Breakdancing is the latest sport to be added to the Olympic games. Breaking is an athletic dance style incorporating acrobatics, dance moves, and freestyle footwork. It was first performed on New York City streets in the 1970s, typically to hip hop music. Some say becoming an Olympic sport could cause breaking to lose its character as it moves farther away from its urban roots. But it might also inspire a new generation of young breakers. Listen to hear a veteran breakdancer’s response and then debate: Should breakdancing become an Olympic sport?

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Do all of the exercises for Unit 9. We will check our answers in class on Thursday, January 21.

Transfer your written responses from yesterday to this Google Form.

Listen to the "Prom" story. Answer the "Prom" questions on a separate sheet of paper.

Complete the escape room to the best of your ability.

Professional soccer player Megan Rapinoe is considered one of the world’s top athletes. Among her many accomplishments, she helped bring the U.S. women’s national soccer team to victory in several Women’s World Cup tournaments. Rapinoe is also an activist who champions causes she cares about, including gay rights, equal pay for female athletes, and racial equity. She speaks openly about her personal struggles, and many view her as a role model. Listen to hear Megan Rapinoe reflect on a range of topics, from the current state of youth soccer to how it felt to realize she was gay.

This slides presentation is due January 17, 2021.

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Do all the unit 8 exercises.

Students have time for independent reading. This activity is not optional.

Reading: Students will compare two patients who suffer from a similar brain disorder in the video Visual Neglect and the text “Eyes Right” to identify the key points of comparison.

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TODAY IS AN ASYNCHRONOUS WORK DAY!
Make sure to do activities 2, 3, 4 (skip card #2), and 5 in this lesson for our classwork.
Lesson Objectives
Reading: Students will apply Fleischman's account of frontal lobe damage to analyze several case studies to infer which patient has frontal lobe damage. Students will then compare and contrast how writers Fleischman and Sacks select and analyze evidence.
Writing: Students will establish a claim and develop the key points of comparison in the symptoms of a case study and Phineas Gage.

Students have time for independent reading. This activity is not optional.

Work on all of the unit 7 activities. We will check our answers on Thursday, January 7. We will have assessment on these words on Friday, January 8.

Lesson Objectives
Reading: Students will reread to understand hot and cold cognition, then collaborate with classmates to apply this understanding to specific situations and to create a visual graph of the development of hot cognition.
Writing: Students will apply their understanding of a graph and the text about adolescent brain development to explain teenage behavior.

Students have time for independent reading. This activity is not optional.

Lesson Objectives
Reading: Students will select and synthesize key information spread throughout a passage to write an accurate summary of how dopamine works.
Writing: Students will integrate and apply the information about dopamine to develop a reasoned explanation for a real-life scenario.

Students read and answer multiple choice questions about hot and cold cognition in order to understand adolescent behaviors.

Students read a new passage and answer 6 multiple choice questions.

Lesson Objective
Reading: Students will identify which visual representation accurately matches the information presented in passages that describe the following scientific processes: synapse formation, synaptic pruning, and myelination.

Lesson Objective
Reading: Students will integrate new information as they explore how Broca's and Wernicke’s discoveries changed brain theory into brain science and influenced Dr. Harlow’s thinking (or rethinking) about Phineas’s brain injury.

Students have time for independent reading. This activity is not optional.

Read “'Following Phineas Gage” from Phineas Gage.

Answer the multiple choice questions.

Lesson Objective
Reading: Students will select key details to create summaries and visualizations of the theories of Whole Brainers and Phrenologists. Then, they compare how each group interpreted the same information about Phineas.

Complete all of the exercises from unit 6. We will check our answers in class on Thursday, December 17. There will be an assessment on these words on Friday, December 18 at 12:00 PM.

SKIP CARD #2!!!!
Read the next passage from Phineas Gage.
Answer the multiple choice questions.

Lesson Objectives
Reading: Students will synthesize their selected evidence about Phineas's behaviors with their understanding of brain parts and functions to reach a conclusion about the part of Phineas's brain impacted by the accident.
Writing: Students will integrate the information they have gained about brain function and about Phineas to develop a claim about what part of Phineas’s brain was affected by his injury.

