March 27: Research Day 8, Making Note Cards

Today, students...
1.Continued making note cards. These should be finished before next class.

After note cards are complete, they should
2.Sort note cards according to topic in left hand corner.
3.Draft body paragraphs using these note cards. Each stack will be a separate paragraph.
4.After each quote, number, or information that is NOT common knowledge, put the source number in parentheses.

Examples of how to use note cards and source number when drafting your paper. Below are 2 sample note cards with sentences made using each note card. If the information on the card isn't common knowledge, is a quote, or is a piece of numerical information, you MUST cite your source. In the rough draft, you put the source number in parentheses! When you edit, you will replace the source number with the proper information (author's last name) or ("Article/Webpage Title") if there is no author.

HOMEWORK:
•Finish your note cards. No note cards = grade of 0.
•Bring note cards and all handouts/sources to class on Tuesday.
•The rough draft should be finished before spring break. This relieves you of having to do it over spring break.

25 March: Research Day 7, Outline & Note cards

Today, students...

• Turned in completed annotated bibliographies with website evaluations (flourescent yellow handout) attached.
• Turned in signed grade reports if they didn't last class.
• Brainstormed for their outline/Developed body paragraph topics. (handout)
• Reviewed note cards (what they are and how to make them) (PowerPoint handout, a copy is below)
• Made practice note cards using one of their sources.
• Began making note cards with pieces of information from sources. This information will make up much of the research paper.

Outline Brainstorming handout includes the following for 5 different paragraphs.

• Body Paragraph 1. This paragraph will be about ______________________________ Some information to be included is…

"How to Create Note Cards" handout -

Front (click to see larger image):

Back:

Students should make corrections to the last 2 slides - cross out the information about quotes.

After reviewing note cards, students...

• Created practice cards using their own source #1.
• When they finished these practice cards, they were to begin making note cards for each of their sources. They should take it one source at a time!
• Students must have at least 50 note cards; they will probably have more. If they finish 50 before getting through all 6 sources, they should continue making more. Note cards MUST be made for information from ALL sources! It's better to have too much information than not enough!!!!!
• Students who didn't have note cards with them today were instructed to read their sources and highlight information that they want to make note cards on. This will save them time later.

What to expect through April 2: From now until spring break, students will pretty much be working at their own pace. They should keep up with the schedule as best as they can. Many students have not even started on their note cards. If they have not finished them before next class, they will not be working on a computer. (We will be in the computer lab every day until spring break.) They are expected to bring their note cards and sources everyday to class! Students who don't have note cards completed by the end of next class will lose points for the note card grade! If rough drafts aren't completed before spring break, students are expected to have the draft finished when they return after spring break. They will then revise and edit their rough drafts, then prepare the final draft.

23 March: Research Day 6, Annotated Bibliography

1. Today class was held in the computer lab, and students were to type their annotated bibliographies and turn them in at the end of class. (This is the 3rd and final major grade of the quarter.)
2. They were directed to a sample document on the Y-Drive. This document is already formatted correctly, so students just need to replace the sample material with their own.
3. Bibliography entries and annotations are to come one after the other (not on separate pages). They will be in alphabetical order according to the bibliography entry (either the author's last name or the title of the article/webpage if there is no author).
4. For students who didn't finish: If they finished at least half of the assignment (3 entries and annotations), they were told to print those and turn them in. They now have the opportunity to finish all 6 and turn the final annotated bibliography in on Wednesday for no late penalty.

Next class, students will be back in the classroom working on the outline and making note cards with information from their sources. They should bring at least 50 3x5 index cards and copies of their sources.

