Wednesday 2 April 2014 for Periods 5 & 6 and Thursday 3 April 2014
Quiz: Pudd'nhead Wilson Chapter 8
Students listened to Chapters 9, 10, and the first part of Chapter 11.
Homework: Finish reading Chapters 11-13. There will be a quiz over Chapters 11-1 at the beginning of the next class period.
Wednesday, April 2, 2014
Tuesday, April 1, 2014
Pudd'nhead Wilson Chapters 5-8
Tuesday 1 April 2014 for Periods 2, 5, & 6 and Wednesday 2 April 2014 for Periods 1 & 7
Quiz: Pudd'nhead Wilson Chapters 3-4
Students listened to an audio recording of Pudd'nhead Wilson while they followed along in their own printed copies of the text.
Homework: Finish reading through Chapter 8. A Quiz over Chapter eight will be given at the beginning of the next class.
Quiz: Pudd'nhead Wilson Chapters 3-4
Students listened to an audio recording of Pudd'nhead Wilson while they followed along in their own printed copies of the text.
Homework: Finish reading through Chapter 8. A Quiz over Chapter eight will be given at the beginning of the next class.
Monday, March 31, 2014
Mark Twain's Pudd'nhead Wilson
Monday 31 March 2014 for Periods 1, 2, 5, & 6 and Tuesday 1 April 2014 for Period 7
We're putting our research paper on hold for a week or two. Most students have completed their rough drafts. A few need to catch up. In class, students began listening to the introduction and first chapters of Mark Twain's Pudd'nhead Wilson. Students who missed class or have left their copy at school should take advantage of online e-text.
Students will be expected to have finished reading the first four chapters before coming to the second class of this week. A quiz will be given.
Homework: Finish reading any of the first four chapters of Pudd'nhead Wilson not completed in class.
We're putting our research paper on hold for a week or two. Most students have completed their rough drafts. A few need to catch up. In class, students began listening to the introduction and first chapters of Mark Twain's Pudd'nhead Wilson. Students who missed class or have left their copy at school should take advantage of online e-text.
Students will be expected to have finished reading the first four chapters before coming to the second class of this week. A quiz will be given.
Homework: Finish reading any of the first four chapters of Pudd'nhead Wilson not completed in class.
Thursday, March 20, 2014
Introduction, Conclusion, and Note Cards and Bib Cards Due
Devotional Text: Philippians 4:4
Students have the class period to finish drafting the introduction and the conclusion of their research paper.
Before the end of the period, students must turn in their introduction, conclusion, their forty note cards,and five bib cards. Students should make sure their name is written on the back of each note card. They should write their period number on the back of the last card so that it is visible when the stack is rubber banded together.
No homework
Have a great spring break!
Students have the class period to finish drafting the introduction and the conclusion of their research paper.
Before the end of the period, students must turn in their introduction, conclusion, their forty note cards,and five bib cards. Students should make sure their name is written on the back of each note card. They should write their period number on the back of the last card so that it is visible when the stack is rubber banded together.
No homework
Have a great spring break!
Wednesday, March 19, 2014
Drafting the Introduction and Conclusion of the Research Report
Wednesday 19 March 2014 for Periods 5 & 6 and Thursday 20 March 2014 for Periods 1, 2, & 7
Devotional Text: Hebrews 13:1-3
Introduction
Opening Strategies
The introduction for the research paper should be between five and eight sentences in length.
The first three to five sentences should contain an opening strategy
Common Open Strategies How that Might Work with the Religion Report
Open with an anecdote. Retell/summarize a Bible story that relates to your
paper's topic.
Open with thought-provoking details. List examples of incidents from the Bible that relate
to your paper's topic.
Open with a contrast. Contrast today with first-century Palestine. For
example, if your paper is about what was the life
of woman like in first-century Palestine,
then you would describe briefly the life of
contemporary women before asking your
primary question.
