and social justice advocacy. She served in the Clinton Administration as Deputy Assistant Secretary for Workforce Diversity at the Department of the Interior from 1999 to 2001. She has taught social work at Carleton University and in various community colleges in Canada.
She is the recipient of numerous awards for her community work for social justice, including the Lifetime Achievement Tribute by the Canadian Race Relations Foundation and the International Wolf Award for contributions to racial harmony.
AnnotatingWhile reading, highlight/note the following:• People/Characters – blue• Settings & Events – yellow• Figurative Language – pink• Important Info – green• Unfamiliar word or concept - ?
Warriors Don’t Cry Introduction
• While/after reading, complete the Guided Reading Questions that accompany the Dedication and Introduction.
• Do not need to annotate the Introduction.• Stop at Page 1.• You will turn in at the end of class for a
Completion Grade.
Warriors Don’t Cry
Summary Sheet• There is a box for all 18 Chapters.• After answering your reflection, write a 20
word or less summary of the chapter(s) that we read that day.
• We will collect at the end of the book for a grade.
Warriors Don’t Cry CH 1Open your book to Pages 1-11.While reading, highlight/note the following:• People/Characters – blue (8-10)• Settings & Events – yellow (4-6)• Figurative Language – pink (3-5)• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
Warriors Don’t Cry CH 1
• Read pages 1-11 in your book.• Annotate while reading. Focus on People.• Show me your annotations before moving on.• After reading, complete the “Zoom in on Key
Details” and “Seeing the Big Picture” pages.• Turn in for a completion grade.
2/27 Reflection
• List three details of the author, Melba Pattillo Beals.
Summary Sheet CH 1
Bell Ringer
Subject-Verb Agreement• Subject-verb agreement is a grammatical rule
that states that the verb must agree in number with its subject.
• In English, present tense verbs change to show agreement in the third person singular form (subjects represented by the pronouns HE, SHE, IT) by adding an S or ES.
3/1 Bell Ringer:1) Read each sentence. 2) Write the form of a verb that agrees with the
sentence.
1. The binoculars for the men in the battalion _______ cumbersome, to say the least.
2. My friends _______ recommended the movie to me.
3. All of the workers _______ $10 per hour.
2/28 Reflection
• List three details of the author, Melba Pattillo Beals.
Summary Sheet CH 1
Review Sheet 18Due Friday!
1. B2. C3. B4. C5. C6. B
Topic. Strand. Statement.Reading Nonfiction:
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Elizabeth Eckford • Born on October 4, 1941, and is one of six children. The image of 15-year old Eckford,
walking alone through a screaming mob in front of Central High School, propelled the crisis into the nation's living rooms and brought international attention to Little Rock.
On September 4, 1957, Elizabeth Eckford arrived at Central High School alone. She got off the bus a block from the school and tried to enter the campus, but was turned away by Arkansas National Guard troops. She then confronted an angry mob of people opposing integration, chanting, "Two, four, six, eight, we ain't gonna integrate." As she made her way down the block, Eckford attempted two more times to enter the school campus, but was blocked by the guardsmen, who were there under orders from the governor to keep them out. Eckford made her way through the mob and sat on a bus bench at the end of the block. She was eventually able to board a city bus, and went to her mother's job at the Arkansas School for the Deaf.
Because all of the city's high schools were closed the following year, Eckford did not graduate from Central High School. She joined the U.S. Army, and was able to earn her G.E.D. and returned to Little Rock in the 1960s to be closer to her parents. She attended Central State University in Wilberforce, Ohio. Eckford is an Army veteran, and has held various jobs throughout her life. She has been a waitress, history teacher, welfare worker, unemployment and employment interviewer, and a military reporter.
Long Road to Equality
• While watching the video, write a definition or description for each term listed.
• After the video, complete the Fill in the Blank activity.
• Turn in when completed.
2/29 Reflection
• Using 20 words, describe Melba’s father.
Summary Sheet CH 2-3
Bell RingerMultiple Meaning Words• The term "multiple meaning words" is loosely applied to written words
that can have more than one use or definition, and the intended use must be conveyed by the context, the other words in the sentence or paragraph.
Homographs are words that are written the same, but have different meanings and word forms, and may have different pronunciations. This is common where words such as "dance" or "cut" share the same spelling for their noun and verb forms.
Example : lead (the metal) and lead (the verb for going ahead). Without the sound difference, it may need to be clarified
3/4 Bell Ringer:1) Read each sentence. 2) Write the definition of how the word is used in
the sentence.3) Write an alternate definition of the word.
1. The problem might stem from his lack of studying.2. It struck me that maybe I could audition for the
play, too.3. The only piece of art in the bright yellow room was
surprisingly grave.
Review Sheet 19Due Friday!
Topic. Strand. Statement.Reading Nonfiction:
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Ernest Green • Born in Little Rock, Arkansas, on September 22, 1941. Green made history as the only senior
among the "Little Rock Nine." His place in Arkansas' civil rights history was solidified when he became the first African-American to graduate from the previously all-white high school in May of 1958.
An active member of the community from an early age, Green regularly attended church. He was involved in the Boy Scouts and eventually became an Eagle Scout. He was a student at Horace Mann High School before volunteering to integrate all-white Central High School. Green persevered through a year of daily harassment by some of his fellow students to become the first African-American Central High graduate on May 25, 1958. Sitting with Green's family at the event was the Rev. Dr. Martin Luther King, Jr., who attended the graduation virtually unnoticed.
After graduating from high school, Green attended Michigan State University, earning a bachelor's degree in 1962 and a master's degree in 1964 in sociology. Afterwards, he served as the director for the A. Phillip Randolph Education Fund from 1968 to 1977. He then was appointed as the assistant Secretary of Housing and Urban Affairs during President Jimmy Carter's administration from 1977 to 1981. Currently, Green is Managing Director at Lehman Brothers in Washington, D.C. and has been with the company since 1987. He has served on numerous boards, such as the National Association for the Advancement of Colored People (NAACP) and the Winthrop Rockefeller Foundation.
Green is married with three children. In 1992, Disney produced a television special, The Ernest Green Story, which is still popular for students of all ages today and used in classrooms around the world to teach about the Little Rock Nine.
Warriors Don’t Cry Intro
Pictures and Political Cartoons
• One Less Vote
Warriors Don’t Cry Intro
• Plessy v. Ferguson• Thurgood Marshall – United Streaming and
Time Magazine for Kids• Little Rock Nine Now – United Streaming
Warriors Don’t Cry CH 2Open your book to Pages 12-23.While reading, highlight/note the following:• People/Characters – blue (4-6)• Settings & Events – yellow (3-5)• Figurative Language – pink (1-2)• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
Warriors Don’t Cry CH 2
• While reading Chapter 2, complete the chart that shows facts and feelings about Brown v. Board of Education.
• Draw the T-chart below in your notebook.
Facts Feelings
Warriors Don’t Cry CH 2
Facts• Violence against AA was a
result• Little to no rights for AA• Go to school with white kids
for the 1st time• Little Rock School board
adopts plan for integration
Feelings• Whites did not want
integration• Frightened• Worried• Anger towards white and
inequality
Warriors Don’t Cry CH 2
Facts• Melba going to Central High• Made integration legal• Segregation was illegal
Feelings• Melba almost raped due to
reaction of white man• Lois upset at Melba for
signing up• Excited about differences in
Cincy• Teachers were happy and
proud• “…I was going to die.”
Warriors Don’t Cry CH 3Open your book to Pages 24-32.While reading, highlight/note the following:• People/Characters – blue (10-15)• Settings & Events – yellow (5-7)• Figurative Language – pink (1-2)• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
Warriors Don’t Cry CH 3
• Read pages 24-32 in your book.• Annotate while you read. • Show your annotations before receiving the
Character Description Chart.• After annotating, complete the Character
Description Chart.• Add Gloria Ray to the bottom/back.
