Moving our community forward analysis unit

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Moving our community forward analysis unit

  1. 1. MOVING OUR COMMUNITY FORWARD A Research-Based Analysis Unit
  2. 2. WRITER’S NOTEBOOK <ul><li>“ Plan for Louisville” </li></ul><ul><li>You have been assigned the task of giving a speech about the best ways to improve our city in the next ten years. THIS IS NOT THAT SPEECH. </li></ul><ul><li>Explain your plan for the future of the city. What must our community focus on? What must the city government do? What must citizens do? WHY? </li></ul><ul><li>Again, you are not writing the speech. You are explaining your plan. </li></ul>1/6/11 Content: Analysis DON’T FORGET : Weekly Reading Logs DUE EVERY MONDAY.
  3. 3. <ul><li>https:// prezi.com/secure/4b76c5a06fa6b6a2058b2021084a668afa22fa98/ </li></ul><ul><li>Prezi – </li></ul><ul><ul><li>Intro Unit </li></ul></ul><ul><ul><li>Fischer Speech </li></ul></ul><ul><ul><li>3 Qs </li></ul></ul>
  4. 4. An Analytical Unit MOVING OUR COMMUNITY FORWARD
  5. 5. WRITER’S NOTEBOOK <ul><li>“ FREE” </li></ul><ul><li>WRITE </li></ul>1/7/11 Content: Free DON’T FORGET : Weekly Reading Logs DUE EVERY MONDAY.
  6. 6. REMINDER <ul><li>Our goals for the unit </li></ul><ul><ul><li>Analyze Mayor Fischer’s inaugural speech </li></ul></ul><ul><ul><li>Research (yes, research) the elements of Mayor Fischer’s plan </li></ul></ul><ul><ul><li>Critique the plan </li></ul></ul>
  7. 7. TODAY <ul><li>Analyze Mayor Fischer’s Inaugural Speech </li></ul><ul><ul><li>Supporting Ideas </li></ul></ul><ul><ul><li>Points for further research </li></ul></ul><ul><li>T-CHART! w00t! </li></ul>
  8. 8. BEGIN SPEECH ANALYSIS <ul><li>Look for: </li></ul><ul><ul><li>Essential information </li></ul></ul><ul><ul><li>Points/ideas to research further </li></ul></ul>
  9. 9. Mayor Fischer’s Speech Response/Analysis
  10. 10. Mayor Fischer’s Speech Response/Analysis <ul><li>“ Today isn’t about me, it’s about us.” </li></ul><ul><li>He is right. Does he truly mean that? –Makes him seem unselfish -> not politics; making community better. </li></ul><ul><li>Poor health not only decreases quality of life but also drives up cost of healthcare. </li></ul><ul><li>Agree. If we were healthier -> less visits to doc. Save $. </li></ul>
  11. 11. Mayor Fischer’s Speech Response/Analysis <ul><li>“ We must grow jobs by improving our education” </li></ul><ul><li>People are struggling. This should be a priority. </li></ul><ul><li>RESEARCH: connection between education and job growth </li></ul><ul><li>1 in 4 freshmen do not graduate </li></ul><ul><li>Raise dropout age. </li></ul><ul><li>CAUSES? Why do kids drop out? SOLUTIONS? [R] </li></ul><ul><li>90,000 working-age people start & do not finish college </li></ul><ul><li>Get more help for frosh – most people drop after year 1 </li></ul><ul><li>More “finding career” support </li></ul>
  12. 12. WRITER’S NOTEBOOK <ul><li>“ JOBS ” </li></ul><ul><li>Mayor Fischer wants to focus on improving education to grow jobs. </li></ul><ul><li>You have been asked to give a speech to high school freshmen explaining the importance of education to their future job prospects. Write the part of the speech in which you explain why they need to focus on school and not cause problems in classrooms. </li></ul>1/10/11 Content: analysis` DON’T FORGET : Weekly Reading Logs DUE EVERY MONDAY.
