In this PowerPoint… Research Discussion Notetaking and Citation Work Purpose and audience Ethics in research Reliable, valid, etc. sources Notetaking, paraphrasing, and summarizing APA citations Notetaking and Citation Work Matrix Time (Finish character analysis.)

Advanced English 6 January 4, 7 6.1 The student will use effective oral communication skills in a variety of settings. a) Listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues. b) Participate as a facilitator and a contributor in a group. c) Participate in collaborative discussions with partners building on others’ ideas. d) Ask questions to clarify the speaker’s purpose and perspective. e) Summarize the main points a speaker makes. f) Summarize and evaluate group activities. g) Analyze the effectiveness of participant interactions. h) Evaluate own contributions to discussions. i) Demonstrate the ability to collaborate with diverse teams. j) Work respectfully with others and show value for individual contributions. 6.4 The student will read and determine the meanings of unfamiliar words and phrases within authentic texts. a) Identify word origins and derivations. b) Use roots, affixes, synonyms, and antonyms to expand vocabulary. c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. d) Identify and analyze the construction and impact of figurative language. e) Use word-reference materials. f) Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing. 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, and poetry. a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. b) Describe cause-and-effect relationships and their impact on plot. c) Explain how an author uses character development to drive conflict and resolution. d) Differentiate between first and third person point of view. e) Describe how word choice and imagery contribute to the meaning of a text. f) Draw conclusions and make inferences using the text for support. g) Identify the characteristics of a variety of genres. h) Identify and analyze the author’s use of figurative language. i) Compare/contrast details in literary and informational nonfiction texts. j) Identify transitional words and phrases that signal an author’s organizational pattern. k) Use reading strategies to monitor comprehension throughout the reading process. 6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. a) Skim materials using text features such as type, headings, and graphics to predict and categorize information. b) Identify main idea. c) Summarize supporting details. d) Create an objective summary including main idea and supporting details. e) Draw conclusions and make inferences based on explicit and implied information. f) Identify the author’s organizational pattern(s). g) Identify transitional words and phrases that signal an author’s organizational pattern. h) Differentiate between fact and opinion. i) Identify cause-and-effect relationships. j) Analyze ideas within and between selections, providing textual evidence. 6.7 The student will write in a variety of forms, to include narrative, expository, persuasive, and reflective, with an emphasis on narrative and reflective writing. a) Engage in writing as a recursive process. b) Choose audience and purpose. c) Use a variety of prewriting strategies to generate and organize ideas. d) Organize writing to fit mode or topic. e) Write narratives to include characters, plot, setting, and point of view. f) Establish a central idea, incorporating evidence and maintaining an organized structure. g) Compose a thesis statement for expository and persuasive writing. h) Write multiparagraph compositions with elaboration and unity. i) Use transition words and phrases. j) Select vocabulary and information to enhance the central idea, tone, and voice. k) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. l) Revise writing for clarity of content including specific vocabulary and information. 6.8 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English. a) Use subject-verb agreement with intervening phrases and clauses. b) Use pronoun-antecedent agreement to include indefinite pronouns. c) Maintain consistent verb tense across paragraphs. d) Eliminate double negatives. e) Use quotation marks with dialogue. f) Choose adverbs to describe verbs, adjectives, and other adverbs. g) Use correct spelling for frequently used words. h) Use subordinating and coordinating conjunctions. 6.9 The student will find, evaluate, and select appropriate resources to create a research product. a) Formulate and revise questions about a research topic. b) Collect and organize information from multiple sources. c) Evaluate and analyze the validity and credibility of sources. d) Cite primary and secondary sources. e) Avoid plagiarism by using own words and follow ethical and legal guidelines for gathering and using information. f) Demonstrate ethical use of the Internet. January 4, 7

To Do Today: Sit with your book club. Discuss research: Define purpose and audience. Discuss ethics in research. Review sources for reliability, validity, etc. Learn about notetaking, paraphrasing, and summarizing. Review citations (APA). Review and practice citations and notetaking. Work on the matrix. Finish and turn in the character analysis on Schoology. You need: a pencil, your planner, your classic novel, your journal, your purple portfolio, and your Chromebook.

To inform Purpose and Audience Who is the audience? What is the purpose of this paper? Scientific readers Other students Teachers Ourselves We need to be formal writers (No I, you, or contractions!) What does that mean for us? To inform

A3-Ethics What does ethics look like in student research: Values/Morals Bias Discrimination Prejudice Judging Differing Opinions Point of View Right and Wrong Wisdom Avoiding discrimination based on characteristics Avoiding value judgments Stating relevant facts Checking for source bias Citing sources Title your paper. Discuss what ethics looks like in STUDENT RESEARCH. Guide to ideas like plagiarism, citing sources, keeping track of where ideas came from, etc.

A7-Ethics What does ethics look like in student research: Values/Morals Bias Discrimination Prejudice Judging Differing Opinions Point of View Right and Wrong Wisdom Find non-biased sources. Compose non-biased writing. Using credible sources. Know who the author is. Look at the different sides. Avoid Wikipedia. Use different sources. Evaluate the credibility or reliability of the source. Give credit to the sources. Discuss what ethics looks like in STUDENT RESEARCH. Guide to ideas like plagiarism, citing sources, keeping track of where ideas came from, etc.

B3-Ethics What does ethics look like in student research: Values/Morals Bias Discrimination Prejudice Judging Differing Opinions Point of View Right and Wrong Wisdom Making sure your facts are correct if two sources say different things. Have integrity. Finding correct sites (valid, reliable) Avoid bias; state objective facts. Include different points of view. Avoid plagiarism. Give credit to your sources! Discuss what ethics looks like in STUDENT RESEARCH. Guide to ideas like plagiarism, citing sources, keeping track of where ideas came from, etc.

