https://www.youtube.com/watch?v=dO0L5AWDACQ

Today's Agenda and beyond:

Today--
1) Test Notes--what to study/essay topics
2) Conclusion of the movie
3) Group work--Worksheet Act V (from yesterday)--LAST ASSIGNMENT!!!

Thursday/Friday--Macbeth Test (you will need a note from home if you are absent and want extra time on Monday)
***When you are done, you may work on Extra Credit/or make-up/outside work
Monday--movie and extra credit!

Macbeth Test Information:
1-34 multiple choice
35-44 True or false
45-60 fill in the blank character matching

Essay Question: (Look in your notes for these definitions)
Prove the play Macbeth is a tragedy
Prove Macbeth is a tragic hero
Prove Macbeth's tragic flaw

Today's work: get with a partner and talk it out-discuss! Then be ready to share it with the class in about 20 minutes.

Look at the following lines in Act 5, Scene 2 (starts line 20):

Now does he feel his title
Hang loose about him, like a giant's robe
Upon a dwarfish thief.

What is Angus trying to say about Macbeth? Write out your thought processes in trying to figure it out.

Macbeth's title is........
What would a giant's robe look like on a dwarf?
Macbeth is called a dwarf because.....
The "giant" being referred to is.....
(*identify/explain this literary technique for bonus points!)
Macbeth is being called a thief because....
Look at the preceding lines to give you an idea why he thinks Macbeth may feel this way and why others feel this way about him at this point---
What has Macbeth been doing and what have they figured out about him?

So, now-----put all of this together and write out a paragraph (you may turn in 1 with both names if you prefer) analyzing these lines from Act V using appropriate textual support when needed. Please make sure to explain your answer thoroughly.

Static and Dynamic characters---copy the notes in red into your notebook. I will collect the paragraph(s)

Static characters--characters who stay the same throughout the work.
Dynamic characters--characters who undergo changes as the plot unfolds.

In-class Assignment-
Write 1-2 paragraphs on Lady Macbeth in which you describe whether or not you think she is a static or dynamic character. Use an example from Act I (can be general) and a specific example (actual lines) from  today's reading in your answer as support.

Macbeth Youtube link

Here are a few lines from her earlier scenes if you want them:

"Glamis thou art, and Cawdor, and shalt be
What thou art promis'd. Yet do I fear thy nature,
It is too full o' th' milk of human kindness
To catch the nearest way". (Act I, sc. v)

"A little water clears us of this deed." (Act II, sc. i)

"Come, you spirits/That tend on mortal thoughts, unsex me here,/ And fill me from the crown to the toe top-full/Of direst cruelty!"(Act I, sc v)

"Infirm of purpose! Give me the daggers: the sleeping and the dead/Are but as pictures: 'tis the eye of childhood /That fears a painted devil," (Act II, sc. ii)

"What's done is done." (Act III, sc. ii)

"My hands are of your color, but I shame to wear a heart so white," (Act IV, sc.ii)

Definition of a foil (for the quiz)

Foil-In literature, a foil is a character that shows qualities that are in contrast with the qualities of another character with the objective to highlight the traits of the other character. The term foil, though generally being applied for a contrasting character, may also be used for any comparison that is drawn to portray a difference between two things.

What we observe in literature very often is that a foil is a secondary character who contrasts with the major character to enhance the importance of the major character. (FROM http://literarydevices.net/foil)

SKIP NUMBER 4
Act IV worksheet

Act III Summaries for your flip book---Quiz tomorrow Act III!!!

• Banquo is suspicious of MB, but happy his son may be king
• MB hires murderers to kill Banquo and his son
• The murderers kill Banquo, but Fleance gets away
• MB sees the ghost of Banquo at his banquet 
• MB is suspicious of Macduff because he does not come to his banquet and warns Lady MB of bad things to come
• MB goes back to visit the 3 witches
• The head witch Hecate says she will cause MB's downfall--by making him feel secure
• People start to become suspicious of MB; Malcolm is in England trying to raise an army to retake the throne

*Begin reading page 377--end page 379

*Review the Act III study guide questions for tomorrow's quiz

*Animated MB Part II

Please copy the following notes in red:

Verbal irony--the effect achieved when a speaker says that opposite of what he or she means

ex: Line 28, Act 3: "Fail not our feast" (pg. 364) (make sure you make it to my party)

Verbal irony: He does not want Banquo to come to the party; he wants him to be dead.

Dramatic irony: We know Macbeth is planning on killing Banquo but he does not


Review of Acts I/Part of Act II animated video link

Quiz Act 3 on Thursday!!!

Act III notes

We are having the quiz on ACT III on Thursday (6/4). Please study all of the information in your packets (literary elements and techniques as well as on the play). Also, go online, download the Sparknotes app--do anything to review that you can if you know you need help.
-----------------------------------------------------------
For today, I want us to look at 3 lines in the Act III reading: Copy down the lines and leave room to explain.

1. Act III, Scene 2, lines 13-26, pg. 368-369:
What does Macbeth mean when he says, "We have scotched the snake not killed it...nothing can touch him further."

