We dove back into discussing our independent reading "experiment" as students are calling it! Today we had laptops, and Mr. Juskiewicz was able to guide our navigation through Kidblog. This is the blog (check links in Edline) where students will be writing at least three sentences each week. They will be writing about what they've learned from their independent reading, where they've learned it (what websites or what books/articles), and what they'd like to learn next (generally speaking!). Mr. J. also showed us how to do a more specific search on Google. Mr. Hillmer also came in today and showed us how to navigate EBSCO from the LMC web page. The rest of the time was spent exploring more options for learning, and one-on-one conferences, where I, Mr. Hillmer, Mrs. Smith, Mr. Goldstein, or Mrs. Bingaman could guide students' next step in the process of independent reading.

Homework:
* Kidblog journal entry by Friday
* Read 20 minutes.

* Review the dialogue/evidence rubric for Phineas Gage.

Today we completed Lesson 9 - Writing an Engaging Lead. We read the first five paragraphs of the Blakeslee article, "Old Accident Points to Brain's Moral Center" to discuss different types of leads (and what makes them work). Our prompt: Explain how a fact about Gage's accident has helped modern scientists understand more about the brain. Make sure to introduce your entry using what you have learned about introductions. Remember to use citations when you are quoting from the text: put the author's name in parentheses (Blakeslee). After sharing, we completed a skill drill as well - students were to reread their entry, and write two or three more leads about Gage and the modern day implications of his accident, starring their favorite. (For this prompt, I'm looking for a full page, and a strong lead to post on the bulletin board and discuss in lesson 11.)

Students then had time in groups to try and finish the Blakeslee article. If not, it is homework.

Homework:
* Finish Blakeslee article.
* Read 20 min.

Oh, my! A full week! What WILL we do?! (Read and write about Phineas Gage and work on our independent reading!)

We began by reading pgs. 53-64. Next, we looked at main ideas in this section and then started Lesson 8 - Analying Topic Development. In group work, we brainstormed social behaviors, which led to our prompt: Write about a recent moment when you had to act in a certain "socially acceptable"" way. Be sure to show the learned social behavior you demonstrated in this moment. (Writing for today will only be graded on the fact that it is a full page.) Reminder to students... tomorrow is the last day to share your writing for the first half of this Phineas Gage unit.

Homework:
* Read 20 min.

I've been waiting for this day for TWO WEEKS!

Today is the day we have our huge group discussion regarding independent reading. Students were questioned about why we have independent reading grades, and why it is considered important for teachers to encourage independent reading. This then led into brainstorming subjects about which we'd like to learn. Students will be reading on their own, to research a topic of choice. Grades will be based on journaling on Kidblog, one-on-one conferences with teachers (myself, Mr. Goldstein, Mrs. Smith, etc.), and presenting what they've learned. Time is not an issue - process is what we are working on! Please see the "Independent Reading" sheet on Edline for a more complete explanation.

Homework:
* Begin reading about a topic of choice - 60 minutes.
* Jot down any source you are using (title, date, publisher, etc.) in a notebook or assignment notebook even.

Today is a long lesson... We first read pgs. 43-46 of Phineas Gage while scaffolding for the main idea. Lesson 7 was "Experimenting with Details to Show Opposing Views," and we experimented with details and wording to emphasize a tone in our skill drill. For our writing prompt, students had a choice! Option 1: Think about something you do well. Write about a moment when you were doing this activity in a way that makes your reader want to go out and try this activity as soon as possible. Option 2: Think about something you do well. Write about a moment when you were doing this activity in a way that makes your reader want to avoid trying the activity.

When students were finished, they could read pages 52-64 silently.

Homework:
* Read for 20 minutes.
* Extra credit opportunity... Go to http://www.online-literature.com/frederick_douglass/991/ and summarize Frederick Douglass's escape in three paragraphs. Equal to up to 3 extra credit points, and due by tomorrow at the beginning of class...

