1. Field Trip Reminders  Our day – in a nutshell:  7:45 Arrive in the commons, check in with Mrs. G  Get wristband and bus assignment  8:15(ish) board busses for Liberty Memorial  A.M. – guided tour of the memorial  Walk to Crown Center for lunch – on your own  Meet back at your bus at the designated time (1:45 ish)  2:40 (ish) return to NW – stay in commons until 2:50. No one will be allowed to leave early!

2. What To Bring…  Cash for lunch, etc.  Camera or phone to take pictures  Coat (optional) you may leave it on the bus  NO FOOD OR DRINK ON THE BUS!  Dress appropriately and warmly – we’ll be outside walking

3. Representing NW  Be on your best behavior – you are young adults in public!  Be where you need to be when you need to be there  7:45 Commons  Back at your bus at the designated time  In the commons until 2:50 release

4. Blog:  You will be asked to complete a thoughtful blog response to your experience which we will forward to our education director and museum staff.  Part of the response will require you to build a bridge between what you see Tuesday and Paul’s experience in the novel.  You will have the option to upload a photo that you find useful or that makes an impact.  You’ll want to pay attention to the artifacts and articles you see in order to respond.

5. All Quiet on the Western Front Objective Test Review

6. Test Breakdown : 50 ? = 50 Points  Character Identification~Matching (18)  Plot/Author’s Purpose Questions~Multiple Choice (5)  Plot/Character Questions~True/False (10)  AP style questions over 2 excerpts from novel~Multiple Choice (8)  Background Information (Author, WWI)~True/False and Multiple Choice (9)

7. Characters to know include, but are not limited to:  Albert Kropp  Detering  Gerard Duval  Haie Westhus  Himmelstoss  Josef Hamacher  Kaiser  Kantorek  Katczinsky/Kat  Kemmerich  Müller  Paul Bäumer  Peter  Tjaden

8. Plot/Author’s Purpose  The plot questions should be easy, if you read for comprehension as you went along.  However, if you would like to review plot points, use the study guide questions that you were given at the beginning of the unit.  Review your author background notes and know author’s purpose for writing this novel.

9. Plot/Character  Again, the plot and character questions should be easy, if you read for comprehension as you went along.  Review study guide if needed.

10. AP style questions over an excerpt from novel  This close reading will involve your knowledge of both tone and the most basic figurative language (i.e. simile, metaphor, personification, etc.)

11. Background Information (Author/WWI)  This information is a hybrid of both author background and WWI information.  Study your WWI Notes handout and your author background PPT/Notes here.

12. ICE Info Chill out, it’s just an ICE!

13. Tone Passage +…  This ICE will ask you to closely read, analyze and annotate a passage from AQ using DIDLS.  You will assign the passage a tone or tones.  Using your analysis, you will support your tone determination  (Sound familiar? Wait, there’s more…)

14. Tone Passage +…  The second part of the ICE will ask you to relate the tone of THIS passage with the tone of the novel AS A WHOLE.  Yes, that is two VERY separate objectives!  Therefore:  You’ll need to avoid the standard 5 paragraph response (yes, she said AVOID)  I’m more interested in your accurate analysis of TONE than I am a catchy intro or a conclusion that repeats it!  The structure of this piece may look like two separate paragraphs rather than one cohesive piece – that is OK!!

15. Analysis is KEY  In order to accomplish both tasks within the time constraints, your analysis of the elements of DIDLS is important!  Look at the analysis you did for the Ch. 4 tone piece. Is it nearly naked?  Plan to spend half (1/2,.5, 50%) of your class time ANALYZING the passage.  Without this step, your analysis will be vague and your connections to the rest of the novel will be superficial.  This piece may end up being much shorter than other ICEs we’ve done so far. That is OK, too!  If you spend half your time analyzing appropriately, your piece will have to be shorter – again that is OK!  What is not OK is a naked passage and a superficial analysis 

16. The Great Dartboard of Tone  Some tones are more accurate than others.  UNDERSTANDING the tone word you choose goes a long way.  You can hit the board and still write an effective essay – but you HAVE to hit the board!  Give your reader the context he/she needs to understand your tone choice!

17. The Great Dartboard of Tone  During the ICE, you MAY consult Dicitonary.com for definitions or synonyms to help you!  Plan ahead – use your TONE packet to define and group tone words – you can do that BEFORE the ICE!

18. Tips for a successful ICE:  Plan out how you’ll spend your time (50% analysis/prewrite, 50% writing)  Avoid 5 paragraph format  Utilize MLA format in all it’s glory!  The ½ sheet is yours to annotate  You may use Dictionary.com for definitions and synonyms - think about the dart board!  You have 90 minutes  At the end of the hour, you will turn your ICE in to Turnitin.com and your ½ sheet of analysis in to the tray.