We started with part of Lesson 11 of from Phineas Gage - Using Evidence from Multiple Sources. (See Edline for the guide sheet.) We began by reviewing engaging leads. We're saving Lesson 12 for Monday, and completing Lesson 13 today! Lesson 13 is "Preparing to Write the Response to Non-Fiction Essay." We looked at Lesson 10's prompt of the one effect about which students wrote. Today, we answered this prompt: Write about two effects of Gage's accident. The effects could be immediate (e.g., having to do with Gage's life) or more long-term (e.g., effect on brain injury patients today). Support your ideas with evidence from both texts.

Students were given more time than usual to write, and they knew they'd be graded on dialogue and evidence today. During sharing and responding, students jotted down any other ideas they might want to use for their final piece. They also bracketed at least two places where they think they will be able to add more details from one or both texts.

Our final piece will be in response to, "Explain three effects of Phineas Gage's accident. Be sure to include evidence from both texts that help show these effects in detail."

If time, students started a GoogleDoc for their final piece, and shared it with me (under my old name - JDvoratchek) so we can use this the next two weeks.

Homework:
* Read 60 min.
* Share a Phineas document with JDvoratchek.

Before Lesson 10, Identifying the Effects of a Cause, we read pgs. 65-75 silently. As we read, we put sticky notes next to details that grabbed our attention. When we began, students were made aware that this prompt would be graded using the dialogue and evidence rubric once again. After using our sticky note details to find the main idea of this passage, we had a skill drill listing effects after one cause. We then put these effects into categories (i.e.: personal effects on Gage, effects on science in 1848, effects on science today). Lesson 10 prompt: Your friend says, "So some guy 160 years ago got a rod through his skull and survived. Cool, but really, what's the big deal?" Write your response to your friend, explaining at least one effect this event had. Be sure to use evidence from the text to support your answer.

Homework:
* Read 20 min.
(* Finish Blakeslee article if you did not.)

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...