Research Priorities

1. Complete bubble sheet.

2. Finish note cards (minimum of 10 cards and the sample card).

3.  Begin working on the MLA bibliographic sheets in preparation for writing your works cited list.

4. Write expository paragraph.

5. Write explication paragraph.


Students will critique and edit a partner's paragraphs in class on Monday, June 5th.

During the student's test period for English I students will submit their research paragraphs and works cited list to turnitin.com.

A short test over the research process will be given during the final test period.

Students who wish to retake the vocabulary portion of the To Kill a Mockingbird test will be able to do so during the exam period.

If time permits at the end of the exam period, students will play an Odyssey game.

To Kill a Mockingbird Research Paragraphs

The class is creating material for reader's guide to Harper Lee's To Kill a Mockingbird website.  Students signed up in class for topics that a typical young reader might need explained.

Student will write an expository paragraph, an explication paragraph, and a list of works cited.

The Expository Paragraph (8-12 sentences)

Defining the Research Question

The expository paragraph of this assignment should answer the student's primary research question:

Who is _______________________?

or

What is ______________________?

To further define their primary research question, students develop a list of secondary questions using the graphic organizer provided by Mr. Stone.  Students must devlop a minimum of three secondary questions for this assignment.

Developing an Information Search Strategy

Students identify potential search terms from the key words of their primary questions.  They develop a list of alternative (synonymous) search terms.  (These need to be recorded on the graphic organizer/"bubble sheet.")

Locate and Access Information

Students need a minimum of three sources for this assginement.

Students considered along with the teacher the types of sources that would most likely contain authoritative information on their topic.  For this assignment, students may use print sources (books, magazines, etc.), articles from magazines and journals found on Ebscohost (a database to which the school subscribes) or articles from government or university websites (.gov or .edu).

Students may access print sources from the school's library or a public library.  

They may access Ebscohost through a link on the school library's webpage.  (The library page is found under academics on the school's webpage: www.lla.org.) 

Mr. Stone demonstrated to students how to used the advanced search option of Google to locate web pages with .edu and .gov domains.

Evaluate Sources and Take Notes

Students should carefully evaluate each source to determine if it has relevant information and if it comes from an authoritative source.

Students are required to take notes using index cards for this assignment.

Each note card should contain the five required elements:

Source code (an arbitrary letter assigned to each source) written on the top left-hand side of the card's top red line

Key word (the main word selected from each of the secondary research questions) written in the middle of the top red line of the card

Page number/form (Students write a page number if the source is from a print source and "Web" if the source is from an online database or website) written on the top right-hand side of the card's top red line

Note (3 or fewer factual words or numbers) written on the blue lines of the card

Name and period (student's name and class period) written on the blank back side of the index card)

Although note cards may often contain paraphrases, summaries, or direct quotations, for this assignment students should stick to short factual fragments (3 or less words).

Students will likely write two or more note cards for each of their secondary questions.

Synthesize Information

Students will organize their notes using their primary and secondary research questions and key words.  They will sort their note cards into piles by the key word and then organize them in the best order for their expository paragraph.

Students will draft a paragraph of eight to twelve sentences.

The paragraph should begin with a topic sentence that identifies the person or object that is the topic of the paragarph.

The paragraph's body will explain the answer's to the student's secondary research questions.  (Students should not directly quote their secondary questions in their paragarph.  They should use only declarative sentences.)

Students need to introduce each source the first time they use it by providing the name of the author or the title of the source and a phrase indicating what makes this source authoritative:  educational qualifications of the author (position and school of employment), reputation of the publication, etc.

Students should place a parenthetial citation at the end of the last sentence of borrowed materail:

(Burnell 47)

("Entailments")

The parenthetidal citation should contain the author's last name and page number.

If the source does not have a listed author, the students should provide the first key word of the title of the source. 

If the soure is not a print source, the page number is left off.

See Purdue University's Online Writing Lab for details about MLA 8th edtion.