  13. 13. TODAY <ul><li>Research Process notes </li></ul><ul><li>Finish speech deconstruction </li></ul>
  14. 14. Big 6 Form
  15. 15. Quality Researchers: <ul><li>Identify the topic and narrow it to something manageable </li></ul><ul><li>Plan the research </li></ul><ul><li>Do the research </li></ul><ul><li>Identify holes in the research and then fill them </li></ul><ul><li>Complete the product </li></ul><ul><li>Reflect over the process for future improvements </li></ul>
  16. 16. Step 1- Identifying Your Topic <ul><li>You will do this by asking yourself an essential question </li></ul><ul><ul><li>Essential Question = a guiding question </li></ul></ul><ul><ul><ul><li>a broad scope </li></ul></ul></ul><ul><ul><ul><li>doesn’t contain many specifics that might eliminate possible answers </li></ul></ul></ul><ul><ul><ul><li>encourage open-minded exploration of ideas. </li></ul></ul></ul><ul><ul><li>You answer your essential question by completing your research. </li></ul></ul>
  17. 17. Step 1- Identifying Your Topic <ul><li>Essential Question </li></ul><ul><ul><li>EQ = guiding question; broad scope; encourage open-minded exploration of an idea. </li></ul></ul>
  18. 18. Step 1b- Narrowing Your Topic <ul><li>It is understood that the researcher will address EVERY available resource when completing the process </li></ul><ul><li>Too broad a topic results in more resources than can be easily managed </li></ul><ul><li>Using only a few of the available resources may result in a skewed understanding of the topic </li></ul>
  19. 19. Step 2- Planning the Research <ul><li>To answer the Essential Question, use Research Questions. </li></ul><ul><li>Research questions </li></ul><ul><ul><li>focus on the topic or thesis and are not easily answered with a yes/no or one sentence answer. </li></ul></ul><ul><ul><li>Help decide what you need to know in order to fully understand and explain the topic </li></ul></ul><ul><ul><li>used to help you stay focused on the topic instead of doing unnecessary research that you’ll never use. </li></ul></ul>
  20. 20. TODAY <ul><li>BEGIN PLANNING FOR RESEARCH </li></ul><ul><li>FINISH BREAKING DOWN MAYOR FISCHER’S PLAN </li></ul><ul><li>DECIDE WHAT YOU NEED TO FOCUS ON AND FIND MORE INFORMATION ABOUT </li></ul>
  21. 21. Mayor Fischer’s Speech Response/Analysis
  22. 22. Mayor Fischer’s Speech Response/Analysis <ul><li>“ We are one city. We are one community. We are one family. Our entire city is connected.” </li></ul><ul><li>Mayor Fischer – trying to inspire unity and selflessness. Possible in our society?? </li></ul><ul><li>“ grow jobs by improving our education” </li></ul><ul><li>How does education grow jobs? How can we improve education? </li></ul><ul><li>“ immediate construction jobs” </li></ul><ul><li>What construction projects are planned? Construction project finished, then…?  does this create long-term employment? </li></ul>
  23. 23. Mayor Fischer’s Speech Response/Analysis <ul><li>New jobs : logistics; aging and healthcare; automotive </li></ul><ul><li>Are there growth opportunities in these industries? </li></ul><ul><li>Is our city’s workforce qualified for these jobs? </li></ul><ul><li>Long term strong economy  better education </li></ul><ul><li>What is the impact of residents’ education on city’s economy? </li></ul><ul><li>New economy = innovation and entrepreneurship are rewarded </li></ul><ul><li>Which industries predict job growth? What types of jobs/qualifications? Didn’t I read something -> shift to no middle ground  specialized = high pay & non-specialized = low pay </li></ul>
  24. 24. Mayor Fischer’s Speech Response/Analysis <ul><li>1 in every 4 freshmen does not graduate </li></ul><ul><li>90,000 working age adults started college but did not finish </li></ul><ul><li>Encourages -> get GED; get degree/trade certificate; 55,000 degrees program </li></ul><ul><li>Healthier City </li></ul><ul><li>Top of too many of the wrong lists: heart disease, diabetes, obesity, cancer </li></ul>
  25. 25. Mayor Fischer’s Speech Response/Analysis <ul><li>Poor health drives up cost of healthcare for employers – we cannot afford </li></ul><ul><li>Safe neighborhoods – play, walk, bike, run </li></ul><ul><li>Healthy foods available in all neighborhoods; encourage better diets </li></ul>
  26. 26. Mayor Fischer’s Speech Response/Analysis <ul><li>Compassionate city = volunteer, take care of environment, humanity – arts & parks, affordable housing </li></ul><ul><li>Jan 8 = citywide Day of Service </li></ul><ul><li>Details later this month in State of City address </li></ul>
  27. 27. Tomorrow <ul><li>We plan for research </li></ul><ul><li>Also, we are required to do an ORQ activity. </li></ul>
  28. 28. WRITER’S NOTEBOOK <ul><li>OPEN-RESPONSE QUESTION </li></ul><ul><li>&quot;Anti-Plagiarism Agreement&quot; </li></ul><ul><li>Prompt: </li></ul><ul><li>Writers of informational text make many decisions about how they will best present the facts they have to share in order to achieve the purpose they have for writing the text. </li></ul><ul><li>  A. Explain the types of information the reader needs to know in order to avoid the consequences of plagiarism. </li></ul><ul><li>  B. Explain the effectiveness of TWO text features in supporting the writer’s purpose of cautioning students in order to prevent plagiarism. </li></ul><ul><li>YOU WILL: Create a plan to respond to this prompt. Include: all the information you need to provide ( content , not actual answers.) </li></ul><ul><li>YOU WILL ALSO DO THIS: Respond to A , but list the actual information you need. (i.e. how do you avoid plagiarism?) </li></ul>1/12/11 Content: analysis`
  29. 29. <ul><li>Computer Lab </li></ul><ul><ul><li>Wiki overview </li></ul></ul><ul><ul><li>Sign up </li></ul></ul><ul><ul><li>Post username </li></ul></ul><ul><ul><li>Reply </li></ul></ul><ul><li>Ms. D visit </li></ul>
  30. 30. WRITER’S NOTEBOOK <ul><li>“ Independent Reading” </li></ul><ul><li>READ YOUR BOOK. </li></ul><ul><li>Fo realz, yo. READ YA BOOK. </li></ul><ul><li>Remember, you only get points for reading your book. Filling out reading logs = not reading. Cell phones = not reading. Talking = not reading. Staring into space = not reading. Sleeping = not reading. Reading this = not reading. Reading your book = reading. </li></ul>1/13/11 Content: Reading DON’T FORGET : Weekly Reading Logs DUE EVERY MONDAY.
  31. 31. WARNING! <ul><li>Many of you are on track to fail this class. If you have any interest in passing this class, you need to change today. </li></ul><ul><li>Start doing all of the work assigned, every day . If you do not do this, it is likely that you will fail this class. </li></ul><ul><li>Remember: No extra credit. No extra work. </li></ul><ul><li>Make-up work only accepted within 1 week of it’s original due date. </li></ul>Grade Reports on Monday.
