1. Respond to the prompt above in complete sentences. You have 8 minutes. Be prepared to share your writing. If you could have any two famous people for your parents, who would you have and why? Describe your life with them. If you could have any two famous people for your parents, who would you have and why? Describe your life with them.

2. ELACC9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. –(c.) Spell correctly. –(d.) Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. (a.) Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

3. ELACC9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. –(b.) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. –(d.) Use precise language and domain-specific vocabulary to manage the complexity of the topic. ELACC9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELACC9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

4. Hospitals take strict precautions to assure that nothing will adulterate the blood supply. Occasionally, a teacher will come across a child who displays ambidextrous abilities in the classroom. Many couples have to augment their income in order to pay the mortgage on a new home. Definition: to corrupt, make worse by the addition of something of lesser value Part of Speech: verb Synonyms: pollute, contaminate, sully Antonyms: purify, purge, expurgate Definition: able to use both hands equally well; very skillful; deceitful; hypocritical Part of Speech: adjective Synonyms: facile, versatile Antonyms: clumsy, maladroit Definition: to make larger, increase Part of Speech: verb Synonyms: enlarge, supplement, amplify Antonyms: decrease, diminish

5. Individuals who live to be very old may eventually find themselves completely bereft. A bugle call is a signal used to deploy troops for inspection, parade, or battle. Dickens’s Mr. Gradgrind in the novel Hard Times is an example of a character with a dour and sullen disposition. Definition: deprived of; made unhappy through a loss Part of Speech: adjective, participle Synonyms: bereaved Antonyms: replete, well provided Definition: to position or arrange; to utilize; to form up Part of Speech: verb Synonyms: station, organize Antonyms: not use, withhold Definition: stern, unyielding, gloomy, ill-humored Part of Speech: adjective Synonyms: harsh, bleak, forbidding, saturnine Antonyms: cheery, inviting, genial

6. The residents of the Mississippi delta showed remarkable fortitude during and after the flood that destroyed their homes. First-time visitors to Niagara Falls can be expected to gape at the spectacular sights nature has provided. Definition: courage in facing difficulties Part of Speech: noun Synonyms: resolve, steadfastness, mettle Antonyms: fearfulness, timidity, faintheartedness Definition: to stare with open mouth; to open the mouth wide; to open wide Part of Speech: verb Synonyms: gawk, ogle Antonyms: ignore, close

7. The recruits rushed into battle so that no one could gibe at them for cowardice. The thieves got into the house by presenting themselves in the guise of policemen. Definition: to utter taunting words; an expression of scorn Part of Speech: verb; noun Synonyms: ridicule, mock, deride, jeer Antonyms: praise, compliment Definition: an external appearance, cover, mask Part of Speech: noun Synonyms: costume, semblance, pretense Antonyms:

8. Important Holocaust Figures Adolf Hitler Ultimate goal” establish an Aryan empire in Germany and the Soviet Union Believed that the German people were entitled to the land belonging to Germany and the Soviet Union Adolf Eichmann In charge of the “resettlement” departments that created the concentration camps Developed the transportation to the camps Heinrich Himmler Head of the Gestapo Helped set up the first concentration camp, Dachau Introduced the idea of the Aryan race

9. Rudolf Franz Hoss One of leaders of Auschwitz Oversaw the conversion of Auschwitz into an extermination camp Helped make the decision to use gas chambers and crematoriums to kill the Jews Joseph Goebbels Hitler’s propaganda leader Instrumental in creating Hitler’s public image Organized the “Night of Broken Glass” Supervised deportation of Jews from Berlin Hermann Goring Held the highest rank of the Greater German Reich Authorized the “Final Solution” Hitler’s designated successor Hitler had him arrested for treason and exiled Important Holocaust Figures

10. Dr. Joseph Mengele Also called the “Angel of Death” Chose prisoners for work, experiments, and death Experimented on twins at Auschwitz Reinhard Heydrich One of the cruelest and most brutal mass murders in Nazi Germany Known as the “Hangman” Instrumental in creating the SD, a Nazi intelligence agency that watched for spies Ran the Gestapo, the German security police Coordinated the deportation of Jews to concentration camps Assassinated in 1942 Nazis National Socialist German Worker’s Party Final Solution carried out by Nazis, the Gestapo and other armed forces Without S.S., the concentration camps couldn’t have functioned

16. Video http://teachertube.com/viewVideo.php?video_id=13997http://teachertube.com/viewVideo.php?video_id=13997

17. ELACC9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. –(c.) Spell correctly. –(d.) Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. (a.) Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

18. ELACC9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. –(b.) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. –(d.) Use precise language and domain-specific vocabulary to manage the complexity of the topic. ELACC9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELACC9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

19. Reaction What did you think of the video? Was Auschwitz as you expected it to be? Explain your answer.