Warriors Don’t Cry
Summary Sheet• There is a box for all 18 Chapters.• After answering your reflection, write a 20
word or less summary of the chapter(s) that we read that day.
• We will collect at the end of the book for a grade.
3/4 Reflection
• Describe the Plessy v. Ferguson and Brown v. Board of Education court cases. What did each court case state?
Summary Sheet CH 2-3
Bell RingerMultiple Meaning Words• The term "multiple meaning words" is loosely applied to written words
that can have more than one use or definition, and the intended use must be conveyed by the context, the other words in the sentence or paragraph.
Homographs are words that are written the same, but have different meanings and word forms, and may have different pronunciations. This is common where words such as "dance" or "cut" share the same spelling for their noun and verb forms.
Example : lead (the metal) and lead (the verb for going ahead). Without the sound difference, it may need to be clarified
3/5 Bell Ringer:1) Read each sentence. 2) Write the definition of how the word is used
in the sentence.3) Write an alternate definition of the word.
1. Marcus told Megan that she had nothing but base motives.
2. She will tear that note to shreds after she reads it!
3. Mario was way too sharp to trick.
3/4 Reflection
• Describe the Plessy v. Ferguson and Brown v. Board of Education court cases. What did each court case state?
Summary Sheet CH 2-3
Topic. Strand. Statement.Reading Nonfiction:
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Does Racism Still Exist?
1. Does Racism Still Exist?2. What are examples/forms of racism seen
today?• Discuss the two questions in small groups.• We will use your small group discussion to
have a brief class discussion.
Does Racism Still Exist?
• Oberlin College is a small, traditionally all African-American college near Cleveland, OH. Recently, classes were cancelled because of racist graffiti and threatening messages that were spread throughout campus.
Does Racism Still Exist?
• Read the article from CNN News and complete the Venn Diagram that compares/contrasts the events at Oberlin College with events in Warriors Don’t Cry.
• Include 10 total facts/items in your Venn Diagram.
• Anti-Semitic = anti Jewish
Does Racism Still Exist?
Oberlin College Warriors Don’t Cry
•People spread racist flyers•Charges are being pursued•Graffiti•Takes place at a college
•Socially acceptable•Community in on it•More racists versus non•Arkansas•Physical violence•Cops do nothing
•Racism•Discrimination•KKK•Towards African Americans•Education environment
Does Racism Still Exist?
Oberlin College Warriors Don’t CryBoth
NO ONE HURTPOLICE ARE HELPINGCOULD BE A PRANKMEETING TO DISCUSSONLY A FEW INVOLVEDOUT OF THE ORDINARYCONFINED
VIOLENTDIRECTED MAINLY AT AFRICAN AMERICANSPROUD OF IGNORANCECROWDS AGAINST KIDSALL WHITE SCHOOLPHYSICAL THREATS/VIOLENCEPOLICE STOOD BY
CAUSED BY RACISMKKKAFFECT EDUCATIONSCHOOLSSTUDENTS DROP OUTFEEL UNSAFE
Warriors Don’t Cry Intro
• Thurgood Marshall – United Streaming and Time Magazine for Kids
• Answer the questions about Thurgood Marshall.
• Turn paper over and answer the questions about the photo of the Little Rock Nine.
OAA Prep• Two Minute Free Write: “What makes a good 4 point
response?”
Student Responses:
OAA Prep
• Helping Students Answer 2 and 4 Point Questions
• Box It!• OAA Extended Response
Thelma Mothershed Wair• Born in 1940 in Bloomberg, Texas. Wair attended Dunbar Junior High School and
Horace Mann High School before transferring to Central. Despite daily torment from white students at Central, she completed her junior year at the formerly all-white high school during the tumultuous 1957-58 year. Because the city's high schools were closed the following year, Wair earned the necessary credits for graduation through correspondence courses and by attending summer school in St. Louis, Missouri. She received her diploma from Central High School by mail.
Thelma Mothershed Wair graduated from Southern Illinois University, Carbondale, in 1964 and earned her master's degree in Guidance and Counseling, as well as an Administrative Certificate in Education from Southern Illinois University, Edwardsville. Wair taught home economics in the East St. Louis school system for 28 years before retiring in 1994. Wair has also worked at the St. Clair County Jail, Juvenile Detention Center in St. Clair County, Illinois, and was an instructor of survival skills for women at the American Red Cross Shelter for the homeless. During the 1989-1990 school year, she was honored as an Outstanding Role Model by the East St. Louis chapter of the Top Ladies of Distinction and the Early Childhood-Pre-Kindergarten staff of District 189. Wair and her late husband have one son.
Warriors Don’t Cry CH 4Open your book to Pages 33-46.While reading, highlight/note the following:• People/Characters – blue (4-6)• Settings & Events – yellow (2-4)• Figurative Language – pink (4-6)• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
Chapter 4
• In your spiral notebook:• Choose the three most important events from
the chapter. • Include a quote from the chapter to support
your answer.• Three events = three quotes
Chapter 4
• Event 1:• Quote/Page #:• Event 2:• Quote/Page #: • Event 3:• Quote/Page #:
Warriors Don’t Cry
Summary Sheet• There is a box for all 18 Chapters.• After answering your reflection, write a 20
word or less summary of the chapter(s) that we read that day.
• We will collect at the end of the book for a grade.
3/5 Reflection
• Why did Melba want to stay in Cincinnati?
Summary Sheet CH 4
Bell RingerMultiple Meaning Words• The term "multiple meaning words" is loosely applied to written words
that can have more than one use or definition, and the intended use must be conveyed by the context, the other words in the sentence or paragraph.
Homographs are words that are written the same, but have different meanings and word forms, and may have different pronunciations.
Example : lead (the metal) and lead (the verb for going ahead). Without the sound difference, it may need to be clarified.
3/7 Bell Ringer:1) Read each sentence. 2) Write the correct form of the homograph.
1. Ms. Krill likes to go to ________ house.2. Mr. Mullen is ____ minutes away from work.3. Mr. Derrig wants to go to the movies ______.
3/4 Reflection
• Why did Melba want to stay in Cincinnati?
Summary Sheet CH 4
Warriors Don’t Cry Reading ScheduleDAY PAGES CHAPTERS
Day 3 33-46 4
Day 4 47-68 5-6
Day 5 69-89 7
Day 6 90-106 8
Day 7 107-123 9-10
Day 8 124-140 11
Day 9 141-156 12-13
Day 10 157-173 14
Day 11 174-182 15
Day 12 183-203 16-17
Day 13 204-222 18-end
OAA Prep• Two Minute Free Write: “What makes a good 4 point
response?”
Student Responses:
OAA Prep
• Helping Students Answer 2 and 4 Point Questions
• Box It!• OAA Extended Response
Thelma Mothershed Wair• Born in 1940 in Bloomberg, Texas. Wair attended Dunbar Junior High School and
Horace Mann High School before transferring to Central. Despite daily torment from white students at Central, she completed her junior year at the formerly all-white high school during the tumultuous 1957-58 year. Because the city's high schools were closed the following year, Wair earned the necessary credits for graduation through correspondence courses and by attending summer school in St. Louis, Missouri. She received her diploma from Central High School by mail.
Thelma Mothershed Wair graduated from Southern Illinois University, Carbondale, in 1964 and earned her master's degree in Guidance and Counseling, as well as an Administrative Certificate in Education from Southern Illinois University, Edwardsville. Wair taught home economics in the East St. Louis school system for 28 years before retiring in 1994. Wair has also worked at the St. Clair County Jail, Juvenile Detention Center in St. Clair County, Illinois, and was an instructor of survival skills for women at the American Red Cross Shelter for the homeless. During the 1989-1990 school year, she was honored as an Outstanding Role Model by the East St. Louis chapter of the Top Ladies of Distinction and the Early Childhood-Pre-Kindergarten staff of District 189. Wair and her late husband have one son.