1. Act III, Scene 2, line 37, pg. 370:
What does Macbeth mean when he says, "O, full of scorpions is my mind, dear wife!"

2. Act III, Scene 4, line 123, pg. 376:
What does Macbeth mean when he says, "blood will have blood." What is happening at the time?

3. Act III, Scene 5, lines 32-33, pg. 378:
Looking at these lines, what is Hecate's (the witch) plan for Macbeth's downfall? How do you know?

Today we will:

• Copy lines from ACT III
• Read in Act III Scenes 1 and 2 beginning on page 363/answer study guide questions
• Go over more of our ACT II packet

HOMEWORK CORRECTIONS FOR THE ACT II/III PACKET

pages 57-58 (explanations not given, see me if you are confused)
1. metaphor
2.personification
3.personification
4. hyperbole
5. a. personification b. personification c. metaphor
6. personification
7. simile
8. personification
9. hyperbole
10. personification

pgs. 59-60
1. The Captian tells King Duncan...
2. The Witches tell Macbeth that he will become..
3. King Duncan announces that Mb will be the new...
4. The King announces Malcolm will become..
5. Lady Mb learns about...
6. Mb sees the imaginary dagger...
7. Lady Mb drugs Duncan's servants.
8. Macbeth murders Duncan.
9. Lady Mb takes the daggers to place them on..
10. Macduff finds the murdered king...
11. Mb tells everyone that he killed the king's men..
12. Duncan's sons flee...
13. Mb is named the new King of Scotland.

pg. 61 (part "a "only is given--see me for help)
1. Macbeth vs. himself (or fate) /man vs. man
2. Lady Mb vs. Mb / man vs. man
3. Mb vs. himself/ man vs. himself
4. Mb vs. Lady Mb/man vs. man
5. Mb vs. himself/man vs. himself

pgs. 67-68
1. We know that Macbeth is planning on killing Duncan
2. That hellish and evil deeds are being performed
3. We know it is because of his paranoia and Banquo’s possible suspicion of him
4. We know it was Macbeth that murdered Duncan
5. We know that he had Banquo killed
6. We know what she had to do to become queen
7. We know that Macbeth wants to know where he is to plot his murder
8. We know that Macbeth does not want Banquo there but want him dead
9. It makes it frustrating, suspenseful, etc.

pgs. 70-71 (part "a" only is given--see me for help)
1. Duncan is very trusting
2. Lady Mb is conniving and manipulative
3. He feels extremely guilty about killing Duncan
4. Banquo is hopeful
----
1. Macbeth is brave and a hero
2. They are ugly and look like withered old men
3. Lady Macbeth doesn't respect her husband and thinks more of herself.

Copy this definition

Comic relief---a humorous scene, incident, or speech that is included in serious drama to provide a break from emotional intensity. Because it breaks the tension, it allows the audience to think about the plot events before, and prepare for emotional events after. The sharp contrasts provided by comic relief intensify the themes of the work. The drunken porter in Act II, Scene 3 provides this comic relief.

Example from Rush Hour

video review

Look over the passage from last class's reading/read further....

1. Look over last class's reading assignment: Macbeth's hallucination of the dagger/killing Duncan/Lady MB and MB reacting to it.

In your group--make annotation notes next to all the lines marked in bold--
What is going on/being said? 
Why is it important? What don't you understand?

2. In-class writing assignment: Quick Write #2

Compare and/or contrast the attitudes of Macbeth and Lady Macbeth regarding the murder of Duncan.

*Use at least 2 adjectives (1 for each person) 2 textual examples (1 for each adjective) and 2 explanations/analysis (one for each adjective)
to support your claims.

(Meaning, describe Lady Macbeth using--at least 1adj., textual evidence, analysis
and describe Macbeth using--at least 1 adj., textual evidence, analysis)

Make sure this is a paragraphed response, using your TAG, topic sentences and transitions. The following format may help you: TREEE*S

Here are some transitions words to help you out:

Connectors That Show Comparison (Similarities)
􀂃 In additon	􀂃 Correspondingly	􀂃 Compared to
􀂃 Similarly	􀂃 Just as	􀂃 As well as
􀂃 Likewise	􀂃 Same as	􀂃 At the same time

Connectors That Show Contrast (Differences)
􀂃 However	􀂃 On the contrary	􀂃 On the other hand
􀂃 Even though	􀂃 In contrast	􀂃 Although
􀂃 Unlike	􀂃 Conversely	􀂃 Meanwhile

Here is some help for formatting: Block Style or Point-by-Point Methods

Block Style Outline:
Body 1: All about Lady Macbeth
Body 2: All about Macbeth

Point-by-Point Outline:
Body 1: Topic 1
Lady Macbeth
Macbeth

Body 2: Topic 2
Lady Macbeth
Macbeth

First--let's add on to our study guides for Act I/Quiz Act I today!!!

1. For your flip book Act I:



2. Look at your Act I packet: let's go over the assignments. The completed packet is due on Friday--you will have time in class tomorrow to work on it.

