Wednesday 12 March 2014 for Periods 5 & 6 and Thursday 13 March 2014 for Periods 1, 2, & 7
Students practiced integrating source material into a sentence using MLA in-text citation. Mr. Stone provided sample note and bibliography cards. Students used their style manuals to assist them.
No homework.
Wednesday, March 12, 2014
Tuesday, March 11, 2014
Integrating Sources and Composing a Body Paragraph
Students complete an open-book quiz over pp. 108-116 of Diana Hacker and Nancy Sommers' A Pocket Style Manual.
Mr. Stone highlighted aspects of Section 33a: MLA in-text citations (122-130)and distributed the grading rubric for the research report and began reviewing the requirements.
The body paragraphs for the research report have a different ratio of concrete detail to commentary than the earlier essays students have written for the course. Instead of a ratio of one sentence of concrete detail to two or more sentences of commentary (1 CD:2+ CM), the research report will have a ratio of two sentences of concrete to one or more sentences of commentary (2CD:1+ CM).
Each body paragraph will generally have the following pattern:
Topic Sentence
Concrete Detail
Concrete Detail
Commentary
Concrete Detail
Concrete Detail
Commentary
Concrete Detail
Concrete Detail
Commentary
Closing/Transitional Sentence
Homework: Read pp. 122-130 of Diana Hacker and Nancy Sommers' A Pocket Style Manual.
Mr. Stone highlighted aspects of Section 33a: MLA in-text citations (122-130)and distributed the grading rubric for the research report and began reviewing the requirements.
The body paragraphs for the research report have a different ratio of concrete detail to commentary than the earlier essays students have written for the course. Instead of a ratio of one sentence of concrete detail to two or more sentences of commentary (1 CD:2+ CM), the research report will have a ratio of two sentences of concrete to one or more sentences of commentary (2CD:1+ CM).
Each body paragraph will generally have the following pattern:
Topic Sentence
Concrete Detail
Concrete Detail
Commentary
Concrete Detail
Concrete Detail
Commentary
Concrete Detail
Concrete Detail
Commentary
Closing/Transitional Sentence
Homework: Read pp. 122-130 of Diana Hacker and Nancy Sommers' A Pocket Style Manual.
Monday, March 10, 2014
"Sources Have Feelings Too"
Monday 10 March 2014 for Periods 1, 2, 5 & 6 and Tuesday 11 March 2014 for Period 7
Journal Entry: "Introductions"
Describe a time someone forgot to introduce you. How did you feel? What happened?
OR
Describe a time someone messed up your name when introducing you. How did you feel? What happened?
(Utilize the description techniques we discussed earlier this year: naming, detailing, and comparing. Be sure you answer the basic questions: who, what, when, where, why, and how.)
Mr. Stone shared a haiku deck created by Danelle Taylor-Johnston titled "Introductions: Sources Have Feelings Too." Students took notes on the presentation using the two-column note format. After the presentation, students practiced the concepts presented in the right column of the notes in the left column using their bib cards and note cards.
Homework: Read Sections 30 to 31b in Sommers' A Pocket Style Manual(108-116).
A quiz will be given at the beginning of the next class period.
Journal Entry: "Introductions"
Describe a time someone forgot to introduce you. How did you feel? What happened?
OR
Describe a time someone messed up your name when introducing you. How did you feel? What happened?
(Utilize the description techniques we discussed earlier this year: naming, detailing, and comparing. Be sure you answer the basic questions: who, what, when, where, why, and how.)
Mr. Stone shared a haiku deck created by Danelle Taylor-Johnston titled "Introductions: Sources Have Feelings Too." Students took notes on the presentation using the two-column note format. After the presentation, students practiced the concepts presented in the right column of the notes in the left column using their bib cards and note cards.
Homework: Read Sections 30 to 31b in Sommers' A Pocket Style Manual(108-116).
A quiz will be given at the beginning of the next class period.
Thursday, March 6, 2014
Editing Devotional
The handwritten prewriting for the rough outline and the typed draft of the outline were collected at the beginning of class.
Copies of the students' revised drafts of their devotionals were returned to them. Students were given a peer editing sheet and directed to peer edit a classmate's devotional.
Homework: Complete a final draft of the devotional. Submit it to TurnItIn.com and bring a printed copy to the next class for grading.
