Monday, February 24, 2014 for Periods 1, 2, 5, & 6 and Tuesday, February 25, 2014 for Period 7
Devotional Text: Luke 9:57-62
Students took notes on bib cards/bibliography cards on the back of the note card handout.
Mr. Stone told students to write publishing information/bibliographic information in MLA format for each relevant source they discover on an index card. Label each new "bib card" the next letter in the alphabet. The first card would be A; the second card would be B, etc. On the back of each bib card, write what makes this source authoritative.
An author's authority is most commonly established by graduate studies in the field under discussion, employment in the field of study for someone other than one's self, or publication by a reputable press (another form of recognition by others).
Self-publication does not establish authority.
There are a number of good sites which over criteria for evaluating websites, such as George Mason University's "Helpful Hints to Help you Evaluate the Credibility of Web Resources."
Mr. Stone used examples from a blog entry on tipping hotel housekeepers to discuss what makes information interesting and convincing to readers.
Mr. Stone went over the difference between facts, paraphrases, summaries and quotes.
Students should primarily use small pieces of paraphrased material in their reports. Quoting should be used sparingly and only when the source's authority will particularly add to the paper. For this assignment, Mr. Stone stated that a student should not use more than one quote per page. Each quote should be no longer than two lines.
Mr. Stone began checking bib cards.
Homework: Complete ten note cards. (To start, try to take about five notes from each source.)
Monday, February 24, 2014
Tuesday, February 18, 2014
Library Days
Students will be going to the library for an orientation, practice and evaluation of using a call number to locate a book, and for time to locate at least one book source for their research report.
Periods 1, 5, 6, & 7 will meet in the library on Wednesday, February 19th and Thursday, February 20th.
Period 2 will meet in the library on Thursday, February 20th and Friday, February 21st.
Periods 1, 5, 6, & 7 will meet in the library on Wednesday, February 19th and Thursday, February 20th.
Period 2 will meet in the library on Thursday, February 20th and Friday, February 21st.
Evaluating Sources
Tuesday 18 February 2014 for Periods 2, 5, & 6 and Friday for Periods 1 & 7
Devotional Text: Matthew 11:36-39
Mr. Stone offered students fifty note cards. (He accidentally purchased unruled cards.) Students who wish to have ruled cards may bring their own.
Journal Entry: Research #1
What parts of the research process are working well for you?
What have you learned?
What has given you trouble as you have begun researching?
Write out questions you have at this point.
Your entry needs to be a minimum of twelve lines.
Bubble Sheet
Students completed the final two rows of the research bubble sheet and placed them on the black chair in the front of Mr. Stone's room.
Evaluating Sources
Students began reading Section 27 in A Pocket Style Manual (94-99).
Homework: Finish reading pp. 94-99 of A Pocket Style Manual. There will be a quiz at the beginning of the next class period.
Devotional Text: Matthew 11:36-39
Mr. Stone offered students fifty note cards. (He accidentally purchased unruled cards.) Students who wish to have ruled cards may bring their own.
Journal Entry: Research #1
What parts of the research process are working well for you?
What have you learned?
What has given you trouble as you have begun researching?
Write out questions you have at this point.
Your entry needs to be a minimum of twelve lines.
Bubble Sheet
Students completed the final two rows of the research bubble sheet and placed them on the black chair in the front of Mr. Stone's room.
Evaluating Sources
Students began reading Section 27 in A Pocket Style Manual (94-99).
Homework: Finish reading pp. 94-99 of A Pocket Style Manual. There will be a quiz at the beginning of the next class period.
Locating Other Online Sources
Thursday 13 February 2014 for Periods 5 & 6 and Friday 14 February 2014 for Periods 1, 2, & 7
Quiz: Source Categories
Mr. Stone read over Section 26d in Diana Hacker and Nancy Sommers' A Pocket Style Manual, 6th ed. He demonstrated how to access the school's database sources, e.g. Ebscohost, from home.
Students had time to search for sources.
No homework was assigned over the Presidents Day long weekend.
Quiz: Source Categories
Mr. Stone read over Section 26d in Diana Hacker and Nancy Sommers' A Pocket Style Manual, 6th ed. He demonstrated how to access the school's database sources, e.g. Ebscohost, from home.
Students had time to search for sources.
No homework was assigned over the Presidents Day long weekend.