3. Let's begin Act II!

4. Quiz! (you may use your flipbook and/or book)

Paragraphed characterization of Lady MB and movie---Quiz #1 MB on Monday

Let's add these to our flip book:

Act I, Scenes 5-7:

Write a paragraphed characterization of LADY MACBETH, from what you have seen of her in Act I, Scene v. You must use a min. of 2 adjectives/character traits in your answer with examples that support each.
Step 1--fill out the chart about Lady Macbeth to organize your ideas

Adjective/character trait	Textual evidence	Explanation (how does the evidence in column 2 prove column 1 adj/trait?)

Step 2--Write a paragraphed characterization explaining what you have learned about her so far and proof for your claims. (you may look at the notes/example on the blog for Macbeth if needed).

*NO LENGTH REQUIREMENT (about 2 paragraphs). USE YOUR BEST JUDGEMENT.
*WHEN YOU ARE FINISHED PLACE IT IN THE HOMEWORK BIN.

video review

Please copy down the following notes in red ABOVE THE LINE FOR NOW!!/QUIZ #1 MACBETH ON MONDAY!!!!!!!!

Macbeth: [soliloquy]
I have no spur
To prick the sides of my intent, but only
Vaulting ambition, which o'erleaps itself
And falls on th' other.
1. Look for any words that are shortened or not "modern" and see if you can determine what they are.
2. Look for any nouns that you recognize or try to figure them out using prior knowledge.
3. Look at the verbs and see if you know what they mean.
4. Put the sentence together to get some meaning. (I think he's saying something like....)

------------------------------------------------------------------------------------------------------------------------

Macbeth Webquest

Please work with a partner on the following exercise:
Please use the following link to learn some information about our play Macbeth: Webquest link
Use the links on the left of the link to answer as many questions as you can on your worksheet.

Please copy down the following definition---add it to your list of terms for drama:

monologue--(mono=one)

• a prolonged talk by a single character, 
• directed to the audience, 
• other characters may be around

soliloquy--

• involves one character
• typically alone on stage.
• speaking their thoughts aloud
• they are not talking to the audience
• but the audience can hear their thoughts
• talking to yourself by yourself!

video link

let's look at the following lines from yesterday--Write them on the back of your worksheet:

Macbeth--Stars, hide your fires; Let not light see my black and deep desires: The eye wink at the hand; yet let that be, Which the eye fears, when it is done, to see

Lady Macbeth--Look like the time; bear welcome in your eye, your hand, your tongue: look like the innocent flower, but be the serpent under't

Characterizing Macbeth

1. Copy down the definitions below (copy what is in red):
Dramatic irony---occurs when the audience knows something the characters do not. Because of this understanding, the words of the characters take on a different meaning. This can create intense suspense or humor.
REMEMBER THE EXAMPLE OF THE SCARY MOVIE.
YouTube Explanation of Dramatic Irony (we will watch this when we are done copying everything)
In Macbeth it is achieved a great deal of the time through asides.
Aside-a remark or passage by a character in a play that is intended to be heard by the audience but unheard by the other characters in the play. (I always think: a comment to "the side")
Often times in the movie, the character looks right at the camera like he or she is talking to us.
SO WHAT DRAMATIC IRONY HAS BEEN PRESENTED SO FAR???
2. We will read pages: 337-341 (Act I scenes 4-5)
3. Take out your chart from yesterday: let's fill out some more information on Macbeth:
VIDEO FROM ACT i
4. Quick Write #1

Today's work:

Ok, we know that Macbeth is a tragic hero so he is going to start the play in a dignified position. 
In your notes:

• Write down at least 2 or 3 adjectives that describe him and the lines from the play that support your claims. You can use yesterday's reading (Act I, scenes 1 and 2). 
• At the end of class today we will add on a minimum of 2 more adjectives and lines that support them. (We've done this before)
• video (Act I)

Adjective	quotes/lines from the play that support your claim

Yesterday's reading notes:

Scene 1—the 3 witches predict they will meet with Macbeth when the battle is “lost and won” (paradox #1) They chant “fair is foul, foul is fair” (paradox #2)---FORESHADOWING!

Scene 2-The captain tells how Macbeth wins the war against NORWAY and the rebels***/The traitor, the Thane of Cawdor will be executed and Macbeth will get his title*****

Please copy the following notes that are in RED

Mood-- a literary element that evokes certain feelings or vibes in readers through words and descriptions. Usually, mood is referred to as the atmosphere of a literary piece, as it creates an emotional situation that surrounds the readers. Mood can be developed through setting, theme, tone and diction, imagery, etc.

*After we read ACT I, SCENE I, let's use the list of words for mood to describe it and support our choice with a textual example.

Paradox- from a Greek word that means contrary to expectations, existing belief or perceived opinion. It is a statement that appears to be self-contradictory or silly but may include a latent truth (basically, doesn't seem to make sense but it does).  A paradox is often used to make a reader think over an idea in innovative way.

*After we read ACT I, SCENE I, we will attempt to identify the paradox and explain what we think it means/predicts for the reader.