Publishing Opportunity
Students have the opportunity to submit their devotionals for possible publication in the English Department's summer devotional book to be titled The Hand of God. For consideration, devotionals must be between 200-250 words in length. Student may need to revise their devotional in length to meet this criteria.
Students who wish their devotional to be considered for publication need to complete the following three additional steps:
1. Submit your devotional to devotional@lla.org.
2. Complete Entry Release Form/permission form and give to Mr. Stone.
3. Print an extra copy of your devotional and give it to Mr. Stone.
Copies of the students' revised drafts of their devotionals were returned to them. Students were given a peer editing sheet and directed to peer edit a classmate's devotional.
Homework: Complete a final draft of the devotional. Submit it to TurnItIn.com and bring a printed copy to the next class for grading.
Publishing Opportunity
Students have the opportunity to submit their devotionals for possible publication in the English Department's summer devotional book to be titled The Hand of God. For consideration, devotionals must be between 200-250 words in length. Student may need to revise their devotional in length to meet this criteria.
Students who wish their devotional to be considered for publication need to complete the following three additional steps:
1. Submit your devotional to devotional@lla.org.
2. Complete Entry Release Form/permission form and give to Mr. Stone.
3. Print an extra copy of your devotional and give it to Mr. Stone.
Wednesday, March 5, 2014
Note Cards
Mr. Stone will be checking next week for students completed note cards. Each student should have made a minimum of forty note cards and five bibliography cards.
Each note card should have the following five elements:
1. Source letter
2. Key word
3. Page number/medium for non-print sources
4. Note (paraphrase, quote, or summary)
5. Student's name (on back)
Each bibliography card should provide the publishing information for the source in MLA format. Use the directory to MLA works cited models in Diana Hacker and Nancy Sommers' A Pocket Style Manual to locate the details for specific types of sources (131).
Each note card should have the following five elements:
1. Source letter
2. Key word
3. Page number/medium for non-print sources
4. Note (paraphrase, quote, or summary)
5. Student's name (on back)
Each bibliography card should provide the publishing information for the source in MLA format. Use the directory to MLA works cited models in Diana Hacker and Nancy Sommers' A Pocket Style Manual to locate the details for specific types of sources (131).
Creating a Rough Outline
Devotional: John 4:48
Mr. Stone provided the following instructions:
1. Be sure your note cards are sorted by key word. You should have a pile for each secondary question.
2. Go through each pile and review the specific details that you have gathered. Write out a generalization about those specific details that could serve as a topic sentence for a paragraph. Complete this process for each of your five secondary questions (and possibly a sixth pile if you made cards related to the key word of your primary question).
3. Once you have written five topic sentences, then look back at your primary question and consider a generalization that would cover your five topic sentences and answer your primary question.
4. Review your statement of the main idea (thesis/the answer to your primary question) and your five topic sentences (your five subtopics). Decide the best order for your subtopics. Number the order.
5.Type out the statement of your main idea (This will be stated at the end of your report's introduction.)followed by the five topic sentences for your body paragraphs in the order you want them in your paper.
Students will turn in two papers at the beginning of class. A sheet showing their handwritten work for steps 2-4 above and a second typed sheet showing step 5.
Homework: Finish making a rough outline. Bring the two papers described above to class.
Mr. Stone provided the following instructions:
1. Be sure your note cards are sorted by key word. You should have a pile for each secondary question.
2. Go through each pile and review the specific details that you have gathered. Write out a generalization about those specific details that could serve as a topic sentence for a paragraph. Complete this process for each of your five secondary questions (and possibly a sixth pile if you made cards related to the key word of your primary question).
3. Once you have written five topic sentences, then look back at your primary question and consider a generalization that would cover your five topic sentences and answer your primary question.
4. Review your statement of the main idea (thesis/the answer to your primary question) and your five topic sentences (your five subtopics). Decide the best order for your subtopics. Number the order.
5.Type out the statement of your main idea (This will be stated at the end of your report's introduction.)followed by the five topic sentences for your body paragraphs in the order you want them in your paper.
Students will turn in two papers at the beginning of class. A sheet showing their handwritten work for steps 2-4 above and a second typed sheet showing step 5.
Homework: Finish making a rough outline. Bring the two papers described above to class.
