1. HISTORICAL INVESTIGATION By day

2. 1. Use technology to research historical investigation topics. (Factual and Procedural) 2. Analyze literature and cite strong and thorough textual evidence to support analysis of text. (Thinking & Reasoning) Starting Assignment  Grab the Handout on the desk  Complete outcomes for today  Today is BYOT, be prepared for that when class starts. NO DGP THIS WEEK

3. EA3-HISTORICAL INVESTIGATION ASSIGNMENT— Your assignment is to research the historical, cultural, social, or geographical context of the novel To Kill a Mockingbird and investigate how individuals, organizations, and events contributed to change in the United States during the 1930s. You will create a visual product of your findings and prepare to deliver a brief oral presentation.

4. ABC CHART (day one)  Use the websites on the handout on your desk or google to help research topics (historical, cultural, social and geographical) related to the novel To Kill a Mockingbird.  You must fill out at least 2 topics in each square There are 25 boxes, and you only need to complete 20  You want to focus on life in America in the 1930s when researching your topics.

5.  Once you have finished, come sign the sheet for your topic.  Topics are a first come first serve basis—no more than 2 people per topic.  Choose a topic that you will be able to research and that you are interested to learn about! We go to the Library on Wednesday to begin the research process for this project.

6. Chapter one read (day one)  Read along with the audio of chapter one of To Kill a Mockingbird.  Use the sticky notes on your tables for annotation.  Specifically, look for elements of voice as we read  Tone  Imagery  Syntax  Diction  Additionally, annotate notes about the exposition and point of view, and characters.  If we do not finish in class, you must finish reading for homework.  There will be a quiz when you walk in tomorrow on Chapter One http://www.nccscougar.org/webpages/jcastine/audiorecordings.cfm?subpage=1400261

7. Chapter 1 (day one)  For your closure, use the slips of paper to write a summary of the chapter we read today.  3-5 complete sentences  Create 2-3 hashtags for your tweet  The best tweets get put on the “twitter feed” wall!

8. 1. Analyze literature and cite strong and thorough textual evidence to support analysis of text. (Thinking & Reasoning) 2. Determine the meaning of words and how they are used in text. (Factual and Procedural) 3. Determine theme of a text and explain it’s development.(Thinking & Reasoning) Starting Assignment  Complete the outcomes sheet  Turn in your EA2 final draft, rough draft and editing sheets in that order.

9. Midterm Review Materials Needed:  Something to write with  Study Guide  Pack everything else up and move your belongings out of the aisles. EXPECTATIONS: 1. Work WITH your group to complete all work. 2. Use instructions at each station. 3. No talking/goofing off— this is a grade! 4. Do not rotate until the timer sounds. 5. What you don’t finish becomes homework. 6. Use extra time at each station to work on anything you didn’t finish.

10. Kahoot.it  BYOT OR  I have 4 tablets that can be used if you do not have technology  Expectations Choose an appropriate name Do not scream during the game

11. Midterm Reminders  All of the notes from this semester are on my teacher page if you have lost them.  Please review your notes that correspond with the study guide  Come in with a pencil (scantron exam) and sit in alphabetical order.  Bring something to read or do when you finish the exam

12. 1. Gather relevant information from multiple sources to answer an overarching question. 2. Cite strong and thorough textual evidence to support analysis of text. 3. Analyze various accounts of a subject in different mediums to establish historical context Starting Assignment  Grab any handouts/notecard from the desk  Complete your outcomes sheet  Week 8 DGP –Monday and Tuesday TUESDAY –3/15/16: Historical Context

13. Historical Context  You will analyze MULTIPLE SOURCES of information to establish CONTEXT for the novel To Kill a Mockingbird.  At each station, you will READ and TEXT-MARK a source, SUMMARIZE the information, answer GUIDING QUESTIONS, and CITE EVIDENCE for support.

14. Focus Question WRITE THIS DOWN ON A NOTECARD— Based on the historical context, what can you infer about the novel To Kill a Mockingbird?

15. Historical Context Stations INSTRUCTIONS:  You have 10 MINUTES per station!  Refer to your FOCUS QUESTION frequently!  Stay ON TASK!  Work WITH your GROUP!  CITE RELEVANT INFORMATION MATERIALS NEEDED:  SpringBoard  Writing utensil  Historical context packet  Focus question notecard

16. Homework Read Chapters 2-3 of To Kill a Mockingbird by Friday. You need to complete the graphic organizers and quickwrite that you should have picked up at the beginning of class. You will have a quiz on Friday. YOU NEED A TRIFOLD BOARD OR LARGE POSTER BOARD BY FRIDAY

17. Closure –TICKET OUT THE DOOR Take out your sticky note with your focus question. Answer the question based on the sources you have read today. Based on the historical context we studied today, what are THREE things you can infer about the novel To Kill a Mockingbird? These should be supported by the texts you studied today.