******What is Shakespeare trying to foreshadow in scene i with these two literary devices?****

(def. adapted from literarydevices.net)

Notes for Tragedy (Please copy somewhere where you can find them--you will definitely need these!!!)

Today we will:
1. Copy notes for a drama
2. Review research paper and set-up
3. Make a flip-book study guide for Macbeth
4. Read "Author Biography: William Shakespeare"
5. Begin Questions/Complete for homework (remember to highlight/underline textual evidence)

Notes for drama:
tragedy--presents the downfall of a dignified character who is involved in historically or socially significant events. This fall is usually caused by a flaw in his character.
tragic hero--the main character, dignified who has a downfall based mainly on a poor character trait. He/she evokes both pity and fear in readers because the audience realizes the struggles faced by him are necessary parts of human life.
tragic flaw--whatever is wrong with his character that causes his destruction--usually leads to an error in judgment.

Questions for the Informational Text on Witches (please copy and either leave room for your answers or write your answers below them)

Please answer the questions using complete sentences and textual evidence whenever possible. USE THE RACE STRATEGY (20 PTS.)
*HIGHLIGHT/UNDERLINE THE TEXTUAL EVIDENCE IN YOUR PASSAGE THAT ANSWERS THE QUESTIONS
*WHEN YOU ARE FINISHED WE WILL STAPLE THE PASSAGE AND YOUR ANSWERS TOGETHER

1. Why were people in this time period more likely to believe in magic to explain things than they are today?
2. Where did superstitions and beliefs stem from?
3. Give at least 2 examples of superstitions that were believed at this time.
4.What is "purgatory" and what purpose did it serve?
5. How did Shakespeare use the supernatural beliefs and superstitions of the time period in some of his plays?

Research Project

Please write this on your page: Due on Thursday May 7th     100 pts./10 Bonus points for charts
Choose one of the following thesis statements and use it for your research project:

•   People should have complete control over the rights to their own bodily tissues because....
•   People should have some rights over their own bodily tissues, but scientific researchers  should also have some rights because...
• People do not need to have complete control over the rights to their own bodily tissues because...

Your paper must:

• Have a minimum of 4 in-text citations (textual evidence)  

All citations must clearly state the source and page #. Choose one of the following methods:

According to Source 2 page 4, "We...

Source 2 states, "We must...." (3).

The author states, "We must...." (Source 2, pg. 4)

• Be a minimum of 2 pages long
• Be FINAL COPY QUALITY!!!

Today you will be completing a very important task.....please focus.

Tomorrow I will give you the format sheet, and begin explaining the research paper.

In order to complete tomorrow's work, you will need 4 source sheets completed.
We have completed the following 3 source notes already: 6, 3, and 2
(If you are missing the notes from Friday (#2) I will post them shortly. If you are missing #3 or #6, ask a friend.
So, today you will be:
1. Completing notes for a 4th source.

• The source will be chosen from the remaining 4 sources (1, 4, 5, and 7).
• It will be chosen by you.
• I have given you the following Inquiry Questions to use for these sources.
• You will read the source and annotate according to the Inquiry Question and then complete a min. of 4 entries on your note-taking worksheet (as we have done for the previous 3 sources).

2. When you are done, you should work on completing the questions for sources #3 and #2 if you haven't finished those yet.

****AGAIN, I STRESS THE IMPORTANCE OF THESE SOURCE NOTES IF YOU WANT ANY HOPE OF COMPLETING THE RESEARCH PAPER. YOU WILL NOT BE ABLE TO DO TOMORROW'S WORK WITHOUT THEM.

AFTER TOMORROW (TUESDAY), WE WILL NOT SEE EACH OTHER AGAIN UNTIL FRIDAY. yOU WILL HAVE FRIDAY'S CLASS TO WORK ON YOUR PAPER.

Source #2/ Questions and notesheet---ESSAYS DUE TODAY!!!

Please copy the following questions down on a sheet of paper that you can hand in.
1. Why has the San Diego community been examining Skloot's book: The Immortal Life of Henrietta Lacks?
2. At what point are the rights we have over our own tissues changed?
3. Explain the case of William Catalona and the University of Washington.
4. What were 2 of the potential "public policy" ramifications the court found in this case?
5. What are some of the problems associated with defining tissue donors' ownership?

At the top of your note page, write the following information:

• Write: A BIG "2" (indicating it is source #2)
• Next to "Inquiry Question" write: How much ownership should we have over our bodily tissues?

*If you did not finish Source #3 notes and questions, please do that as well.

*So, by the end of today, YOU SHOULD HAVE 3 COMPLETED NOTE SHEETS FOR YOUR RESEARCH PROJECT: SOURCES #6, #3, AND #2--SO YOU WILL ONLY NEED 1 MORE.

Please copy the following questions down on a sheet you can turn in:

ARTICLE 3 Questions (Please copy where you can turn them in): (Leave room for your answers)

1. What is the Ardais Company?
2. What will they do that is significant as far as human tissues?
3. What ethical, legal, and financial questions does this raise?
4.What is the "legacy" that the biomedical community has with tissue donation?
5. How is public policy regarding tissue donation often confused?