B7-Ethics What does ethics look like in student research: Values/Morals Bias Discrimination Prejudice Judging Differing Opinions Point of View Right and Wrong Wisdom Show different perspectives. Put forth effort, and show diligence. Cite sources. Logical reasoning and proof Solid facts Avoid bias. Search for truth. Check for proper GUMS. Triangulate your sources. Use reliable sources. Discuss what ethics looks like in STUDENT RESEARCH. Guide to ideas like plagiarism, citing sources, keeping track of where ideas came from, etc.

Notetaking You need to take notes from your sources to answer your research questions and to go with your thesis statement. Electronic notes organized by source Notecards with the source Paper with the source Cornell notes with the source Many other ways, but you have to include the SOURCE! Direct Quotation: Exact words of the author in quotation marks; you must give credit to the SOURCE! Paraphrase: Putting an author’s words into your own and using his/her ideas, but you must give credit to the SOURCE! Summary: Putting an author’s words into your own words, but only including the main points. You must give credit to the SOURCE!

Why should we cite, or give credit to, sources? Giving Credit Why should we cite, or give credit to, sources? To provide accurate knowledge To protect rights (participants and intellectual property) To avoid plagiarism

What’s the Difference? Modern Language Association (MLA) American Psychological Association (APA) Most commonly used to cite sources within the language arts, cultural studies, and other humanities. (Barrie 42). Barrie, J. M. Peter Pan. Bantam Books, 1985. Focuses on the text you are using Most commonly used to cite sources within the social sciences (Smith, 2018). Smith, J. (2018). The foundations of Jamestown. Retrieved from www.jamestown.com Focuses on the date something was published

American Psychological Association (APA)Reference Page Basics Goals: To allow a reader to find the source of the writer’s information To provide “proof” that the writer did not just make up information In-text citations must match the Reference page so the reader can find the sources. Must haves: Author’s name (last name and first initial)-If there is not an author’s name, put the article title. Year of publication-If there is not a year, use n.d. for no date. Title of source, either with no punctuation (articles) or italics (book titles) URL, if electronic source Periods after each piece of information Capital letters used only at the beginning of each piece of information

Books: Articles: Videos: References (APA) Author last name, Author first initial. (Year of publication). Title of book. Location of publication: Publisher name. Books: Author last name, Author first initial. (Year of publication). Title of article. Title of periodical, volume number(issue number), page numbers. Retrieved from http://restofwebsiteurl Articles: Name of producer (Producer). (Year of publication). Title of video [Location of video-DVD, online]. Retrieved from http://restofwebsiteurl Videos:

APA In-text Citations In-text citations: Giving credit to your source in the body of your paper In-text citations: The author’s last name The year the source was published You need to know two pieces of information: (Smith, 2016). Your citation will look like this at the end of a sentence: Smith (2016) states that George Washington was a strong military leader. George Washington was a strong military leader (Smith, 2016). Your citation will look like this in a paraphrase or summary: Smith (2016) states, “George Washington was a strong military leader” (p. 201). “George Washington was a strong military leader" (Smith, 2016, p. 201). Your citation will look like this with a direction quotation:

WHY is your person worthy of being recognized as an eminent individual who inspires others? Guiding questions: What did your person create? How did he/she innovate? How did he/she make an impact on society? Eminent: adj. (of a person) famous and respected within a particular sphere or profession.

What were the contributions of the eminent person to the discipline? What were the significant challenges or the noteworthy conflicts the eminent person overcame to reach success? How did the eminent person use a habit of mind to resolve the issue? Why is the eminent person worthy to represent someone who skillfully employed a habit of mind to overcome adversity? Guiding questions

Research Look for the following: What did your person CREATE? How did your person INNOVATE? How did he or she use a habit of mind to overcome a challenge? How did your person ILLUMINATE the world? Start taking notes from your sources to answer these questions. Remember to give credit to the source you are using!

Character Analysis Pick three specific questions about your classic novel from the Google Sheet in Schoology: one Basement, one Ground Level, and one Penthouse. The questions MUST relate to our BIG IDEA (Force/Change).   Answer the questions you have chosen in complete sentences and use textual support in EACH to fully explain your answers. Use MLA citations for EACH answer. What forces have shaped the identity of a character and caused that character to change over time?

How do you find text evidence? How do you write it? MLA format: (Author’s last name page number or chapter number). (Barrie 42) or (Barrie chpt. 4)-use author’s last name the first time you cite it (45-46) or (chpt. 4)-Every time after, just use the page number(s) or chapter number.

Works Cited-MLA (Modern Language Association) Author last name, Author first name. Title of Book. Publisher, Year of Publication. Barrie, J. M. Peter Pan. Bantam Books, 1985. Stevenson, Robert Louis. Treasure Island. Holt, Rinehart, and Winston, 1990. Defoe, Daniel. Robinson Crusoe. Scholastic, Inc., 1964. Pyle, Howard. The Merry Adventure of Robin Hood. Dover Publications, Inc., 1968.

Matrix Work on your character analysis on the Google Doc provided on Schoology (DUE WEDNESDAY, JANUARY 9)! Keep finding sources about your eminent person and start taking notes. Digital Portfolio “Where I’m From” poem-6th grade page “Where I’m From” reflection-6th grade page Reader paragraph-Home page Writer paragraph-Home page Personal Narrative-6th grade page Personal Narrative reflection-6th grade page Derivatives Activity on vocabulary.com Extreme Sentence Surgeons (link on Schoology) Finish Advisory work from Wednesday, December 12. ONLY if you finish everything else, you may Work on your eminent person snowflake. Record your “Where I’m From” poem on Seesaw.