18. Library: Introduction to Research  Evaluate resources for relevance and validity. (Conceptual Understanding)  P roduce clear and coherent writing appropriate to task and purpose. (Communication Strategies) STARTING ASSIGNMENT:  Grab any handouts  Complete your outcomes sheet  DO NOT DO DGP TODAY  COMPLETE THIS ON THE FIRST PAGE OF THE PACKET YOU PICKED UP: Come up with 2-3 questions that you could research in depth about the topic you choose last week for the historical investigation. I have a list of them if you forgot!

19. Library Day--Assignment We are going to the library today where the librarians will be teaching you how to research your topic and create citations.  You must have the research packet with you  You must get 2 sources  Text-mark your sources once they have been printed (I will be checking that you text-marked).  You must sit one to a table not facing another student at the tables in the library. There is NO loud talking in the library!!  EARLY FINISHERS: READ CHAPTERS 2-3 OF TKAM

20. LIBRARY EXPECTATIONS NO FOOD OR DRINK in the library! Bring your RESEARCH PACKET LISTEN to the LIBRARIANS... They know BEST! NO AIMLESS WANDERING... Stay in your seat! You are not married to your topic... at least not for today. If you come across another INTERESTING TOPIC, let me know! Be careful with PRINTING! Write your name on EVERYTHING! Be on your BEST BEHAVIOR... or ISD!

21. Annotated Bibliography Day 1. Evaluate resources for relevance and validity. (Conceptual Understanding) 2. Use technology to research historical investigation topics. (Factual/Procedural) 3. Produce clear and coherent writing appropriate to task and audience (Communication) Starting Assignment  Week 8 DGP –Wednesday and Thursday  Take out your research packet and sources, leave them on your desk for me to check.  Outcomes sheet

22. WHAT IS A BIBLIOGRAPHY?  Page 2 of Historical Investigation Packet a BIBLIOGRAPHY is a list of sources (books, journals, websites, etc.) one has used for researching a topic. also called “References” or “Works Cited” includes author, title, publisher, date, etc.

23. WHAT IS AN ANNOTATION?  Page 2 of Historical Investigation Packet an ANNOTATION is a summary and/or evaluation.

24. WHAT IS AN ANNOTATED BIB?  Page 2 of Historical Investigation Packet an ANNOTATED BIBLIOGRAPHY includes a summary and evaluation of each source used for research

25. ANNOTATED BIBLIOGRAPHIES  Page 2 of Historical Investigation Packet Why do we write an annotated bibliography? It forces us to read each source carefully and critically. It helps us to develop a thesis that is debatable, interesting, and current. It allows us to gain a good perspective on what is being said about a topic. It helps us to develop our own point of view.

26. ANNOTATED BIBLIOGRAPHIES  Page 2 of Historical Investigation Packet Each annotated bibliography will start with a citation. We created citations in the library, make sure you have yours!

27. ANNOTATED BIBLIOGRAPHIES  Page 3 of Historical Investigation Packet PARTS OF AN ANNOTATED BIBLIOGRAPHY: 1.Citation 2.Summary of source 3.Evaluation of source 4.Reflection

28. SUMMARIZE  (3-4 sentences) Start your annotation by summarizing your source: What are the main arguments? What is the point of view of the article? What topics are covered? If someone asked what this article is about, what would you say?

29. ASSESS  (2-3 sentences) Continue your annotation by evaluating the source: Is it a useful source? Explain why or why not. Is the information reliable? Is this source biased or objective? What is the purpose or goal of this source?

30. REFLECT  (1-2 sentences) Continue your annotation by reflecting on the source: Was this source helpful to you? How can you use this source in your research project? Has the information in the source changed how you think about your topic?

31. SAMPLE ANNOTATED BIBLIOGRAPHY citatio n summar y evaluati on and reflectio n

32. WORK TIME You MUST complete an annotated bibliography for each of your articles! Use ONE SOURCE at a time! Refer to the sample, if needed... but remember that you do NOT have to have 3 paragraphs! Respond to ALL questions under each section of the annotated bibliography! Follow ALL length requirements! summary—3-4 sentences evaluation—2-3 sentences reflection—1-2 sentences Provide evidence from the article to SUPPORT your thoughts! EARLY FINISHERS START GATHERING IMAGES FOR YOUR PROJECT BOARD