Students who have not submitted their research report to Turnitin.com have received a zero for their score for that assignment. Students who have submitted their papers to Turnitin.com currently have a blank. A score will be placed in next week when the grading is completed.
Turnitin.com is taking late submissions for this assignment. Mr. Stone will check again on Monday to see if students have submitted. (That will be more than a week past the deadline.) Parents will then be called if a paper has not been submitted and an additional twenty-four hour extension will be given before the score permanently becomes a zero.
Saying you have forgotten your password is not an acceptable excuse. Turnitin.com like the majority of web-based programs has a system for helping users who have lost their passwords.
Contact Mr. Stone (dstone@lla.org) if you have questions.
Thursday, May 30, 2013
Wednesday, May 22, 2013
Tests
Mr. Stone settled on the test given at the end of this week will only cover poetry. The final exam will only cover vocabulary.
Neither test will cover research concepts.
Neither test will cover research concepts.
Tuesday, May 21, 2013
Poetry Terms
Mr. Stone discussed more than half of the terms on the poetry review sheet and read numerous poems from the text as examples.
Homework: Write a cinquain and begin reviewing for the test over poetry at the end of this week.
Currently, Mr. Stone has scheduled for the test at the end of the week to have questions over research as well; however, he is seriously considering making that test only over poetry and including 25 research questions on the test given during the final exam period which will be a cumulative review of the 150 vocabulary words from Vocabulary Energizers.
Homework: Write a cinquain and begin reviewing for the test over poetry at the end of this week.
Currently, Mr. Stone has scheduled for the test at the end of the week to have questions over research as well; however, he is seriously considering making that test only over poetry and including 25 research questions on the test given during the final exam period which will be a cumulative review of the 150 vocabulary words from Vocabulary Energizers.
Cinquain
A cinquain is the name of a five-line stanza as well as a poetic form created by Adelaide Crapsey with influences from the Japanese haiku and tanka. Her creation is known as the American cinquain.
Crapsey created a syllabic verse form with a pattern of 2/4/6/8/2 syllables.
Others have adapted the form to be based on the number of words or parts of speech. In the word-based pattern, the cinquain has a pattern of 1/2/3/4/1 word(s) per line.
In the parts-of-speech-based pattern, the cinquain has a pattern of a noun/two adjectives/three words ending with -ing/a phrase/and another noun that is synonymous with the noun on the first line.
Students may follow any of these three patterns or attempt to combine the three together for extra credit.
The grading scale breaks down as follows:
____ [2] Line 1—2 syllables/1 word/noun
____ [4] Line 2—4 syllables/2 words/2 adjectives
____ [6] Line 3—6 syllables/3 words/3 words ending in –ing
____ [8] Line 4—8 syllables/4 words/a phrase
____ [2] Line 5—2 syllables/1 word/another word for the noun
____ [8] Makes sense
____ [5] Typed with proper heading
____ [5] extra credit for combining all three patterns
____ total out of 35points
Crapsey created a syllabic verse form with a pattern of 2/4/6/8/2 syllables.
Others have adapted the form to be based on the number of words or parts of speech. In the word-based pattern, the cinquain has a pattern of 1/2/3/4/1 word(s) per line.
In the parts-of-speech-based pattern, the cinquain has a pattern of a noun/two adjectives/three words ending with -ing/a phrase/and another noun that is synonymous with the noun on the first line.
Students may follow any of these three patterns or attempt to combine the three together for extra credit.
The grading scale breaks down as follows:
____ [2] Line 1—2 syllables/1 word/noun
____ [4] Line 2—4 syllables/2 words/2 adjectives
____ [6] Line 3—6 syllables/3 words/3 words ending in –ing
____ [8] Line 4—8 syllables/4 words/a phrase
____ [2] Line 5—2 syllables/1 word/another word for the noun
____ [8] Makes sense
____ [5] Typed with proper heading
____ [5] extra credit for combining all three patterns
____ total out of 35points
Monday, May 20, 2013
Submit Research Report to Turnitin
The hard copy that students submit in class will be used for grading; however, an electronic copy must be submitted to Turnitin.com for the student to receive a passing score. The submission must be completed by this Friday, May 24, 2013. Multiple days are given to allow students more than adequate time to compensate for any computer issues. Students should begin attempting to submit either on Monday or Tuesday.