Wednesday, February 12, 2014
More About Search Terms
After singing again "Lord of My Life," Mr. Stone prayed for prayer requests from the class.
Students took out their research "bubble sheets" and made sure they had completed the homework correctly. Mr. Stone went over examples of search term variations on a classroom whiteboard.
Students received a handout on writing a note card. Mr. Stone emphasized the connection between the underlined words in each secondary/subsidiary question on the bubble sheet and the key word listed on a note card.
Fruit Salad Analogy
Mr. Stone compared writing with source material to making a fruit salad. Students want to gather a variety of sources as they would gather a variety of fruit for a salad. Few people are interested in eating unpeeled kiwi or grapefruit. The fruit needs to be prepared--peeled and cut into bite size pieces. Some fruit needs the seeds or pits removed. When writing with source material, writers need to prepare information by paraphrasing, summarizing, or quoting only the most select passages.
Keyword Searches in Databases and Search Engines
Mr. Stone went over how to refine keyword searches in databases and search engines (Section 26b in Diana Hacker and Nancy Sommers' A Pocket Style Manual). Students should know the use of the following common functions:
quotation marks
AND / +
NOT / -
OR
*
()
Students also read Section 26c on locating books.
Using his laptop and video projector, Mr. Stone demonstrated how to locate the high school's library page. He showed the class how to use the library's online catalog. Stone searched the online catalog using the word "Palestine" for a keyword search, a subject search, and a title search to show the varying number of results that would come from each type of search.
Mr. Stone also showed the links to the A. K. Smiley Library and the San Bernardino Public Library sites so students might search for sources through those systems as well. Students who live in San Bernardino County may use the San Bernardino County Library system. Students who live in Redlands may take advantage of the A. K. Smiley Library. Students who live in Riverside County should look up the Riverside County Public Library system.
Homework: Study the list of "information packages" provided during the last class period for a quiz at the beginning of the next class. Students will need to match specific types of sources with their more general category of sources, e.g. a magazine is a type of periodical.
Students took out their research "bubble sheets" and made sure they had completed the homework correctly. Mr. Stone went over examples of search term variations on a classroom whiteboard.
Students received a handout on writing a note card. Mr. Stone emphasized the connection between the underlined words in each secondary/subsidiary question on the bubble sheet and the key word listed on a note card.
Fruit Salad Analogy
Mr. Stone compared writing with source material to making a fruit salad. Students want to gather a variety of sources as they would gather a variety of fruit for a salad. Few people are interested in eating unpeeled kiwi or grapefruit. The fruit needs to be prepared--peeled and cut into bite size pieces. Some fruit needs the seeds or pits removed. When writing with source material, writers need to prepare information by paraphrasing, summarizing, or quoting only the most select passages.
Keyword Searches in Databases and Search Engines
Mr. Stone went over how to refine keyword searches in databases and search engines (Section 26b in Diana Hacker and Nancy Sommers' A Pocket Style Manual). Students should know the use of the following common functions:
quotation marks
AND / +
NOT / -
OR
*
()
Students also read Section 26c on locating books.
Using his laptop and video projector, Mr. Stone demonstrated how to locate the high school's library page. He showed the class how to use the library's online catalog. Stone searched the online catalog using the word "Palestine" for a keyword search, a subject search, and a title search to show the varying number of results that would come from each type of search.
Mr. Stone also showed the links to the A. K. Smiley Library and the San Bernardino Public Library sites so students might search for sources through those systems as well. Students who live in San Bernardino County may use the San Bernardino County Library system. Students who live in Redlands may take advantage of the A. K. Smiley Library. Students who live in Riverside County should look up the Riverside County Public Library system.
Homework: Study the list of "information packages" provided during the last class period for a quiz at the beginning of the next class. Students will need to match specific types of sources with their more general category of sources, e.g. a magazine is a type of periodical.
Tuesday, February 11, 2014
Research Questions and Search Terms
Tuesday 11 February 2014 for Periods 2, 5, & 6 and Wednesday 12 February 2014 for Periods 1 & 7
Students began learning the song "Lord of My Life" for the class devotional time.
After a review of the primary analogies from yesterday's class (research as shopping and databases as cable carriers), Mr. Stone asked seven to ten students to share their primary research question. He provided feedback concerning whether the primary question was appropriately focused for the students' seven-paragraph paper. Topics were listed on the board in three columns: too narrow, too broad, just right. Mr. Stone jokingly compared the categories to the responses of Goldilocks to the three bears.