Read paragraphs 10-14 and 29-33 from“'Horrible Accident' in Vermont” in Phineas Gage.

Answer the multiple choice questions.

Reading: Students will integrate scientific diagrams and text information to begin to develop a working knowledge of the areas of the brain and their functions.

Reading: Students will reread and integrate the information to identify the evidence Dr. Harlow uses and misses to declare Phineas “fully recovered,” using the Mazur technique to work through misunderstandings.

Writing: Student will integrate information about Phineas's injury and use evidence to argue in support of or against Dr. Harlow's claim that Phineas has fully recovered.

Read the next passage from Phineas Gage.

Answer the multiple choice questions.

Reading: Students will reread to find evidence in the text to distinguish between current and historical information about bacteria and antibiotics, using the Mazur technique to work through misunderstandings.

Writing: Students will intergrate the information they have gained about Phineas's injury to argue for or against a claim made by the author in the text.

Read “'Horrible Accident' in Vermont” from Phineas Gage.

Answer the multiple choice questions.

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“He” and “she” are useful pronouns for referring to people in many situations, but they are not suited for every occasion. Multiple options are now available as the English language continues to evolve, including the singular “they.” Experts say the search for gender-neutral pronouns dates back hundreds of years, when people wanted an inclusive pronoun to refer to gender-neutral nouns such as “person” or “writer.” Listen to learn more about the history of gender-neutral pronouns and hear a language expert’s views on choosing which to use.

Lesson Objective
Reading: Students will reread about the science of bacteria for accuracy of information, using the Mazur technique to work methodically through misunderstandings and reach an accurate understanding.

Students reread about Phineas's treatment to understand what doctors knew and didn't know in 1848 and answer multiple choice questions.

Work on all unit 5 activities. We will check our answers in class on Thursday and have an assessment on Friday.

Lesson Objective
Reading: Students will compare and contrast the advantages and disadvantages of an open brain injury, using the Mazur technique to work methodically through misunderstandings to reach an accurate understanding.

Students read about what doctors in 1848 knew about infection and answer 6 multiple choice questions.

Lesson Objective
Reading: Students will practice rereading for accuracy of key information without being distracted by the engaging narrative.

Students will read about how the doctors treated Phineas after his accident, focusing on reading for accuracy.

Students read the description of the accident and answer multiple choice questions that require close attention to the details of exactly what happened and why.

Lesson Objectives
Reading: Students will reread the same passages from Lesson 1 to identify the film technique used to engage the reader, then select and describe specific words and details used to develop that type of engagement.
Writing: Students will choose one passage from the text to write about and will describe the techniques used by the author to engage the reader.

Lesson Objective
Reading: Students will read pre-chosen passages and study short film clips to understand the specific words, details, and techniques used to engage a reader.

Students should notice that the author of this short story, like Fleischman, goes to great lengths to engage them. They'll practice describing how the text gets their attention.

We will be filling in this outline to write an essay about Red Scarf Girl.

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Submit your essay for Red Scarf Girl here. Turn in your essay outline and self editing form as well. In total, three things should be turned in (Essay digital outline, self-editing form, and your essay).

Use this checkist to help format your essay and make sure you have the necessary components.

As you read, take notes on how the narrator feels about her mother working.

Complete all the activities for unit 4. We will check our answers in class on Thursday, December 3.

How can a political leader impact an entire nation?

Take the quiz and hand in by midnight on November 20.

Complete all the activities for unit 3. We will check our answers in class on November 19 and have an assessment on November 20.

Lesson Objective
Reading: Students will close read a climactic scene to identify the forces shaping Ji-li's changing motivations, then work in pairs to analyze how Ji-li has changed by selecting specific details from the final scene and connecting those details to their understanding of the narrator.

Lesson Objectives
Reading: Students will close read a scene in two sections, selecting concrete details that convey mood, and collaborating to analyze what those details reveal about Ji-li’s internal conflict between her commitment to family and to the Cultural Revolution.
Writing: Students will select and analyze specific evidence from the scene to develop an explanation for Ji-li's actions.

Students read and annotate, and then answer multiple choice questions that focus students on understanding Ji-li's loyalties.

