Wednesday/Thursday, February 1/2, 2017

Announcements and Reminders:  ↠ Study your sentence diagramming guide if you haven't yet mastered the sentences on the quizzes we have been taking.    ↠  You should have a composition book which you leave in your own folder under your own class each day.       ↠ Use your magical study guide to help you learn the word parts you will be tested on. ↠If you have not finished your magical study guide or had it checked off,  quietly complete the assignment during reading time.  ↠If you haven't finished your preposition manipulative, quietly finish it during individual reading time.  ↠Book of the Month:  Historical Fiction  Multicultural Fiction  (Make sure your book is NOT on the DO NOT Read List.     Sign-Ups were due January 26/27         ↠ Your assessment is due by February 9/10.  If you did not receive the handout, pick up one right away. The last day to hand in late work, revised work, or extra credit    for Term 3 will be March 10.   Parent-Teacher Conferences are on February 9.   Watch for a word part challenge on the "spelling" bulletin board.   No one has claimed  the points yet!  For the Health and Safety  of Everyone Here,  This Classroom is now a

Targets for Today: Students will compare an historical fiction account with a nonfiction account of the same event or period of time. Students will better understand how sentences work,  so they can better comprehend what they read and more effectively communicate in writing.

Today’s  Agenda: 1. Individual Reading Time:   Read or. . . If you have some questions/facts to check, and you have finished your manipulatives, you may show your questions to Ms. Dorsey, then use the Chromebook that corresponds to your folder/composition book number to find a reliable source to verify whether or not they are factual.      Also:  Please respond to the Student Feedback Survey in Lab 224.  Check your email for a message from Ms. Dorsey.  It contains the link to the survey.   Or you can see the link on Skyward.   2.  Sentence Diagramming Practice -- Write and Check.         If you haven't passed off the first three steps, after you complete the first Write and Check,              take the quiz.    Basic Sentence Diagramming Review.pdf 3. Continue reading  A Long Walk to Water. Use a graphic organizer for repeated readings,  and  look up the real facts. (This is practice for your book project, as well as a help to understand the background of the book A Long Walk to Water.) What can I learn about the Civil War that was going on  in Sudan in 1985? Utah's Online Library: World Book Online, Student http://www.worldbookonline.com/student/article?id=ar754645&st=south+sudan#tab=homepage Utah's Online Library: Gale Research in Context Grades 6-8 Look up South Sudan.  Look up South Sudan in the CultureGrams. CultureGrams: http://online.culturegrams.com/world/world_country.php?cid=240&cn=South_Sudan Schools in South Sudan

If You Were Absent: Continue to read your historical fiction or multicultural fiction book.   Look up facts you think may be true.  Collect information from nonfiction reliable sources about the true background of your book. For the diagramming practice, see this document:  Basic Sentence Diagramming Review.pdf

Vocabulary:

A1 and A2 did a second reading and recording? looked at research

B5  finished chapter, recorded for one reading -- looked at culturegram

B6

gave 

subject verb

subject verb with adjectives and adverbs 

question 

Has ___________ eaten? (2)

Does __________ eat quickly?  (2) 

Did __________ throw  the pencil?  (3) 

Will _________give ________ the pencil? (4) 

Was  __________ throwing  the pencil at _____________? (4)

__________________________

subject verb direct object

subject verb indirect object direct object

The White Man's Burden by Rudyard Kipling

Looking at Meaning

Background: 

“The White Man’s Burden”: Kipling’s Hymn to U.S. Imperialism

In February 1899, British novelist and poet Rudyard Kipling wrote a poem entitled “The White Man’s Burden: The United States and The Philippine Islands.” In this poem, Kipling urged the U.S. to take up the “burden” of empire, as had Britain and other European nations. Published in the February, 1899 issue of McClure’s Magazine, the poem coincided with the beginning of the Philippine-American War and U.S. Senate ratification of the treaty that placed Puerto Rico, Guam, Cuba, and the Philippines under American control. Theodore Roosevelt, soon to become vice-president and then president, copied the poem and sent it to his friend, Senator Henry Cabot Lodge, commenting that it was “rather poor poetry, but good sense from the expansion point of view.” Not everyone was as favorably impressed as Roosevelt. The racialized notion of the “White Man’s burden” became a euphemism for imperialism, and many anti-imperialists couched their opposition in reaction to the phrase.

                               from http://historymatters.gmu.edu/d/5478/

Imperialism is the policy of extending the rule or authority of an empire or nation over foreign countries, or of acquiring and holding colonies and dependencies.  (dictionary.com)


The White Man's Burden by Rudyard Kipling   with annotations 
   (As a superior type of people, it is your duty to rule inferior people.)

Take up the White Man’s burden—

Send forth the best ye breed—          (You're sending your grown children 

Go send your sons to exile                        to foreign lands.)

To serve your captives' need    (You conquer people, then rule them.)

To wait in heavy harness          (It's hard work to rule conquered people.)

On fluttered folk and wild—         (The people you rule aren't civilized.)

Your new-caught, sullen peoples,    (Sullen means "bad-tempered, sulkey, gloomy.)