Write on the top of FRIDAY'S ARTICLE (6): Inquiry Question: Should tissues be allowed to be bought and sold?
Write down what you think and why!

• Read article 3: Write a BIG "3" in the top corner to keep track of your article
• Inquiry question: What are the costs of selling human tissues?
• Use this question to guide your annotations
• Fill in your chart (side 2) MIN 3 ENTRIES

Beginning the Research Paper....

Inquiry Question:  Should tissues be allowed to be bought and sold?

Underline or Highlight:
Key words and concepts
Information that answers inquiry questions
Initial impressions of the information
Areas for possible further exploration
Connections to other sources
? to things you are questioning
write down any questions you have
! next to things that surprise you.
Add an arrow to connect points
* ideas that seem important

THESE ARE NEW FOR RESEARCH:
Underline areas that represent major points. If its too long to underline, put vertical lines on each side of the paragraph.
Use numbers in the margin to indicate a sequence of points to trace the development of an argument

Answer before you leave, (EXIT VISA): 
Should tissues be allowed to be bought and sold?

I believe that ....................(tissues should or should not be allowed to be bought and sold)
I think this because......................
One piece of evidence from the article that led me to believe this way is..................... because........
Another piece of evidence from the article that led me to believe this way is..................... because........

Today you will have the class period TO WORK ON ESSAYS OR EXTRA CREDIT ONLY.

*In fact, I am giving you an IN-CLASS work grade to work. Meaning, you will get 20 points for working on your essay (100%). You will get 10 points for "kind of" working on your essay (a 50%) or a 0% for not working. THIS WILL COUNT AS THIS WEEK'S QUIZ GRADE.

*I made an additional outline for those who need extra help as well as earn extra credit.

*Also, I have some grammar worksheets available for those people who need credit for their Castle Learning Assignments. (Write your answers on lined paper please!!!). For each side that you complete, you will get DOUBLE CREDIT.

Help for your last Quick Write

Thesis: Two ideas the author develops are  _____________ in TAG:

1. Privacy violation---page 30 the scientists publish a study with her real name and genetic information without permission (specific lines to support and SAY how this is privacy violation)

2. Racial tension--Henrietta moved to the north for more rights and she was treated by the medical community like a “black person” not a person” page 29 (specific lines to support and SAY how this is racial tension)

Summary: 

Today's Agenda:

1. Copy the following chart
2. Complete yesterday's reading in lesson 9 beginning on page
3. Go over the Quick Write
4. Complete the chart that we copied at the beginning of class
5. Complete the Quick Write

Lesson #9 Henrietta Lacks

First, write down these definitions onto your worksheets:
biotech [biotechnology] (n.) – the use of living organisms or other biological systems in the manufacture of drugs or other products or for environmental management

quantify (v.) – to find or calculate the quantity or amount of something

prosperity (n.) – the state of being successful, usually by making a lot of money

Second, look at the worksheet you are handed and complete the annotations 
Third, 
Answer the text-based questions
Fourth, 
Complete the Quick Write

Today's Agenda:

Today we will:
1. Finish worksheet #4
2. Complete the Quick Write on worksheet #4 (there is some help below)

Quick Write #4: How does Skloot use specific details in this section to further develop and refine a central idea in the text?

· Identify a developing central idea in the text (e.g., violation of privacy, the value of informed consent, or the effect of racial or cultural isolation).

· Include specific details that develop and refine the central idea (e.g., the researchers’ assumptions about the Lacks family’s knowledge about the family’s DNA research, such as Hsu’s statement the family, McKusick’s claim, and how the researchers planned to use the Lacks family’s blood without acquiring informed consent

Thesis (what central idea(s) is developed? choose from above if you need to)

Reason

Evidence/Explain (connect to the thesis!)

Evidence/Explain (connect to the thesis!)

E*vidence/Explain (connect to the thesis!)

Summarize

https://www.youtube.com/watch?v=tnUp0xQlfK8

Please copy the following vocabulary words at the top of your worksheet:

1.autopsy (n.) –a highly specialized surgical procedure that consists of a thorough examination of a corpse to determine the cause and manner of death and to evaluate any disease or injury that may be present.

2.deduce (v.) –arrive at (a fact or a conclusion) by reasoning; draw as a logical conclusion.

3. receptive (adj.) – able or willing to consider or accept new suggestions and ideas.

Today we will:

1. Pre-read the Quick Write and the requirements needed for a High-level response (8/8)

2. Read lesson #8  beginning on page 25

3. Please annotate as you read (basing your mark-ups on the Quick Write topic we read)

4. Work on study guide questions as a class, and then in our groups

Today's Agenda: Copy the answer to #5

Start by finishing these questions: (if you lost your wrksht. I have a few half-copies)

5. Why does Skloot choose this section of the Nuremberg Code?

Skloot quotes the part of the Nuremberg Code that talks about “voluntary consent” (p. 131) being necessary for human experimentation—testing research on humans. Skloot uses this portion of the code to advance her purpose that informed consent is important when experimenting on people. Skloot also notes there were “rules protecting laboratory animals” (p. 131) but not for “humans until Nuremberg” (p. 131). 

