Friday, January 30, 2015
Wednesday, January 28, 2015
Tuesday, January 27, 2015
Friday, January 23, 2015
Friday's agenda
Hi all! I will not be with you in the classroom today. I know, I know, you're so sad, right? Don't worry! I've let something for you to do!
1. Log on to your Google Classroom account and open up the Species project graphic organizer document. (Yeah, the one you were working on yesterday.)
2. Continue to work on your annotated bibliography. You will type the bibliography on your Google Classroom document. If you don't remember what an annotated bibliography is, read the instructions and click on the link to the sample annotated bibliography.
3. Once you have completed your annotated bibliography, go to the next step and start filling out your digital notecards.
1. Log on to your Google Classroom account and open up the Species project graphic organizer document. (Yeah, the one you were working on yesterday.)
2. Continue to work on your annotated bibliography. You will type the bibliography on your Google Classroom document. If you don't remember what an annotated bibliography is, read the instructions and click on the link to the sample annotated bibliography.
3. Once you have completed your annotated bibliography, go to the next step and start filling out your digital notecards.
Wednesday, January 21, 2015
Thursday classwork
1. Sign into my Google Classroom with your class period's class code (listed below)
Period 1: b2bumb
Period 2: y4imb6
Period 3: j4ebcpd
Period 6: 614xnn
Period 7: hx6gd8
Please double-check that you are using the correct class code. For example, Period 1 students should use the Period 1 class code listed above.
2. While you are waiting to log in, compare your Transitive/Intransitive Verb worksheet answers with your small group.
3. Google Classroom Assignment Review: As a class, we will review guidelines for preparing an annotated bibliography. We will then look over the notecard format for our research project.
4. Get to work! There is a lot to do, so you must maximize your class time. Start locating your sources for your bibliography. Evaluate them for accessibility, relevance, accuracy, and credibility.
Accessibility:
-Am I able to read and comprehend the text easily?
-Do I have adequate background knowledge to understand the terminology, information, and ideas in the text?
Credibility and Accuracy:
-Is the author an expert on the topic?
-Is the purpose to inform or to persuade/sell?
-When was the text first published?
-How current is the information on the topic?
-Does the text have specific facts and details to support the ideas?
-Does the information in this text expand or contradict what I already know about the topic?
-Does the website appear professional? (overall appearance, grammar, spelling, style, format)
Relevance:
-Does the text have information that helps me answer my research question(s)? Is it information that I don't have yet?
-How does the information in the text relate to other texts I have found.
Homework: Read 30 minutes.
If you feel as if you are behind on your research, either work on it for homework or work during lunch tutoring in my room Friday.
Period 1: b2bumb
Period 2: y4imb6
Period 3: j4ebcpd
Period 6: 614xnn
Period 7: hx6gd8
Please double-check that you are using the correct class code. For example, Period 1 students should use the Period 1 class code listed above.
2. While you are waiting to log in, compare your Transitive/Intransitive Verb worksheet answers with your small group.
3. Google Classroom Assignment Review: As a class, we will review guidelines for preparing an annotated bibliography. We will then look over the notecard format for our research project.
4. Get to work! There is a lot to do, so you must maximize your class time. Start locating your sources for your bibliography. Evaluate them for accessibility, relevance, accuracy, and credibility.
Accessibility:
-Am I able to read and comprehend the text easily?
-Do I have adequate background knowledge to understand the terminology, information, and ideas in the text?
Credibility and Accuracy:
-Is the author an expert on the topic?
-Is the purpose to inform or to persuade/sell?
-When was the text first published?
-How current is the information on the topic?
-Does the text have specific facts and details to support the ideas?
-Does the information in this text expand or contradict what I already know about the topic?
-Does the website appear professional? (overall appearance, grammar, spelling, style, format)
Relevance:
-Does the text have information that helps me answer my research question(s)? Is it information that I don't have yet?
-How does the information in the text relate to other texts I have found.
Homework: Read 30 minutes.
If you feel as if you are behind on your research, either work on it for homework or work during lunch tutoring in my room Friday.
Tuesday, January 20, 2015
Species project groups will be assigned.
1. Sit with your group and log in to a computer.
2. On scrap paper, make a chart with two columns: like and dislike. Fill out the chart to describe what you like and what you dislike about group work.
3. As a group, go over your charts and create group norms on a shared Google Doc. (Pick your own font color.)
4. Brainstorm with your group possibilities for species and subgroups of organisms within your chosen organism category. Write your ideas on a dry erase board.
5. Individually claim a species for your project and make sure your group is aware of your selection.
Homework: Use your notes to complete both sides of the Transitive/Intransitive worksheet. This is due Thursday. Also, get some rest on Tuesday night! You will take the Performance Series reading test on Wednesday during 6th and 7th periods. Try hard and do your best!
1. Sit with your group and log in to a computer.
2. On scrap paper, make a chart with two columns: like and dislike. Fill out the chart to describe what you like and what you dislike about group work.
3. As a group, go over your charts and create group norms on a shared Google Doc. (Pick your own font color.)
Example: We will work hard during class and stay focused 90% of the time.
If we feel antsy, we will take a few loops around the room and get back to work.4. Brainstorm with your group possibilities for species and subgroups of organisms within your chosen organism category. Write your ideas on a dry erase board.
5. Individually claim a species for your project and make sure your group is aware of your selection.
6. Read the following link about credible sources: http://mason.gmu.edu/~montecin/web-eval-sites.htm.
7. https://uknowit.uwgb.edu/page.php?id=30276.
8. As a group, come up with a checklist of 6-8 items to check when you are reviewing sources for credibility.
9. On your group's Google Doc, type in links to examples of credible sources and non-credible sources based on the criteria you came up with. Beside each link, type in why it's credible or not.
10. If there is time remaining, we will discuss research questions: Questions to ask yourself.
11. With your small group, take the research question assessment. Make sure you come to a consensus on your answer: Assessment
7. https://uknowit.uwgb.edu/page.php?id=30276.
8. As a group, come up with a checklist of 6-8 items to check when you are reviewing sources for credibility.
9. On your group's Google Doc, type in links to examples of credible sources and non-credible sources based on the criteria you came up with. Beside each link, type in why it's credible or not.
10. If there is time remaining, we will discuss research questions: Questions to ask yourself.
11. With your small group, take the research question assessment. Make sure you come to a consensus on your answer: Assessment
Homework: Use your notes to complete both sides of the Transitive/Intransitive worksheet. This is due Thursday. Also, get some rest on Tuesday night! You will take the Performance Series reading test on Wednesday during 6th and 7th periods. Try hard and do your best!
Friday, January 16, 2015
Writing Contest Opportunity - Due 1/30/15
See link below for details about this Civil War writing contest: Contest guidelines
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