Half devil and half child                 (They don't really seem human.)

Take up the White Man’s burden

In patience to abide                        (Abide means to hold to your decision.)

To veil the threat of terror

And check the show of pride;          (Check means to stop.)

By open speech and simple

An hundred times made plain

To seek another’s profit

And work another’s gain

Take up the White Man’s burden—

And reap his old reward:

The blame of those ye better          (You are doing this to help them, 

The hate of those ye guard—               but they blame and hate you.)

The cry of hosts ye humour

(Ah slowly) to the light:

"Why brought ye us from bondage,   (You are there to help them advance,

“Our loved Egyptian night?”                   to become civilized.) 

Take up the White Man’s burden-

Have done with childish days-

The lightly proffered laurel,                   (It's going to be hard work, 

The easy, ungrudged praise.                     and they won't thank you for it.)

Comes now, to search your manhood

Through all the thankless years,

Cold-edged with dear-bought wisdom,    

The judgment of your peers!                   (Other white men will think you 

                                                                have done the right thing.)

Looking at it as a Poem 

Meter:  (rhythm or beat)   Which syllables or words are emphasized? 

Take up the White Man's burden--
Send forth the best ye breed--
Go bind your sons to exile
To serve your captives' need;
To wait in heavy harness,
On fluttered folk and wild--
Your new-caught, sullen peoples,
Half-devil and half-child. (1-7)

daDUM daDUM daDUMda
daDUM daDUM daDUM

Rhyme:  Every other line rhymes. 

"Every stanza follows the same pattern—not a word, or a rhyme, out of place.

As a result, the poem takes on an orderly, regimented feel, almost like a march. It also reminds us of those cheers that we would hear at high school football games: "Push 'em back. Push 'em back. Waaaay back!" In both cases, the form of the poem is totally appropriate. Here we have a speaker who acts like a kind of cheerleader, encouraging white men to go out and establish their order, their way of life on the "wild" natives of other countries. Push 'em back, indeed."

                                                           http://www.shmoop.com/white-mans-burden/rhyme-form-meter.html

The White Man's Burden by Rudyard Kipling   with annotations 

Take up the White Man’s burden—

Send forth the best ye breed—       (burden, best, breed = alliteration)    

Go send your sons to exile                        

To serve your captives' need           (Rhyme -- breed/need)

To wait in heavy harness                (heavy harness = alliteration)      

On fluttered folk and wild—         

Your new-caught, sullen peoples,    

Half devil and half child                   (Rhyme -- wild/child)  

Take up the White Man’s burden       Rhythm =   ︶/︶/︶/︶

In patience to abide                         Rhythm =   ︶/︶/︶/       

To veil the threat of terror

And check the show of pride;          

By open speech and simple

An hundred times made plain

To seek another’s profit

And work another’s gain

Take up the White Man’s burden—

And reap his old reward:

The blame of those ye better          

The hate of those ye guard—               

The cry of hosts ye humour

(Ah slowly) to the light:

"Why brought ye us from bondage,     (allusion to the children of Israel 

“Our loved Egyptian night?”                     in Egypt -- Think Moses.)           

Take up the White Man’s burden-         

Have done with childish days-

The lightly proffered laurel,                (allusion: laurel wreaths were awarded
 The easy, ungrudged praise.                  to winners of Olympic Games)  

Comes now, to search your manhood

Through all the thankless years,

Cold-edged with dear-bought wisdom,    

The judgment of your peers!                   

           

Source: Rudyard Kipling, “The White Man’s Burden: The United States & The Philippine Islands, 1899.” Rudyard Kipling’s Verse: Definitive Edition (Garden City, New York: Doubleday, 1929).

Monday/Tuesday, January 30/31, 2017

Announcements and Reminders:                           ↠ Study your sentence diagramming guide if you haven't yet mastered the sentences on the quizzes we have been taking.         ↠ Use your magical study guide to help you learn the word parts you will be tested on. ↠If you have not finished your magical study guide or had it checked off,  quietly complete the assignment during reading time.  ↠If you haven't finished your preposition manipulative, quietly finish it during individual reading time.  ↠Book of the Month:  Historical Fiction  Multicultural Fiction  (Make sure your book is NOT on the DO NOT Read List.     Sign-Ups were due January 26/27         ↠ Your assessment is due by February 9/10.  If you did not receive the handout, pick up one right away. The last day to hand in late work, revised work, or extra credit    for Term 3 will be March 10.    Watch for a word part challenge on the "spelling" bulletin board.     For the Health and Safety  of Everyone Here,  This Classroom is now a

Targets for Today: Students will compare an historical fiction account with a nonfiction account of the same event or period of time. Students will better understand how sentences work,  so they can better comprehend what they read and more effectively communicate in writing. Students will learn Greek and Latin word parts commonly used in English, so they can unlock more unknown words and better understand words that may already be familiar.