Topic. Strand. Statement.Reading Nonfiction:
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Warriors Don’t Cry CH 4Open your book to Pages 33-46.While reading, highlight/note the following:• People/Characters – blue (4-6)• Settings & Events – yellow (2-4)• Figurative Language – pink (4-6)• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
Chapter 4
• In your spiral notebook:• Choose the three most important events from
the chapter. • Include a quote from the chapter to support
your answer.• Three events = three quotes
Chapter 4
• Event 1:• Quote/Page #:• Event 2:• Quote/Page #: • Event 3:• Quote/Page #:
Warriors Don’t Cry
• Free at Last – History of Civil Rights• Rosewood Massacre – town in Florida is burned to
the ground after a false accusation• Medgar Evers• Smithsonian Institute: Portrait of Medgar Evers • Freedom Riders• Did They Die in Vain? – chronicles the investigation
of the slaying of three civil rights workers.
Review Sheet 19Due Friday!
Warriors Don’t Cry
Summary Sheet• There is a box for all 18 Chapters.• After answering your reflection, write a 20
word or less summary of the chapter(s) that we read that day.
• We will collect at the end of the book for a grade.
3/7 Reflection
• Write a sequence of three events that surrounded Melba’s first day at Central High.
Summary Sheet CH 4
Bell RingerMultiple Meaning Words• The term "multiple meaning words" is loosely applied to written words
that can have more than one use or definition, and the intended use must be conveyed by the context, the other words in the sentence or paragraph.
Homographs are words that are written the same, but have different meanings and word forms, and may have different pronunciations. This is common where words such as "dance" or "cut" share the same spelling for their noun and verb forms.
Example : lead (the metal) and lead (the verb for going ahead). Without the sound difference, it may need to be clarified
3/8 Bell Ringer:1) Read each sentence. 2) Write the homograph that best completes the
sentence.
1. Can I go to the party (to, too, two)? 2. This is my favorite (pare, pair, pear) of jeans. 3. I (sent, scent, cent) a letter to my aunt in
Vietnam.
3/7 Reflection
• Write a sequence of three events that surrounded Melba’s first day at Central High.
Summary Sheet CH 4
Review Sheet 19Due Friday!1. B2. D3. B4. B5. B6. C7. A8. D
Warriors Don’t Cry Reading ScheduleDAY PAGES CHAPTERS
Day 4 47-68 5-6
Day 5 69-89 7
Day 6 90-106 8
Day 7 107-123 9-10
Day 8 124-140 11
Day 9 141-156 12-13
Day 10 157-173 14
Day 11 174-182 15
Day 12 183-203 16-17
Day 13 204-222 18-end
Topic. Strand. Statement.Reading Nonfiction:
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Carlotta Walls LaNier• Is the oldest of three daughters, was born on December 18, 1942, in Little Rock, Arkansas.
LaNier made history as the youngest member of the Little Rock Nine. Inspired by Rosa Parks, she had a desire to get the best education available by enrolling in Central High School. White students called her names and spat on her while armed guards escorted her to classes, but LaNier concentrated on her studies and protected herself throughout the school year. LaNier, along with all other Little Rock high school students, was barred from attending Central the next year when the Little Rock high schools were closed, but she returned to Central High and graduated in 1960.
LaNier attended Michigan State University for two years before moving with her family to Denver. In 1968, she earned a Bachelor of Science from Colorado State College (now the University of Northern Colorado) and began working at the YWCA as a program administrator for teenagers. In 1977, she founded LaNier and Company, a real estate brokerage firm. Her experience in real estate includes everything from constructing and remodeling properties to marketing and selling them.
LaNier is currently the president of the Little Rock Nine Foundation, a scholarship organization dedicated to ensuring equal access to education for African-Americans. She has also served as a trustee for the Iliff School of Theology. LaNier and her husband, Ira "Ike" LaNier, have two grown children.
OAA Prep
• Use the example of a 4 Point Answer to grade and assess the other three responses about Jane Goodall.
• Indentify – circle in the paragraph• Explain/Support – underline in the paragraph• Extra/Wrong – cross out
OAA Prep
• Helping Students Answer 2 and 4 Point Questions
• Box It!• OAA Extended Response
OAA Prep – Box It!
• Read each 4 point question and underline the Action Words.
• After reading each question, set up a 4 Point Box for each question.
Warriors Don’t Cry CH 5Open your book to Pages 47-60.While reading, highlight/note the following:• People/Characters – blue (2-4)• Settings & Events – yellow (2-4)• Figurative Language – pink (4-6)• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
Chapter 5
Guided Reading• After reading, show me your annotations.• Complete the Guided Reading Questions for
Chapter 5.• Turn in for a completion grade when finished.
Chapter 5
Warriors Don’t Cry CH 6Open your book to Pages 61-68.While reading, highlight/note the following:• People/Characters – blue (1-3)• Settings & Events – yellow (1-3)• Figurative Language – pink (3-5)• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
Warriors Don’t Cry CH 6
• You will placed in small groups to discuss your annotations.
• You make have some differences in the Important Events. Discuss the differences.
• However, your Figurative Language and Settings should be exact.
Double-Entry Journal
1. Imagine your are Melba, write a journal/diary entry about the way you felt waiting for integration to begin and the first day of trying to go to Central High. Show that you have read the book! Includes ideas and thoughts from the text!
2. Then write a personal reflection, question, or connection that relates to Melba.
3. You will share Melba’s journal entry with a partner to analyze the actions, thoughts, feelings or next move of Melba.
Warriors Don’t Cry
Summary Sheet• There is a box for all 18 Chapters.• After answering your reflection, write a 20
word or less summary of the chapter(s) that we read that day.
• We will collect at the end of the book for a grade.
3/8 Reflection
• Describe the scene in the first picture in the middle of the book.
Summary Sheet CH 5-6
Bell RingerMultiple Meaning Words• The term "multiple meaning words" is loosely applied to written words
that can have more than one use or definition, and the intended use must be conveyed by the context, the other words in the sentence or paragraph.
Homographs are words that are written the same, but have different meanings and word forms, and may have different pronunciations. This is common where words such as "dance" or "cut" share the same spelling for their noun and verb forms.
Example : lead (the metal) and lead (the verb for going ahead). Without the sound difference, it may need to be clarified
3/11 Bell Ringer:1) Read the paragraph. 2) Write the definition of how the word is used in
context.3) Write an alternate definition for the word.
1. Norman and Bella knew they were being followed. As they tried to bolt through the alley, they could hear the footsteps getting closer and closer. Norman panicked and wanted to shelter himself in the shadows, but Bella had a brilliant idea. She picked up a nearby stick, waved it at the dogs, and tossed it. They immediately went for it, and Norman and Bella walked away relieved.
3/8 Reflection
• Describe the scene in the first picture in the middle of the book.
Summary Sheet CH 5-6
Review Sheet 20Due Friday!
OAA Prep
• Helping Students Answer 2 and 4 Point Questions
• Box It!• OAA Extended Response
OAA Prep – Box It!
• Read each 4 point question and underline the Action Words.
• After reading each question, set up a 4 Point Box for each question.
OAA Prep – Box It!
Action Words:
OAA Prep – Extended Response
• Read the 4 Point Question and underline the Action Words.
• Read and annotate the selection.• After reading the selection, set up a 4 Point
Box for the 4 Point Question.• Use your annotations and Box It to write a
well thought answer.
Warriors Don’t Cry Reading ScheduleDAY PAGES CHAPTERS
Day 5 69-89 7
Day 6 90-106 8
Day 7 107-123 9-10
Day 8 124-140 11
Day 9 141-156 12-13
Day 10 157-173 14
Day 11 174-182 15
Day 12 183-203 16-17
Day 13 204-222 18-end
Topic. Strand. Statement.Reading Nonfiction:
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Terrence Roberts• Born December 3, 1941, in Little Rock, Arkansas. Roberts was a sophomore at Horace
Mann High School when he volunteered to integrate Little Rock's Central High School. When the city's high schools were closed to prevent further desegregation, Roberts moved to Los Angeles, California, and graduated from Los Angeles High School in 1959.
