 Warm Up:  Staple rough draft, rubric and final draft of your paper together  Hand all three into Ms. Anna’s HANDS (not HW tray)  Get ESL NOTEBOOK  Complete writing warm up in ESL notebook: One thing I did well in my paper was… One thing I need to work on is… One thing I learned from Creepy Classics is…

 Today, 12/6, I can…  Know: Review my knowledge of grammar, vocabulary and literature in order to prepare for the unit test.  Do: complete a creepy classics unit review sheet in order to prepare for the unit test. Agenda: 1. Turn in paper/warm up (10 minutes) 2. Work on review sheet for tomorrow’s test (15 minutes) 3. Review together (20 minutes)

 Vocabulary; can you match the correct word to the correct definition  Grammar; comparative and superlative adjectives  Reading skills; can you recognize the different elements of a story and make connections

 Remember, today is the last study hall day to print your grades for the dance  Want to go to the dance?  Print your grades  Have an adult at home sign your grades  Bring your grades with the signature to lunch tomorrow and get a wrist band  Wear the wrist band to the dance

 Materials Managers: SS notebooks  Warm-up:  Label TOC in SS notebook: Meaning Map- perspective  Label next blank page in SS notebook: Meaning Map- perspective  Share your summary from yesterday’s homework with your neighbor

 Today, 12/ 6, I can…  Know: describe the basic history of the Indian Removal Act of  Do: update my boxes and bullets note taking of Indian Removal Act lecture. Agenda: 1. New vocabulary word (10 minutes) 2. Update Boxes and bullets note taking (Indian Removal Act) (20 minutes) 3. Introduce Perspectives project (15 minutes)

 President Andrew Jackson signed the bill into law  The Removal Act was strongly supported in the South, states were eager to gain access to lands claimed by the "Five Civilized Tribes."  Cherokee, Chickasaw, Choctaw, Creek, Seminole  Georgia, the largest state at that time, was involved in land dispute with the Cherokee nation.  President Jackson said he signed the bill for “national security”

 The Trail of Tears refers to the forced removal of the Cherokee American Indian tribe by the U.S. federal government  This removal resulted in the deaths of about 4,000 Cherokee Indians.  The weather and trail conditions lead to widespread disease  In the Cherokee language, the event is called Nunna daul Tsuny — "the trail where they cried."

 Read through the articles at your table to expand your boxes and bullets

 Looking at this conflict through 5 perspectives:  Andrew Jackson (the president of the time)  Congress against the removal act  Congress for the removal act  Cherokee Indians  Women against the removal act

 Read primary sources  What is your position on Indian removal?  What are your main (important arguments)?  2-5 minute speech prepared for debate  3x5 cards with at least one main argument per person  Claim paragraph  Debate  Debrief and Reflection activity

 Groups for Perspectives Project will be assigned  Annotate primary sources looking for your group’s argument  New seats!  2 hour early dismissal

 Materials Managers: return SS, pick up Writers  Warm Up:  On a ½ sheet of paper, write 3 people you would like to sit by in assigned seats and your 1 st and last name Turn in to HW tray

 Today, 12/6, I can…  Know: Visualize poetry through movement and acting.  Do: Create a skit in a group based on a poem. Agenda: 1. Warm up/ planner update (5 minutes) 2. Introduce Poetry unit (5 minutes) 3. Acting out poetry (30 minutes) 4. Clean up (5 minutes)

 Writing HW  Write a poem, write a song, write a love letter to something or someone you love (Dear Mac and Cheese, I LOVE YOU!)  Reading HW  Readers notebook check on Friday extension due to MAP testing  Finish or revise summary of Indian Removal Act

RIDICULOUS ROSE by Shel Silverstein Her mama said, "Don't eat with your fingers." "OK," said Ridiculous Rose, So she ate with her toes! How does this poem make you feel? What do you see in your head?

DKBNgPpGg&feature=results_main&playnext=1&li st=PL6659D586379ADE6B Do you feel differently about the poem after the video? How and why?

 Speed of talking  You can add sounds!  Speaking alone OR having the group say certain words together at the same time  Volume

 For your performance (tomorrow)  One person reads the poem once without stopping and waits for people to write their thoughts and feelings  Second time group performs the poem using multiple speakers, sounds, costumes, props, and acting. Audience will write again after this performance  NOTE: everyone must have a part. Be creative! Take a risk!

 Perform our poems (bring any props or costumes you want)  Poetry taxonomy