Freshman Research Paper2013

Question:

___________________________________________

___________________________________________

___________________________________________

___________________________________________

Name __________________________________

Ms. Shea

Due Date: Tuesday, May 21, 2013 (B,E Block) Wednesday, May 22, 2012

(C,H Block)

Table of Contents

Welcome to the Freshman Research Paper page 1The Fine Print page 2Unpacking the Question page 3PERSIA GEM page 4LHS Library Guide page 5Keyword Searching page 6Electronic Note Cards page 7Note Card Rubric page 8Guide to Annotating Sources page 9Annotated Works Cited Rubric page 10Writing the FRP page 11Getting Ready to Write page 12Graphic Organizers page 13 - 18Developing the Argument page 19Citations page 20FRP Checklist page 21What We Learned page 22FRP Rubric page 23FRP Calendar page 25 – 26

Welcome to the Freshman Research Paper 2013!Today you will begin of one of the most exciting World History projects of the year—the Freshman Research Paper or FRP. During the spring, all 9th grade students research and write an analytical research paper: think of it as another step toward becoming a more independent student—and person. Unlike research projects you may have completed for other social studies courses, this essay will require you not only to report on what you’ve learned but also to develop an opinion and provide evidence to support your point of view. The goal of this project is to use the research and analytical writing skills that we’ve practiced throughout the year on a variety of assignments and to bring all those skills together in a single thesis-driven essay. Completing this exciting, challenging project will help you begin your next transition--to 10th grade!

This packet provides more details about the paper, but here are the basics:Type of Paper: Analytical research paper, focused on supporting a thesisResearch: Information gathered on electronic note cards Organization: Outlines & graphic organizers will be provided to help organize your ideasLength: Minimum of 6 paragraphsFormat: Double-spaced, 12 point, easy to read font (Times New Roman, for example)Citations: An annotated bibliography, as well as citations within the text, is required

In class, we will review how to use research note cards, assess the usefulness and reliability of sources, and gather information for an annotated bibliography. For several days, class will be held in the library so that you can have access to books, databases, and the expertise of the LHS librarians. We will also spend time using lap top computers in the classroom so that you will have an opportunity to write your papers during the school day. In addition, computers will be available during X and Z blocks (after school) in Room 244 for students who want extra help from Ms. Shea or who want to get more work done in school.

All homework assignments up until the due date for the paper will be focused on the FRP. This will include gathering sources from Cary, Boston Public, or another library, using on-line resources at home, and writing drafts of the essay. While much of the research and writing of this paper will take place in school, you are expected to devote at least 30 minutes a day to this project outside school. This is the minimum—most students will spend more time than that on the project over the next few weeks. In order to continue writing at home, you will be expected to use Google Docs (which requires an email address), e-mail or a flash drive so you can have access to your documents both at school and at home. I also recommend that you print out the paper as you are writing it.

You may find that you share a topic with other people. Like all historians, journalists and writers, you may share sources or quotations (cited correctly, of course). However, the final product, the actual writing, must be your OWN writing. As always, I expect you to act with integrity and uphold the LHS Honor Code. Plagiarism will not only result in an F but also will earn the plagiarist a lengthy conversation with Dean Lautman.

You will be graded on both your research process as well as the final paper. Meeting interim deadlines and doing high quality research will be part of your 4th Quarter grade. The grade on the final paper counts as 60% of the final exam grade. The final exam, which you will take during finals period at the end of the school year, will count toward the other 40%. These two percentages combined will constitute 20% of your average for the year.

The paper is due on Tuesday, May 21 (B,E Blocks); Wednesday, May 22 (C,H Blocks)

To ensure home/school communication, please sign below and ask your parents to do the same. Thanks!