Before Lesson 6, Experimenting with Sequence and Framing Details to Show Opposing Views, students read pgs. 43-52 with a goal in mind - find words from the context that were difficult or that you needed to look up. We then looked at these words in context and discussed ideas as to how to use the context clues. As for the lesson, we added more to our T-charts as to why Phineas was lucky or unlucky. Our skill drill consisted of us taking two of the "lucky" details, and rewriting them in a sequence that leaves the impression that Gage was UNlucky. Our prompt was to, "Write about a moment in Gage's life after he leaves Boston to show that he was lucky or unlucky. Choose your words and sequence your background information to convey a lucky or unlucky tone." Sharing and responding was especially important today, since this is much of the backbone of writing in response to non-fiction. Students were reminded to look at the Summative Grading Rubric online once again. (It will be used on Feb. 27th.)

If we finished early, students continued with their grammar practice.

Homework:
* Read for 20 minutes.

* Extra credit opportunity... Go to http://www.online-literature.com/frederick_douglass/991/ and summarize Frederick Douglass's escape in three paragraphs. Equal to up to 3 extra credit points, and due by Friday at the beginning of class...

Welcome back! We dove right in today to Lesson 5 - Introducing Revision Assignments When Responding to Non-Fiction. First we read the posted excerpts and reflected on why they were chosen for posting. We then practiced revision assignments with an example from the WEX lessons, also looked at our own revision assignments. Students had to find the part I bracketed, and write 4-5 sentences that add more detail from the book about the bracketed idea. They needed to use a direct quote within their response, and make sure they show how the quote connects to their idea. Afterwards, they had to look at what they wrote "before" and "after" the revision, and star the strongest version. RAs will be graded and these points can be added to their first grade, along with the full-page grade for a final score of 10 points.

When students were finished, they could read pages 23-42 silently.

Homework:
* Read for 20 minutes.

Today we were able to read aloud - pages 19-22 - and look for details that lead to a main idea once again. Lesson 4, Quoting and Phrasing to Provide Evidence, reminded us how to punctuate and format direct quotes once again. We first posed the question, "How has the accident changed Gage?" We put these observations on a chart to show how you make a statement, use a direct quote, and then paraphrase. Students filled out this chart with one of their own ideas. Our writing prompt today was, "Describe the evidence you have that Phineas Gage is no longer himself. Be sure to use direct quotes as well as paraphrasing to recount the evidence you have that Gage has changed. This prompt will be graded using the Dialogue & Evidence rubric.

When we were finished, we read chapter 1 from A Tale Dark and Grimm by Adam Gidwitz, and then just scratched the surface discussing options for independent reading this quarter... Who owns the learning? Students will own the learning for independent reading. Each student will come up with his/her plan and we'll discuss them on an individual basis. Our big discussion will be next week Friday.

Homework:
* Read for 60 minutes.
* Enjoy your long weekend!

Students read pgs. 15-22 of Phineas Gage silently in class again first thing. This reflects the new Common Core Standards, and students are encouraged to ask questions if needed, of course! We completed Lesson 3 - Establishing Setting and Context. We first focused on strong verbs from the text that showed the writer's attitude, then made a T-chart about how setting and context helped or hurt Phineas Gage. Our skill drill was to find three facts to show how Gage was treated in 1848, then explain each fact and add what you think might be the same or different about this treatment today. Our prompt today: Using evidence about the setting and context of the injury, explain why Phineas Gage was lucky and/or unlucky.

If we had time when we were done, we worked on our independent grammar practice.

Homework:
* Review the dialogue/evidence rubric for Phineas Gage.
* Review the new Summative Grading Rubric (will be used on 2/27).

Happy Valentine's Day!

We took time to review The Outsiders test today first thing. We learned that following directions is an integral part of succeeding at test-taking...

After students read pgs. 8-15 of Phineas Gage silently in class, we completed Lesson 2 - Providing Background Information to Show Opposite Views. We first focused on figuring out the main idea of the section, then found background information to show why Phineas was lucky or unlucky. Our skill drill was to write 3-5 sentences that show Phineas was lucky and 3-5 sentences that show he was unlucky. Then we reread our sentences to decide one way or the other, and wrote a claim sentence stating why we think Phineas was lucky OR unlucky.

