Those of you that finish editing your papers early, will be creating "help docs" that will help other students figure out how to improve parts of their paper. A help doc should be a step-by-step guide that teaches someone how to do something. See my example here: Help Doc_In-text Citations
You can include pictures of steps using screen shots. On Mac computers, this is done by holding down the keys: command, control, shift, 4 at the same time, clicking the arrow at the top left part of the screen you want to take a picture of, and then dragging it to the bottom right corner and letting go. This automatically copies the image, so you can paste it into the document. This link has images, directions, and a video about taking screen shots. Below are common struggles for students on this essay:
Directions:
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On the last day of class before break, students will finish their conclusion & their citations. Students should open the powerpoint attached below and finish their papers. *Some students need individual attention to complete the research & body paragraphs. I want the other students to practice self-regulated learning & move ahead to finish with minimal verbal instruction from me. Topics covered in the PowerPoint include:
This is a big area of difficulty for many students. Below are some common mistakes and ideas for how to paraphrase like a scholar! Common Mistakes When Paraphrasing (from this PDF)
Solutions!
Today, we're working on creating an outline with our researched information. Below are models and 2 different scaffolds to help students write the outline & the paper. The bullet points below are links to Google Docs.
Directions for Creating your Outline in Google Docs using Scaffolds:
*If you want these files as Microsoft Word Docs... they are below.
Today is Day 2 of students' in-class research for their analytical papers. In our brainstorms, the idea of including statistical data (e.g. charts, graphs) was raised. On my visit to another school yesterday, I saw a great graphic organizer teachers are using for interpreting graphs & charts. I've reproduced it with some small changes & attached it at the bottom of this post.
Today's Agenda: keep researching!
How do we know if a source is reliable? Below are some quick ways to determine if the source you are looking at is reliable. This site has lots of great information! Here's a list of my favorites from the link...
Below are some interesting facts about Wikipedia, which is a great FIRST STOP to gathering information, but CANNOT be used as a source in your research paper. The last statistics highlight an interesting bias regarding gender...
For the first half of this lesson, students filled out the NYC school survey. *If you didn't do this in class, complete the survey (using the access code & password given to you in class) here. For the second half of the lesson, students developed more specific research questions. (The expectation for students to try this at home was definitely intense!) Agenda
Reflections
Students struggled with the last lesson, during which they read writings by feminists of color. The high-level academic language prevented students from fully understanding the meaning of the text. Today, we are looking at a strategy students can use when a text is too difficult to understand. Agenda
Reflections
Today's lesson was a close reading of the Declaration of Sentiments to identify the goals for start of the women's movement & look at the issues facing women (white, heterosexual, middle-class, able-bodied, cisgendered female citizens). Agenda
Reflections
Our school is getting iPads for every student, which will allow technology to make up for the fact I cannot clone myself during one-on-one or small group skill-building instruction. Here's a few sites I recently tried out and found they might be useful for working on decoding (reading) and encoding (spelling) skills.
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June 2018
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