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Anne Frank Museum:  Each of us did a museum room and had the kids rotate through the class (every 10 min).  One of us did a Prezi about the Nazi's, propaganda, etc.  Another did a video from a survivor talking about the Holocaust.  The other room the kids got a picture of someone from WWII, had to find the person in the room, read about them, then fill out a google form about them.

The next day we did a Breakout EDU and gave the kids mini journals for them to take notes in while we read. In this activity, they had to learn how much time the Franks spent in hiding, Anne full name, information about her diary, etc.

Those of use with Chrome books used them to do a web quest to get additional information learned.

THIS SOUNDS AWESOME! CAN YOU PLEASE SHARE THE ASSIGNMENT WITH THE REST OF US!?! - JODY

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I incorporated Flowers for Algernon in this unit and it tied in perfectly with our essential question.

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Instead of trying to teach all the different types myself, the students were put into teams and then created a slide presentation to teach the class. They did a great job and took all the work off of me. We had a drawing to pick their cultures which was fun. We also had some great conversations making connection between all the different cultures from all over and their own culture or religion.

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Google Slides - create and edit presentations online, for free.

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Create a new presentation and edit with others at the same time. Get stuff done with or without an internet connection. Use Slides to edit PowerPoint files. Free from Google.

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Google Slides - create and edit presentations online, for free.

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Create a new presentation and edit with others at the same time. Get stuff done with or without an internet connection. Use Slides to edit PowerPoint files. Free from Google.

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Google Slides - create and edit presentations online, for free.

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Create a new presentation and edit with others at the same time. Get stuff done with or without an internet connection. Use Slides to edit PowerPoint files. Free from Google.

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My students really enjoyed the story and then watching the Hitchcock.

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My kids loved the Dangerous Minds, Gangster's Paradise, Road Not taken lesson. Very engaging

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The Breakout EDU lesson with The Diary of Anne Frank was a big success with students.

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The Breakout EDU lesson with The Diary of Anne Frank was a big success with students.

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Dito on Lambs to the Slaughter. My SSM kids loved reading the story and watching Alfred H. They started their own discussion about the similarities and differences. 

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Dito on Lambs to the Slaughter. My SSM kids loved reading the story and watching Alfred H. They started their own discussion about the similarities and differences. 

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As a part of our Poetry unit, we had students create a black out poem using newspapers, magazines, and other written resources.

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We paired up "Mother to Son" and Tupac's "Dear Momma" and analyzed and compared both using the graphic organizer to help them organize their thoughts.

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analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited.

There was some confusion about point of view and viewpoint/perspective. The Three Little Pigs lesson is a viewpoint lesson and does not fit in well with POV. There is a difference.

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8.3A Needs to be looked at; not tested (Lead4ward)

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Tek 8.5 analyze how different playwrights characterize their protagonists and antagonists through the dialogue and staging through the dialogue and staging of their plays.
This TEK should be moved to unit 5 to conflict where we are reading "The Diary of Anne Frank."

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About two days a week I have them write down vocabulary words as their Do Now.

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About two days a week I have them write down vocabulary words as their Do Now.

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For our Do Nows we usually have a vocabulary in a sentence and students have to determine the meaning using context clues to help them determine the meaning. Another thing we have done that seems to help some is when we are introducing a new short story or novel we provide them with the new vocabulary words in sentence. They first have to infer (without using a dictionary) what the word means and then they had to find the true definition using their dictionary and compare how close to the meaning they were able to get.

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I also teach vocabulary before every reading piece.

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I also teach vocabulary before every reading piece.

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My students write a word every day in their planners and I frame my lesson around that word. It usually deals with what we are currently reading. I discuss the roots and family words within the first 5 minutes of class every day.  Students will usually create their own sentences or use the word in a sentence

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26 questions on STAAR; needs more time than 20 days

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Important and tested; need to look at 8.6A

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Maybe move leadership unit to another spot in the year???  

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Maybe move leadership unit to another spot in the year???  

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In a very high stress time of the year.

HPLS not tested for this unit. Might be in a GREAT spot.

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The students enjoyed the unit, it just wasn't my favorite.

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The students enjoyed the unit, it just wasn't my favorite.

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We loved Buried Onions.  It is very relevant to many of our students.

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We loved Buried Onions.  It is very relevant to many of our students.

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Merge leadership and character units

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Merge Conflict with Choices unit and pay attention to Readiness standards.

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We use it as an introductory tool as we start a unit. We have group discussions, sometimes it is used as a free write.

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I posted the question at the beginning of the year and referred back to it quite a bit.  I've gotten out of that currently, but I need to go back to it. :)
How it's connected to the learner profile:
Communicator - With us talking about it over and over, I feel they're constantly thinking about it and pulling in their personal experiences.

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My students have a written response after everything they read that makes a connection back to the essential question. I have them divide binders up by unit and they have to write the essential question on their divider. I also have it posted in the classroom at all times.  This goes with the critical thinker learner profile.

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I like that Alexander has it posted for students. She also refers to it at the beginning of every lesson and again at the end. She has the students answer the question before and after the lessons. 

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I like that Alexander has it posted for students. She also refers to it at the beginning of every lesson and again at the end. She has the students answer the question before and after the lessons. 

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It needs to be placed on the YAG for each unit.

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It needs to be placed on the YAG for each unit.

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How do we help the students to strengthen their vocabulary skills in this area?

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How do we help the students to strengthen their vocabulary skills in this area?

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LTF questions are good about starting where they are and moving to where they need to be.  I like the gradual progression through the reading to get to higher level questions.

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Remind students about literary devices. Read and analyze poem. Write an an essay explaining what the literary devices infer about Acosta's childhood/relationship with her mother.

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My awe moment came when I had a class clown student come in and start class with the students and I didn’t stop him. He kept going and taught the whole class period just like I would. They all kept looking at me seeing if I would stop him, but I didn’t say a word. They were engaged, asking questions, participating and I was just the observer.

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As we introduced and dove into the beginning of Anne Frank, several students in each class were surprised when they found out Anne died. It gave me the opportunity to dive a little deeper while maintaining their curiosity.

BONUS: We knew that 7th grade had done Freedom Writers last year and I was able to connect the Meip Gies scene in Freedom Writers to Anne Frank

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The awe moment in my classroom happened when my student starting finding the biblical allusions within Buried Onions and now they look for them in poetry, prose, short works of fiction and novels.

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The awe moment in my classroom happened when my student starting finding the biblical allusions within Buried Onions and now they look for them in poetry, prose, short works of fiction and novels.

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My struggling student explained to my upper level student what I wanted in the inference essay by using a personal experience.