Haiku
A haiku is a traditional Japanese poem of three lines with a set number of syllables: 5/7/5.
The poem should contain a seasonal reference: typical weather, description of representative stage of plant life or animal behavior, holiday, etc.
The poem contains a sense of contrast or tension between two elements.
The poem should capture a moment or a sense of the transient/passing sense of life.
Be sure your haiku is typed in MLA format: double-spacing, proper heading, header, specific title.
You may center the lines of your haiku or keep them left-justified. Please break typical MLA format and place an extra double-spaced return between your title and the poem to assure the reader sees the title and poem as separate.
The poem should contain a seasonal reference: typical weather, description of representative stage of plant life or animal behavior, holiday, etc.
The poem contains a sense of contrast or tension between two elements.
The poem should capture a moment or a sense of the transient/passing sense of life.
Be sure your haiku is typed in MLA format: double-spacing, proper heading, header, specific title.
You may center the lines of your haiku or keep them left-justified. Please break typical MLA format and place an extra double-spaced return between your title and the poem to assure the reader sees the title and poem as separate.
Research Papers Submitted--Haiku Due Next
Monday 20 May 2013 for Periods 1, 2, 5, & 6 and Tuesday 21 May 2013 for Period 7
Students submitted the complete rough draft of the research report with highlighting, the peer critique sheet, the revised draft with editing marks, and the peer edit sheet stapled together as one set.
In a separate pile, students submitted the final draft of their research report.
During class time students completed the exercises for Chapter Ten of Vocabulary Energizers.
Students received a printed handout of the poetry review sheet already available on the blog.
Homework: Finish the haiku begun long ago if not completed.
Students submitted the complete rough draft of the research report with highlighting, the peer critique sheet, the revised draft with editing marks, and the peer edit sheet stapled together as one set.
In a separate pile, students submitted the final draft of their research report.
During class time students completed the exercises for Chapter Ten of Vocabulary Energizers.
Students received a printed handout of the poetry review sheet already available on the blog.
Homework: Finish the haiku begun long ago if not completed.
Thursday, May 16, 2013
Peer Edit of Revised Draft
Thursday for Periods 5 & 6 and Friday for Periods 1, 2, & 7
Students used the peer edit sheet provided by the instructor to guide them in editing the revised draft of a classmate's research report.
Homework: Complete the final draft of the research paper.
Students used the peer edit sheet provided by the instructor to guide them in editing the revised draft of a classmate's research report.
Homework: Complete the final draft of the research paper.
Typical Functions of Expository Commentary
*connect the specific concrete detail to the generalization of the paragraph's topic sentence.
-show the similarity between two or more concrete details
-contrast the difference between two or more concrete details
-show the similarity between an unfamiliar concrete detail from a source and another example that is a familiar part of the readers experience (draw an analogy)
-describe the significance /importance of the concrete detail
-show the similarity between two or more concrete details
-contrast the difference between two or more concrete details
-show the similarity between an unfamiliar concrete detail from a source and another example that is a familiar part of the readers experience (draw an analogy)
-describe the significance /importance of the concrete detail
Wednesday, May 15, 2013
Peer Critique of Research Report
Wednesday 15 May 2013 for Periods 5 & 6/Thursday 16 May 2013 for Periods 1, 2, & 7
Students received a copy of the summer reading list for 2013.
Mr. Stone checked for completion of the rough draft of their research report. The report should now contain seven paragraphs: introduction, five body paragraphs, and a conclusion.
Students peer critique a classmate's paper.
Homework: Complete a revised draft of the research report. Be sure to bring your peer-critiqued rough draft with markings, your peer critique sheet, and a clean printout of your revised draft to class.
Students received a copy of the summer reading list for 2013.
Mr. Stone checked for completion of the rough draft of their research report. The report should now contain seven paragraphs: introduction, five body paragraphs, and a conclusion.
Students peer critique a classmate's paper.
Homework: Complete a revised draft of the research report. Be sure to bring your peer-critiqued rough draft with markings, your peer critique sheet, and a clean printout of your revised draft to class.