Students will provide a list of the sources used in their paragraphs.  The Modern Language Association (MLA) calls the list bibliographic information for sources used "Works Cited."

Evaluate and Present

Students will critique a partner's paragraphs on Monday, June 5.  They will need to submit the final draft of their paragraphs and works cited lists to turnitin.com during their final test period.

Their work will be presented to world as it becomes a part of the class's webpage.

The Explication Paragraph (5-8 sentences)

In literary terms, explication is the analysis of a text to reveal its meaning.

Once students have researched general information about their assigned topic, they should read back over the passage where their topic word/phrase is located in To Kill a Mockingbird.  (They should have written down the chapter where their topic appears when they wrote down the topic they selected.)

What is the meaning and/or function of the topic in the selected chapter of To Kill a Mockingbird?

Most of the topics students researched function as an element of the novel's setting (geographical location or cultural milieu) or as an allusion (a reference) that is supposed to bring to mind a specific quality or event of the person or event mentioned.

Context and Topic (1-3 sentences)

Students should begin their explication paragraph by identifying the context (who, what, when, where, why, how) and topic of their research.

e.g. In Chapter ______when . . .  (description of scene), Harper Lee refers to ______________ (topic word).

Quoted Text (1 sentence)

Students should quote the sentence from the text that contains their topic word/phrase.

 e.g. She writes, "_______________________."

Function (1 sentence)

e.g. 

In this context the reader should see _______ (the research topic word/phrase) as ______________ (function).

OR

In this scene Lee uses _______________ (the research topic word/phrase) to ________________ (function).

Meaning 2-3 sentences

Explain the meaning and/or significance of Lee's use of the research topic word/phrase.

Tales from the Odyssey Project Due May 25th

Options

--diorama of a scene

--model (ship, Trojan horse, god/goddess or other teacher approved object)

--ballad (original story song retelling part/all of odyssey story)_

--game

--food (made by student, not parent)

--painting/drawing of a scene

--narrative time line of journey

--dramatic portrayal of an episode (live performance, memorized lines, costumes, etc.)

--journey calculations

--Odyssey by the Numbers

--Odyssesus' lessons for leaders

--character journal

--Teacher may approve student created option.

First Week of May

Day One
Membean:  fifteen minutes
Vocabulary test
Students continued to read Mary Pope Osborne's Tales from the Odyssey.

Homework:  Get sleep and recover from class campout.

Day Two
Membean:  ten minutes
Review for To Kill a Mockingbird Test Three (covered symbol)
Homework:  Prepare your answer describing how one of the characters of To Kill a Mockingbird is innocent like a mockingbird.

Day Three
Membean:  ten minutes
Review for To Kill a Mockinbird Test Three (covered point of view and theme)
Homework:  Check out Shmoop and Sparknotes pages on theme in To Kill a Mockingbird.

Day Four
Membean ten minutes
Students continued to read Mary Pope Osborne's Tales from the Odyssey.
Homework:  Prepare answer for theme question of To Kill a Mockingbird test.  Be prepared to ask questions during the first period of next week.

Note:  The third To Kill a Mockingbird test will be given during the second day of class next week (Tuesday for Periods 2, 5, & 6 and Wednesday for Periods 1 & 7)

Day One
Membean:  fifteen minutes
Vocabulary Test
Review for To Kill a Mockingbird Test One (vocabulary & characters)

Homework:  Study for test one.

Day Two
Membean: ten minutes
To Kill a Mockingbird Test One (vocabulary & characters)
Review for To Kill a Mockingbird Test Two (plot & setting)

Homework:  Study for test two.

Day Three
To Kill a Mockingbird Test Two (plot & setting)
Membean:  ten minutes
Begin reading Book 1 of Mary Pope Osborne's Tales from the Odyssey

Homework:  None

Day Four
 Membean:  ten minutes
Continue reading Book 1 of Mary Pope Osborne's Tales from the Odyssey

Homework:  None