  32. 32. TODAY <ul><li>Research Process notes </li></ul><ul><li>Presearch Plan </li></ul>
  33. 33. Mayor Fischer’s Speech Response/Analysis <ul><li>“ We are one city. We are one community. We are one family. Our entire city is connected.” </li></ul><ul><li>Mayor Fischer – trying to inspire unity and selflessness. Possible in our society?? </li></ul><ul><li>“ grow jobs by improving our education” </li></ul><ul><li>How does education grow jobs? How can we improve education? </li></ul><ul><li>“ immediate construction jobs” </li></ul><ul><li>What construction projects are planned? Construction project finished, then…?  does this create long-term employment? </li></ul>
  34. 34. Mayor Fischer’s Speech Response/Analysis <ul><li>New jobs : logistics; aging and healthcare; automotive </li></ul><ul><li>Are there growth opportunities in these industries? </li></ul><ul><li>Is our city’s workforce qualified for these jobs? </li></ul><ul><li>Long term strong economy  better education </li></ul><ul><li>What is the impact of residents’ education on city’s economy? </li></ul><ul><li>New economy = innovation and entrepreneurship are rewarded </li></ul><ul><li>Which industries predict job growth? What types of jobs/qualifications? Didn’t I read something -> shift to no middle ground  specialized = high pay & non-specialized = low pay </li></ul>
  35. 35. Mayor Fischer’s Speech Response/Analysis <ul><li>1 in every 4 freshmen does not graduate </li></ul><ul><li>90,000 working age adults started college but did not finish </li></ul><ul><li>Encourages -> get GED; get degree/trade certificate; 55,000 degrees program </li></ul><ul><li>Healthier City </li></ul><ul><li>Top of too many of the wrong lists: heart disease, diabetes, obesity, cancer </li></ul>
  36. 36. Mayor Fischer’s Speech Response/Analysis <ul><li>Poor health drives up cost of healthcare for employers – we cannot afford </li></ul><ul><li>Safe neighborhoods – play, walk, bike, run </li></ul><ul><li>Healthy foods available in all neighborhoods; encourage better diets </li></ul>
  37. 37. Mayor Fischer’s Speech Response/Analysis <ul><li>Compassionate city = volunteer, take care of environment, humanity – arts & parks, affordable housing </li></ul><ul><li>Jan 8 = citywide Day of Service </li></ul><ul><li>Details later this month in State of City address </li></ul>
  38. 38. Research Plan We will go to the computer lab tomorrow to find more information about the different aspects of Mayor Fischer’s plan for Louisville. You need to decide what information is needed to better understand the intricacies of the mayor’s plan. Check your notes from the speech. Make a list: What information will you look for in your preliminary information gathering? (at least 6)
  39. 39. WRITER’S NOTEBOOK <ul><li>“ Independent Reading” </li></ul><ul><li>READ YOUR BOOK. </li></ul><ul><li>Real talk. READ A BOOK. </li></ul><ul><li>Remember, you only get points for reading your book. Filling out reading logs = not reading. Cell phones = not reading. Talking = not reading. Staring into space = not reading. Sleeping = not reading. Reading this = not reading. Reading your book = reading. </li></ul>1/14/11 Content: Reading DON’T FORGET : Weekly Reading Logs DUE EVERY MONDAY.
  40. 40. WARNING! <ul><li>Many of you are on track to fail this class. If you have any interest in passing this class, you need to change today. </li></ul><ul><li>Start doing all of the work assigned, every day . If you do not do this, it is likely that you will fail this class. </li></ul><ul><li>Remember: No extra credit. No extra work. </li></ul><ul><li>Make-up work only accepted within 1 week of it’s original due date. </li></ul>Grade Reports on Monday.
  41. 41. <ul><li>Computer Lab </li></ul><ul><ul><li>PRESEARCH </li></ul></ul><ul><ul><li>Finding the information you need to better understand the issues around Mayor Fischer’s plan for Louisville </li></ul></ul>
  42. 42. WRITER’S NOTEBOOK <ul><li>“ Independent Reading” </li></ul><ul><li>READ YOUR BOOK. </li></ul><ul><li>No joke. Ya gots a book; read it. </li></ul><ul><li>Remember, you only get points for reading your book. Filling out reading logs = not reading. Cell phones = not reading. Talking = not reading. Staring into space = not reading. Sleeping = not reading. Reading this = not reading. Reading your book = reading. </li></ul>1/18/11 Content: Reading DON’T FORGET : Weekly Reading Logs DUE EVERY MONDAY.
  43. 43. Grade Report Rules <ul><li>Must wait a minimum of 24 hours before talking to Mr. Woock about your grade </li></ul><ul><li>Must have documentation (the graded assignment) to change a grade </li></ul><ul><li>GRADE REPORTS MUST BE SIGNED BY A PARENT/GUARDIAN AND RETURNED </li></ul><ul><li>20 point assignment </li></ul>
  44. 44. TODAY <ul><li>BACK TO THE LAB </li></ul><ul><li>Catch up day </li></ul><ul><li>Extra time to make up for the technical issues </li></ul><ul><li>Complete the work from last week. </li></ul><ul><li>If you finished last week’s work, complete the work assigned for the people who are finished. </li></ul>
  45. 45. WRITER’S NOTEBOOK <ul><li>“ Independent Reading” </li></ul><ul><li>READ YOUR BOOK. </li></ul><ul><li>No lie. BOOK. SIT. READ. </li></ul><ul><li>Remember, you only get points for reading your book. Filling out reading logs = not reading. Cell phones = not reading. Talking = not reading. Staring into space = not reading. Sleeping = not reading. Reading this = not reading. Reading your book = reading. </li></ul>1/19/11 Content: Reading DON’T FORGET : Weekly Reading Logs DUE EVERY MONDAY.