Open with a quotation. Use Brainy Quote or Bartlett's Familiar Quotations
to locate a quotation related to your paper's topic.
Introduce the person who said the quote, present
the quote and comment on the quote before
asking your primary question.
Primary Question
After your opening strategy, continue your introductory paragraph by stating your primary question.
Expository Thesis
Immediately following the primary question, state your thesis. Remember the thesis for this paper is not argumentative/persuasive.
Preview
A preview lists for the reader the subtopics of your paper. Your preview may be a part of your thesis sentence or a separate sentence.
Conclusion
The conclusion for the Religion research report should be three to five sentences long.
Restate the report's thesis.
Reconnect to the opening strategy.
Describe relevance to Bible for a modern reader.
Devotional Text: Hebrews 13:1-3
Introduction
Opening Strategies
The introduction for the research paper should be between five and eight sentences in length.
The first three to five sentences should contain an opening strategy
Common Open Strategies How that Might Work with the Religion Report
Open with an anecdote. Retell/summarize a Bible story that relates to your
paper's topic.
Open with thought-provoking details. List examples of incidents from the Bible that relate
to your paper's topic.
Open with a contrast. Contrast today with first-century Palestine. For
example, if your paper is about what was the life
of woman like in first-century Palestine,
then you would describe briefly the life of
contemporary women before asking your
primary question.
Open with a quotation. Use Brainy Quote or Bartlett's Familiar Quotations
to locate a quotation related to your paper's topic.
Introduce the person who said the quote, present
the quote and comment on the quote before
asking your primary question.
Primary Question
After your opening strategy, continue your introductory paragraph by stating your primary question.
Expository Thesis
Immediately following the primary question, state your thesis. Remember the thesis for this paper is not argumentative/persuasive.
Preview
A preview lists for the reader the subtopics of your paper. Your preview may be a part of your thesis sentence or a separate sentence.
Conclusion
The conclusion for the Religion research report should be three to five sentences long.
Restate the report's thesis.
Reconnect to the opening strategy.
Describe relevance to Bible for a modern reader.
Drafting the Fourth and Fifth Body Paragraphs of the Research Report
Tuesday 18 March 2014 for Periods 2, 5, & 6 and Wednesday 19 March 2014 for Periods 1 and 7
Devotional Text: Hebrews 12: 5-6
Students had until the end of the period to submit their second and third body paragraphs.
Mr. Stone emphasized the importance of including parenthetical citations while drafting. He also reviewed the nature of expository commentary, noting that students should not be expressing there personal feelings in this paper. Rather, they should use sentences of commentary to explain how the examples they provide fit the generalization they have made in the paragraph's topic sentence.
Students had most the period to continue drafting using laptop computers in the classroom. Students were expected to have completed the fourth body paragraph during this time.
Homework: Finish the fourth body paragraph if not completed during class time and complete the fifth body paragraph.
Devotional Text: Hebrews 12: 5-6
Students had until the end of the period to submit their second and third body paragraphs.
Mr. Stone emphasized the importance of including parenthetical citations while drafting. He also reviewed the nature of expository commentary, noting that students should not be expressing there personal feelings in this paper. Rather, they should use sentences of commentary to explain how the examples they provide fit the generalization they have made in the paragraph's topic sentence.
Students had most the period to continue drafting using laptop computers in the classroom. Students were expected to have completed the fourth body paragraph during this time.
Homework: Finish the fourth body paragraph if not completed during class time and complete the fifth body paragraph.
Monday, March 17, 2014
Avoiding "Dummy Subjects"
Many student writers ineffectively begin sentences with "dummy subjects," such as "there" or "it." The website Daily Writing Tips provides a good explanation of "dummy subjects."
A professor from John A. Logan College, a community college in Illinois, also provides a helpful handout to assist students in understanding how to revise their sentences to avoid "dummy subjects."
A professor from John A. Logan College, a community college in Illinois, also provides a helpful handout to assist students in understanding how to revise their sentences to avoid "dummy subjects."