Ellen Shea eshea@sch.ci.lexington.ma.ushttp://sheaworld.wordpress.com/

Student Signature: _____________________________ Date: _______________

Parent/Guardian: ______________________________ Date: ________________

The Fine Print: FRP RequirementsResearch

Use a wide variety of sources sources should include print (books), databases (ie, ABC Clio), and on line sources minimum of 7 sources including 1 encyclopedia, 2 databases or reliable web sites, 2 books 4-6 citations in the text including both direct quotations and paraphrased information

Take high quality research notes enter source information into NoodleTools minimum of 35 electronic note cards (quality matters more than quantity) thoughtful sub-topic headings on each card that demonstrate some initial analysis

(headings explain why information matters)

Analytical PaperIntroduction

provide historical context; introduce topic to reader thesis statement

Body Paragraphs organized around 2 PERSIA GEM categories or 2 organizing ideas make 2 claims related to each organizing idea or PERSIA GEM category (4 claims in total) clearly present at least 2 pieces of evidence for each claim thoroughly analyze each piece of evidence

Conclusion remind the reader of your thesis statement and organizing ideas provide a reflective sense of closure by explaining the significance of the ideas you’ve presented

(why this topic matters)

Works Cited annotated bibliography MLA Format Use NoodleTools and export to MS Word to print stapled to paper as the final, unnumbered page

Format 6 paragraphs in length (roughly 4-5 pages) double-spaced, 1” or 1.25” margins, 12 point easy to read font (such as Times New Roman)

Extra HelpMs. Shea will be available during X and Z blocks (after school), and during some study halls. In addition the LHS Librarians are available during the school day, as wel as before and after school to help students find sources and create the Works Cited page.

Due DateThe final paper is due Tuesday, May 21 (B,E Blocks) or Wednesday, May 22 (C, H Blocks) Your grade will be lowered if your paper is late. This deadline is firm—even if you are absent any day during the project.

Unpacking the QuestionDirections: Write, tape or glue your question into the box below.

Brainstorm a list of questions you will need to answer or topics you’ll need to understand in order to answer your FRP question

PERSIA GEMPolitical: The art or science of government.

Questions: What kind of government do they have? Who makes the decisions or laws? How are decisions made? How successful is the government? How does it impact people? How do they gain & maintain legitimacy?

Economics: The management of material wealthQuestions: Is it a strong or weak economy? Do they have material wealth? What is it? What do they produce? Import? Export? Who makes the decisions about the economy?

Religion: Relating to a belief in a supernatural power -- morals, ethics Questions: What kind of god? What do people believe? Is it a theocracy (rule by religious leader)? How does religion influence the society? Are the beliefs written down?

Social: Pertaining to living in a community -- human interactionQuestions: How is the society organized? Do they have a caste system or a class system? What are the classes/castes? How are they decided? What language do they speak? Do they have civil rights? Which groups have high/low status?

Intellectual: Ability to learn or reason -- education, learning, philosophyQuestions: What do they know? How do they know it? What advances were made? Do they have schools? What kinds? Who went and who taught in them? Who were the intellectuals? The philosophers? How much status do they have?

Artistic: Of or relating to art or artist -- music, sculpture, painting, theaterQuestions: What kind of art do they have? What tools do they use? How is art valued in the society? Who are the artists? How does one become an artist?

Geography: Land and climate Questions: What is the climate? What are the land forms? Terrain? Where is it in the world? What country do they belong to? Continent? What are their natural boundaries?

Engineering/ Using science and math to make life better and easier – inventions, innovations Technology: Questions: What did they build? How? What kind of technology did they

have? How advanced were they? How did they make advances?

Military: Pertaining to soldiers and armed forces.Questions: What place did the military have in their society? Did they expand their borders often? What weapons did they use? How and why did they fight? What were their tactics or strategies? Who were their leaders? How were their armed forces organized? What were the soldiers’ loyalties?