19 March: Research Day 5, work on sources and annotated bibliography

1. "The Middle Ages" Packet was turned in.
2. "The Middle Ages" test Section A was returned. Get instructions for corrections from Mrs. Woodliff if you missed class.
3. Source check. Daily grade. (All 6 sources were to be printed and brought to class today. No late sources will be accepted.)
4. Yellow Source Packet & "How to Create Bibliography Entries" handout:
   The handout shows you what you need in an entry, the order that information goes, and the exact format.
   1) For number 1, choose A or B on page 7 of SOURCE packet (yellow packet)
   2) For number 2, choose C or D.
   3) For number 3, see page 11 in SOURCE packet
   4) For number 4, use one of your sources that is a webpage without an author. If all your web pages have authors, include the author. (You can take the quia quiz on the previous blog entry to check your answers to #1-3)
5. Fill out the "Source ‘Cards’" handout (the one with the 6 boxes)
   Parenthetical citations:
   With an author – (author’s last name)
   Without an author – ("Article/Webpage Title") – or the first few words if the title is longer than 3 words.
6. Make this correction to the "How to Create Bibliography/Works Cited Entries"
   The last sample for a webpage:
   "Facts about Age Discrimination." The U.S. Equal Employment Opportunity Commission. (8 Sep. 2008). Web. 3 Mar. 2009. (3 Mar. 2009 should NOT be in parentheses!)
7. We went over what is expected of your annotated bibliography (see assignment and sample handouts/packet. A copy of these is on the y-drive)
8. Students were to begin reading each source and make drafts of their annotations. This assignment is a MAJOR GRADE and is due at the end of class on Monday. You should NOT wait until Monday to start this!
9. Grade reports were printed. They should be signed by a parent or guardian and returned next class. Any missing or late work may not have been added to the grade, so don't worry about it at this point. However, if you have multiple missing grades, this will be a problem!
   

17 March: Research Day 4, computer lab

Middle Ages Packet and Test
The Middle Ages Packet will be turned in at the beginning of class next time (remember, you were to fill in the "L" column in the KWL chart when you finished the test)
Tests will be returned.

Computer Lab Instructions
Research QuestionsBefore continuing to find sources…

1. Open the "Research Questions" document in the "Research" Folder. Fill it in accordingly. Print and turn it in.
2. Take an Annotated Bibliography Assignment and Sample Handout
   Read over it. You will NOT start on the Annotated Bibliography until you finish through slide 6 and complete # 7 & 8. on slide 7
   You will make an annotated bibliography entry using all 6 of your sources. Make sure this is "doable" for each source.
3. Continue Finding Your Sources
   Open the "Internet Research" folder if you don’t remember how to use finditva.com
   Remember: You must have 3 sources from finditva.com and 3 sources you found using the basic Internet (a search engine)
   If you do not finish finding sources today, you are responsible for bringing all 6 to class with you next time. You will not be allowed to go to the library to print. Use your time wisely.
   Sources will be checked for a grade next class.
4. When you finish finding your sources, take a yellow SOURCE PACKET and a "How to Create Bibliography/Works Cited Entries" Handout
   Read handout: "How to Create Bibliography / Works Cited Entries"
   1) For number 1, choose A or B on page 7 of SOURCE packet (yellow packet)
   2) For number 2, choose C or D.
   3) For number 3, see page 11 in SOURCE packet
   4) For number 4, use one of your sources that is a webpage without an author. If all your web pages have authors, include the author.
5. Test Yourself
   Take the following quia quiz to see if you wrote your entries correctly.
   http://www.quia.com/quiz/1760788.html
6. After you have found all 6 sources
   Fill out the "Source ‘Cards’" handout you got last time. (the one with the 6 boxes/rectangles)
7. Begin typing the source information into MLA format in a Word document.
8. Begin reading each source.
9. Make a draft of the annotation you will write for your bibliography.
   

Due Today: 7 Research Questions; all 6 sources should be found and printed.

Next class… You MUST bring copies of all 6 sources to class. This will be a grade. No late work will be accepted.
We will be back in the classroom.
You will be reading your sources and drafting annotations on notebook paper.
The following class we will be in the computer lab for you to type your annotated bibliographies.

13 March: Research Day 3 - Finding Sources

If students did not turn in Part 1, A & B, they must turn this in before starting the Internet research!
Students were in the computer lab today. They were instructed to open the "Internet Research" PowerPoint in the "Research" folder on the Y-Drive. Below are copies of those slides that give students instructions for finding and printing sources for their paper.

For those researching a career, check out the Department of Labor's website for information on your career: http://www.dol.gov/

11 March: Research Day 2

• Students received a calendar with due dates and what to expect during class. Calendar goes up to spring break.
• Students got topics approved.
• Annotated Bibliography Practice with article "U.S. Rates Travelers for Terror Risk" Read & complete the following:
  •Summary (2-3 sentences)
  •Knowledge gained (what did you learn?)
  •Research question(s) this article answers (this is hypothetical)
  •How you can use the information in a paper
  •How you can use the information outside of school/in real life
  •An interesting fact from the article
  •A quote
  •Use the quote or a paraphrase of the quote in a sentence.
  