Mr. Stone then asked for one student to volunteer to have their secondary level questions used to model the selecting of key search terms. First a key word was underlined in the primary question and each secondary question. The student was directed to write each underlined word in the lower search term box. Mr. Stone and students then suggested synonyms to write in the corresponding search term variations box.
Homework: Complete the first four rows of the research bubble sheet if not already completed: primary/main question, secondary/subsidiary questions, search term(s), and search term variations.
Students need to be sure to bring their Pocket Style Manual to class for credit.
Students began learning the song "Lord of My Life" for the class devotional time.
After a review of the primary analogies from yesterday's class (research as shopping and databases as cable carriers), Mr. Stone asked seven to ten students to share their primary research question. He provided feedback concerning whether the primary question was appropriately focused for the students' seven-paragraph paper. Topics were listed on the board in three columns: too narrow, too broad, just right. Mr. Stone jokingly compared the categories to the responses of Goldilocks to the three bears.
Mr. Stone then asked for one student to volunteer to have their secondary level questions used to model the selecting of key search terms. First a key word was underlined in the primary question and each secondary question. The student was directed to write each underlined word in the lower search term box. Mr. Stone and students then suggested synonyms to write in the corresponding search term variations box.
Homework: Complete the first four rows of the research bubble sheet if not already completed: primary/main question, secondary/subsidiary questions, search term(s), and search term variations.
Students need to be sure to bring their Pocket Style Manual to class for credit.
Monday, February 10, 2014
Locating Sources
Mr. Stone began discussing Section 26 of Hacker's A Pocket Style Manual. Mr. Stone shared how the authors of Writers Inc refer to the forms of information as "information packages" and the various locations where information might be found as "information locations."
Grocery Shopping Analogy
Stone compared researching to shopping for groceries. He argued most children learn through experience and observation the many different packages in which food is contained (e.g. cans, bottles, boxes, and plastic, paper or foil packets) while tagging along with a parent whose completing the shopping. As children grow older, parents often turn their children into helpers, directing them to get needed items. Familiar items are simply named. Less familiar items are further described by their color, size, or packaging. Parents tell the child the section of the store where the item can be found--produce, bakery, deli, frozen food, etc. Over time, children become efficient shoppers. Students are expected to gain a similar set of skills as researchers. They must learn the common forms in which information is "packaged" and where it is located so they can efficiently gather the information they need.
Cable Provider Analogy
Stone compared database providers to cable television providers. Libraries have options of database providers like people have options of cable providers. Not only do libraries have options of database providers, but they have options as to the number of periodicals to which they have access in the same way that person has options in the types of cable packages they may purchase from a given provider. Typically more expensive options offer more options. The Loma Linda Academy 7-12 Library uses Ebscohost as its database provider.
Homework: Complete the description of place with a dominant impression if not completed and bring the "bubble sheet" distributed by the religion teachers to the next class period. Students should have filled in their first attempt at defining their primary and secondary questions. In the next class, students will work on identifying their key search terms and variations, the forms/types of packages of information they are seeking, and the expected location of this information.
Grocery Shopping Analogy
Stone compared researching to shopping for groceries. He argued most children learn through experience and observation the many different packages in which food is contained (e.g. cans, bottles, boxes, and plastic, paper or foil packets) while tagging along with a parent whose completing the shopping. As children grow older, parents often turn their children into helpers, directing them to get needed items. Familiar items are simply named. Less familiar items are further described by their color, size, or packaging. Parents tell the child the section of the store where the item can be found--produce, bakery, deli, frozen food, etc. Over time, children become efficient shoppers. Students are expected to gain a similar set of skills as researchers. They must learn the common forms in which information is "packaged" and where it is located so they can efficiently gather the information they need.
Cable Provider Analogy
Stone compared database providers to cable television providers. Libraries have options of database providers like people have options of cable providers. Not only do libraries have options of database providers, but they have options as to the number of periodicals to which they have access in the same way that person has options in the types of cable packages they may purchase from a given provider. Typically more expensive options offer more options. The Loma Linda Academy 7-12 Library uses Ebscohost as its database provider.
Homework: Complete the description of place with a dominant impression if not completed and bring the "bubble sheet" distributed by the religion teachers to the next class period. Students should have filled in their first attempt at defining their primary and secondary questions. In the next class, students will work on identifying their key search terms and variations, the forms/types of packages of information they are seeking, and the expected location of this information.