LHS Library Guidehttp://library.lexingtonma.org/lhs/home.html

or access the site from the LHS Home Page; the Library is under Academics

To retrieve the passwords for all of the encyclopedias or online databases, selecton the LHS database page, enter “lhslibrary” and click the button (don’t just hit return)

EncyclopediasEncyclopaedia BritannicaGrolier On LineWorld Book Encyclopedia

Social Studies DatabasesABC-Clio Social Studies DatabaseMarshall Cavendish DigitialSalem Press Milestone Documents in HistorySIRS Researcher

Other DatabasesBiography in ContextInfoTrac (Gale Databases)

Search for Books, Create a Book List or Find Source Information for a Book From the LHS Library home page select Lexington High under Search Catalog on

the left hand side of the homepage Select Lexington High School Library Search for print sources in the catalog that are related to your topic (try several

terms, use broad terms as well as specific ones) Look over the search results. You can see more about the book if you click on

source or by selecting Details. If the book looks like it will be useful, click on Add to This List. Search some more. Your goal is to have at least 4 books. When you are done click on Resource Lists on the left and then click on My List Click on Printable at the top right to print the list To find the source information for all the books on your list select Citation List at

the bottom of the page

Use the Librarians as a Resource!The LHS librarians have worked with many 9th graders on the FRP. They have good suggestions of where to find information both in print and on line and can also help you put together your annotated Works Cited page.

The librarians are usually available whenever the library is open: during the school day, before and after school and during X block. They will appreciate it if you make an appointment ahead of time, but you can also drop in for help.

Keyword Searching in the LHS Library Catalog & Databases

Keywords will help you when searching a library catalog, database, encyclopedia or Internet. Use the chart to think of some words or terms that relate to your research question. Start with the terms in the question, and then think about related words or terms that might help you broaden or narrow your search. As you read more about the topic, add to your list.

Example: Main Topic: Shi Huang Di

Who/What shi Huang Di Chinese Emperor Qin EmperorWhen? Qin Dynasty 221-206 BCEWhere? China Xi’an Middle KingdomOther Words/Terms

Terra Cotta Soldiers

Great WallLegalism

Warring States

Other Spellings Qin Shi Huang Di Shi Huangdi Shihuangdi

Main Topic: _____________________________________________

Who/What

When?

Where?

Other Words/Terms

Other Spellings

Electronic Note Cards Using NoodleBib

On each notecard you can enter notes into 3 different fields: Direct Quotation: type or paste information word for word from the source; then

paraphrase the meaning of the quote in the Paraphrase box Paraphrase/Summary: use for bulleted notes or to re-state quotations in your own

words; this box should be filled in on every note card My Ideas: record ideas, ask questions, brainstorm, make connections, comment on your

notes; recording your own thoughts as you research will help you understand topic more

You do not have to enter information into all three fields. Most of the time you will only use the Paraphrase/Summary box.

Notes should be related to the Title of the note card; it’s OK if some note cards have just a little bit of information. The Title field will only let you use the same title once. If you want to use the same title for multiple sources then add a different number next to the title. For example: Improving Infrastructure 1, Improving Infrastructure 2

After you save your note card, you can create piles on the Note Card Table. The piles should group note cards that share similar organizing ideas or PERSIA GEM categories. The names of the piles can help you come up with organizing ideas for your body paragraphs.

Title should categorize the information should indicate initial analysis can be related to a PERSIA GEM category can be a question or a phrase

Note Card RubricDate_______________# sources___________# note cards_________

Exemplary Proficient Developing LimitedSources Uses wide variety of

highly appropriate print and on-line sources including library databases

Has met or exceeded required number of sources expected by this date

Gathers information for annotated Works Cited accurately and completely

Uses several relevant print and on-line sources including library databases

Has nearly met required number of sources expected by this date

Gathers accurate information for annotated Works Cited

Has not yet used both print and on-line sources

Needs several more sources in order to meet requirement

Missing information needed for annotated Works Cited

Has used too few sources;

Needs many more sources to meet requirement

Has not gathered information for annotated Works Cited

Notes Takes high quality notes that are extensive, rich and thorough; paraphrases and provides well-chosen diret quotations; makes good use of the My Ideas box