Following his graduation from high school, Roberts attended California State University and was awarded a bachelor's degree in sociology in 1967. He went on to attend graduate school at the University of California at Los Angeles and received a master's degree in social welfare in 1970. In 1976, Roberts was awarded a Ph.D. from Southern Illinois University in psychology. Following his graduation from SIU, Roberts moved to the Napa Valley and directed the mental health unit of St. Helena Hospital in Deer Park, California, for ten years. After this, Roberts accepted an invitation to join the UCLA School of Social Welfare as assistant dean. In 1994, he took a position of department chair of the psychology program at Antioch University, Los Angeles. As demands on his time increased, Roberts became program co-chair to concentrate on the activities of his management consulting firm. Currently, he is a faculty member at Antioch and travels widely sought-after speaker and consultant.
Roberts serves on the boards of the Economic Resources Center in Southern California, Pacific Oaks College in Pasadena, Eisenhower World Affairs Institute, and Little Rock Nine Foundation. He and his wife have two adult daughters and one grandson.
Warriors Don’t Cry CH 6Open your book to Pages 61-68.While reading, highlight/note the following:• People/Characters – blue (1-3)• Settings & Events – yellow (1-3)• Figurative Language – pink (3-5)• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
Warriors Don’t Cry CH 6
• You will placed in small groups to discuss your annotations.
• You make have some differences in the Important Events. Discuss the differences.
• However, your Figurative Language and Settings should be exact.
Double-Entry Journal
1. Imagine your are Melba, write a journal/diary entry about the way you felt waiting for integration to begin and the first day of trying to go to Central High. Show that you have read the book! Includes ideas and thoughts from the text!
2. Then write a personal reflection, question, or connection that relates to Melba.
3. You will share Melba’s journal entry with a partner to analyze the actions, thoughts, feelings or next move of Melba. You will need to wait to complete this part.
Warriors Don’t Cry CH 7Open your book to Pages 69-89.While reading, highlight/note the following:• People/Characters – blue (6-8)• Settings & Events – yellow (1-3)• Figurative Language – pink (8-10)• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
Warriors Don’t Cry CH 7
• Chapter 7 is 20 pages long.• We will read the first 10 pages as a class,
stopping every 2 pages to discuss the annotations.
• You will need to read the last 10 pages and annotate on you own.
• After annotating, show me your annotations to receive the next assignment.
Inferred
• past participle, past tense of in·fer• Verb• Deduce or conclude (information) from
evidence and reasoning rather than from explicit statements.
Warriors Don’t Cry CH 7
Graphic Organizer • Using the text, you will create a graphic
representations of the 5 main concept, including explicit and inferred support.
• This will allow you to break down a text into the connections of support to main idea as well as visualize how the main idea is developed throughout the text.
Chapter 7 Main Ideas and Textual Support
• Directions: After reading and annotating Chapter 7, complete the graphic organizer below.
Chapter 7 Main Ideas and Textual SupportMain Idea Explicit Support
and Page #Explicit Support
and Page #Explicit Support
and Page #Inferred Support
DANGEROUS TO GO TO CENTRAL HIGH
CC MERCER AND FRANK SMITH ARE DRIVERS P. 70
NONWHITE REPORTERS ARE SCARED P. 70
TAKE A LONG, DIFFERENT ROUTE P. 71
MELBA CHASED 1ST TIME. ALMOST RAPED AFTER NEWS.
Chapter 7 Main Ideas and Textual SupportMain Idea Explicit Support
and Page #Explicit Support
and Page #Explicit Support
and Page #Inferred Support
DANGEROUS TO GO TO CENTRAL HIGH
CC MERCER AND FRANK SMITH ARE DRIVERS P. 70
NONWHITE REPORTERS ARE SCARED P. 70
TAKE A LONG, DIFFERENT ROUTE P. 71
MELBA CHASED 1ST TIME. ALMOST RAPED AFTER NEWS.
MELBA IS CONSTANTLY BULLIED
CALLED AT HOME CALLED RACIAL SLURS KICKED , SLAPPED, SPIT ON
THERE IS RACIAL ISSUES IN THE SOUTH
MELBA COULD BE IN DANGER AT SCHOOL
KIDS IN GYM ARE THROWING THINGS AT HER
MOMS CHASING HER GYM TEACHER TAKES CARE OF HER
MELBA CHASED 1ST TIME. ALMOST RAPED AFTER NEWS.
FACED GOVERNMENT INTERVENTION
FAUBUS BLOCKS ARRIVAL
GOES TO COURT TROOPS ARE CALLED IN TO PROTECT
PEOPLE DON’T WANT INTEGRATION
ANGRY MOB OUTSIDE SCHOOL
CHANTS FAUBUS BLOCKS WITH NATL GUARD
KKK, JIM CROW, PLESSY V FERGUSON
Warriors Don’t Cry
Summary Sheet• There is a box for all 18 Chapters.• After answering your reflection, write a 20
word or less summary of the chapter(s) that we read that day.
• We will collect at the end of the book for a grade.
3/11 Reflection
• Describe the attempts by Arkansas Governor Faubus to stop the integration of Little Rock Central High School.
Summary Sheet CH 6
3/12 Reflection
• List three challenges that Melba faces during the integration of Central High.
Summary Sheet CH 7
Bell RingerMultiple Meaning Words• The term "multiple meaning words" is loosely applied to written words
that can have more than one use or definition, and the intended use must be conveyed by the context, the other words in the sentence or paragraph.
Homographs are words that are written the same, but have different meanings and word forms, and may have different pronunciations. This is common where words such as "dance" or "cut" share the same spelling for their noun and verb forms.
Example : lead (the metal) and lead (the verb for going ahead). Without the sound difference, it may need to be clarified
3/12 Bell Ringer:1) Read each sentence. 2) Write the definition of how the word is used
in context.
1. Please pass the salt.2. Farming came to pass in the area.3. Pass the ball to Rick!
3/13 Bell Ringer:1) Read the news article. 2) Write the definition of how the word is used in context.
Paul McCartney plays live to space crewEx-Beatle plays two songs in first-ever concert linkup to the space station
ANAHEIM, Calif. — It was "Good Day Sunshine" for the international space station crew Sunday morning. NASA astronaut Bill McArthur and Russian cosmonaut Valery Tokarev were 1. treated to a live wake-up call of the Beatles classic in a first-ever concert linkup to the space station. On Earth, former Beatle Sir Paul McCartney performed the 2. hit and another song, "English Tea," on Saturday night before a cheering crowd as part of his 11-week "US" tour. The performance was 3. beamed from the West Coast to the space station crew 220 miles above Earth and broadcast on NASA television, which showed live 4. feeds from space. McArthur and Tokarev 5. bobbed up and down and sipped from squeeze pouches through the show, getting a rousing cheer from the audience. "I can't believe that we're actually transmitting to 6. space!" McCartney said. "This is sensational. I love it."
3/11 Reflection
• Describe the attempts by Arkansas Governor Faubus to stop the integration of Little Rock Central High School.
Summary Sheet CH 6
3/12 Reflection
• List three challenges that Melba faces during the integration of Central High.
Summary Sheet CH 7
Topic. Strand. Statement.Reading Nonfiction:
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
OAA Prep
• Helping Students Answer 2 and 4 Point Questions
• Box It!• OAA Extended Response
OAA Prep – Extended Response
Size of Goodbye• Read the 4 Point Question and underline the
Action Words.• Read and annotate the selection.• After reading the selection, set up a 4 Point
Box for the 4 Point Question.• Use your annotations and Box It to write a
well thought out answer.
Warriors Don’t Cry
• Free at Last – History of Civil Rights• Rosewood Massacre – town in Florida is burned to
the ground after a false accusation• Medgar Evers• Smithsonian Institute: Portrait of Medgar Evers • Freedom Riders• Did They Die in Vain? – chronicles the investigation
of the slaying of three civil rights workers.
