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Everything we do is research

Everything we do is research. Monday, October 15 th , 2012. SPONGE. In your Grammar for Writing workbook, complete page 153 #5-8. You have 5 minutes to complete this task. EQ: Why should you have credible evidence to support your beliefs? (Why should you have your facts straight ?).

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Everything we do is research

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  1. Everything we do is research Monday, October 15th, 2012

  2. SPONGE • In your Grammar for Writingworkbook, complete page 153 #5-8. • You have 5 minutes to complete this task.

  3. EQ: Why should you have credible evidence to support your beliefs? (Why should you have your facts straight?) • Standards: • ELACC8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. • ELACC8SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume and clear pronunciation. • ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) • ELACC8W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.) • ELACC8W7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. • ELACC8W8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation

  4. ACTIVaTOR • Let’s read from The Project. • What do you think will happen? • How dangerous will the flood be?

  5. WORK PERIOD • You will be divided into groups to research the topics below: • DaVinci • Cyphers • Time Travel • EMA (Emergency Mgmt. Agency) protocol for disasters • Propaganda • The Most Boring Book in the World • Use the graphic organizer’s first side to help you organize your thoughts. • During presentations at the end of class you will have to fill in the key information for all of the other topics on the back of your graphic organizer.

  6. Jigsaw: Step-By-Step • Decide how you all will read the article. • Will everyone read every word? Will you break it up into paragraphs? • Fill in the graphic organizer. • Use bullet points only. No full sentences needed. • Present your information to the class. • Each person can present a different section (for example, one person does the “history”, another does the “important facts”… etc.)

  7. CLOSING • Continue presenting research group information.

  8. HOMEWORK • On a sheet of notebook paper, draw a Venn Diagram comparing and contrasting “Out of Bounds,” which was read for homework last week (7th period read from “The Reader’s Journey”), and what we have read in class thus for within The Project.

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