Consistently uses clear, descriptive, idea-driven titles that show analytical thinking

Has met or exceeded quantity of research expected by this date

Takes accurate notes that provide sufficient information; paraphrases and provides well-chosen direct quotations

Uses some idea-driven titles that make analysis easier

Making good progress toward quantity of research expected by this date

Takes notes that do not provide enough information; most notes are direct quotations cut and pasted into note cards

Uses vague, general, or factual titles making analysis difficult

Needs to make more progress in order to have expected enough research

Takes poor quality notes

Does not use titles on note cards

Making poor progress toward expected amount of research

Guide to Annotating SourcesSource: Purdue OWL (On-Line Writing Lab) http://owl.english.purdue.edu/owl/resource/614/01/

An annotated bibliography is a list of citations for books, articles, and audio-visual material used to research a topic. In addition to the usual information found on a Works Cited page (author, title, publisher, etc), an annotated bibliography also includes a short paragraph or annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy and quality of the sources cited.

Provide the Source Information Use NoodeTools to enter author, title, publishing information Be sure to select MLA Junior

Write the Annotation This should be done on NoodleTools; look for the “annotation” box

Summarize: If someone asked what this article/book is about, what would you say? What are the main arguments? What is the point of this book or article? What topics are covered?

Evaluate: Is it a useful source? How does it compare with other sources in your bibliography? If it’s an on-line source, how do you know the information is reliable? Is this source biased or objective? What is the goal of this source?

Reflect: How does this source fit into your research. Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic?

Remember, the questions above are a guide. You do not have to answer every question. Annotations should be 3-5 sentences in length.

Format the Works Cited page Use NoodleTools; it will format for you! Export to MS Word before you print Annotations should follow directly after the other source information Double space entries Use hanging indentation (First line starts at the left margin, and the lines that follow are

indented 4 spaces.) Avoid using 1st or 2nd person (I, me, you) when writing an annotation

Sample:Allen, Arthur. Vaccines: The Controversial Story of Medicine’s Greatest Lifesaver. New York: W.W.

Norton, 1959. Print. Arthur Allen, a journalist, provides a comprehensive overview of the history of and resistance towards vaccines, focusing on the United States. This book was useful for understanding the social factors that inhibited the acceptance of vaccines as well as the factors that ultimately led to their success. The author was unbiased and the quotes and statistics in the book were also helpful for identifying primary sources.

Annotated Works Cited RubricExemplary Proficient Developing Limited

Source Information

Correctly cites every source providing all available information (author, title, publisher, etc)

Correctly cites most sources providing available information (author, title, publisher, etc)

Correctly cites some sources; missing some information (author, title, publisher, etc)

Cites many sources incorrectly; missing information (author, title, publisher, etc.)

Analysis All sources are reliable

Annotations clearly summarize, evaluate, and reflect on usefulness of sources

Most sources are reliable

Most annotations summarize, evaluate, and reflect on usefulness of sources

Includes several unreliable sources

Annotations summarize, but do not evaluate, or evaluate without summarizing source

Includes many unreliable sources

Does not annotate sources

Conventions Uses appropriate grammar and spells correctly throughout

Correctly formats page using hanging indents and double spacing

Uses appropriate grammar and spells correctly most of the time

Makes a few mistakes in formatting page

Makes grammar and spelling errors that distract but do not compromise meaning

Annotations do not immediately follow citations

Makes many grammar and spelling mistakes that compromise meaning

Page incorrectly formatted; does not use hanging indents and double spacing

Writing the FRPIntroduction

Opening move:engage the reader, but…beware exaggeration, dopey starts, general cheesiness

Historical contextprovide some background about the time period, people, place, events of your topic

Thesis statementaddress the critic (although…, despite….)state your central idea (use the language of the question)identify your organizing ideas (because…..)