• Complete Part 1: (A) What I Already Know & (B) What I Want to Find Out (quiz grade; due end of class).
• Annotated Bibliography Practice due end of class.
• Next class, we will meet in room 317.

9 March: Research Day 1

1. Students turned in homework; had opportunity to finish up journal assignment from Thursday.
2. Students were given steps in the research process that will be followed for this paper.
3. Students were given a list of terminology and definitions they should know during this process.
4. Students read an article, answered questions about it/found information in it, and practiced paraphrasing and quoting material from it.
5. Students were given the research assignment. They should brainstorm and choose a topic by next class. Part 1 of the process (What I Already Know and What I Want to Find Out) will be started in class on Wednesday. (assignment can be found here: http://woodliffenglish10.blogspot.com/2009/03/english-10-research-paper-assignment.html)

12 Steps in the Research Process (Notes)
1.brainstorm
2.Choose a topic
3.Do the research – find information/sources
4.Write down information from sources you will need to make a bibliography/works cited
5.make an annotated bibliography
6.Make note cards with information from sources
7.Make an outline
8.Write a rough draft
9.Revise the rough draft
10.Edit the rough draft
11.Prepare the final draft
12.Proofread

Research Paper Terminology
•Source – the document where you information came from. For this paper, your sources will be either web pages or articles you find through finditva.com
•Cite/Document - To cite something means to show the reader where you found particular information.
•Citation/Documentation – the act of citing. You will use parenthetical citations to cite your information. The author’s last name is put in parentheses after your information. If there is no author, use the article/webpage tite. Citations help prevent plagiarism.
•Bibliography - list of sources organized alphabetically. A bibliography consist of all of the works you referred to while drafting and writing the paper.
•Annotation - a critical or explanatory note or body of notes added to a text
•Annotated bibliography – an type of bibliography that includes an annotation. This might include:
–A description of the content and focus of the source
–The source’s usefulness to your research
–An evaluation of the source’s credibility
–Your reactions to the source
•Works Cited – list of sources organized alphabetically. A Works Cited consists of only the works you parenthetically cited in your paper. If you cite sources but have no Works Cited page, you have plagiarized.

Add PLAGIARISM to the list
•Literary theft.
•occurs when a writer duplicates another writer's words or ideas and then calls the work his own.
•Copyright laws protect writers' words as their legal property.
•To avoid plagiarism, writers take care to give credit to those from whom they borrow and quote (they cite the information)


Paraphrase (Notes)

•Restatement in your own words of a phrase or idea that you found in your research sources.
•When you paraphrase, be extra careful to cite your source if any ideas that you take from your sources.

Creating Note Cards of Information
•There are 3 types of note cards.
•1) Paraphrase cards. This is when you take the information and put it into your own words.
•2) Quotation cards. This is when you copy word-for-word a piece of information. Always put the quote in quotation marks.
•3) Summary card. This is when you summarize a paragraph or even the entire article.

On each note card, you should include:
1.The source number
2.The topic of the card: what is the piece of information about? These topics will be used to create paragraphs when you make your outline and rough draft.
3.The paraphrase, quote, or summary

Paraphrase Example #1
Paraphrase the following sentence from the active reading (number this source "1"): "And while women ultimately prevail as better spellers, members of both sexes struggle with the configurations of such words as accommodation, separate, definitely and accidentally. "

Paraphrase Card Example #1

Paraphrase Card Example #2
Paraphrase the following sentence from the active reading: "About a third said they got nervous filling out official forms or formal documents without a computer-based spell checker or at least a dictionary."

Paraphrase Card Example #2



Quotation Card Example:
•Below is an example of a quotation card for the direct quote “A blasé 31 percent said it didn’t matter.”
•Quotations are often used when you can’t say it any better. I chose this quotation to use because of the word “blasé.” This word means “indifferent,” but I would rather not substitute another word.
•After you have the quote on the note card, you should include how you want to use the quote or what exactly it is referring to.

Including Quotes in Your Paper (Notes)

•Never start a sentence with a quote. The first (and usually last) words of the sentence should be your own.