Rosewood, Florida
• For fear of being caught in an extra-marital affair, a white woman accused a black man of assaulting her. Whites across the town took up guns against the black residents and at least six black residents were killed in the violence. Many residents fled and/or were evacuated to nearby Gainesville. The town was burned to the ground and the only remains are a plaque.
Jefferson Thomas
• Born in 1942 in Little Rock, Arkansas. A quiet young man with a sense of humor, Thomas was a track athlete at Horace Mann High School when he chose to volunteer to integrate all-white Central High School for the 1957-58 school year as a sophomore. The Nine were harassed daily by white students, and Thomas' quiet demeanor made him a target for bullies at the school. He graduated from Central high School in 1960 and eventually became an accountant for the United States Department of Defense. Thomas is now retired.
Warriors Don’t Cry Reading ScheduleDAY PAGES CHAPTERS
Day 6 90-106 8
Day 7 107-123 9-10
Day 8 124-140 11
Day 9 141-156 12-13
Day 10 157-173 14
Day 11 174-182 15
Day 12 183-203 16-17
Day 13 204-222 18-end
Warriors Don’t Cry CH 8Open your book to Pages 90-106.While reading, highlight/note the following:• People/Characters – blue (6-8)• Settings & Events – yellow (1-3)• Figurative Language – pink (2-4)• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
Chapter 8We will read together. After each quote, stop and Foreshadow what will happen based on the quote provided.
Quote from Book Foreshadowing
“I found Grandma snoring with the rifle laying across her lap.” p. 91
“There was an eerie hush over the crowd, not unlike the way I’d seen folks behave outside the home of the deceased before a funeral.” p. 93
“We’re not allowed to go inside the classrooms.” p. 97
Student Choice – find a quote, write it down, stop reading and foreshadow
Student Choice – find a quote, write it down, stop reading and foreshadow
Warriors Don’t Cry
Summary Sheet• There is a box for all 18 Chapters.• After answering your reflection, write a 20
word or less summary of the chapter(s) that we read that day.
• We will collect at the end of the book for a grade.
3/13 Reflection
• Explain the importance of Thurgood Marshall to the Little Rock Nine and African-American people in general.
Summary Sheet CH 7-8
Bell RingerMultiple Meaning Words• The term "multiple meaning words" is loosely applied to written words
that can have more than one use or definition, and the intended use must be conveyed by the context, the other words in the sentence or paragraph.
Homographs are words that are written the same, but have different meanings and word forms, and may have different pronunciations. This is common where words such as "dance" or "cut" share the same spelling for their noun and verb forms.
Example : lead (the metal) and lead (the verb for going ahead). Without the sound difference, it may need to be clarified
3/14 Bell Ringer:1) Read the paragraph. 2) Use context clues to write in the correct word.
• I turned eight years old on January 15th. For my birthday, my parents threw me a princess party. My mom let me help her _____________ a cake shaped like a princess. My dad even bought me a pretend tiara to _____________ on my head! “Today you can _____________ yourself as a real princess,” he said.
3/15 Bell Ringer:1) Choose the word whose meanings fit both
sentences.1. I wish you wouldn’t ____ your voice.1. How much money did we _____ for our new
club?2. What a difficult _____ she had with today’s
math test.2. At what _____ will you be home?3. A statement should be followed by a _____.3. The class _____ seemed to pass slowly.
3/13 Reflection
• Explain the importance of Thurgood Marshall to the Little Rock Nine and African-American people in general.
Summary Sheet CH 8
Review Sheet 20Due Friday!
1. D2. D3. B4. B5. D
Topic. Strand. Statement.Reading Nonfiction:
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Free At Last
• Directions: While watching the video, identify the people below. You will use the definitions to have a brief class discussion after the video.
Free At Last1. Why was segregation still practiced in southern states in
the middle of the 20th century, despite the passage of constitutional amendments prohibiting segregation following the Civil War? To what extent were things different in northern states, and why?
2. Why does racism still exist? What are some of the steps that would be necessary to eliminate racism, not only in the United States, but also in other parts of the world?
3. What was the impact of the 1954 Supreme Court decision Brown v. Board of Education on life in the United States? Discuss the implications of this decision for the martyrs of the civil rights movement. Consider whether this decision continues to have an effect on civil rights in America.
Gloria Cecelia Ray • Born September 26, 1942, in Little Rock. She was the third child of H.C. Ray, Sr. and Julia Miller
Ray. Mr. Ray was already a retired federal employee when Gloria entered Central High (he was born 1889, the son of a former slave). In the beginning of the century, it was he who founded the Arkansas Agricultural Extension Service for Negroes under the auspices of the US Dept of Agriculture; he had also studied and work for none other than the distinguished George Washington Carver and Booker T. Washington, before graduating from Tuskegee Institute. These facts strongly influenced Ray's choice to attend Central High School. She was 14 years old when she finished Dunbar Junior High School and registered to attend Central for her sophmore year. Ray, like the others of the Nine, was tormented by certain whitestudents who called her names, threw things, spit, vandalized her locker, and even pushed her down a flight of stairs. Still, like the others, she was determined to finish the year.
• In 1966, Gloria Ray married Krister Karlmark, a professor at the Institute of Design in Chicago. The same year, she joined the IIT Research Institute as Assistant Mathematician on the APT IV (robotics) project.
After graduating as patent attorney from Kungliga Patent in Stockholm, 1977, Ray Karlmark worked for IBM International Patent Operations as European Patent Attorney until 1981, when she moved to Belgium, and began working for N.V. Philips as CAD/CAM and Technical Product Documentation Specialist. From 1976 to 1994, Ray Karlmark founded and served as Editor-in-Chief of Computers in Industry, an international journal of practice and experience of computer applications in industry.
Warriors Don’t Cry Reading ScheduleDAY PAGES CHAPTERS
Day 7 107-123 9-10
Day 8 124-140 11
Day 9 141-156 12-13
Day 10 157-173 14
Day 11 174-182 15
Day 12 183-203 16-17
Day 13 204-222 18-end
Warriors Don’t Cry CH 9Open your book to Pages 107-113.While reading, highlight/note the following:• People/Characters – blue (6-8)• Settings & Events – yellow (1-3)• Figurative Language – pink (5-7)• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
Chapter 9Paired Annotating1. Read 2 pages silently.2. Stop. Annotate with partner.3. Repeat above steps.Guided Reading• After reading, show me your annotations.• Complete the Guided Reading Questions for
Chapter 9.• Turn in for a completion grade when finished.
Warriors Don’t Cry CH 10Open your book to Pages 114-123.While reading, highlight/note the following:• People/Characters – blue (2-4)• Settings & Events – yellow (1-3)• Figurative Language – pink (3-5)• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
Chapter 10
Guided Reading• After reading, show me your annotations.• Complete the Guided Reading Questions for
Chapter 10.• Turn in for a completion grade when finished.
Chapter 10
• After reading and annotating, complete the Sequence of Events Chart.
• On the back, use your Pink Highlights to identify three similes and/or metaphors.
• Analyze the figurative language in the space provided.
3/15 Reflection
• Describe what Danny symbolizes to Melba.Summary Sheet CH 9-10
Bell RingerMultiple Meaning Words• The term "multiple meaning words" is loosely applied to written words
that can have more than one use or definition, and the intended use must be conveyed by the context, the other words in the sentence or paragraph.
Homographs are words that are written the same, but have different meanings and word forms, and may have different pronunciations. This is common where words such as "dance" or "cut" share the same spelling for their noun and verb forms.
Example : lead (the metal) and lead (the verb for going ahead). Without the sound difference, it may need to be clarified
3/18 Bell Ringer:1) Read each sentence. 2) Use context clues to define the bold word.
1. The one-hundred piece puzzle was of a picture of a castle.
2. I received a grade of a B on the essay. 3. Josh played in a summer baseball league.
3/15 Reflection
• Describe what Danny symbolizes to Melba.