Organizing Ideascan be part of the thesis or the sentence immediately following the thesis

Body Paragraphs Claim

connect to the organizing ideathis should be an idea-driven statement; not a fact

Evidenceprovide strong evidence to support the claimuse at least 2 pieces of evidence for each body paragraph

Analysisanalyze the evidence by explaining how the evidence supports your claimanswer the “so what?” question, why does this evidence matter?

Linkconnect back to the paragraph’s claimuse the organizing idea to transition to the next body paragraph

Format of each body paragraph Claim Evidence #1 Analysis #1 Evidence #2 Analysis #2 Link

Conclusion Remind the reader of your thesis

do not restate your thesis word for word…that’s boring! Provide a reflective sense of closure

explain the larger significance of the topic; explain why the topic mattersconnect this topic to what happened next in historyidentify a connection to a contemporary issue

Grammar and Conventions Do not ask questions in the paper; it’s your job to answer questions, not ask them Do not use exclamation points! Do not use 1st and 2nd person pronouns (I, me, my, we, our, you, your) Avoid at all costs words that are a waste of good ink

in the next paragraph…., this essay will show…., stuff, nice, big deal… YUCK!!

Getting Ready to Write: Choose an OrganizerBefore you begin to write, you must figure out what you are going to say. There are many ways to get your ideas organized. You must choose one of the following methods.

Body Paragraph OrganizerThis is the organizer we’ve been using in history and English this year. If the boxes have been working for you, stick with it. In addition to the copy in this packet, a copy is posted on the homework page if you prefer to type your info into the organizer.

Body Paragraph Graphic OrganizerThis is pretty similar to the organizer we’ve used before but is in portrait format instead of landscape.

Body Paragraph OutlineThis is a more traditional way of organizing information. Some people like being able to line up the paragraphs almost exactly they way they will be written. This is also included in this packet, but you should feel free to type up your outline if that’s more helpful.

NoodleTools Outline ToolThis is similar to the outline in this packet, but gives you the ability to link directly to your note cards on NoodelTools.

On the right side of the Note Card Table is a window titled OutlineYou can drag note cards into the outline or type directly into itUse the Body Paragraphs Outline in this packet as a model

Inspiration, Webspiration, SpiderScribe, or any other on-line brainstorming toolMost LHS computers have Inspiration software; similar tools are available on-line. This is a good tool if you like making webs or mind-maps. This tends to work best for people who are visual, instead of linear, in their thinking.

Body Paragraphs Graphic Organizer

Idea Linking these Paragraphs/PERSIA GEM #1

Body Paragraph #1 Body Paragraph #2

Evidence #1

Analysis #1 (Explain how evidence supports claim)

Evidence #2

Analysis #2 (Explain how evidence supports claim)

Link/So What?

Claim: Claim:

Evidence #1

Analysis #1 (Explain how evidence supports claim)

Evidence #2

Analysis #2 (Explain how evidence supports claim)

Link/So What?

Body Paragraphs Graphic Organizer

Idea Linking these Paragraphs/PERSIA GEM #2

Body Paragraph #3 Body Paragraph #4

Claim:

Evidence #1

Analysis #1 (Explain how evidence supports claim)

Evidence #2

Analysis #2 (Explain how evidence supports claim)

Link/So What?

Evidence #1

Analysis #1 (Explain how evidence supports claim)

Evidence #2

Analysis #2 (Explain how evidence supports claim)

Link/So What?