Today’s  Agenda: 1.  Respond to a Scenario:  Write your response in your composition book under "Writing Prompts."  Write a complete paragraph with a topic sentence, supported by at least four more sentences.   Label it with today's date and "Walking for Water."  You are 11 years old. You live with your family in an area far from towns or cities. Your family does not have any running water or electricity. You are responsible for getting water for your family to drink. To do this, you must walk eight hours every day to a pond and back. You will have to do this every day for years and years. If this was an experience you had to live through, how do you think it would affect the person you grew up to be? 2.a.  First Priority:  If needed, finish your preposition manipulative and/or magical study guide. 2.b. Second Priority: Individual Reading:  Read and record the questions you have about actual fact.  If it would help you, or if you would like to work on research in class, start recording some of them on an organizer. If you have some questions/facts to check, and you have finished your manipulatives, you may show your questions to Ms. Dorsey, then use the Chromebook that corresponds to your folder/composition book number to find a reliable source to verify whether or not they are factual. 3. Begin A Long Walk to Water. Read the Map near the front of the book.   As a table group, make a list of everything you notice and learn from the map.  When?  Where?  What is the land like?  What else?   Map of Sudan, 1985  Begin Reading A Long Walk to Water.         Use a graphic organizer for repeated readings.

If You Were Absent: See above. Finish your preposition manipulative and/or magical study guide, if you haven't.  Work on your book assessment.  See due dates in the reminders box.   Worksheet for Historical Fiction Assessment.docx Study the map and list everything you notice and learn from the map.   When? Where? What is the land like? What else is there? You can read part of Chapter One of A Long Walk to Water at this Link.           Use the "Look Inside This Book" feature to read the first few pages.

Vocabulary:

Thursday/Friday, January 26/27, 2017

Announcements and Reminders: Study your sentence diagramming guide if you haven't yet mastered the sentences on the quizzes we have been taking.         Use your magical study guide to help you learn the word parts you will be tested on. If you have not finished your magical study guide or had it checked off,  quietly complete the assignment during reading time.  Book of the Month:  Historical Fiction or Multicultural Fiction     Sign-Ups due January 26/27 -- today.                                         Your assessment is due by February 9/10. The last day to hand in late work, revised work, or extra credit  for Term 3 will be March 10.

Targets for Today: I can read historical or multicultural fiction, and be aware of  the nonfiction background of the book.    I can research to confirm whether something is a true fact. I can cite reliable sources to confirm a fact.  I can recognize and use prepositions. I can diagram to show that I understand the function of each word in a sentence. I do this so I can use words and sentences to communicate effectively.  Knowledge is power!

Today’s  Agenda: 1. Individual Reading  (2) B-Day Verb Circle 3. What are prepositions and prepositional phrases?   Schoolhouse Rock -- Prepositions  Preposition Definition:  a word that connects a noun, a noun phrase, or a pronoun to another word, esp. to a verb, another noun, or an adjective: In the sentence, "We jumped in the lake," "in" is a preposition.  4.  Create a manipulative for prepositions. a. Receive a half sheet of cardstock and a small piece. b. Fold the half sheet in half -- hamburger-wise. c. Watch how the teacher demonstrates the measurements, cuts, and fold you will make on the paper.            See steps 1, 2, 3, 4  here: http://www.wikihow.com/Make-a-3D-Card d. Cut the small piece into a shape that will fit through the pop-out.  e.  Use a hole punch to punch a hole in the card -- top right or left corner, and on the small shape. f.   Use a piece of string  (about  ___ inches long) to tie the shape to the card. g.  Look at your list of prepositions and on the front of the card write all of them that apply to what you can do with the small shape in relation to the card.    These nine prepositions do 92.docx            For instance, I can move the small shape BEHIND the card or THOUGH the pop-up. h.   Any of the prepositions that do not apply to the small shape and card should be written on the  back of the card.  i.  Label the card "Prepositions" and add your name. 5 Diagramming with prepositional phrases: Examples:   a) Priscilla has Monk in a hammerlock. (from "Priscilla and the Wimps"). b) In their beds, the children were sleeping. c) Jordan found a book about origami. 5.   Conventions in Sentences Investigation --          Diagramming Sentences Sentence Diagramming:  Add prepositional phrases.   Label this assignment "C.S.I. 3-5" with today's date:    (Correctly labeling this assignment earns points!) Diagram this sentence:  The boy with purple hair was running through the hall.

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If we have time, we will do this:    We did not do this yet.  Expect it next time.  6. Begin reading an historical/multicultural book as a class. What can we learn from the map at the beginning of the book?  How many things can you notice?  What questions does examining the map bring up?   What can we learn from the first page?

If You Were Absent: Read your book of the month and work on the assessment/project. Watch the video about prepositions. Pick up the handout about prepositions, or print your own:  These nine prepositions do 92.docx Create a preposition manipulative (pop-up card). Diagram the two sentences given in the CSI.

Vocabulary: Preposition Definition:  a word that connects a noun, a noun phrase, or a pronoun to another word, esp. to a verb, another noun, or an adjective: In the sentence, "We jumped in the lake," "in" is a preposition.

Review of

This one uses a prepositional phrase in the first example. 

Teacher Materials:

A long walk to water