Tuesday, May 14, 2013
Two Further Introduction Suggestions
Begin your paper by mentioning Biblical examples relevant to the paper’s topic. For example if your talking about military, consider describing the Roman soldiers who would have been involved in the slaughter of children at the time of Jesus' birth, the story of the Centurion who comes to Jesus, and the soldiers involved in the crucifixion. Then pose the question of what was the military of first century Palestine like. State your thesis and provide a preview listing the subtopics your paper will address.
Begin with a description of the topic today. For example, if your talking about clothing in first century Palestine, describe the dress of contemporary Palestinians for several sentences before posing the question of what was the clothing of first century Palestinians like. Then state your thesis that generalizes what the clothing was like. Follow this with a preview statement listing your subtopics in the order they will be addressed.
Begin with a description of the topic today. For example, if your talking about clothing in first century Palestine, describe the dress of contemporary Palestinians for several sentences before posing the question of what was the clothing of first century Palestinians like. Then state your thesis that generalizes what the clothing was like. Follow this with a preview statement listing your subtopics in the order they will be addressed.
Writing the Conclusion to the Research Report
Students submitted the introduction to their research report at the beginning of class and then completed Chapter 9 of Vocabulary Energizers.
Mr. Stone recorded the scores for Chapter 8 Vocabulary Energizer exercises and worked on providing feedback to the students rough drafts of paragraphs four and five of the body of the research report.
Homework: Write a rough draft of the conclusion to the research report.
Begin with single sentence restating the paper’s thesis.
In two to three sentences, reconnected to the opening strategy used in the introduction.
In a sentence or two, state at least one way the information presented in the paper is relevant to a contemporary reader of the Bible.
Provide a strong sense of closure.
Mr. Stone recorded the scores for Chapter 8 Vocabulary Energizer exercises and worked on providing feedback to the students rough drafts of paragraphs four and five of the body of the research report.
Homework: Write a rough draft of the conclusion to the research report.
Begin with single sentence restating the paper’s thesis.
In two to three sentences, reconnected to the opening strategy used in the introduction.
In a sentence or two, state at least one way the information presented in the paper is relevant to a contemporary reader of the Bible.
Provide a strong sense of closure.
Sunday, May 12, 2013
Writing the Introduction to the Research Report
On Monday, Mr. Stone will supervising a senior class field trip. Students will submit a copy of the fourth and fifth body paragraphs of their research report to the substitute.
They will complete Vocabulary Energizers Chapter 8 in class. They need to submit their book to the substitute before leaving class.
For homework, students will write a rough draft of the introduction for their research report. As the peer critique sheet for the research report indicates, students should begin their introduction with three to five sentences of an opening strategy. If a student needs ideas for an opening strategy, they should consider the options listed on MIT's Resources for Writers'website. Mr. Stone recommends beginning with a quotation, beginning with an interesting fact or statistic, or beginning with a definition. If you choose to begin with a definition, please use a definition from specialized dictionary or an expert in the field under discussion. Do not begin by quoting Webster's Dictionary.
Following the introductory strategy, students should state their primary research question and then state their thesis in response. Including a preview as a separate sentence would be helpful.
They will complete Vocabulary Energizers Chapter 8 in class. They need to submit their book to the substitute before leaving class.
For homework, students will write a rough draft of the introduction for their research report. As the peer critique sheet for the research report indicates, students should begin their introduction with three to five sentences of an opening strategy. If a student needs ideas for an opening strategy, they should consider the options listed on MIT's Resources for Writers'website. Mr. Stone recommends beginning with a quotation, beginning with an interesting fact or statistic, or beginning with a definition. If you choose to begin with a definition, please use a definition from specialized dictionary or an expert in the field under discussion. Do not begin by quoting Webster's Dictionary.
Following the introductory strategy, students should state their primary research question and then state their thesis in response. Including a preview as a separate sentence would be helpful.
Tuesday, May 7, 2013
Examples of Integrating Sources and Third Body Paragraph
Mr. Stone checked for the completion of the second body paragraph of the research report at the beginning of class. Students who did not include parenthetical citations as directed lost two points of the eleven possible points.
Students received their graded exercises for Chapter 7 of Vocabulary Energizers.
Mr. Stone reviewed integrating source material with three examples.
Homework: Complete a typed rough draft of the third body paragraph of the research report. Be sure to include parenthetical citations.