Wednesday, February 5, 2014
Writing a Description with a Dominant Impression
Homework for Periods 5 & 6 on February 5 (due on Thursday, February 6th) and for Periods 1, 2, & 7 on February 6 (due on Friday, February 7th)
Write a description of a room in your house or of a building in your neighborhood. Select a dominant impression you wish to give of the location, e.g. messy, orderly, scary, or trendy. As you write your description of the place, be sure to be specific as you name the objects, describe them with details and make comparisons using similes or metaphors.
Your description should be one handwritten page, single-spaced.
Write a description of a room in your house or of a building in your neighborhood. Select a dominant impression you wish to give of the location, e.g. messy, orderly, scary, or trendy. As you write your description of the place, be sure to be specific as you name the objects, describe them with details and make comparisons using similes or metaphors.
Your description should be one handwritten page, single-spaced.
Introduction to Information Problem Solving and Research
Wednesday 5 February 2014 for Periods 5 & 6 and Friday 7 February 2014.
Students submitted their homework (a three-paragraph description of the first two panels of the student's selected comic and the transition between those panels)at the beginning of class. They were directed to staple the comic on top of their descriptive paragraphs.
Mr. Stone discussed an overview of the Big 6 model for information problem solving. He described how the paper the students will be writing this quarter jointly for religion and English would follow this model.
Student read and discussed Section 25 of Diana Hacker's A Pocket Style Manual. Mr. Stone explained three aspects of posing a research question: choosing a narrow question, choosing a challenging question, and choosing a grounded question.
As students considered Section 25a, how narrow to focus to their research topic, Mr. Stone explained that the paper will be a seven-paragraph paper.
In considering Section 25b, Mr. Stone noted that the joint research paper the students will be writing will be an expository research report. He stated that most research papers are persuasive in nature and the chosen topic should typically be debatable. The current assignment is expository in nature. The students' primary questions should provoke interest, but in this case, not debate.
In discussing Section 25c, Mr. Stone emphasized the students' reports should be factual, grounded in fact and not speculative.
On Thursday, February 5th, Mr. Stone will not be in class. He will be working on editing the school's accreditation document. A substitute will supervise students as the begin reading about first century Palestine in general or explore more specific topics using classroom laptops to read links through this blog.
Students submitted their homework (a three-paragraph description of the first two panels of the student's selected comic and the transition between those panels)at the beginning of class. They were directed to staple the comic on top of their descriptive paragraphs.
Mr. Stone discussed an overview of the Big 6 model for information problem solving. He described how the paper the students will be writing this quarter jointly for religion and English would follow this model.
Student read and discussed Section 25 of Diana Hacker's A Pocket Style Manual. Mr. Stone explained three aspects of posing a research question: choosing a narrow question, choosing a challenging question, and choosing a grounded question.
As students considered Section 25a, how narrow to focus to their research topic, Mr. Stone explained that the paper will be a seven-paragraph paper.
In considering Section 25b, Mr. Stone noted that the joint research paper the students will be writing will be an expository research report. He stated that most research papers are persuasive in nature and the chosen topic should typically be debatable. The current assignment is expository in nature. The students' primary questions should provoke interest, but in this case, not debate.
In discussing Section 25c, Mr. Stone emphasized the students' reports should be factual, grounded in fact and not speculative.
On Thursday, February 5th, Mr. Stone will not be in class. He will be working on editing the school's accreditation document. A substitute will supervise students as the begin reading about first century Palestine in general or explore more specific topics using classroom laptops to read links through this blog.
Tuesday, February 4, 2014
Describing Panel-to-Panel Transitions in a Comic
Tuesday 4 February 2014 for Periods 2, 5 & 6 and Wednesday 5 February for Periods 1 & 7
Mr. Stone discussed Scott McCloud's classification of panel-to-panel transitions in comics and defined closure. McCloud's classification includes six types: moment-to-moment, action-to-action, subject-to-subject, scene-to-scene, aspect-to-aspect, and non-sequitor.
Students were assigned to describe the first two panels of the cartoon they have selected and to identify the type of transition that occurred between the two panels. Each student should write three paragraphs.
First Paragraph
Describe the first panel of your comic. Use naming, detailing, and comparing. Your paragraph should be at least five sentences long.