6. Why did the Nuremberg Code never pass a law in the US?

7-8. Explain the two perspectives present in the case brought before the Board of Regents? Which one supports Skloot’s purpose?

9.-10.Compare the case of B. Bjoklund and Southam. What happened to each scientist? Which case brought about change in scientific practices?

Quiz #3--Read and answer the 10 multiple choice questions (circle the complete answer please)

Please Copy Today's Notes into your notebook:

The Tuskegee syphilis experiment -

• was an infamous clinical study conducted between 1932 and 1972 by the U.S. Public Health Service to study the natural progression of untreated syphilis in rural African-American men in Alabama. They were told that they were receiving free health care from the U.S. government.
• The 40-year study was controversial for reasons related to ethical standards, primarily because researchers knowingly failed to treat patients appropriately.
• led to major changes in U.S. law and regulation on the protection of participants in clinical studies. Now studies require informed consent  communication of diagnosis, and accurate reporting of test results. (from wikipedia)

Video Tuskegee experiments
video #2

Today we will:
Take notes on the Tuskegee syphilis experiment
Watch a video on it (the above)
Begin reading Lesson #6 and answering the study guide questions for this section

Next class/week:
Monday--finish Lesson #6 reading/questions/chart/Quick Write #3
Tuesday--Quiz #2 Henrietta Lacks

Quick Write format

QW: In the creative non-fiction The Immortal Life of Henrietta Lacks by Rebecca Skloot, the author presents the idea that an African-American woman was able to make major contributions to science during a time when there was still segregation. One example of how HeLa cells were significant in this section was ______________________________. We see this on page _______ where it states, ______________________________. Another example is located on page ________________where the author states, _____________________. Both of these examples prove the central idea because_________________.

2 stories going on simultaneously--scientific side and the personal side and how they connect

There are two stories going on simultaneously 
1. the science aspect (the specimen) --video link
2. the personal aspect (Henrietta)--video link

Today's Objectives:
1. Complete the questions for Lessons 2 and 3
2. Complete the Quick Write--I will help you, but here is the TREEES format:

Thesis (answer the question/the point you are trying to prove)
Reason
Evidence/Explain (connect)
Evidence/Explain (connect)
Evidence/Explain (connect)
Sumarize

Hw #3 and Today's Agenda

Today we will:
*Copy the poem below by Deborah Lacks for Hw #3

cancer 
check up 
can’t afford
 white and rich get it 
my mother was black black
 poor people don’t have the money
 to pay for it 
mad yes I am mad 
me were used by taking our blood and lied to 
We had to pay for our own medical, can you 
 relieve that. 
John Hopkin Hospital and all other places, 
 that has my mother cells, don’t give her 
Nothing.

• Discuss what you learn about Deborah from this poem. 
•  Why do you think the author included this poem by Deborah in the book? 

 
*Finish the questions for Lessons 2 and 3
*Complete the Quick Write for Lesson 3

Remember, no quiz Monday, District CFA #3 on Tuesday in 139 (counts as 2 quiz grades)

Quiz Today at the end of class (last 10 minutes)

1. Remember, you received a hw assignment yesterday that is due tomorrow.
2. Quiz today at the end of class (last 10-15 min)
3. Next week Tuesday, we will meet in 139 for District CFA #3--counts as 2 quiz grades so please be there and take it seriously.

Start page 11"Henrietta Lacks"

Homework #2: Henrietta Lacks 30 pts. (This homework is due by Thursday) Please restate the question and write about 1 paragraph each

 Copy the following quote from the book and the 3 questions that follow:

“It was no surprise that [Henrietta] hadn’t come back all those times for follow-up. For Henrietta, walking into Hopkins was like entering a foreign country where she didn’t speak the language.” •

• What does it mean when it says that the hospital was like a "foreign country where she didn't speak the language"? (10)
• Discuss how being segregated in “colored wards” might influence the actions and attitudes of a black patient at this time? (10)
• How might it have influenced the medical care they received? (10)

Quick Write Notes

Quick Write: #3, #4, #6, #9 TAG, TREES

THESIS (ANSWER QUESTIONS)

REASON

EXAMPLE/EXPLAIN

EXAMPLE/EXPLAIN

EXAMPLE/EXPLAIN*

SUMMARIZE

How is the information revealed in this section?

How are these events connected? (above)

Events

She (the narrator) is taking a college biology class because she failed

She finds out about Henrietta Lacks

She is disturbed about the fact that no one knows anything about her as a person

She is determined to find out about Henrietta Lacks

She goes on in college

She writes a book

She develops a close friendship with Deborah Lacks (Henrietta’s daughter)

The writing of the book deeply affects her life

Homework #1-"The Immortal Life of Henrietta Lacks" (20 pts.) PLEASE COPY SOMEWHERE THAT YOU CAN TAKE IT HOME!!!

Homework: (Due tomorrow 3/17) Answer each question as thoroughly as you can using the RACE strategy (min. 2 paragraphs/1 par. per bullet) 

• If you knew that you could help advance medical research, would you be willing to donate some of your tissues and cells to researchers? How would you react if you didn’t know some of your tissues and cells were being used for medical research?
• How would you feel if you learned that others were making money because you had donated (willingly or not) your tissues and cells?