Claim:

Body Paragraphs OutlineIdea Linking These Two Body Paragraphs(PERSIA GEM Category) ________________________________________________________

Claim #1 (you do not have to use the PERSIA GEM word in the claim)

___________________________________________________________________________________

___________________________________________________________________________________

Evidence #1 ________________________________________________________________

________________________________________________________________

Analysis #1 ________________________________________________________________

________________________________________________________________

Evidence #2 ________________________________________________________________

________________________________________________________________

Analysis #2 ________________________________________________________________

________________________________________________________________

Link/So What? ________________________________________________________________

________________________________________________________________

Claim #2 (you do not have to use the PERSIA GEM word in the claim)

___________________________________________________________________________________

___________________________________________________________________________________

Evidence #1 ________________________________________________________________

________________________________________________________________

Analysis #1 ________________________________________________________________

________________________________________________________________

Evidence #2 ________________________________________________________________

________________________________________________________________

Analysis #2 ________________________________________________________________

________________________________________________________________

Link/So What? _________________________________________________________________

Body Paragraphs Outline Idea Linking These Two Body Paragraphs(PERSIA GEM Category) ________________________________________________________

Claim #1 (you do not have to use the PERSIA GEM word in the claim)

___________________________________________________________________________________

___________________________________________________________________________________

Evidence #1 ________________________________________________________________

________________________________________________________________

Analysis #1 ________________________________________________________________

________________________________________________________________

Evidence #2 ________________________________________________________________

________________________________________________________________

Analysis #2 ________________________________________________________________

________________________________________________________________

Link/So What? _________________________________________________________________

________________________________________________________________

Claim #2 (you do not have to use the PERSIA GEM word in the claim)

___________________________________________________________________________________

___________________________________________________________________________________

Evidence #1 ________________________________________________________________

________________________________________________________________

Analysis #1 ________________________________________________________________

________________________________________________________________

Evidence #2 ________________________________________________________________

________________________________________________________________

Analysis #2 ________________________________________________________________

________________________________________________________________

Link/So What? _________________________________________________________________

Developing The ArgumentStep 1: Write your thesis

Acknowledge Another Point of View(“Although” “Despite” describe contradiction)

Central Argument

(your decision…use the language of your question)

Because…(this is a general statement

explaining how you’ll support the thesis)

Write out your thesis statement as a formal sentence:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Step 2: Does the thesis describe both organizing ideas that connect the body paragraphs?

Revise the thesis or write a second sentence that describes the organizing ideas that connect the body paragraphs.

____________________________________________________________________________

____________________________________________________________________________

Step 3: Put it all together. Combine your thesis statement with your organizing idea statement – Check for flow and clarity

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Step 4: Go to NoodleTools. Click on Dashboard. Write your thesis statement in the box.

CitationsYou are required to have 4-6 citations in your paper. At least 2 of these should be well-chosen quotations. You should cite information for a variety of reasons including:

to avoid plagiarism to give credit to other historians for an idea or argument that is not yours to identify the source of uncommon information to explain the source of statistics

Direct Quotations Direct quotations are used when:

--Quoting from a primary source because your claim is based on the specific words used by people from the time period--Using a specific interpretation or analysis that is unique to the historian whose work you read--Using an especially memorable or compelling phrase from a source

Direct quotes are always put inside quotation marks At least two direct quotes are required for this project

Paraphrased Statements A paraphrased statement is your own version of information and ideas expressed by someone else. Paraphrased information should be cited when:

using evidence that includes highly specific details such as statistics, a particularly detailed description of people, places or events

using evidence that differs from information you read in other sources when you use the paraphrased information, you do not need quotation marks

Formatting Citations in Your PaperTo find the proper format for a citation, go to the Bibliography page on NoodleTools, scroll down to the source you’re citing, click on the In Text Reference button on the right. In general, you should follow these models:

one author Identify author and page # (Jones 23)multiple authors List authors’ names and page # (Smith, Yang, and Bird 76)no known author Use shortened title of work (“The Reign of Qin” 44)

put title in quotation markson-line sources Use first item in Works Cited entry (“Empires of Faith”)

could be author, page name, website nameno page number is needed

If the citation is placed at the end of a sentence, the period is placed outside of the parentheses. If the citation is in the middle of a sentence, you do not need a period.