Students received their graded exercises for Chapter 7 of Vocabulary Energizers.
Mr. Stone reviewed integrating source material with three examples.
Homework: Complete a typed rough draft of the third body paragraph of the research report. Be sure to include parenthetical citations.
Monday, May 6, 2013
Ch. 7 Vocabulary Exercises & Research Report Body Paragraph Two
Students completed Chapter 7 of Vocabulary Energizers in class.
Mr. Stone checked for the completion of the rough draft of the first body paragraph of the research report. Each body paragraph for this report should have a minimum of eleven sentences: a topic sentence, three three-sentence chunks (two sentences of concrete detail to one sentence of commentary), and a closing/transitional sentence.
Homework: Students should complete their second body paragraph for homework.
Mr. Stone emphasized that these rough draft paragraphs should be typed and include parenthetical citations. (It is easier to deal with the citations while you are handling the note cards for the drafting.)
Mr. Stone checked for the completion of the rough draft of the first body paragraph of the research report. Each body paragraph for this report should have a minimum of eleven sentences: a topic sentence, three three-sentence chunks (two sentences of concrete detail to one sentence of commentary), and a closing/transitional sentence.
Homework: Students should complete their second body paragraph for homework.
Mr. Stone emphasized that these rough draft paragraphs should be typed and include parenthetical citations. (It is easier to deal with the citations while you are handling the note cards for the drafting.)
Friday, May 3, 2013
Ch. 6 Vocab Quiz and Integrating Sources
Students had ten minutes to review for the vocabulary quiz at the beginning of the period.
After the quiz, Mr. Stone distributed the grading rubric for the research report and the peer critique sheet for the students to acquaint themselves with the specifics of the assignment.
Mr. Stone read through pages 110 to 112 in Diana Hacker's A Pocket Style Manual, elaborating with personal commentary and examples.
Mr. Stone requires students to have at least one direct quotation in their research report. No more than one direct quotation (of two or fewer lines) should be used per page of the report. Students should primarily paraphrase borrowed material.
The class examined ellipsis marks, brackets, and long quotations. Long quotations are not permitted for the current assignment.
Homework: Write a body paragraph of your research paper. Remember that it needs to contain a minimum of eleven sentences--a topic sentence, three three-sentence chunks (supporting ideas with a ration of two sentences of concrete details to one sentence of commentary), and a closing/transitional sentence.
Mr. Stone emphasized the change in ratio due to the expository nature of this research report.
After the quiz, Mr. Stone distributed the grading rubric for the research report and the peer critique sheet for the students to acquaint themselves with the specifics of the assignment.
Mr. Stone read through pages 110 to 112 in Diana Hacker's A Pocket Style Manual, elaborating with personal commentary and examples.
Mr. Stone requires students to have at least one direct quotation in their research report. No more than one direct quotation (of two or fewer lines) should be used per page of the report. Students should primarily paraphrase borrowed material.
The class examined ellipsis marks, brackets, and long quotations. Long quotations are not permitted for the current assignment.
Homework: Write a body paragraph of your research paper. Remember that it needs to contain a minimum of eleven sentences--a topic sentence, three three-sentence chunks (supporting ideas with a ration of two sentences of concrete details to one sentence of commentary), and a closing/transitional sentence.
Mr. Stone emphasized the change in ratio due to the expository nature of this research report.
Forming Topic Sentences
On Wednesday/Thursday students began writing topic sentences for each of their body paragraphs of their research reports on first-century Palestine topics.
Mr. Stone directed students to make sure their primary questions were stated at the top of their homework from the previous period.
Students were to re-sort their note cards into piles by the key word at the top of each card.
After reviewing the cards in each pile, they were directed to write a topic sentence which generalized the concept to be presented in that paragraph.
Homework: Finish writing topic sentences and study Chapter 6 of Vocabulary Engergizers for the quiz at the beginning of the next period.
Mr. Stone directed students to make sure their primary questions were stated at the top of their homework from the previous period.
Students were to re-sort their note cards into piles by the key word at the top of each card.
After reviewing the cards in each pile, they were directed to write a topic sentence which generalized the concept to be presented in that paragraph.
Homework: Finish writing topic sentences and study Chapter 6 of Vocabulary Engergizers for the quiz at the beginning of the next period.
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