Homework:
* Find Phineas Gage resources on Edline.
* Review the setting & context rubric for Phineas Gage.
* Review the new Summative Grading Rubric (will be used on 2/27).

It's time for a new unit! For the next four weeks, we will be reading Phineas Gage: A Gruesome but True Story About Brain Science by John Fleishman, and writing about it as well. Most of the work will be done in class, but if students need to check out a book to bring home, they are available, and students may do this at any time without asking. (There is a sign-in sheet, just like there was for Out of the Dust.) Students are encouraged to keep their sticky notes in the classroom books.

Today we first discussed how we figure out words we may not know, and had a little practice. Then students read pgs. 1-8 silently in class. Afterwards, we completed Lesson 1 - Understanding How a Writer Creates Tone (Was Phineas lucky or unlucky? It depends on the tone...) Our prompt for today was "Write about a moment when you were feeling lucky or unlucky. Use details to show the reader your attitude toward this moment and why you felt so lucky or unlucky." This prompt will only be graded for completion (full page).

Homework:
* Find Phineas Gage resources on Edline.
* Read the new Summative Grading Rubric (will be used on 2/27).
* Be on the look-out for a book for third quarter!!

We made a Wordle about theme from The Outsiders, and then watched the rest of the movie, "The Outsiders" today. Happy Friday!

Homework:

* Read 60 minutes.

* Bring sticky notes & your book to class Monday.

Students came up with character posters today - yes, we cut and pasted, drew and colored! We then started the movie, "The Outsiders" !!!

Homework:

* Read 20 minutes.

We took the last portion of The Outsiders test today! First, however, we reviewed symbols from the book...

Homework:
* Bring markers, crayons, colored pencils to class tomorrow.

* Bring a book!

Students had their own review session, and we then reviewed how to choose the best evidence and how to implement it into our writing. We also reviewed how to format and punctuate quotes. After a quick game of four corners, students took the written portion of The Outsiders test. Tomorrow will be the multiple-choice / matching / short answer portion. Yes, students may use their books.

Homework:
* SYMBOLS in The Outsiders.

* Bring a book to read each day.

* Permission slip for the movie - due TOMORROW.

So... we're finished with The Outsiders... or are we?! Today we had review stations set up, and then we played study games that the students created from their notes! We have the written test tomorrow, and then the multiple-choice test on Wednesday.

Homework:

* Study Guide (optional) - Will you own your own learning?

* Topics for tomorrow's written test -

-->Socs & Greasers - similarities and differences

-->"Stay Gold" meaning

* Make sure to have your packet complete by tomorrow!

* Movie permission slip due Wednesday.

* Bring a book to read!

Today we went over our homework, added to our character charts, completed a phrazecloze activity, and then wrapped up the book with another prompt. Students were asked to provide evidence for the question, “How well do you think Ponyboy is dealing (or deals) with Johnny’s death?”

Homework:

* Finish your game.

* Permission slip due Wednesday.

* Find a book to bring to school all next week!

We reviewed chapter 10 in our groups, and worked on our games that we'll bring in on Monday. We then wrote to a prompt: What character are you most like (regarding character traits, NOT physical traits), and in what ways? We were sure to include evidence from the text!!! We then began reading chapter 11.

Homework:

* Read chapters 11 & 12 of The Outsiders.

* Complete the questions from the packet that correlate with chapters 11 & 12.

* Work on the game you'll use to study for the test on Monday.

* Permission slip for the movie - due Wednesday.

Today we went over chapter 9 in groups, rewrote a paragraph, and completed a phrazecloze for this chapter. If we had time, we began chapter 10.

Homework:

* Read chapter 10.

* Complete the questions from the packet that correlates with chapter 10.

** Bring supplies to create your game in class tomorrow!!