Embed Your QuotationsIntroduce the quotation by providing context or hinting at its importance so readers know what to look for. After the quotation, explain its significance: One of his advisors

said Shi Huangdi had “the heart of a tiger or a wolf” (Paludan 16). Even the people who worked closely with Shi Huangdi saw him as a violent person who would stop at nothing to get what he wanted.

FRP ChecklistCheck off the following items to make sure you have everything ready to pass in the day your paper is due.

Proofreading□ Review the FRP packet to make sure that the introduction, body paragraphs, and

conclusion have all the required components□ Read your paper aloud to yourself or someone else to check for flow and/or mistakes□ Run “spelling and grammar” in MS Word□ Remove all 1st and 2nd person pronouns (I, you, we, us, our your, my, mine)□ Do not use exclamation points or question marks□ Find and destroy “YUCK! words”

very stuff really a lottill big deal good/bad deal withthings off of

Formatting□ Name, Date, Block, Topic on the top right hand corner or on a title page□ Title centered at the top of first page or centered on its own page□ Times New Roman (or another appropriate font), 12pt. font, 1” or 1.25” margins□ Double spaced (no extra spaces in between paragraphs)□ 4-6 in text citations, properly formatted□ 2 direct quotes (maximum 4)□ 2 paraphrased citations□ 6 paragraphs in length□ Annotated bibliography with at least 7 varied sources

Turn It In□ Submit a draft to Turn It In□ Check the Originality Report□ Make sure the passages highlighted are cited appropriately

Be prepared to pass in your FRP stapled to the following documents (in this order)□ Final Draft of FRP □ Annotated Works Cited□ Rubric

FRP Calendar

Week ofDay 1

B,C,E--MondayH--Tuesday

Day 2B,E—Tuesday

C,H--Wednesday

ThursdayE—Wednesday

B,C,H--ThursdayFriday

April 22-26

Introduction to FRP

Welcome to FRP!

Skills Assessment

Introduction to Topics

H/WChoose 3 topics--read textbook--write down top 3 choices--briefly explain your choices

Get packet signed

Vocab Review

H/WVocab Review

Topics assigned

Unpack question

H/WStudy Vocab

Go to Cary Library or BPL and check out at least one book by Day 1 next week

Vocabulary Quiz

H/WPrint & annotate encyclopedia article

NoodleTools--enter source info--create note cards --share project with Ms. Shea

April 29-May 3

Library Skills Review

& Research

Identify key words

Bring in Cary/BPL Book

Review databases,

electronic note cards

H/WCreate Book List

Continue research by finding second electronic source

Library

Review annotated

bibliography

Library research

H/WContinue Research

Library

Library Research

H/WContinue Research

Library

Identify gaps in research,

organize ideas

H/WContinue Research

Week ofDay 1

E,F,G--MondayH--Tuesday

Day 2E,G—Tuesday

F,H--Wednesday

ThursdayE—Wednesday

F,G,H--ThursdayFriday

May 6-10

Conclude Research

Begin Writing

Library

Wrap up research

H/WCreate Annotated Works Cited page using NoodleTools

Annotated Works Cited Due

Pre-writing activities

Review rubric

H/WOrganizer or outline

Thursday Early Release Day

CAGF

Continue work on Organizer/Outline

H/WComplete Organizer/Outline

Organizer/Outline Due

Work on body paragraphs

H/WContinue work on body paragraphs

May 13-17

WritingWork on body

paragraphs

H/WContinue work on body paragraphs

Work on body paragraphs

H/WFinish body paragraphs

Draft of thesis statement

Draft of Thesis Statement Due

submit on NoodleTools

Start introduction and conclusion

H/WWork on introduction and conclusion

Review in-text citations

Review Turn It In

Revisions

H/W Turn It In Originality Check

Print out draft of complete paper

May 20-22

Writing and Revision

Peer Editing

H/W Final Revisions

B,E--May 21C,H—May

22

Paper Due!

Hand in:Final Draft

Works CitedRubric