  46. 46. WARNING! <ul><li>Many of you are on track to fail this class. You also seem to be under the delusion that magic gnomes will mysteriously and miraculously change your grade to a passing grade, thus saving you from doing any actual work. THIS WILL NOT HAPPEN. </li></ul><ul><li>If you have any interest in passing this class, you need to change today. Start doing all of the work assigned, every day . If you do not do this, it is likely that you will fail this class. </li></ul><ul><li>Remember: No extra credit. No extra work. </li></ul><ul><li>Make-up work only accepted within 1 week of it’s original due date. </li></ul>
  47. 47. TODAY, Students will... <ul><li>Develop their Essential Questions that they will use to guide their research. </li></ul><ul><li>Develop their Research Questions that they will use to guide their research. </li></ul>
  48. 48. Essential Questions
  49. 49. Adjusting the Target <ul><li>Incorporating Mayor Fischer’s “State of the City” address will not work in our schedule </li></ul><ul><li>It is unfair to judge his plan based on one speech that talked in general terms with few practical details </li></ul>
  50. 50. OUR NEW GOAL <ul><li>WE CAN </li></ul><ul><ul><li>Suggest the best way to realize Mayor Fischer’s vision for improving our city </li></ul></ul><ul><li>YOU WILL </li></ul><ul><ul><li>Choose ONE (1) aspect of Mayor Fischer’s plan </li></ul></ul><ul><ul><li>Decide the best way to reach his goals </li></ul></ul><ul><ul><li>Base your decision on research from credible sources </li></ul></ul>
  51. 51. Essential Questions Starting Your Research
  52. 52. Definition <ul><li>An Essential Question </li></ul><ul><ul><li>is a guiding question </li></ul></ul><ul><ul><li>has a broad scope </li></ul></ul><ul><ul><li>doesn’t contain many specifics that eliminate possible answers </li></ul></ul><ul><ul><li>encourages open-minded exploration of an idea. </li></ul></ul>REMEMBER: you already have this info in your notes
  53. 53. Traits of an essential question <ul><li>The question </li></ul><ul><ul><li>probes a matter of considerable importance. </li></ul></ul><ul><ul><li>moves beyond understanding and studying </li></ul></ul><ul><ul><ul><li>some kind of action or resolve </li></ul></ul></ul><ul><ul><ul><li>points toward the settlement of a challenge / the making of a choice / the forming of a decision. </li></ul></ul></ul><ul><ul><li>cannot be answered by simple “yes” or “no” </li></ul></ul><ul><ul><li>No simple answers. It involves a discussion of complex ideas and continued exploration into the details and various possible resolutions. </li></ul></ul>
  54. 54. Some Examples (DO NOT WRITE) <ul><li>Who is responsible for the environment? </li></ul><ul><li>What are equal rights, really? </li></ul><ul><li>Is climate change a negative thing? </li></ul><ul><li>Who owns music? </li></ul>
  55. 55. MORE EXAMPLES (WRITE) <ul><li>How will improved education have a impact on our city? </li></ul><ul><li>What is the best way to stimulate job growth in our city? </li></ul><ul><li>How can the city of Louisville improve the health of its citizens? </li></ul><ul><li>How can Louisville become a more compassionate city? </li></ul>
  56. 56. Creating an Essential Question <ul><li>Determine the focus of your inquiry </li></ul><ul><li>Decide what you want to discover about the subject </li></ul><ul><ul><li>Remember the traits of EQs </li></ul></ul>
  57. 57. RESEARCH QUESTIONS <ul><ul><li>focus on the topic or thesis and are not easily answered with a yes/no or one sentence answer. </li></ul></ul><ul><ul><li>Help decide what you need to know in order to fully understand and explain the topic </li></ul></ul><ul><ul><li>used to help you stay focused on the topic instead of doing unnecessary research that you’ll never use. </li></ul></ul>REMEMBER: you already have this info in your notes
  58. 58. TO CLARIFY <ul><li>Research will not yield a single source / single answer to your Essential Question </li></ul><ul><ul><li>You may find OPINIONS written by people who have their own answer; </li></ul></ul><ul><ul><li>key word = OPINIONS </li></ul></ul><ul><ul><ul><li>Remember the Kobe/Lebron example? </li></ul></ul></ul><ul><li>Research questions help you find the information you need to make an informed decision and answer your EQ. </li></ul>
  59. 59. DO NOT WRITE THIS! <ul><li>Next, you will begin planning your research </li></ul><ul><li>YOU WILL START ON A FRESH PAGE IN YOUR CLASS NOTES </li></ul><ul><li>There will be examples of work that have NOTHING to do with your topic. Please, do not write the examples. </li></ul>
  60. 60. MY ANALYSIS PAPER PLAN <ul><li>Topic: Kobe and Lebron </li></ul><ul><li>Essential Question: Who is the better </li></ul><ul><li>player, Kobe or Lebron? </li></ul><ul><li>Research Questions: </li></ul><ul><li>How many points does each player avg? </li></ul><ul><li>What are Lebron’s defensive strengths? </li></ul><ul><li>What are Kobe’s defensive strengths? etc. </li></ul>