•The quote “A blasé 31 %...” should not be stuck into a paragraph. You need to introduce the quote with your own words.

•Example: Surprisingly to some, not so to others, “a blasé 31 percent said it didn’t matter” whether or not the spelling was updated.

Assignment (turned in during class): On the note card provided,
1) •Make a paraphrase card for one of the following sentences:
•“So many sound changes have occurred in the language, which are not reflected in modern spelling, that we are left with a ‘fossilized’ system.” (paragraph 3)
•“The ‘Dumbtionary,’ – an online source of the most misspelled words – has amassed more than 10,000 of the culprits. (paragraph 16)
Include:
•Source #
•Topic of card

2) Create a quotation card for the following direct quote found in paragraph 13 of the reading.
•“54 percent said the task rested with teachers”
Include:
•Source #
•Topic of card
•The quote itself
•how you want to use the quote or what exactly it is referring to.

Active Reading for article "Many Americans Vexed by Spelling" (article can be found here: http://www.washingtontimes.com/news/2009/feb/10/some-words-spell-frustration-for-americans/) This was turned in during class.
1.What does the title mean?
2.What does “vexed” mean?
3.List words Americans often misspell and their definitions.
4.Give 2 statistics found in the article.
5.Give 2 other pieces of information that contain numbers.
6.Give 1 interesting fact from the article and explain why.

HOMEWORK:
•brainstorm for a topic.

•Prewrite/Write a rough draft of Part 1: What You Already Know, What You Want to Find Out.

•This assignment (1) is due at the end of class on Wednesday (you will have about 20 minutes to work on it in class). It must be completed on the handout give to you in class. This means it is important that you write a rough draft so you can properly transcribe the final draft in the space provided.

March 5: Test and Post-Test Assignment

Students took a test over Literature of the Middle Ages, with vocabulary.

After the test:
1) Fill in the “L” (What you learned about the Middle Ages/Literature of the Middle Ages) on the KWL chart in the packet.
2) Writing Habits Journal Questions (below). Answer these in complete sentences in your journal. You don’t have to write the questions, but you must answer them fully.
3) Active reading: blue handout. Follow instructions at the top.
4) Whatever is not finished is due next class (Monday, March 9). If students were not seen working until the end of class, the work they turn in Monday will be considered late. The assignment was intended to be worked on IN class and AT home.

Writing Habits Journal Questions
1. What are your best memories about writing?
2. What is the easiest thing about writing for you, and why?
3. What is the most difficult thing about writing for you, and why?
4. What different kinds of writing do you do? Who reads your writing? Where is your writing published or shared with others?
5. What materials and/or equipment do you like to have on hand when you write? What are these items for? Why do you have them?
6. What steps do you follow when you write? Outline your writing process, using a simple, informal outline format.
7. Are you a procrastinator when it comes to writing? What do you try to avoid? What do you typically do instead?
8. What’s the biggest influence on the way that you write? Why does it make a difference?
9. If someone else were observing you as a writer, what would they notice? What would they see or hear?
10. Overall, how would you describe yourself as a writer? What kind of writer are you, and why do you say so?

3 March: Test Review

Students worked on vocabulary in groups and shared logical relationships they found between words.

Students listened to a modern rap version of "The Wife of Bath's Tale" by Baba Brinkman. They identified differences between this version and Chaucer's version. (What is different? Are parts left out? What about the language?)

Literature of the Middle Ages Test Review

Vocabulary:
• purge

• petition

• statute

• concede

• extort
• subtle

• sovereignty
• disperse

• temporal

• lineage

Literature of the Middle Ages; Literary Terms; Chivalry & Courtly Love
v dynamic character
v static character
v couplet
v allusion
v digression
v extended metaphor
v Geoffrey Chaucer, Giovanni Boccaccio, Marie de France
v Tristan, Iseult, King Mark, Wife of Bath, Federigo, Monna Giovanna
v lai
v chevalier
v chevrefoil
v renaissance
v Frame stories. Identify the larger story that binds the smaller ones.
v Courtly Love and Chivalry – give examples from stories
v Irony in “The Tale of the Falcon”
v Read a section of “The Prologue” from The Canterbury Tales about the Wife of Bath and answer questions.
v What does the Wife of Bath say about poverty? About being a gentleman (gentleness)?