Drafting Second and Third Research Body Paragraphs
Monday 17 March 2014 for Periods 1, 2, 5 and 6 and Tuesday 18 March 2014 for Period 7
Devotional Text: Hebrews 11: 13-16
Student submitted a rough draft of their first body paragraph for their research papers at the beginning of class.
The class used the period to continue drafting using the classroom laptop computers. Students were expected to complete the second body paragraph during class.
Mr. Stone reviewed the difference between a topic sentence, a sentence of concrete detail, a sentence of commentary, and a closing sentence with a color-coded example.
While students were drafting, Mr. Stone worked with students individually reviewing the quality of their thesis and topic sentences.
Homework: Finish the second body paragraph if not yet completed and draft the third body paragraph. Both typed paragraphs should be submitted at the beginning of the next class period.
Devotional Text: Hebrews 11: 13-16
Student submitted a rough draft of their first body paragraph for their research papers at the beginning of class.
The class used the period to continue drafting using the classroom laptop computers. Students were expected to complete the second body paragraph during class.
Mr. Stone reviewed the difference between a topic sentence, a sentence of concrete detail, a sentence of commentary, and a closing sentence with a color-coded example.
While students were drafting, Mr. Stone worked with students individually reviewing the quality of their thesis and topic sentences.
Homework: Finish the second body paragraph if not yet completed and draft the third body paragraph. Both typed paragraphs should be submitted at the beginning of the next class period.
Sunday, March 16, 2014
Integrating a Source Practice #1: A Single Author Print Book
A Single Author Book
Bibliography Card
Note Card
ACCEPTABLE ANSWERS
GOOD
Jill Ker Conway, critically acclaimed author,says, "If we see our past as a moral and spiritual journey in time, our imagined future will continue that quest" (176).
*technically acceptable, however, the interrupting appositive construction after "Conway" and before "says" makes the sense choppy with so many commas
BETTER
Critically acclaimed autobiographer Jill Ker Conway says, "If we see our past as a moral and spiritual journey in time, our imagined future will continue that quest" (176).
*A smoother grammatical construction can sometimes be created by placing the information before the author's name in a manner that does not create the appositive construction that requires the commas.
BEST
Critically acclaimed autobiographer Jill Ker Conway suggests in When Memory Speaks: Exploring the Art of Autobiography, "If we see our past as a moral and spiritual journey in time, our imagined future will continue that quest" (176).
*Names the author
*Creates further context for the reader by naming the title of the source
*lists a credential of the author (an achievement, qualification, or aspect of a person's background that makes him/her particularly suitable for something)which provides the reader with a sense of the source's authority on the subject
*correctly uses a direct quote grammatical construction (a tag verb (e.g., says) immediately followed by a comma, a space, opening quotation marks, the exactly copied words,closed with a second pair of quotation marks)
*indicates the end of the sources "speaking" by the parenthetical in-text citation
*provides the correct information inside the parenthetical citation
*places the period after the parenthetical citation because the citation is considered a part of the sentence
UNACCEPTABLE ANSWERS
POOR
In the book When Memory Speaks: Exploring the Art of Autobiography, Jill Ker Conway tells us, "If we see our past as a moral and spiritual journey in time, our imagined future will continue that quest" (176). As an acclaimed author of three books on autobiography three books on autobiography, Conway knows what she is talking about.
*inefficiently provides all the required information, but in more than one sentence
POORER
Jill Ker Conway says that "If we see our past as a moral and spiritual journey in time our imagined future will continue that quest" (176).
*fails to provide information about the authority of the source
*incorrectly uses indirect quotation construction (note the use of "that")for a direct quote
POOREST
Jill Ker Conway acknowledges that, "If we see our past as a moral and spiritual journey in time, our imagined future will continue that quest." (When Memory Speaks 176)
*fails to provide information about the authority of the source
*incorrectly mixes indirect and direct quotation constructions (note how the writer uses both "that" and a comma instead of using just one or the other)
*places the period inside the quotation marks instead of after the citation
*puts the wrong information inside the parenthetical citation
Bibliography Card
Note Card
ACCEPTABLE ANSWERS
GOOD
Jill Ker Conway, critically acclaimed author,says, "If we see our past as a moral and spiritual journey in time, our imagined future will continue that quest" (176).