Summary Sheet CH 9-10
Review Sheet 21Due Friday!
Topic. Strand. Statement.Reading Nonfiction:
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
OAA Prep
• Helping Students Answer 2 and 4 Point Questions
• Box It!• OAA Extended Response
OAA Prep – Extended Response
The Woods of Minnesota1. Read the 4 Point Question and underline the Action
Words.2. Read and annotate the selection.3. After reading the selection, set up a 4 Point Box for
the 4 Point Question.4. Use your annotations and Box It to write a well
thought out answer.5. Use the rubric to grade your own. 6. Write an explanation to support your score.
Warriors Don’t Cry Reading ScheduleDAY PAGES CHAPTERS
Day 8 124-140 11
Day 9 141-156 12-13
Day 10 157-173 14
Day 11 174-182 15
Day 12 183-203 16-17
Day 13 204-222 18-end
Warriors Don’t Cry CH 11Open your book to Pages 124-140.While reading, highlight/note the following:• People/Characters – blue (8-10)• Settings & Events – yellow (1-2)• Figurative Language – pink (2-4)• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
Chapter 11• Read and annotate Pages 124-140.• Slide your desk over to a neighbor’s.• We use Paired Reading to complete this
section of Chapter 11.• Instead of giving an oral summary after
reading, you and your partner will annotate together.
Step 1: Each partner silently read 1-2 pages.Step 2: Discuss and Annotate
Chapter 11
• After reading and showing your annotations, complete the Chapter 11 Guided Reading.
• Turn in when done.
Chapter 11
• Read pages 124-140 and annotate.• Draw the Cause and Effect chart on the next
slide in your notebook.• Use your annotations to complete. • Turn in for a Comprehension Grade.
Chapter 11
Cause 1
Cause 4Cause 3
Cause 2
Ender & Bonzo are rivals
Inference:
Textual Support:1.2.3.
3/18 Reflection
• What was the name of the man in charge of the FBI?
Summary Sheet CH 11
Bell RingerMultiple Meaning Words• The term "multiple meaning words" is loosely applied to written words
that can have more than one use or definition, and the intended use must be conveyed by the context, the other words in the sentence or paragraph.
Homographs are words that are written the same, but have different meanings and word forms, and may have different pronunciations. This is common where words such as "dance" or "cut" share the same spelling for their noun and verb forms.
Example : lead (the metal) and lead (the verb for going ahead). Without the sound difference, it may need to be clarified
3/19 Bell Ringer:1) Read each sentence. 2) Use context clues to define the bold word.
1. Please close the door. I like to eat poop. There is quite a draft!
2. If you get there early, please reserve a seat for Damien.
3. Our math teacher taught us how to find a square root.
3/18 Reflection
• What was the name of the man in charge of the FBI?
Summary Sheet CH 11
Topic. Strand. Statement.Reading Nonfiction:
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Warriors Don’t Cry Reading ScheduleDAY PAGES CHAPTERS
Day 9 141-156 12-13
Day 10 157-173 14
Day 11 174-182 15
Day 12 183-203 16-17
Day 13 204-222 18-end
Warriors Don’t Cry CH 12Open your book to Pages 141-150.While reading, highlight/note the following:• People/Characters – blue (4-6)• Settings & Events – yellow (1-2)• Figurative Language – pink (2-4)• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
Chapter 12• Open your book to page 141-150.• Read Chapter 12 silently.• After reading and annotating, complete the
Funnel Graphic.• Write down the three most important ideas in
the chapter.• Use those three ideas to write a one sentence
summary of the chapter.Combine all 3 ideas. Use a comma. No run-ons.
Chapter 12
Most Important Ideas
Chapter 12
Summary
Warriors Don’t Cry CH 13Open your book to Pages 151-156.While reading, highlight/note the following:• People/Characters – blue (2-4)• Settings & Events – yellow (1-2)• Figurative Language – pink (2-4)• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
Chapter 13Read and annotate Pages 151-156.Writing Activity1. On the back of “Seeing the Big Picture,” complete the
following.2. MLA heading at the top.3. Give a one sentence summary of Chapter 13 at the top of
your paper.4. Draw a large stick figure.5. Choose a person from the chapter and write their name on
the head of the stick figure.6. For the arms and hands, write 4 Ideas or Events that have an
impact/importance on that character.7. For the legs and feet, write down 4 ways your character
influences others.
Chapter 13One sentence summary of Chapter 13.
Melba Pattillo
Melba…
Melba…
Arms and Hands – Important events that happened to character (4)
Legs and Feet – How character influences others (4)
3/19 Reflection
• Explain what Melba meant in the quote, “Tonight I feel love from my own people.”
Summary Sheet CH 12-13
Bell RingerMultiple Meaning Words• The term "multiple meaning words" is loosely applied to written words
that can have more than one use or definition, and the intended use must be conveyed by the context, the other words in the sentence or paragraph.
Homographs are words that are written the same, but have different meanings and word forms, and may have different pronunciations. This is common where words such as "dance" or "cut" share the same spelling for their noun and verb forms.
Example : lead (the metal) and lead (the verb for going ahead). Without the sound difference, it may need to be clarified
3/20 Bell Ringer:1) Choose the word whose meanings fit both sentences.
1. You should always _____ an agreement with a handshake.
1. Be sure you _____ the plastic storage bag, so it won’t leak.
2. He hurt his _____ when he ran into the door.2. Try to put this thread through the _____ of that needle.3. Gasoline, oil, and diesel fuel are all _____ from
petroleum.3. Mrs. Dupont came from an old, rich and _____ family
3/19 Reflection
• Explain what Melba meant in the quote, “Tonight I feel love from my own people.”
Summary Sheet CH 12-13
Topic. Strand. Statement.Reading Nonfiction:
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Warriors Don’t Cry Reading ScheduleDAY PAGES CHAPTERS
Day 10 157-173 14
Day 11 174-182 15
Day 12 183-203 16-17
Day 13 204-222 18-end
Warriors Don’t Cry CH 14Open your book to Pages 157-173.While reading, highlight/note the following:• People/Characters – blue (4-6)• Settings & Events – yellow (1-2)• Figurative Language – pink (2-4)• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
Chapter 14Storyboard Sequence• After reading and annotating, complete the sequence of
events activity.• Complete the “Note” under each drawing to explain
your picture.• Use textual evidence in your “Note.”Use the breakdown below to create your storyboard.1. Pages 157-1592. Pages 160-1623. Pages 163-1654. Pages 166-1685. Pages 169-1716. Pages 172-173
3/20 Reflection
• Why did Melba wish she was dead? Support with two pieces of textual evidence.
Summary Sheet CH 14
Bell RingerMultiple Meaning Words• The term "multiple meaning words" is loosely applied to written words
that can have more than one use or definition, and the intended use must be conveyed by the context, the other words in the sentence or paragraph.
Homographs are words that are written the same, but have different meanings and word forms, and may have different pronunciations. This is common where words such as "dance" or "cut" share the same spelling for their noun and verb forms.
Example : lead (the metal) and lead (the verb for going ahead). Without the sound difference, it may need to be clarified
3/21 Bell Ringer:1) Choose the word whose meanings fit both
sentences.
1. May I borrow your ____?1. One of the pigs got out of the ____!2. What is the ____ of the story?2. ____ to the one you want.3. ____ a sharp knife carefully.3. The ____ of my suitcase broke.
3/20 Reflection
• Why did Melba wish she was dead? Support with two pieces of textual evidence.
Summary Sheet CH 14
Topic. Strand. Statement.Reading Nonfiction:
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Warriors Don’t Cry Reading ScheduleDAY PAGES CHAPTERS
Day 11 174-182 15
Day 12 183-203 16-17
Day 13 204-222 18-end
Warriors Don’t Cry CH 15Open your book to Pages 174-182.While reading, highlight/note the following:• People/Characters – blue (3-5)• Settings & Events – yellow (1-2)• Figurative Language – pink (6-8)• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
Chapter 15 - Conflict
• Conflict – struggle against opposing forcesTwo Types1. Internal – takes place within the character.
