

 RC due Wednesday, May 21
 Writing due Friday, May 23

 Reading Counts Check #3: 45 points




 Last week we explored the following concepts:


What is more important– equality of opportunity or equality of outcome?
Is being totally equal worth having no freedom?
 Should the government be able to make decisions about how to equalize society?
 Today, we are going to look at what happens when:


A government decides all people should be the same
A government decides certain groups should not exist in a society because they bring about problems

 Assignment #7 “Could it Happen?”
 Answer the following questions:
1. In what way does exterminating an entire group of people ensure better equality?
2. What would a government have to do to convince its people that it is “ok” to get rid of part of a population?
 Video 1: Introduction
 In a brief paragraph, write your reactions to this video.
How did it make you feel? What shocked you? Do you think something like this could happen again? What questions do you have about The Holocaust?

 Video 2: Why Should we Remember?
 Answer the following questions:
1. In what way does The Holocaust relate to bullying?
2. In what way does The Holocaust relate to our own country’s past with slavery and the lack of civil right for African American?
3. Based on any new understanding, answer a second time: could something like The Holocaust happen again? Explain your answer in detail.




 Write a paragraph (minimum of 5 sentences) identifying which statement you chose, how the statement made you feel and elaborate on your opinion about this statement.
 Beginning with table member 1, share your response.



 Genre: Persuasion
 Date: May 14, 2014
 Writing Type: Argumentative
 Title: “If” vs. “Dauntless Manifesto” Advice
 Process
 Rubric score __________/ 100
 On back of portfolio: Grade 8
 Date: 5/21/2014 Write a line or two about what you learned about writing an argumentative essay.

 You will need two highlighter colors and one pen or pencil for today’s lesson
 Step 1: number all the paragraphs
 Step 2: read the entire document
 Step 3: chunk the text







Chunk 1- paragraphs 1-5
Chunk 2- paragraphs 6-8
Chunk 3- paragraphs 9-12
Chunk 4- paragraphs 13-16
Chunk 5- paragraphs 17-20
Chunk 6- paragraphs 21-27
Chunk 7- paragraphs 28-31





Re-read chunk 1
Highlight the following words in ONE color (use only for vocab words):




Superficial
Implications
Glib
Flippancy
Discuss synonyms or define the selected vocabulary words with your group – note in the margin as needed
Using your other highlighter color, highlight one piece of evidence in Chunk 1 that identifies how Lowry
“knows where to start” with her book The Giver.

 Re-read chunk 2
 Highlight the following words in your vocab color:


Tributaries
Enclave
 Discuss synonyms or define the selected vocabulary words with your group – note in the margin as needed

 Identify setting
 Circle the date of this particular story



Circle the setting of this particular story
With your group, research what was going on in Japan and the United States from 1940-1950
Confirm answer with teacher, then note it in the margin
 What reason does Lowry’s mom give for why they live in
Washington Heights? Highlight it.

 Re-read chunk 3
 Highlight the following words in your vocab color:


Vigor
Garish
 Discuss synonyms or define the selected vocabulary words with your group – note in the margin as needed
 What reason does Lowry give for why she sneaks in to
Shibuya? Circle the word(s)
 Focus on paragraph 11


Discuss with your group – in what way is Shibuya different from Lowry’s own life?
Highlight the phrase(s)





Re-read chunk 4
Highlight the following words in your vocab color:




Awry
Dormitory
Valedictorians
Remorseful
Discuss synonyms or define the selected vocabulary words with your group – note in the margin as needed
Discuss with your group- in what way is the “one girl” different?
 Highlight:


How does she make the other girls feel?
What do they do as a result?


 Highlight the repeated line that appeared earlier in the speech
 How does this situation connect with the incident in Shibuya? Discuss with your group.

 Re-read chunk 5
 Highlight the following words in your vocab color:


Impassioned
Whimsical
 Discuss synonyms or define the selected vocabulary words with your group – note in the margin as needed
 Identify setting


Circle the date of this particular story
Circle the setting of this particular story
 Discuss with your group
 Do some people see color and art differently than others?
In what way? Why is this unique?

 Re-read chunk 6
 Highlight the following words in your vocab color:


Holocaust
Devil’s advocate
 Discuss synonyms or define the selected vocabulary words with your group – note in the margin as needed
 Three different situations are discussed in this chunk.
 Discuss with your group: how might these situations be related?

 Focus on paragraph 23
 Highlight the sentence that is the main idea of the story
 Discuss with your group- how is this related to 2081?
 Focus on paragraph 24
 Discuss with your group – what is the Holocaust? Note answers in the margin
 Focus on paragraph 26
 What is the main idea of this paragraph? Highlight it and then rephrase is in the margin

 Re-read chunk 7
 Highlight the following words in your vocab color:


Deluded
Obsolete
 Discuss synonyms or define the selected vocabulary words with your group – note in the margin as needed
 Focus on paragraphs 30-31


Highlight: what does Lowry say she dislikes?
Highlight: in order to have a world without those things that Lowry says she dislikes, what freedoms does Lowry say cannot exist?

 Prediction paragraph:
 Based on what you learned about the background of
Lowry’s writing The Giver, what do you think the novel will be about?