*technically acceptable, however, the interrupting appositive construction after "Conway" and before "says" makes the sense choppy with so many commas
BETTER
Critically acclaimed autobiographer Jill Ker Conway says, "If we see our past as a moral and spiritual journey in time, our imagined future will continue that quest" (176).
*A smoother grammatical construction can sometimes be created by placing the information before the author's name in a manner that does not create the appositive construction that requires the commas.
BEST
Critically acclaimed autobiographer Jill Ker Conway suggests in When Memory Speaks: Exploring the Art of Autobiography, "If we see our past as a moral and spiritual journey in time, our imagined future will continue that quest" (176).
*Names the author
*Creates further context for the reader by naming the title of the source
*lists a credential of the author (an achievement, qualification, or aspect of a person's background that makes him/her particularly suitable for something)which provides the reader with a sense of the source's authority on the subject
*correctly uses a direct quote grammatical construction (a tag verb (e.g., says) immediately followed by a comma, a space, opening quotation marks, the exactly copied words,closed with a second pair of quotation marks)
*indicates the end of the sources "speaking" by the parenthetical in-text citation
*provides the correct information inside the parenthetical citation
*places the period after the parenthetical citation because the citation is considered a part of the sentence
UNACCEPTABLE ANSWERS
POOR
In the book When Memory Speaks: Exploring the Art of Autobiography, Jill Ker Conway tells us, "If we see our past as a moral and spiritual journey in time, our imagined future will continue that quest" (176). As an acclaimed author of three books on autobiography three books on autobiography, Conway knows what she is talking about.
*inefficiently provides all the required information, but in more than one sentence
POORER
Jill Ker Conway says that "If we see our past as a moral and spiritual journey in time our imagined future will continue that quest" (176).
*fails to provide information about the authority of the source
*incorrectly uses indirect quotation construction (note the use of "that")for a direct quote
POOREST
Jill Ker Conway acknowledges that, "If we see our past as a moral and spiritual journey in time, our imagined future will continue that quest." (When Memory Speaks 176)
*fails to provide information about the authority of the source
*incorrectly mixes indirect and direct quotation constructions (note how the writer uses both "that" and a comma instead of using just one or the other)
*places the period inside the quotation marks instead of after the citation
*puts the wrong information inside the parenthetical citation
Thursday, March 13, 2014
More Integrating a Source Practice
Thursday 13 March 2014 for Periods 5 & 6 and Friday 14 March 2014 for Periods 1, 2, & 7
Devotional Text: Philippians 2:5
Students continued to practice integrating a source using a teacher-provided note card and bibliography card.
Mr. Stone reviewed the pattern for the body paragraphs of the research report:
Topic Sentence
Concrete Detail
Concrete Detail
Commentary
Concrete Detail
Concrete Detail
Commentary
Concrete Detail
Concrete Detail
Commentary
Closing Sentence/Transitional Sentence
Homework: Draft one body paragraph for the research report. Revise Citation Practice #1 and/or Citation Practice #2 if necessary.
Devotional Text: Philippians 2:5
Students continued to practice integrating a source using a teacher-provided note card and bibliography card.
Mr. Stone reviewed the pattern for the body paragraphs of the research report:
Topic Sentence
Concrete Detail
Concrete Detail
Commentary
Concrete Detail
Concrete Detail
Commentary
Concrete Detail
Concrete Detail
Commentary
Closing Sentence/Transitional Sentence
Homework: Draft one body paragraph for the research report. Revise Citation Practice #1 and/or Citation Practice #2 if necessary.
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