  61. 61. Ahem… <ul><li>IF YOU ARE CURRENTLY WRITING ANYTHING ABOUT KOBE AND LEBRON, OR ANYTHING BASKETBALL RELATED, OR ANYTHING NOT DIRECTLY DEALING WITH MAYOR FISCHER’S PLAN FOR LOUISVILLE, YOU JUST AREN’T TRYING. </li></ul>
  62. 62. Topic Selection <ul><li>Improve education in Louisville </li></ul><ul><li>Improve the job market in Louisville </li></ul><ul><li>Improve residents’ health in Louisville </li></ul><ul><li>Make Louisville a compassionate city </li></ul>
  63. 63. MY ANALYSIS PAPER PLAN <ul><li>Topic: Kobe and Lebron </li></ul><ul><li>Essential Question: Who is the better </li></ul><ul><li>player, Kobe or Lebron? </li></ul><ul><li>Research Questions: </li></ul><ul><li>How many points does each player avg? </li></ul><ul><li>What are Lebron’s defensive strengths? </li></ul><ul><li>What are Kobe’s defensive strengths? etc. </li></ul>
  64. 64. <ul><li>END </li></ul>
  65. 65. CLASS NOTES <ul><li>“ MY ANALYSIS PAPER PLAN” </li></ul><ul><li>SHHH! </li></ul><ul><li>Make sure you have a topic, Essential Question, and Research Questions for your analysis essay research. </li></ul>1/20/11 Content: Analysis Essay DON’T FORGET : Weekly Reading Logs DUE EVERY MONDAY.
  66. 66. <ul><li>COMPUTER LAB DAY </li></ul><ul><li>WIKI – “Research” </li></ul>
  67. 67. Writer’s Notebook <ul><li>“ Theft Effect” </li></ul><ul><li>Has anyone ever stolen something from you? How did it feel? </li></ul>1/24/11 Content = Research DON’T FORGET : Weekly Reading Logs DUE EVERY MONDAY.
  68. 68. TODAY, STUDENTS WILL… <ul><li>Properly cite sources following MLA format. </li></ul><ul><li>Avoid plagiarism in all writing. </li></ul>
  69. 69. Plagiarism Do’s, Don’ts, and Don’t Even Think Its
  70. 70. STOP! THIEF! <ul><li>1. To use the ideas or writings of another without crediting the source. </li></ul><ul><li>To put forth as original to oneself the ideas or words of another </li></ul><ul><li>Simplified : Stealing information or ideas from someone else and using them as your own </li></ul><ul><li>Plagiarism: </li></ul>
  71. 71. Contradictions of Academic Writing Write something interesting, intelligent and unique. Say something about an issue (make a claim!) and don’t just write a report. BUT Show that you have done research and cite your sources.
  72. 72. What’s the deal? <ul><li>The claim is your own </li></ul><ul><li>The reasoning is your own </li></ul><ul><li>The evidence comes from credible sources </li></ul>
  73. 73. The Many Faces of Plagiarism Fig. 1 – plagiarism continuum from Purdue’s Online Writing Lab - http://owl.english.purdue.edu/handouts/print/research/r_plagiar.html >
  74. 74. When do I cite sources? <ul><li>When you use someone else’s </li></ul><ul><ul><li>Words </li></ul></ul><ul><ul><li>Ideas </li></ul></ul><ul><ul><li>Statistics </li></ul></ul><ul><ul><li>Conclusions </li></ul></ul><ul><ul><li>Format </li></ul></ul><ul><ul><li>Organization </li></ul></ul><ul><ul><li>Research results </li></ul></ul><ul><ul><li>Opinions </li></ul></ul>
  75. 75. “ But I used my own words!” <ul><li>YOU MUST CITE YOUR SOURCE! </li></ul><ul><ul><li>If you use information from another text, it does not matter how you word it. You must cite your source. </li></ul></ul><ul><ul><li>The wording does not matter. It’s the information that you are using. </li></ul></ul>
  76. 76. A Word On The Internet <ul><li>No matter what you personally believe </li></ul><ul><li>THE INTERNET IS NOT A FREE-FOR-ALL </li></ul><ul><li>“ Well, if they didn’t want us to use it, they shouldn’t have put it on the internet.” </li></ul><ul><li>BULLSNOT. The put it on the internet to share/publicize their work. </li></ul><ul><li>ALSO , they do want you to use their information. BUT they expect you to give them credit for their work. And you are expected to give credit. </li></ul>
  77. 77. Consequences (a reminder) <ul><li>If you are caught plagiarizing in Mr. Woock’s class </li></ul><ul><ul><li>You will receive 0% for the entire process of the piece (minimum 0/300) </li></ul></ul><ul><ul><li>You will be referred to the student discipline process </li></ul></ul><ul><ul><li>You will probably fail the class </li></ul></ul><ul><ul><li>You must write a letter of apology before any further writing pieces will be accepted </li></ul></ul>
  78. 78. But How Do I Avoid Plagiarism? <ul><li>If you use information that is not your own, you must cite the source. </li></ul>
  79. 79. WRITER’S NOTEBOOK <ul><li>“ Essential Question” </li></ul><ul><li>Look back at your Essential Question. </li></ul><ul><li>What is your Essential Question for your Analysis Essay research? (yes, rewrite it here). </li></ul><ul><li>Discuss the information you need to find in order to develop an informed/credible answer to your EQ. </li></ul>1/25/11 Content: Analytical Research