Tuesday, March 4, 2014
Transitioning from Note Taking to Drafting/Forming a Central Idea
Devotional Text: John 4:13-14
Students wrote their primary question on a piece of paper and began to consider how they might write a single sentence answer to the question that would serve as the main idea of their research reports.
Mr. Stone wrote student examples on the board and analyzed them with the class.
Researchers often begin with a primary question and then ask the secondary questions necessary to answer the primary question.
As a writer turns from researching to drafting, she/he reconsiders the primary question. To answer this question, usually the writer must consider the specific details found as responses to each secondary question. A generalization about the details found to answer a secondary question becomes a topic sentence. The writer then considers the group of generalizations to form an even broader generalization which will answer the primary question.
Homework: After reviewing the notes you have already taken, write five more note cards to fill in gaps. Each student should come to class having now completed a total of forty note cards.
During the next class period, students will work on creating a sentence outline for their paper by answering in a single sentence each of their secondary questions and then their primary question.
Students wrote their primary question on a piece of paper and began to consider how they might write a single sentence answer to the question that would serve as the main idea of their research reports.
Mr. Stone wrote student examples on the board and analyzed them with the class.
Researchers often begin with a primary question and then ask the secondary questions necessary to answer the primary question.
As a writer turns from researching to drafting, she/he reconsiders the primary question. To answer this question, usually the writer must consider the specific details found as responses to each secondary question. A generalization about the details found to answer a secondary question becomes a topic sentence. The writer then considers the group of generalizations to form an even broader generalization which will answer the primary question.
Homework: After reviewing the notes you have already taken, write five more note cards to fill in gaps. Each student should come to class having now completed a total of forty note cards.
During the next class period, students will work on creating a sentence outline for their paper by answering in a single sentence each of their secondary questions and then their primary question.
Monday, March 3, 2014
After School Help
Mr. Stone continues to be available Mondays at lunch time and during the optional period after school on Mondays through Thursday. Students who have questions or have low grades should definitely make use of this opportunity.
Assessing Research Progress
Devotional Text Luke 3:3
Mr. Stone distributed six rubber bands to each student. They sorted the thirty note cards they have completed so far (if they are up to date) into piles by the cards keywords/subtopics.
After examining their note card piles and looking back at their primary and secondary research questions, students wrote an entry in their journal titled "Research #2." They were to describe the progress of their research: How many note cards have you completed? How many note cards do you have for each of your subtopics/secondary questions? Do you have notes from at least two different sources for each of your subtopics/secondary questions? How many sources have you located? Do you need more sources? For which subtopics/secondary questions do you need more notes?
Mr. Stone began reading and discussing Section 28: Managing Information; Avoiding Plagiarism (Hacker and Sommers 100-103) and discussed the creation of a working main idea with most periods.
Homework: Complete five more note cards towards the forty note cards required for the assignment.
Note: If you have not used the advanced search function of Google and limited your search to .edu domains, you should definitely explore this approach to finding resources.
Mr. Stone distributed six rubber bands to each student. They sorted the thirty note cards they have completed so far (if they are up to date) into piles by the cards keywords/subtopics.
After examining their note card piles and looking back at their primary and secondary research questions, students wrote an entry in their journal titled "Research #2." They were to describe the progress of their research: How many note cards have you completed? How many note cards do you have for each of your subtopics/secondary questions? Do you have notes from at least two different sources for each of your subtopics/secondary questions? How many sources have you located? Do you need more sources? For which subtopics/secondary questions do you need more notes?
Mr. Stone began reading and discussing Section 28: Managing Information; Avoiding Plagiarism (Hacker and Sommers 100-103) and discussed the creation of a working main idea with most periods.
Homework: Complete five more note cards towards the forty note cards required for the assignment.
Note: If you have not used the advanced search function of Google and limited your search to .edu domains, you should definitely explore this approach to finding resources.
Research in the Library
On Thursday, February 27, 2014, all five sections of English I spent a period in the LLA 7-12 Library to allow students access to book sources for their research report.
Homework for Monday, March 3, 2014 (Tuesday for Period 7):
Make as many additional note cards as needed to get you to thirty.
Homework for Monday, March 3, 2014 (Tuesday for Period 7):
Make as many additional note cards as needed to get you to thirty.
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