Can be a struggle against needs, desires, or emotions.
2. External – struggle with outside forces, like other people, groups, values/agendas, or something unseen.
Chapter 15
• After reading and annotating, complete the Conflict Chart about Melba, Lois and Link.
• 2 conflicts per character.• You can use internal or external conflicts that they
faced in Chapter 15.• Complete “Seeing the Big Picture,” summarizing
Chapter 15.• Use textual evidence as Supporting Details.• You may want to write Main Idea/Summary first, then
support with textual evidence.
Annotating Helps!
• Use your annotations to help you complete the Literary Elements Chart.
Literary Elements
Main Ideas Character Setting Tone Symbolism
Example 1
Page and Paragraph
Chapter 15Q.U.A.D.Quote It. Understand It. Answer It. Draw It.Choose four separate events from the chapter.Fold a piece of recycled paper into quarters and complete
the following:• You will use a Quote AND page number from the book to
show Event 1.• Understand/Analyze Event 2 and make an Inference on
how it will affect Ender.• You will Answer/explain Event 3.• You will Draw a scene of Event 4.
TURN IN WHEN FINISHED!
Review Sheet 21Due Friday!
3/21 Reflection
• Where did Link tell Melba to drop off his car? What were some second thoughts that Melba had about doing so?
Summary Sheet CH 15
Bell RingerMultiple Meaning Words• The term "multiple meaning words" is loosely applied to written words
that can have more than one use or definition, and the intended use must be conveyed by the context, the other words in the sentence or paragraph.
Homographs are words that are written the same, but have different meanings and word forms, and may have different pronunciations. This is common where words such as "dance" or "cut" share the same spelling for their noun and verb forms.
Example : lead (the metal) and lead (the verb for going ahead). Without the sound difference, it may need to be clarified
3/22 Bell Ringer:1) Choose the word whose meanings fit both
sentences.
1. Be careful so you won’t ____ over the toys.1. Are you taking a ____ this summer?2. This tree provides lots of ____.2. Please pull down the window ____.3. It’s not ____ that you get all the cookies!3. I rode a roller coaster at the ____
3/21 Reflection
• Where did Link tell Melba to drop off his car? What were some second thoughts that Melba had about doing so?
Summary Sheet CH 15
Review Sheet 21Due Friday!
1. D2. A3. A4. B5. A
Topic. Strand. Statement.Reading Nonfiction:
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Common Assessment #81. Read each question completely.2. Circle the action words.3. Read and annotate the selection, Albert.4. Set up a 4 point and 2 point Box It.5. Fill in the boxes for your pre-writing activity.6. Answer the questions on a sheet of paper.7. Turn in your boxes and answers.Point Breakdown • 4 Point Question• 2 Point Question• 4 Points for Box It
Warriors Don’t Cry Reading ScheduleDAY PAGES CHAPTERS
Day 12 183-203 16-17
Day 13 204-222 18-end
Warriors Don’t Cry CH 16Open your book to Pages 183-194.While reading, highlight/note the following:• People/Characters – blue (3-5)• Settings & Events – yellow (1-2)• Figurative Language – pink (2-4)• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
Chapter 16
Character’s World• Find parallels/similarities between you, Melba
and Link. • Describe something that happens to Melba or
Link in Chapter 16.• Then describe a related situation that has
happened to you.
Chapter 16
Be a Reporter• Write a summary of Chapter 16 using a news article
format.• Include:1. Who2. What3. When4. Where 5. Why6. How
Warriors Don’t Cry CH 17Open your book to Pages 195-203.While reading, highlight/note the following:• People/Characters – blue (3-5)• Settings & Events – yellow (1-2)• Figurative Language – pink (6-8)• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
Warriors Don’t Cry CH 17
• After reading and annotating, show me your annotations.
“Step Back in Time”• Use factual information from the book, videos,
and class discussions to show the time period.“Pleased to Meet You”• Pick a character from Chapter 17.• Use 2-3 facts from the Chapter/Book for each
question
Warriors Don’t Cry CH 18Open your book to Pages 204-222.While reading, highlight/note the following:• People/Characters – blue (6-8)• Settings & Events – yellow (3-5)• Figurative Language – pink (2-4)• Important Info – green (1-2 per page)• Unfamiliar word or concept - ?
Warriors Don’t Cry CH 18• After reading and annotating, show me your
annotations.“The Big Picture”Answer each question using factual information
from the chapter/book.“Life’s Building Blocks”Causes – list 2-3 events that shaped MelbaEffects – how did those causes change Melba
Common Assessment #9You need:1. Book2. Pencil3. Test4. ScantronYou can:5. Use your book and annotations6. Annotate on the test if neededTurn in test, Scantron and Summary Sheet when doneBook is yours
3/22 Reflection
• List 2-3 reasons why you think Link is helping Melba.
Summary Sheet CH 16-17
Bell RingerMultiple Meaning Words• The term "multiple meaning words" is loosely applied to written words
that can have more than one use or definition, and the intended use must be conveyed by the context, the other words in the sentence or paragraph.
Homographs are words that are written the same, but have different meanings and word forms, and may have different pronunciations. This is common where words such as "dance" or "cut" share the same spelling for their noun and verb forms.
Example : lead (the metal) and lead (the verb for going ahead). Without the sound difference, it may need to be clarified
4/2 Bell Ringer:1) Choose two of the three word.2) Write two sentences for each word.3) Make sure each sentence shows a different
meaning of the word.
pound ring trip
3/22 Reflection
• List 2-3 reasons why you think Link is helping Melba.
Summary Sheet CH 16-17
Topic. Strand. Statement.Writing: Text Types and Purposes
• Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
Ruby Bridges
• Ruby was 6 years old when she was chosen to integrate her New Orleans, LA elementary school.
• Ruby was the only African-American student in her school.
• She had to be escorted to class by Federal Marshalls.
• She is still considered a champion for Civil Rights and is one of the most influential people of the era.
Civil RightsWriting Prompt• Compare and contrast the situation and
treatment of Melba Pattillo Beals and Ruby Bridges.
• Include textual evidence from your book and incidents from the video.
• Use historical facts from the time period to support your similarities and differences.
Ruby and Melba
Melba Pattillo Beals Ruby Bridges
Ruby and Melba
Melba Pattillo Beals• Little Rock Nine• Spit on and called names• Friends with Link• Nine African-Americans in
Central High• 15 years old• Protected by 101st Airborne• Death threats• Arkansas• Didn’t retaliate
Ruby Bridges• 6 years old• New Orleans, LA• Elementary school
Ruby Bridges Video
• Ruby’s Background
• Historical Info
• Treatment
• Outcome
Main Idea Info About
4/2 Reflection
• List two similarities and one difference between WDC and the Ruby Bridges video.
Keep your book. Recycle all papers from WDC.
Bell RingerMultiple Meaning Words• The term "multiple meaning words" is loosely applied to written words
that can have more than one use or definition, and the intended use must be conveyed by the context, the other words in the sentence or paragraph.
Homographs are words that are written the same, but have different meanings and word forms, and may have different pronunciations. This is common where words such as "dance" or "cut" share the same spelling for their noun and verb forms.
Example : lead (the metal) and lead (the verb for going ahead). Without the sound difference, it may need to be clarified
4/3 Bell Ringer:1) Choose two of the three word.2) Write two sentences for each word.3) Make sure each sentence shows a different
meaning of the word.
Bug Spring Pitcher
4/2 Reflection
• List two similarities and one difference between WDC and the Ruby Bridges video.
Keep your book. Recycle all papers from WDC.
Topic. Strand. Statement.Writing: Text Types and Purposes
• Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
Ruby Bridges Video
• Ruby’s Background
• Historical Info
• Treatment
• Outcome
Main Idea Info About
Ruby Bridges Bio
• Read and annotate the biography about Ruby Bridges.