  80. 80. WRITE THIS DOWN <ul><li>CLASS NOTES </li></ul><ul><ul><li>After your Plagiarism notes </li></ul></ul><ul><li>FOR ALL SOURCES, FIND : </li></ul><ul><ul><li>Author </li></ul></ul><ul><ul><li>Article Title </li></ul></ul><ul><ul><li>Web Site Title </li></ul></ul><ul><ul><li>Date of posting or of last revision (whichever is more recent) </li></ul></ul><ul><ul><li>Name of group/organization running the site </li></ul></ul><ul><ul><li>FULL URL (the web address) </li></ul></ul>
  81. 81. HOW TO AVOID SOUNDING STUPID <ul><li>You are smart. </li></ul><ul><ul><li>Yes, you. </li></ul></ul><ul><li>Smart people don’t like to sound stupid. Heck, stupid people don’t like to sound stupid. </li></ul><ul><li>Citing Google as a source, makes you sound stupid. </li></ul><ul><li>Let me repeat: GOOGLE IS NOT A SOURCE. </li></ul><ul><li>Google is a search engine. </li></ul><ul><li>Saying you got your information from Google is like saying the grocery made your food. </li></ul><ul><li>NEVER, NEVER, NEVER, NEVER cite Google as a source </li></ul>
  82. 82. <ul><li>COMPUTER LAB DAY </li></ul><ul><li>Wiki – “Research” </li></ul><ul><ul><li>Notice the new Drop Box step for the Word file. </li></ul></ul>
  83. 83. WRITER’S NOTEBOOK <ul><li>“ INDEPENDENT READING” </li></ul><ul><li>GRAB A BOOK AND READ </li></ul><ul><ul><li>If you aren’t reading within 1 minute of the bell, you lose 33% of the points. </li></ul></ul><ul><li>In your Writer’s Notebook: consider one of the actions/decisions of a character from what you read today. What do you think the ramifications of the action/decision will be? </li></ul>1/26/11 Content: Analytical Research
  84. 84. TODAY <ul><li>Students will generate ideas through research. </li></ul><ul><li>Students will synthesize research to support ideas. </li></ul><ul><li>Students will complete every assignment, every day so they can pass this class . </li></ul>
  85. 85. COPY THIS: <ul><li>“ What I Need For My Essay” </li></ul><ul><ul><li>Note: if anyone complains that they don’t know what is going on in class, I can show them this page to help them out. </li></ul></ul><ul><li>My essay will PROPOSE THE BEST WAY TO ACCOMPLISH ONE OF MAYOR FISCHER’S GOALS FROM HIS INAUGURAL SPEECH. </li></ul><ul><ul><li>In other words: </li></ul></ul><ul><ul><ul><li>Mayor Fischer wants to improve education, improve the job market, make Louisville a healthier city, and make Louisville a more compassionate city. </li></ul></ul></ul><ul><ul><ul><li>I will tell Mayor Fischer the best way to do ONE of these things. </li></ul></ul></ul><ul><ul><ul><li>THIS WILL FOCUS ON LOUISVILLE </li></ul></ul></ul>
  86. 86. CONTINUE COPYING: <ul><li>I NEED </li></ul><ul><li>A thesis (aka: claim) – this will be the answer to my Essential Question. It will sound like this: </li></ul><ul><ul><li>The best way to [insert issue] in Louisville is to [insert solution]. </li></ul></ul><ul><li>My argument will need to contain: </li></ul><ul><ul><li>What the problem is </li></ul></ul><ul><ul><li>Why the problem occurred </li></ul></ul><ul><ul><li>The solution </li></ul></ul><ul><ul><li>Why/How the solution will work </li></ul></ul><ul><li>For all of this, I will need relevant evidence/support/proof from my research. </li></ul>
  87. 87. KEEP COPYING: <ul><li>Once again, in case I’ve already forgotten: </li></ul><ul><li>This essay will propose a way to achieve one of the goals for Louisville set out in Mayor Fischer’s inaugural speech. </li></ul><ul><li>IF I FORGET WHAT I’M WORKING ON, I CAN CHECK THIS PAGE AND BE REMINDED OF MY GOAL. </li></ul>
  88. 88. STOP COPYING <ul><li>Yes, that was a bit overkill, a bit snarky, and a bit necessary if you pay attention to the consistent issues students have in this class. </li></ul>
  89. 89. <ul><li>COMPUTER LAB DAY </li></ul><ul><li>Wiki – “Research” </li></ul><ul><ul><li>Notice the new Drop Box step for the Word file. </li></ul></ul>
  90. 90. WRITER’S NOTEBOOK <ul><li>“ Research Results” </li></ul><ul><li>Discuss what you have found so far in your research for your analytical essay. </li></ul><ul><li>What did you find that is useful? What has led you to new ideas? What do you still need to find more information about? etc. </li></ul>1/28/11 Content: Analytical Research
  91. 91. TODAY <ul><li>Students will analyze a sample text to understand how to write an analytical essay. </li></ul><ul><li>Students will analyze a sample text to understand how to incorporate research into an analytical essay. </li></ul><ul><li>Students will complete every assignment, every day so they can pass this class . </li></ul>
  92. 92. “Analysis Essay Touchstone Text” WHAT I SHOULD NOTICE WHY I SHOULD NOTICE IT
  93. 93. YOU WILL… <ul><li>READ THE ESSAY </li></ul><ul><li>DECIDE WHAT YOU CAN LEARN FROM IT </li></ul><ul><ul><li>Remember, you are smart . “Nothing” is not a smart answer. </li></ul></ul><ul><li>Fill out the T-chart (minimum 4 entries) </li></ul>
