Bell Ringer #11: Neuro- Read over the Vocabulary Strategy: The Greek Prefix neuro- on p. 87 of the Collections textbook. Answer the practice and apply questions 2-4 (on the bottom half of the page) in your comp. book. Format your answers like so: 1. neurologist: a medical doctor who treats nerve disorders

Housekeeping Home Learning: Complete weekly A3Ks by Sunday Announcements: Class Procedures Review: See blog for directions, otherwise 50% is highest score possible. DUE Feb. 10th @ 8:00 A.M.

The Fine print Standards: I can… Determine the meaning of words and phrases as they are used in a text and analyze the impact of a specific word choice on meaning (RI.2.4) analyze the structure an author uses to organize a text, including how the major sections contribute to the whole (RI.2.5) Essential Questions: How does the author organize information in the text, “Magic and the Brain”? Which sentences from the magazine article, “Magic and the Brain” signals the text’s structure?

Introduction Teacher SAYS, “Today we’re going to watch a video that will help set the stage for our next reading. Go ahead and direct your attention to the screen.”

page 85 We do Open your Collections textbooks to to the Analyze Structure and Summarize Text boxes. Teacher SAYS, “I need two volunteers to read the boxes. Each volunteer will read everything except the last paragraph of their box.”

page 77 We do Open your Collections textbooks to to the magazine article, “Magic and the Brain”. Teacher SAYS, “While this text is complex and technical, it is an example of how complex, scientific information can connect to our lives and interests. The lesson will guide us to use organizational text features to better understand complex texts. Now I need a volunteer to read the background information at the top of the page.”

We Do: Try this experiment Take a look at the next two articles. They cover the same material but present it using different methods. One is written in a simple text format, while the other uses text features.

We Do: Try this experiment Option 1: Simple Text Option 2: Text Features Teacher SAYS, “By show of hands, who would prefer to read option 2?” “What text features make option 2 more appealing?” A title/heading Pictures Subheadings Bulleted list instead of narrative sentences Underlining of key terms

Without reading in-depth, let’s preview the text We do Without reading in-depth, let’s preview the text pages 77-84 to the magazine article “Magic and the Brain,” with a specific look at the text features. Teacher SAYS, “Take one minute to preview the text. Find as many different examples of text features as you can in sixty seconds and be prepared to share why each text feature is helpful.” Title/heading  states what text will mainly be about Sidebars  defines vocab Footnotes  defines vocab; provides additional information Illustrations  helps reader picture what text describes Subheadings  breaks text into chunks by topic Teacher SAYS, “Excellent. Now that we’ve reviewed this text’s different text features, lets preview some of the vocabulary by looking at the terms defined in the sidebar and footnotes on p. 78. I need 8 volunteers, each one will read a word and its definition.”

“Magic and the Brain” Cornell Notes Key Words Notes Anecdote Definition = a brief account of an event Purpose = make a point/provide information in an entertaining or memorable way Lines 1-20 summary: The text begins with an anecdote about the Great Tomsoni first tricking the audience with a technicality, turning his assistant’s white dress red with a lighting switch, but then goes on to reveal he did change the color of her dress. Teacher SAYS, “The last thing we need to do before we begin today’s reading is set up our Cornell Notes for today’s reading. We’ll add to these notes as we read.”

“Magic and the Brain” Cornell Notes Key Words Notes How did he change the color of her dress? How do magicians rely on the brain to create sensory illusions? Line 21-35 Summary: Tomsoni directs the audience’s attention to the assistant’s tight dress, distracting them from the contraption in the floor and a second dress. Adapting stimulus = redlit dress (line 45) Spectator’s eyes will rebound, or see a red afterimage once the lights are dimmed (lines 46-47) During rebound, the stage wires/flooring and second dress will occur before lights come up (lines 49-53) Playing with the lights causes temporary blindness (lines 54-60) Cognitive advantage—peforming the trick after audience thinks it’s over causes them to relax their scrutiny at the critical moment (lines 60-64) Teacher reads, pauses, reflects on reading, and drafts each response. For the second answer, teacher SAYS, “Lines 37-38 which reads “the visual system is undergoing a brain process called neural adaptation” could be paraphrased as, Neural adaption = brain process that affects the visual system. Line 38-40 states “The responsiveness of a neural system to a constant stimulus … decreases with time” could be summed up as a Neural system’s responsiveness decreases with constant stimulation and lines 40-42, “It is as if neurons actively ignore a constant stimulus to save their strength for signaling that a stimulus is changing” could be summed up as, The brain doesn’t pay attention to repeated changing stimulus as a way to save energy. When it says “when a constant stimulus is turned off, the adapted neurons fire a ‘rebound’ response known as an after discharge” in lines 42-45 it means that when the stimulus stops, there’s a delay in the brain’s registering that the stimulus has stopped. Thinking through what that paragraph meant was useful because it helps us succinctly summarize the brain’s role in creating illusions to help magicians.”

“Magic and the Brain” Cornell Notes Key Words Notes Does the illusion originate in the mind or eye? The new science of neuromagic Graphic on page 79 provides a visual example of microsaccades—small, involuntary eye movements that occur during visual fixation. Lines 65 – 74 Summary: Magicians rely on their audience’s awareness (or lack thereof) to perform tricks. They use any of the following to manipulate the audience’s attention: -visual illusions -optical illusions -special effects -sleight of hand, secretive devices and mechanical devices Teacher SAYS, “The last thing we need to do before we begin today’s reading is set up our Cornell Notes for today’s reading. We’ll add to these notes as we read.” “Rather than writing down another question, what would be a good key phrase to write down given the information on p. 79?” The subheading.

“Magic and the Brain” Cornell Notes Key Words Notes #1 - What is the difference between a cognitive illusion and a visual illusion? Cognitive illusions = mask the physical, but not sensory. They involve attention, memory, and inference. Visual illusions = mask the physical and are sensory Teacher SAYS, “Now you have an idea of how to complete the work. Continue the reading and filling out your Cornell Notes on your own.”

Work period 1) Independent Work 2) Early Finisher Materials Needed: Separate pieces of paper Pencil Collections textbook Questions (handout) Computer Conversational Level 1 See your specific set of directions for the reading/questions to answer. Due at the start of next class. Conversation Level 0 Items MUST be completed in the following order: Check over today’s work before submitting. Check the No Name Paper Wall. Check your grades in Focus and work on any absent/late work you still can. Work on weekly A3K articles. Work on work for another class or read silently.

Packing up Checklist HOMEWORK: Weekly A3Ks due Sunday @ 11:59 P.M DO THE FOLLOWING: Turn in classwork to the class inbox. Return teacher’s supplies you borrowed where they belong Throw away trash Pack-up personal belongings Sit silently and wait for teacher to dismiss you

Closing: Verbal share out Essential Questions: How do the authors organize the information in the text? Which sentences from the magazine article signals the text’s structure?