Students read and annotate, and then answer multiple choice questions that focus students on understanding of Ji-li feeling hopeful and hopeless.

Lesson Objectives
Reading: Students will consider mood (how authors make choices to evoke emotion in readers) and will select specific details from three passages and explain how the author's choices convey mood.
Writing: Students will analyze specific text evidence to develop a claim about the mood of a passage, and then they will revise their writing by strengthening their use of evidence to elaborate on their claim.

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Fill in the assigned quickwrites daily.

Lesson Objectives
Reading: Students will compare and contrast descriptions of the same setting from two moments, selecting specific details from each moment to analyze how the writer conveys the atmosphere and the narrator's state of mind.
Writing: Students will select and connect text details from each setting description to develop a claim about Ji-li's state of mind in each moment in the memoir.

Students read two passages from Red Scarf Girl and then answer multiple choice questions.

Take your Unit 2 assessment.

Please complete all activities for Unit 2. We will check our answers in class on Thursday, November 12. We will have as assessment on November 13.

Students will read, reread, and annotate, and then answer multiple choice questions.

Reading: Students will consider inner narration as they act out the tension and emotion as Ji-li speaks to her teacher, and then they will select specific text details to describe Ji-li's internal conflict.
Writing: Students will use evidence from the text, including inner narration, to develop their claim about Ji-li's internal conflict towards her teacher.

Reading: Students will act out the various emotions and tensions in one scene from Red Scarf Girl by breaking the scene into four sections, and then they will analyze Ji-li's feelings in each section by selecting, graphing, and comparing the specific text details that reveal her emotions.
Writing: Students will select and describe evidence about Du Hai's actions to analyze and explain how a different character is impacted by the Cultural Revolution.

Students read and annotate, and then answer multiple choice questions that focus students on understanding "The Red Successors."

Students highlight and annotate a passage from Red Scarf Girl and then answer short answer and multiple choice questions.

Students experiment with their writing by including additional, relevant details and by saying more about how those details develop their ideas.

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Take about five minutes to fill in today's quickwrite. I have included the entire week here, please start with November 2.

Students read and annotate, and then answer multiple choice questions.

Lesson Objectives
Reading: Students will reread a scene and select specific details and evidence from the text that helps them analyze and interpret how Ji-li felt about the da-zi-bao.
Writing: Students will write a summary of the tension between Ji-li’s and her classmates' attitudes towards the da-zi-bao, using some of the details they highlighted.

Complete this assessment by 2:40 PM on November 6.

Students read and annotate, and then answer multiple choice questions that focus students on understanding "Writing Da-Zi-Bao."

Lesson Objectives
Reading: Students will close read one scene from Red Scarf Girl by breaking the scene into four sections and selecting details from each section to build an understanding of a character's feelings at each point in the scene.
Writing: Students will develop a claim about Ji-li's complex feelings at the end of the scene, selecting and describing concrete details from the text to develop this claim.

Complete all the activties for Unit 1 from Vocabulary from Latin and Greek Roots. We will have an assessment on these words on November 6, 2020. We will check our answers for the Unit 1 activities in class on November 5.

Students read and annotate, and then answer multiple choice questions that focus students on understanding "Destroy the Four Olds!"

Lesson Objective
Reading: Students will act out a scene to express their understanding of the characters' emotions and identify what they find confusing. Students will compare the passage to two media images of similar events, analyzing each media image to infer the intent and impact of the images and the passage.

Lesson Objective
Reading: Students will act out a scene from Red Scarf Girl to examine how the writer uses detail to reveal emotion. They will then compare and contrast two passages from the scene, selecting concrete details from each passage to infer, discuss, and refine an understanding of the narrator's emotion at each point in the scene.

In this Solo, students will read and annotate, and then answer multiple choice questions.

Lesson Objectives
Reading: Students will analyze a series of propaganda images, describing concrete details to support inferences about the intent of the images and to build an understanding of the setting and context for Red Scarf Girl.
Writing: Students will use concrete details from the opening passage of Red Scarf Girl to support a claim about the narrator's emotional tone.

In this Solo, students will read and annotate, and then answer multiple choice questions.