• You don’t need to use highlighters. Make a note or two per paragraph.
• As you read, focus on ideas that you want to use in your essay.
• Pay attention to differences in the movie and the biography page.
The Problem We All Must Live With
Ruby and Melba
RubyMelba Both
Ruby and Melba
RubyMelba Both
Civil RightsWriting Prompt• Compare and contrast the situation and
treatment of Melba Pattillo Beals and Ruby Bridges.
• Include textual evidence from your book and incidents from the video.
• Use historical facts from the time period to support your similarities and differences.
4/3 Reflection
• Describe 2-3 challenges that Ruby had to overcome.
Keep your book. Recycle all papers from WDC.
Bell RingerMultiple Meaning Words• The term "multiple meaning words" is loosely applied to written words
that can have more than one use or definition, and the intended use must be conveyed by the context, the other words in the sentence or paragraph.
Homographs are words that are written the same, but have different meanings and word forms, and may have different pronunciations. This is common where words such as "dance" or "cut" share the same spelling for their noun and verb forms.
Example : lead (the metal) and lead (the verb for going ahead). Without the sound difference, it may need to be clarified
4/4 Bell Ringer:1) Choose two of the three word.2) Write two sentences for each word.3) Make sure each sentence shows a different
meaning of the word.
Case Mint Patient
4/3 Reflection
• Describe 2-3 challenges that Ruby had to overcome.
Keep your book. Recycle all papers from WDC.
Topic. Strand. Statement.Writing: Text Types and Purposes
• Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
Ruby and Melba
RubyMelba Both
Some Common English Transition Words and Phrases
• Adversative Transitions:These transitions are used to signal conflict, contradiction, concession, dismissal…
• Additive Transitions:These show addition, introduction, similarity to other ideas…
• Causal Transitions:These transitions signal cause/effect and reason/result. . .
• Sequential Transitions:These transitions are used to signal a chronological or logical sequence.
Transitions
• Partner with your neighbor. • Read Goldilocks and the Three Bears.• Use the transitions below to complete the
story.
So Meanwhile NextSuddenly Then By now
Lastly At this First
Goldilocks Answers
• So• Meanwhile• First• Then or Lastly• Next or Then• Then• By now• Suddenly
Transitions
• Partner with a different neighbor. • Re-read Goldilocks and the Three Bears.• Use the transitions below to complete the story.• Try to use the transitions once.
Consequently SimultaneouslyBy this time Finally Initially
Immediately Not surprisingly
Goldilocks Answers Round 2
• Consequently• Simultaneously• Initially• Finally• Not surprisingly• Consequently• By this time• Immediately
Goldilocks and the Three Transitions
• Why did we complete the same activity with two different sets of transitions?
• What point was I trying to prove?• Why are transitions important?• Why is the advantage of using varied/different
transitions?
Transition WordsChronological (words about the order of things) • First, second, third• Next, then• After• FollowingCause-Effect (words about things which make other things happen)• So, thus• Therefore, hence• Consequently• Due toExample (words to show what a thing is)• One such, another• For instance, for exampleAddition (words that add more information)• Similarly, additionally• Another• Also• MoreoverOpposition (words that signal a conflict or problem)• But, though, however• On the other hand• Conversely• Yet• Nonetheless, nevertheless
Write a short opinion “essay” using at least 3 transition words. For your essay, come up with at least three reasons to persuade the reader. Thesis, support, support, support, and conclusion.
1) Who is the best singer/writer/dancer/performer/athlete?2) What is the best sport for losing weight?3) What is the best cartoon on television?4) Which is better, chocolate or vanilla?5) What is the best kind of music?6) Who is the greatest person to have ever lived?7) Which kind of animal makes the best pet?8) Which is more beautiful, sunrise or sunset?9) Which is more important, the ability to speak well or write well?10) Is it better to be an only child or to have brothers and/or sisters?
Review Sheet 22Due Friday!
4/4 Reflection
• Why is using transition words in your writing important?
Keep your book. Recycle all papers from WDC.
Bell RingerMultiple Meaning Words• The term "multiple meaning words" is loosely applied to written words
that can have more than one use or definition, and the intended use must be conveyed by the context, the other words in the sentence or paragraph.
Homographs are words that are written the same, but have different meanings and word forms, and may have different pronunciations. This is common where words such as "dance" or "cut" share the same spelling for their noun and verb forms.
Example : lead (the metal) and lead (the verb for going ahead). Without the sound difference, it may need to be clarified
4/5 Bell Ringer:1) Choose two of the three word.2) Write two sentences for each word.3) Make sure each sentence shows a different
meaning of the word.
Ground Hatch Grave
Review Sheet 22Due Friday!
1. A2. A3. C4. A
4/4 Reflection
• Why is using transition words in your writing important?
Keep your book. Recycle all papers from WDC.
Topic. Strand. Statement.Writing: Text Types and Purposes
• Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
Civil RightsWriting Prompt• Compare and contrast the situation and
treatment of Melba Pattillo Beals and Ruby Bridges.
• Include textual evidence from your book and incidents from the video.
• Use historical facts from the time period to support your similarities and differences.
Graphic Organizer
1. Introductiona. Hook – Get the reader involved using interesting
fact, quote, or statement b. Connect hook to topic – c. Background Info – Venn, movie notes, and bookd. Thesis – based on writing prompt“Compare and contrast the situation and treatment
of Melba Pattillo Beals and Ruby Bridges.”
Ruby and Melba
RubyMelba Both
Graphic Organizer
2-4. Body Paragraphsa. Transition & Topic Sentence – similarity,
difference, difference. Pick the correct transition.
b. Introduce Quote – set up your quote with a fact
c. Quote – “obvious explanation” (122).d. Explain Quote’s importance – connect b & c
Graphic Organizer
5. Conclusiona. Restate Thesis – remind reader about your
topicb. Restate Main Ideas – brief summaryc. Leave the reader - optional
Find an editorial from your local newspaper Read the essay. 1. Underline the transition words. Think about which
category each transition word would fit into (chronological, cause-effect, etc.)
2. Now, take the transition words OUT of the essay (you can use a pen to cross them out or cover them with small pieces of tape or post-it notes).
Read the essay again. 3. What happens when the transition words are taken
out? 4. Does the essay sound funny or bad? 5. Why do you think this is the case?
4/5 Reflection
• List three facts from our study of Civil Rights and integration that you learned.
Keep your book. Recycle all papers from WDC.
Bell RingerMultiple Meaning Words• The term "multiple meaning words" is loosely applied to written words
that can have more than one use or definition, and the intended use must be conveyed by the context, the other words in the sentence or paragraph.
Homographs are words that are written the same, but have different meanings and word forms, and may have different pronunciations. This is common where words such as "dance" or "cut" share the same spelling for their noun and verb forms.
Example : lead (the metal) and lead (the verb for going ahead). Without the sound difference, it may need to be clarified
4/5 Bell Ringer:1) Choose two of the three word.2) Write two sentences for each word.3) Make sure each sentence shows a different
meaning of the word.
Buckle Coach Channel
4/5 Reflection
• List three facts from our study of Civil Rights and integration that you learned.
Keep your book. Recycle all papers from WDC.
Topic. Strand. Statement.Writing: Text Types and Purposes
• Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
• Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
• Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Integration
• Two Minute Free Write:• “What did I learn about integration from WDC,
Ruby Bridges and Remember the Titans?”
Remember the Titans
• I will read an article about the “true” story of Remember the Titans.
• Use the information in it to start your Venn Diagram.• After using the article for your Venn, bring it to me
and you will read Questioning the Story and complete the Venn Diagram.
• Complete the Venn Diagram that compares and contrasts the movie to the story.
• Your Venn needs 15 total items.
Fact or Fiction?Movie Both Reading
Author’s Purpose
• List 3-5 major differences between the movie and the “real” story.
• Explain why the director of the film would change, leave out and alter the events.
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