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Warm Up 9/6

Warm Up 9/6. Take out both your homework that was due on Friday, and also the 1-3 ideas for your senior research project. Choose one of your project ideas. I won’t hold you to it beyond today. From that one project idea, think of a topic that

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Warm Up 9/6

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  1. Warm Up 9/6 • Take out both your homework that was due on Friday, and also the 1-3 ideas for your senior research project. • Choose one of your project ideas. I won’t hold you to it beyond today. • From that one project idea, think of a topic that • is directly related to what you’ll be doing but requires substantiation beyond what you’ll get simply by participating, and • has analytical potential.

  2. EXAMPLES • Ex 1. project idea: refurbish a hiking trail • Which is the better topic? • How to refurbish a hiking trail, OR • The financial and natural effects of forest fires on public parks in Washington. • Ex 2: project idea: job shadow a teacher • Which is the better topic? • Effective ways to teach math skills to elementary school students • The impact of effective teaching on a student YOUR LOGIN & PASSWORD: Firstname.Lastname 05121996 (your birthday, numerically)

  3. From that one project idea, think of a topic that • is directly related to what you’ll be doing but requires substantiation beyond what you’ll get simply by participating, and • has analytical potential.

  4. Agenda 9/5 • Warm up/review • Go through our first RACES activity.

  5. Learning Targets • To apply the research process to a potential topic for our senior research project. • To evaluate an article for its relevance to our potential research topic. • To relate this article to each step of the research process.

  6. Independent Work RACES: Efficiency Matters - if you do not finish in class, you must complete the RACES by our next class. • R: Research (5 minutes) ...QUICK research! As you do more research, go deeper into more specific search terms and topics. • Locate one online or print source about your potential senior research topic. • Create a document in Google Drive called “LASTNAME - RACES - Title of Article” • A: Annotate (15 minutes) • If online, cut and paste the text of the article into the Google Document. • If on paper, photocopy or scan the text of the source and annotate on paper (arrive to class with the copy ready!). • Read the document and annotate it. Use the highlighting tool and the margin comments feature to make notes to self. • C: Cite (5 minutes) • Create a proper MLA citation for this article. • Place this MLA citation at the TOP of the document. • This step must be completed, but not necessarily at this point of the sequence. • E: Evaluate (10 minutes) • At the end of the article, answer these questions: • How reliable of a resource is this? How can you tell? • How useful of a resource is this? What might it be useful for? • What do you feel like this resource leaves out? • S: Synthesize (15 minutes) • Starting with RACES 2, consider ALL of the sources you have explored as part of the RACES evaluation. Look back at the content of previous articles. Answer this question: • In what ways does this article build upon, connect to, corroborate, or contradict previous readings? • Now that this new piece of content is added to the puzzle, what conclusions can you draw or what bigger picture is coming clear?

  7. R: Research (5 minutes) ...QUICK research! As you do more research, go deeper into more specific search terms and topics. • Locate one online or print source about your potential senior research topic. • Create a document in Google Drive called “LASTNAME - RACES - Title of Article” • A: Annotate (15 minutes) • If online, cut and paste the text of the article into the Google Document. • If on paper, photocopy or scan the text of the source and annotate on paper (arrive to class with the copy ready!). • Read the document • Read the document and annotate it. Use the highlighting tool and the margin comments feature to make notes to self.

  8. C: Cite (5 minutes) • Create a proper MLA citation for this article. • Place this MLA citation at the TOP of the document. • This step must be completed, but not necessarily at this point of the sequence. • E: Evaluate (10 minutes) • At the end of the article, answer these questions: • How reliable of a resource is this? How can you tell? • How useful of a resource is this? What might it be useful for? • What do you feel like this resource leaves out?

  9. Synthesize (* We won’t be doing this today) • S: Synthesize (15 minutes) • Starting with RACES 2, consider ALL of the sources you have explored as part of the RACES evaluation. Look back at the content of previous articles. Answer this question: • In what ways does this article build upon, connect to, corroborate, or contradict previous readings? • Now that this new piece of content is added to the puzzle, what conclusions can you draw or what bigger picture is coming clear?

  10. Homework • Finish this assignment • Check out our class blog! http://staff.camas.wednet.edu/blogs/lackland/

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