Henrietta Lacks video

TOMORROW I WILL SEND A TAKE-HOME ASSIGNMENT FOR THOSE WHO NEVER FINISHED THE NIGHT TEST--THOSE WHO DID FINISH MAY DO IT FOR EXTRA-CREDIT IF THEY LIKE. THEY NEED TO BE TURNED IN BY THURSDAY SO I CAN GIVE BACK THE TEST GRADES ASAP.

QUIZ THIS WEEK WILL BE WEDNESDAY!!!

Please copy the following notes--(you will need these later)

2 types of  CHARACTERIZATION--how the character is developed

1.Direct--the author tells you (He was a nice man)

2. Indirect--you have to look at the text and decide

STEAL METHOD OF INDIRECT CHARACTERIZATION
Speech--what the character says
Thoughts--what the character thinks
Effects on others--how the character's thoughts/actions affect other characters
Actions--what the character does
Looks--what the character looks like

What could we say about the narrator so far? 

Henrietta Lacks video

video link

"The Immortal Life of Henrietta Lacks" by Rebecca Skloot: Copy the following information into your notes:

T: "The Immortal Life of Henrietta Lacks" 
A:Rebecca Skloot
G: creative non-fiction (all facts are accurate and verifiable, but presented in a creative way  using techniques often found in fiction)

Section 1 Vocabulary to know (Copy into your notes):

-------------------------------------Wednesday's words (today)------------------------------------------------
hardy (adj.) – capable of enduring hardship; strong
optimal (adj.) – most favorable
informed consent (n.) – a patient’s consent to a medical or surgical procedure or to participate in a clinical study 
human experimentation (n.) – a test or procedure carried out on a person to determine the validity of a theory or make a discovery
abatement (n.) – suppression or termination 
exploited (v.) – used (someone or something) in a way that helps you unfairly

--------------------------------------------------Thursday's Words----------------------------------------
pristine (adj.) – in perfect condition: completely clean, fresh, or neat
tactics (n.) – modes or procedures for gaining advantage or success
exhumed (v.) – removed a body from the place where it was buried
 peril (n.) – something that is likely to cause injury, pain, harm, or loss
abducted (v.) – took (someone) away from a place by force
discretion (n.) – the power or right to decide or act according to one's own judgment; freedom of judgment or choice
predisposition (n.) – tendency to a condition or quality, usually based on the combined effect of genetic and environmental factors

Today's Directions:

First, finish your test. (I've added some help below)
Second, finish your Quick Write from last week (last day to finish)
Third, work on an extra-credit puzzle(s) for Night

Tomorrow, we will begin our new story: The Immortal Life of Henrietta Lacks!

Section I:Matching/Identify

CHOOSE 5 OF 10---STAR ANY EXTRAS AS EXTRA CREDIT

Section II: Short Answer (Do not do #5 unless you want extra credit)

Must use the Restate and Answer (doesn't need textual evidence)

#1 page 4, #2 page 37, #3—page. 52, #4 page 65

(Do not do #5 unless you want extra credit)

Section IV: Essay

Must use RACE or TREEES strategy w/  min. 1-2 examples of TEXTUAL EVIDENCE AS SUPPORT

Charts for Imagery and Conflict:

Please complete min. 3 entries on each chart (4th boxes will be considered extra-credit)

Night Test Directions: Please work steadily and try your best

Directions for today's Night Test:

Section I:Matching/Identify
CHOOSE 5 OF 10---STAR ANY EXTRAS AS EXTRA CREDIT

Section II: Short Answer
Must use the Restate and Answer (doesn't need textual evidence)
(Do not do #5 unless you want extra credit)

Section IV: Essay
Must use RACE or TREEES strategy w/  min. 1-2 examples of TEXTUAL EVIDENCE AS SUPPORT

Charts for Imagery and Conflict:
Please complete min. 2 entries on each chart (the 3rd/4th boxes will be considered extra-credit)

Today we will:

1. Finish reading Night (per 10 page 107, per 11 page 102 )
2. Complete the writing assignment on the back of yesterday's worksheet (20 pts.)
3. Review for Test on Monday
4. Video (if time)

On the test:

• Simile/Metaphor
• Major plot events
• Elie's changing relationship with his father and God
• Identifying imagery
• Identifying conflict

Today's Objectives:

So you know....

• If you didn't finish your characterization paragraphs we worked on yesterday, they are due. You should be able to do it at home because you should have completed your character map worksheet.
• The vocabulary worksheet is also due tomorrow.
• There will be a test on Night, on Monday.

Today:

• We will begin reading on page: 93
• Answer the study guide questions and fill in the appropriate page numbers as we read. 
• When we are finished reading, we will complete the writing assignment on the back.
• Tomorrow, our plan is to wrap-up Night and go over the test as well as watch a video

Today's Assignments: Characterization worksheet/paragraph and worksheet for the last section of reading----Test for Night will be Monday 3/9!

