Thanks to our school librarian for setting up a Fact and Opinion Breakout to review students on what they learned before Christmas break. Students had to use clues and their previous learning of facts and opinions to open multiple sets of locks to open the case. It was a fun and engaging way to use prior knowledge, inferencing, problem solving and teamwork skills. It also exercised other skills like coping, adversity, difference of opinions, and ability to persevere when things are difficult. Students were graded on two areas: participation and perseverance. At the end of the period, students were given an emoji exit slip to allow both the librarian and myself their thoughts and feelings about the activity. Thanks again to our amazing librarian!!
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In ELA, we read and write. To go along with our Holocaust Unit, students were tasked with writing a poem in the point of view of someone during the Holocaust, whether it be a Jew, Nazi, German bystander, or Allied soldier. Featured is some of the writings taken from students who took the point of view of a Jew. This skill takes higher-order thinking as students have to recall learned knowledge of what they learned about the Holocaust and then empathize what it would have been like if they were in that situation, which empathy uses skills from the brain that requires higher processing abilities. They say, "It's just a shower," Students had Station questions around the classroom that they completed as their final part of the Elie Wiesel Indifference Speech. Once finished with listening to the speech, students had to use their gained knowledge to compare the Holocaust to the Kosovo War (mentioned in Mr. Wiesel speech and link imbedded so students could learn more), relate the topic of indifference to bullying, find and understand biographical facts, and identify words that had negative connotations.
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March 2019
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