  94. 94. “Analysis Essay Touchstone Text” WHAT I SHOULD NOTICE WHY I SHOULD NOTICE IT
  95. 95. WRITER’S NOTEBOOK <ul><li>“ INDEPENDENT READING” </li></ul><ul><li>GRAB A BOOK AND READ </li></ul><ul><ul><li>If you aren’t reading within 1 minute of the bell, you lose 33% of the points. </li></ul></ul><ul><li>In your Writer’s Notebook: consider one of the actions/decisions of a character from what you read today. What do you think the ramifications of the action/decision will be? </li></ul>1/31/11 Content: Analytical Research
  96. 96. TODAY <ul><li>Students will analyze a sample text to understand how to write an analytical essay. </li></ul><ul><li>Students will analyze a sample text to understand how to incorporate research into an analytical essay. </li></ul><ul><li>Students will complete every assignment, every day so they can pass this class . </li></ul>
  97. 97. “Analysis Essay Touchstone Text” WHAT I SHOULD NOTICE WHY I SHOULD NOTICE IT
  98. 98. WRITER’S NOTEBOOK <ul><li>“ PLAN” </li></ul><ul><li>Make a plan for what you need to do to complete your research for the analysis essay. </li></ul>2/1/11 Content: Analytical Research DON’T FORGET : Weekly Reading Logs DUE EVERY MONDAY.
  99. 99. TODAY <ul><li>Students will generate ideas through research. </li></ul>
  100. 100. <ul><li>Computer lab </li></ul>
  101. 101. WRITER’S NOTEBOOK <ul><li>“ Unit Explanation” </li></ul><ul><li>Peggy Sue just returned after missing three weeks of school (stubbed toe – she has a doctor’s note). Unfortunately, she has no clue what is going on. </li></ul><ul><li>Explain to Peggy Sue precisely what we are doing with this unit. </li></ul>2/2/11 Content: Analytical Research DON’T FORGET : Weekly Reading Logs DUE EVERY MONDAY.
  102. 102. Today <ul><li>Students will analyze sample essays to understand how to write an essay. </li></ul><ul><li>Students will annotate the text to analyze a sample essay. </li></ul>
  103. 103. ANNOTATE THE TEXT <ul><li>You will be provided with a sample research-based essay. </li></ul><ul><li>ANNOTATE THE TEXT to point out the criteria for a research-based essay. </li></ul><ul><li>Reminder – ANNOTATE THE TEXT = write notes directly on the page, in the margins, to point out essay criteria </li></ul>
  104. 104. WRITER’S NOTEBOOK <ul><li>“ Success” </li></ul><ul><li>Explain to your fellow seniors what they are doing to impede their success. Also, explain to them what they need to do to ensure they turn things around. </li></ul>2/3/11 Content: Analytical Research DON’T FORGET : Weekly Reading Logs DUE EVERY MONDAY.
  105. 105. TODAY <ul><li>Students will generate ideas through research. </li></ul>
  106. 106. <ul><li>Computer lab </li></ul>
  107. 107. WRITER’S NOTEBOOK <ul><li>“ MY Success” </li></ul><ul><li>Look back at yesterday’s entry. How well are you following your own advice? What changes do you need to make to succeed? </li></ul>2/4/11 Content: Analytical Research DON’T FORGET : Weekly Reading Logs DUE EVERY MONDAY.
  108. 108. TODAY <ul><li>Students will generate ideas through research. </li></ul>
  109. 109. <ul><li>Computer lab </li></ul>
  110. 111. WRITER’S NOTEBOOK <ul><li>“ Work Summary” </li></ul><ul><li>Summarize the work you have done so far researching and planning for your essay . </li></ul>2/7/11 Content: Analytical Research DON’T FORGET : Weekly Reading Logs DUE EVERY MONDAY.
  111. 112. <ul><li>**Minimum = paragraphs </li></ul><ul><li>**Best case = sections (multiple ¶ per section) </li></ul>ESSAY STRUCTURE
  112. 113. <ul><li>Introduction </li></ul><ul><ul><li>Attention grabber (engage the reader) </li></ul></ul><ul><ul><li>Context </li></ul></ul><ul><ul><ul><li>What is happening right now to make topic relevant </li></ul></ul></ul><ul><ul><li>Thesis </li></ul></ul><ul><ul><ul><li>Clear, direct statement </li></ul></ul></ul><ul><ul><ul><li>Declarative </li></ul></ul></ul><ul><ul><ul><li>NO WIMPY OPINION PHRASING (I ̶ ̶ t ̶ h ̶ i ̶ n ̶ k ̶ , i ̶ t ̶ ’ ̶ s ̶ ̶ m ̶ y ̶ ̶ o ̶ p ̶ i ̶ n ̶ i ̶ o ̶ n ̶ ) </li></ul></ul></ul><ul><ul><li>Overview argument </li></ul></ul>ESSAY STRUCTURE
  113. 114. <ul><li>We will prep for our essays by compiling information we can use for each section of the essay. </li></ul><ul><li>Once we have the necessary information, then we will put that information together in a fully written essay. </li></ul>ESSAY PREP
  114. 115. <ul><li>CONTEXT: </li></ul><ul><li>THESIS: </li></ul><ul><li>OVERVIEW OF SUPPORT: </li></ul>“INTRODUCTION” NEW SHEET OF PAPER
  115. 116. WRITER’S NOTEBOOK <ul><li>“ Independent Reading” </li></ul><ul><li>SHHH! READ A BOOK! </li></ul><ul><li>Put yourself in the shoes of one of the characters in your book. How would you react to what happened in what you read today. </li></ul>2/8/11 Content: Analytical Research DON’T FORGET : Weekly Reading Logs DUE EVERY MONDAY.
