Class: Went over ELA 10 policies/procedures. Worked on P.U.G. (Punctuation/Usage/Grammar) exercise on nouns/pronouns. Assignments:  Student information sheet. Fill in and return to school for homework credit also: Noun/Pronoun worksheet and AQUA/HYDRA vocab worksheet. handouts Class: Took ELA 10 pre-test. Assignments: None Class: Worked on P.U.G. adjective excercise. In groups ompleted analysis of photos 1 & 2 on pages 2 & 3 of yellow booklet. Assignments: None Class: Took AQUA/HYDRA quiz. Uses “Guiding Questions” tool to analyze “The Story of My Life” by Helen Keller in yellow booklet. Assignments: None Class: P.U.G. Exercise on distinguishing types of verbs. Watched “Changing Paradigms” video (http://www.ted.com/talks/ken_robinson_changing_education_paradigms). Students used “Questioning Texts” tool as they watched the video.  After generating questions about the text, students watched the video a second time to help answer questions they posed after the first viewing. Distributed new vocab sheet on ARCH/CRAT/CRACY words.
Assignment: AIR (Accountable Independendent Reading) assigned . Due Monday after winter break. Class: P.U.G. Exercise on adverbs. Read Colin Powell article, “Kids Need Structure” in yellow booklets using “Questioning Texts” handout. Students discussed their handouts with a partner. Assignments: None Class: We created an “Analyzing Details” graphic organizer of the Colin Powell article on p. 7 in the yellow booklet. We then read the Maria Montessori article on p. 11 in the yellow booklet. Assignment: Complete an “Analyzing Details” graphic organizer on the Maria Montessori article on p. 11 in yellow booklet. Class: Watched video set on The History of American Education
(https://www.youtube.com/watch?v=BRWsj5X63FE&list=PL2He9xyOyUDDWQKyr5gSBh8agR8fGf1DP&index=2)
Assignment: Write a paragraph explaining what you would change about public education in America Class: Took ARCH/CRAT/CRACY quiz . Distributed BIO/VI/VIV vocab list. Introduced compare/contrast paragraph organizer. Assignment:  Referring to the “Analyzing Details” graphic organizers from 2/12/13, use the organizer you were given to organize and write a compare/contrast paragraph using at least two quotes from the Colin Powel article and two quotes from the Maria Montessori article on the following prompt:
         “How do Colin Powell's and Maria Montessori's ideas about children differ?”
This will count as a weighted assignment (same as a quiz).
  Class: Completed capitalization review packet. Assignment: none Class: Distributed excerpt packet for The Immortal Life of Henrietta Lacks. Read “Prologue” pages 1-4. Assignment:
“Questions for Discussion:” 3.1.1  q. 1-8 handout Class: Discussed questions 1-8. Read Chapter 3, pages 27-33 in “Henrietta” packet. Assignment: “Questions for Discussion:” 3.1.2 q. 1-13  handout; study for Friday’s quiz on the BIO/VI/VIV words. Class: Took BIO/VI/VIV quiz. Discussed q. 1-13. Used “Tracking Ideas and Events” handout  to demonstrate how
Skloot presents details in chapter 3. Assignment: Complete “Questions for Discussion” 3.1.3 q. 1-10 Class:  Introduced new vocab list: BENE/EU/MAL. Went over homework 3.1.3 q. 1-10. Watched short video on Tuskegee Syphillis Study; compared to Henrietta Lacks’ situation. Read Chap. 13 pp. 93-104. Assignment: “Questions for Discussion” 3.1.4, q. 1-11. Class: Capitalization practice. Went over homework “Questions for Discussion” 3.1.4, q. 1-11. Read Chap. 17, pp. 127-136. Assignment: “Questions for Discussion” 3.1.5, q. 1-12. Class:  Took practice vocab and capitalization quiz. Went over “Questions for Discussion” 3.1.5, q. 1-12. Discussed “relevant” and “sufficient evidence” using Skloot’s claim that “Southam lied and did not explain his experiments because patients may not have agreed, “The deception was for his benefit” (p. 130). Completed “Evidence  Collection” chart  in groups to find evidence supporting Skloot’s claim. Assignment:  On side 2 of your Evidence Collection chart, write a paragraph to:  Evaluate (describe) Skloot's claim found in paragraph 4 on page 130, and determine whether the evidence in the rest of the excerpt is relevant and sufficient to support her claim. Class: Discussed Evidence Collection quotes and paragraph. Read pp. 164-169 and discussed the reading. Assignment:  Write a 2-3 paragraph response explaining Skloot's central idea in this chapter and what literary technique (characterization, conflict, metaphor, simile, irony, language use, point-of-view, setting, structure, symbolism, theme, tone, etc.) she uses to develop that idea. ALSO: Study for tomorrow's BENE/EU/MAL vocab and capitalization quiz. Class: Took BENE/EU/MAL and capitalization quiz. Students share “Central idea/lit technique” paragraphs. Read pp. 179-183 in “Henrietta” and answered discussion questions. Assignment: Complete the “Exploring a Topic” handout to help you to think of topics from “Henrietta” that you may want to research for your upcoming paper.
