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.