Second Paragraph
Describe the second panel of your comic Use naming, detailing, and comparing. This paragraph should also be at least five paragraphs.
Paragraph Three
Describe the panel-to-panel transition. Name the type of transition between the two panels you have described. Use specific details to describe the differences between the two panel. Describe the reader's closure, his/her mental completing based on past experience of gap visually represented by the gutter between the two panels of the comic.
Homework: Finish the three-paragraph description of your comics' first two panels. Be sure and bring Diana Hacker's A Pocket Style Manual to the next class.
Mr. Stone discussed Scott McCloud's classification of panel-to-panel transitions in comics and defined closure. McCloud's classification includes six types: moment-to-moment, action-to-action, subject-to-subject, scene-to-scene, aspect-to-aspect, and non-sequitor.
Students were assigned to describe the first two panels of the cartoon they have selected and to identify the type of transition that occurred between the two panels. Each student should write three paragraphs.
First Paragraph
Describe the first panel of your comic. Use naming, detailing, and comparing. Your paragraph should be at least five sentences long.
Second Paragraph
Describe the second panel of your comic Use naming, detailing, and comparing. This paragraph should also be at least five paragraphs.
Paragraph Three
Describe the panel-to-panel transition. Name the type of transition between the two panels you have described. Use specific details to describe the differences between the two panel. Describe the reader's closure, his/her mental completing based on past experience of gap visually represented by the gutter between the two panels of the comic.
Homework: Finish the three-paragraph description of your comics' first two panels. Be sure and bring Diana Hacker's A Pocket Style Manual to the next class.
Monday, February 3, 2014
Description in Autobiography
Monday 3 February 2014 for Periods 1, 2, 5 & 6 and Tuesday 4 February 2014 for Period 7
Mr. Stone announced at the beginning of class that students should be sure to bring Diane Hacker's A Pocket Style Manual to the next class and bring it every day until told otherwise.
Journal Entry #1: Comics
Write in your journal a half of a page about a favorite comic character. (Why do you like this character? What makes the character special? How did you get introduced to the character? How have you tried/would you like to be like this character? etc.)
Students then read "Words of the Witch," a recent autobiographical essay from Mr. Stone's website: writestone.com.
Journal Entry #2: Witch
Write a half a page in your journal about Mr. Stone's use of naming, detailing, and comparing in "The Words of the Witch." Writers use nouns to identify people, place, things, and ideas. They use verbs to identify actions and states of being. Adjectives and adjectival phrases and clauses are used to provide details about nouns. Adverbs and adverbial phrases are used to provide details about verbs. Comparing is done through similes and metaphors. Similes use "like" or "as" to discuss the similarity between to items. Metaphors directly relate two items. "You are as messy as a pig" would be an example of a simile. "You're a pig" is an example of a metaphor. In your entry you should discuss at least four examples of naming, four examples of detailing and one example of comparing.
While students were working Mr. Stone checked to make sure students brought the cartoon they were assigned to bring to class. Students will begin analyzing the cartoon during the next period.
Homework: Read "Arthur Ashe Remembered" (682).
Mr. Stone announced at the beginning of class that students should be sure to bring Diane Hacker's A Pocket Style Manual to the next class and bring it every day until told otherwise.
Journal Entry #1: Comics
Write in your journal a half of a page about a favorite comic character. (Why do you like this character? What makes the character special? How did you get introduced to the character? How have you tried/would you like to be like this character? etc.)
Students then read "Words of the Witch," a recent autobiographical essay from Mr. Stone's website: writestone.com.
Journal Entry #2: Witch
Write a half a page in your journal about Mr. Stone's use of naming, detailing, and comparing in "The Words of the Witch." Writers use nouns to identify people, place, things, and ideas. They use verbs to identify actions and states of being. Adjectives and adjectival phrases and clauses are used to provide details about nouns. Adverbs and adverbial phrases are used to provide details about verbs. Comparing is done through similes and metaphors. Similes use "like" or "as" to discuss the similarity between to items. Metaphors directly relate two items. "You are as messy as a pig" would be an example of a simile. "You're a pig" is an example of a metaphor. In your entry you should discuss at least four examples of naming, four examples of detailing and one example of comparing.
While students were working Mr. Stone checked to make sure students brought the cartoon they were assigned to bring to class. Students will begin analyzing the cartoon during the next period.
Homework: Read "Arthur Ashe Remembered" (682).
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