  116. 117. <ul><li>**Minimum = paragraphs </li></ul><ul><li>**Best case = sections (multiple ¶ per section) </li></ul>ESSAY STRUCTURE
  117. 118. LET’S LOOK AT THE SAMPLE <ul><li>What can we learn about supporting the thesis from the sample? </li></ul>
  118. 119. <ul><li>This is where you discuss and prove the reasons for your thesis </li></ul><ul><li>Supporting point = reason thesis is valid </li></ul><ul><li>Evidence = proves supporting point </li></ul>SUPPORTING POINTS
  119. 120. SUPPORT <ul><li>State reason </li></ul><ul><li>Explain reason </li></ul><ul><li>Present evidence </li></ul><ul><li>Connect evidence to the reason </li></ul>
  120. 121. “ MY SUPPORT 1” <ul><li>SUPPORTING POINT: </li></ul><ul><li>Connection to thesis: </li></ul><ul><li>Evidence 1: </li></ul><ul><ul><li>Connection to supporting point: </li></ul></ul><ul><li>Evidence 2: </li></ul><ul><ul><li>Connection to supporting point: </li></ul></ul>NEW SHEET OF PAPER
  121. 122. “ MY SUPPORT 2” <ul><li>SUPPORTING POINT: </li></ul><ul><li>Connection to thesis: </li></ul><ul><li>Evidence 1: </li></ul><ul><ul><li>Connection to supporting point: </li></ul></ul><ul><li>Evidence 2: </li></ul><ul><ul><li>Connection to supporting point: </li></ul></ul>NEW SHEET OF PAPER
  122. 123. “ MY SUPPORT 3” <ul><li>SUPPORTING POINT: </li></ul><ul><li>Connection to thesis: </li></ul><ul><li>Evidence 1: </li></ul><ul><ul><li>Connection to supporting point: </li></ul></ul><ul><li>Evidence 2: </li></ul><ul><ul><li>Connection to supporting point: </li></ul></ul>NEW SHEET OF PAPER
  123. 125. WRITER’S NOTEBOOK <ul><li>“ Independent Reading” </li></ul><ul><li>GRAB YOUR BOOK AND READ! </li></ul><ul><li>Currently a character should be facing a conflict. Predict how you think that character will overcome that conflict. Make sure your prediction actually fits what the character would do. </li></ul>2/9/11 Content: Analytical Research DON’T FORGET : Weekly Reading Logs DUE EVERY MONDAY.
  124. 126. TODAY <ul><li>Students will organize ideas in the prewriting stage of a research-based essay. </li></ul><ul><li>Students will support a thesis with relevant, credible support. </li></ul>
  125. 127. ONCE AGAIN… <ul><li>We will not return to the computer lab until next Wednesday. </li></ul><ul><li>Next Wednesday’s assignment will be to type your draft. </li></ul><ul><li>So, if you wasted time in the lab and did not finish your work, your poor decision has left you in the position of finding time/place to do the work on your own. </li></ul>
  126. 128. TODAY <ul><li>Plan your supporting sections for your essay. </li></ul>
  127. 129. “ MY SUPPORT 1” <ul><li>SUPPORTING POINT: </li></ul><ul><li>Connection to thesis: </li></ul><ul><li>Evidence 1: </li></ul><ul><ul><li>Connection to supporting point: </li></ul></ul><ul><li>Evidence 2: </li></ul><ul><ul><li>Connection to supporting point: </li></ul></ul>NEW SHEET OF PAPER IN NOTES
  128. 130. “ MY SUPPORT 2” <ul><li>SUPPORTING POINT: </li></ul><ul><li>Connection to thesis: </li></ul><ul><li>Evidence 1: </li></ul><ul><ul><li>Connection to supporting point: </li></ul></ul><ul><li>Evidence 2: </li></ul><ul><ul><li>Connection to supporting point: </li></ul></ul>NEW SHEET OF PAPER
  129. 131. “ MY SUPPORT 3” <ul><li>SUPPORTING POINT: </li></ul><ul><li>Connection to thesis: </li></ul><ul><li>Evidence 1: </li></ul><ul><ul><li>Connection to supporting point: </li></ul></ul><ul><li>Evidence 2: </li></ul><ul><ul><li>Connection to supporting point: </li></ul></ul>NEW SHEET OF PAPER
  130. 132. <ul><li>2/10 – 2/18: </li></ul><ul><ul><li>Conclusions </li></ul></ul><ul><ul><li>Write essay </li></ul></ul><ul><ul><li>Type essay </li></ul></ul><ul><ul><ul><li>Follow assigned formats </li></ul></ul></ul><ul><ul><ul><li>Correctly cite sources in-text </li></ul></ul></ul><ul><ul><ul><li>Correctly cite sources in Works Cited page </li></ul></ul></ul>

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