Please copy the following information in red onto the back of your character map worksheet:

Basic characterization format:
     Elie Wiesel is shown to be a (trait 1) character. We see this on page # when it states (proof) , this shows he is (trait 1) because...(explain). This trait is also shown on page # when it/he states (proof), showing (explain).

(do the same for traits 2 and 3)

Writing Assignment: Use the character map notes from today to write a paragraph(s) characterizing Elie Wiesel. Use the notes below for help: (20 pts.)

Objectives:

• Complete the character map for Elie Wiesel (the narrator/author).

• Complete the worksheet for yesterday's reading as well as the writing assessment by the end of class. PLEASE WORK STEADILY OR YOU WILL NOT FINISH IN TIME.

Assessments:

• Completed character map for Elie Wiesel.
• Completed worksheet and writing assessment by the end of class.

Vocabulary Homework and today's work

Homework: Complete the vocabulary packet by Friday 3/6.

Today we will:

• Continue reading Night beginning on page 73
• Complete the worksheet from Friday
•  Have our 3rd quiz at the end of class (pages 63-80)

Jesse Owens, the Olympics, and Adolf Hitler

Jesse Owens video

Please copy down the following definitions down (you can use the back of your worksheet even though it says Friday's notes)

Kaddish--prayer for the dead
Rosh Hashanah- is the autumnal festival celebrating the start of the Jewish New Year.
Yom Kippur-  is probably the most important holiday of the Jewish year. Many Jews who do not observe any other Jewish custom will refrain from work, fast and/or attend synagogue services on this day.
atonement-satisfaction or reparation for a wrong or injury; amends.

Today's reading begins on page 65, BUT,  the QUESTIONS BEGIN ON PAGE 63.

Today's Work: Please Copy today's Quick Write Topic at the top of a blank sheet of paper (32 points). We will read pages 62-67 first before we write.

Quick Write: After the first night in the concentration camp the narrator states:
"Never shall I forget that night, the first night in camp, which has turned my life into one long night...
Never shall I forget those flames which consumed my faith forever...
Never shall I forget that nocturnal silence which deprived me, for all eternity, of the desire to live. Never shall I forget those moments which murdered my God and my soul and turned my dreams to dust." (32)
Explain how the author develops this central idea of "night" or "darkness" in Night from pages: 1-67
Here is the TREEE*S format if you need it:
T-thesis (the point you will prove--how has the camp changed him proving the quote above)
R-reason
E-Evidence/explain (connect your example to your thesis)
E-Evidence/explain (connect your example to your thesis)
E*-Evidence/explain (connect your example to your thesis)
S-Summarize

USE THE CHART WE COMPLETED FOR HELP!!

Elie Wiesel interview link

Homework #4--Elie Wiesel (20 pts)

Please copy the following questions to answer for homework tonight: (due Wednesday)
You need to use the back of the worksheet on background we completed previously. Please answer the questions using the RACE format and HIGHLIGHT or UNDERLINE the textual evidence you used in your answer.

1. Describe Elie Wiesel's early life.
2. Describe some of the difficulties he suffered during the war.
3. Describe Wiesel's life after he is freed from the camp.
4. What are some of his accomplishments?

Use the Background Worksheet to answer the following Questions

Directions:
1. Pre-read the questions.
2. Use the RACE strategy to answer all 10 questions
3. Highlight or underline the textual evidence you used to answer the question.

Questions: (NO NEED TO COPY THE QUESTIONS--JUST RESTATE)
1. What was the original purpose of Auschwitz?
2. Why was the IG Farbenin Company interested in locating itself near Auschwitz?
3. Describe Heinrich Himmler's vision.
4. Why did Hitler believe Eastern Europe must be conquered?
5.  Why did Hitler hate the Jews?
6. What is "euthanasia" and who was it used on?
7. Who was Adolf Eichmann?
8. What were "standing" and "starvation" cells?
9. How did the Allies find out about the crematoria?
10. What is the estimated number of deaths? Jews?

Please copy into your notebook: READ THE DIRECTIONS BELOW:

 Copy the following 4 sentences and decide if they are a: metaphor, simile, imagery, hyperbole, or personification. Then, briefly explain your answer (like our worksheet).
1. The shadows beside me awoke as from a long sleep.
figure of speech:
analysis:
2. They went by dragging their packs,...cringing like beaten dogs.
figure of speech:
analysis:
3. The stars were only sparks of the fire that devoured us.
figure of speech:
analysis:
4. I looked at my little sister, Tzipora, her blond hair neatly combed, her red coat over her arm: a little girl of seven. On her back a bag too heavy for her. 
figure of speech:
analysis:

Today we will:
Continue reading in Night...
Finish worksheet #2, side 1
Begin working on the chart on worksheet #2, side 2

Hw #3: Night-- 10 pts.

Elie talks about his first night in camp being a pivotal moment in his life--turning the rest of his life into one long night.
*Describe either: a pivotal moment in your life that changed it for the worse or better or "one long night."
Be sure to give details describing what happened and how it was significant.
(Should be at least 2 paragraphs long)