_______________________________________________________________ Class: Read pp. 194-198. Completed “Questions for Discussion 3.1.9,” 1-9. Assignment: Use the provided paragraph organizer to organize a paragraph that responds to the following prompt: “How does the section on page 197 from “On March 25, 1976, when Mike Rogers’s Rolling Stone article” to “of Henrietta’s DNA that scientists could use to help identify HeLa cells in culture” develop and refine (add to and make clearer) issues that have come up in the story before?” This will count as a weighted assignment. Class: Read pp. 199-201  then answer Questions for Discussion, 3.1.10  Make a prediction about what will happen with John Moore’s case, then read pp. 201-206 to determine if your prediction was correct.
Assignment: Write the paragraph you organized in yesterday’s lesson: How does the section on page 197 from “On March 25, 1976, when Mike Rogers’s Rolling Stone article” to “of Henrietta’s DNA that scientists could use to help identify HeLa cells in culture” develop and refine (add to and make clearer) issues that have come up in the story before? Class: Answer Questions for Discussion 3.1.11 on pp. 201-206. Discussed Bioethics Argument Research paper. Assignment: Pre-Search Tool (Due Monday, 3/16). Class: Finish reading pages 245-267. Questions for Discussion 3.1.12-14. Complete “Evidence Identification Tool”
Assignment: “Evidence Identification Tool” and “Pre-Search Tool” due Monday. Class: Took End-of-Unit Assessment on The Immortal Life of Henrietta Lacks. Assignment: None. Class: Introduction to the Argument Research Paper. What makes a good claim? Which sources are reliable? Unreliable?  Assignment: None. Class: Analyzed sample research paper. Assignment: None Class: Introduced EHS Library database: Opposing Viewpoints in Context as a good source of reliable articles and information about bioethics topics. Class:  Continued research on bioethics topics. Assignment: None.
________________________________________________________________ Class: Continued research on bioethics topics. Assignments: None. Class: Discussed proper organization of research paper. Used graphic organizer to begin organizing papers.
Assignment: Research paper organizer due at the beginning of class on Friday, 3/27. Class: Student-teacher conferences about research paper organizers and progress.   Class: Introduced new vocabulary list, PERI/CYCLE/CIRCUM. Discussed characterization and began reading “The Palace Thief.” Assignment: Complete Detail Expansion tool begun in class and then make a T-Chart listing three characteristics of Mr. Hundert and three characteristics of Sedgewick Bell using quotes to support each characteristic. Class: Completed peer reviews of research paper rough drafts. Used peer feedback to work on  final drafts of research papers Class: Worked on final drafts of research paper. Assignment: Final drafts of research papers, organizers, and rough drafts due at the beginning of class tomorrow (Friday 4/10) Class: Final draft of research paper due. Read pages 161-166 in “The Palace Thief.”  Module 1.2.2 discussion questions. Assignment: None.  
  Class: Introduced CEDE/DUCT/CLUS Vocab list. Read pages 166-171 in “The Palace Thief” Module 1.2.3 Assignment: “Questions for Discussion” 1.2.3  #1-6. Class:  Read pages 171-175 in “The Palace Thief” Module 1.2.4.  Assignment: “Analyzing Multiple Motivations” handout Class: Practice quiz on CEDE/DUCT/CLUS vocab list. Read pages 176-181 in “The Palace Thief.” Module 1.2.5. Assignment:  Questions for Discussion 1.2.5” #1-6 Class: Read pages 181-190 in “The Palace Thief” Module 1.2.6. Completed Text Analysis on this section. Assignment:
Study for vocab quiz. Mid-Unit Assessment on “The Palace Thief” tomorrow (Friday, 4/17). Students may use the story, the accompanying vocab list for the story, and any notes/assignments they completed on the story.
Assignment: None. Class: CEDE/DUCT/CLUS quiz and Mid-Unit Assessment on “The Palace Thief” Module 1.2.7. Assignment: None.
________________________________________________________________
  Class: Introduce DIA/TRANS vocab list. Read pages 190-196 in “The Palace Thief” Module 1.2.8. Assignment:
“Questions for Discussion 1.2.8” #1-7