Ms. Timpf and Mrs.Schafer 8th Grade Language Arts Class

Write a CER about which character you are most like. Your claim is which character and list your reasons. Your evidence should be how we know that character has those traits. And your reasoning is why you connect to them. DUE TOMORROW!

I am most like _____ because…

Hello all,

If you were absent, please read Scene #3. We stopped when Mr. Dussel is shown to his room by Anne. Make sure to complete the characterization sheet!

Anne Frank PDF

Ms. Timpf

8th Graders,

You have been asked to draw a character from Scene #2 and what they looked like at the start of going into hiding. For 3rd and 4th hours, you will work on this in class on Friday and it will be due at the end of the hour. 5th hour, I will not see you tomorrow because of the basketball game! This is due on January 9th for 5th hour ONLY!

Draw a “Before” picture of a character from Scene #2! On the picture, include 3 of the sentence frames!

S. peech- (Character) says ___, which shows us they are___.
T. houghts- (Character) thinks ___, which shows us ___.
E. ffect on Others- (Character) interacts with (another character) by ___ which shows us ___.
A. ction- (Character) did ___, which shows us they are ___.
L. ooks- (Character) is described as ___.

8th Graders,

You must review Act 1, Scenes #1 and #2 for a quiz tomorrow!

Act 1, Scene #1 Study Questions

1. What is the time and place of this scene?
2. What technique was used to write this scene? Why do you think the playwrights used this technique?
3. List an example of dramatic irony in the first scene.
4. Why is Mr. Frank leaving Amsterdam? How does he describe himself? Why might this be important to the theme of the story?
5. Predict: What will happen in Scene #2? How do you know?
   1. In Scene #2, I predict…

Act 1, Scene #2 Study Questions

1. Why is Mr. Frank a logical choice as leader for the group in the secret annex?
2. How do you think Miep and Mr. Kraler are helping the Franks and Van Daans? What risks are they taking?
3. Why does Mr. Frank invite Mr. Van Daan into hiding?
4. Anne looks at going into hiding as an adventure at first.  When did she realize what it really meant? What does it really mean?
5. How does Anne view Miep and Mr. Kraler? How does this affect her attitude?

8th Graders,

Today, we read until line 255 in “A Diary of Anne Frank.” That is Scene #1 and part of Scene #2. We will finish Scene #2 tomorrow.

A Diary of Anne Frank PDF

Students,

You have a summative project due on Monday, December, 19th. We will be creating a double timeline to see what was happening in WWII/The Holocaust during each part of Anne’s life.

Directions: You will be creating a double timeline about World War II and Anne
Frank. Your requirements are:

• Your timeline must have a CREATIVE title (DO NOT use my example title)
• Your timeline must move left to right or top to bottom, include a number line to space the years out approriately, AND be labeled
• You must include 5 events for WWII on one side of the timeline and 5 events for Anne Frank on the other side of the timeline
  • You may not have two events for WWII in the same year. You may have one event for WWII and one event for Anne Frank in the same year
• Each event must have a date, hand-drawn image, and 2 sentence summary of the event that occurred

Example: I used 1 piece of computer paper and spaced my number line with the years on it about 2 inches apart. As you can see, it is a bit tight to include five events on each side. I would recommend using two sheets of paper, taping them together, and spacing the number line with years on it about 4 inches apart.

Also, I only listed one event on each side to show you how this should be formatted. However, I expect you to have FIVE events on each side!

My Dear Friends,

You will be expected to complete an in class, summative assessment using your notes from the last week. Please print out your Webquest OR hand-write 7 events, including datse, name, and what happened, and bring them to class tomorrow.

You will also need your notes about Anne Frank’s history. I have included the article we read in class below, as well as a list of important dates you may want to find in the article.

Anne Frank’s History Article

Important Dates

1. When was Anne Frank born?
2. When did her family move to the Netherlands?
3. When did her family go into hiding and why?
4. Who joined Anne and her family in the attic? When?
5. When was Anne and her family captured by the Gestapo (Nazi police)?
6. When did Anne die?
7. When was Anne’s diary published? By who?
8. When did the Secret Annex become a museum? What is on display there?

Students,

If you were not in class today, please watch the documentary below until you hit the 21-minute mark. We will watch the second half in class tomorrow.

DUE FRIDAY!

Directions: Each person will receive a passport from a REAL PERSON who lived during the Holocaust. You will take the information from the passport and create a poster.

Website to Passport Information: https://www.ushmm.org/remember/id-cards

If you scroll down, it will say, “Browse All.” As long as you wrote down the name in class, you should be able to locate your individual.

Requirements:

1. Title (Name)
2. Year Born AND age TODAY
3. Summary of their experience (3-4 sentences)
4. EXPLAIN if they survived or not
5. A rule that would affect your person and WHY
6. Picture (person OR symbol)- Must be DRAWN
   • NOTE: I do not want to see a bunch of Star of Davids and I will not tolerate swastikas. Be creative and respectful! Remember, you are not graded on how well you draw. You are graded on the effort you put forth during this project and following the provided guidelines!

Rules Created by Nazi Soldiers for Jewish Individuals:

• Jews were required to wear a yellow star
• Jews were required to turn in their bicycles
• Jews were forbidden to use streetcars
• Jews were forbidden to ride in cars, even if it were their own
• Jews were required to do their shopping between 3-5 p.m.
• Jews could only go to Jewish owned barbershops and beauty parlors
• Jews were not allowed in the streets between 8 p.m. and 6 a.m
• Jews were forbidden to go to the theaters, movies, or any other form of entertainment
• Jews were forbidden to visit Christians in their homes
• Jews were forced to attend Jewish schools

Hello all,

Below is your homework. Get it done tonight! If you have any questions, please email me or ask me tomorrow in class. For those of you who are AVID students, you could use some of these questions about counter claim and rebuttal for your TRF forms!

Counterclaim Practice

Part 1 Directions: Read the paragraph and answer the questions below

1. Where does the counterclaim typically go in an argumentative paper?
2. What is the purpose of a counterclaim paragraph?
3. What is the first sentence in a counterclaim paragraph and what does it do?  
4. What is the second sentence in a counterclaim paragraph and what does it do?
5. What is the third part of a counterclaim paragraph and what does it do?
6. What is the fourth part of a counterclaim paragraph and what does it do?

Part 2 Directions: Write the counterclaim and rebuttal for each claim.

Claim: This is your position or viewpoint on an issue.

Counterclaim: This is what the opposing side is arguing about the issue.

Rebuttal: This is your response to the counterclaim. It further supports your claim.

Directions: Write a counterclaim and rebuttal for the following claims.

1. Claim: Students should NOT be forced to wear uniforms to school.
   1. Counterclaim:
   2. Rebuttal:
2. Claim: The driving age should be lowered to thirteen.
   1. Counterclaim:
   2. Rebuttal:
3. Claim: The school year should NOT be extended into the summer.
   1. Counterclaim:
   2. Rebuttal:

Part 3 Directions: Choose one of the above claims and turn your work into a full counterclaim paragraph.

Example template:

On the one hand, some people say … [counterclaim] … This point of view makes sense because … [evidence/reasoning to support counterclaim] … However, … [rebuttal and why it’s best] … Therefore, … [connect back to claim/wrap up paragraph].