Extended Annotated Bibliography Workshop | Freshmen and Year Long Students, A-L

Sentence, Phrase, Word

Read the Extended Annotated Bibliography (Sorry I couldn't find any student examples from last year with the technology transition so you will have to read one of my old creations). After you have read through once, reread just the introduction. Underline a sentence you think captures the big idea or argument of the introduction. Put brackets around a phrase you think helps you gain a deeper understanding of the text and adds a new dimension to the sentence. Circle a word that captures the overall essence of the text. Share out in the group.

Parking Lot: Based on our interpretation of Addie's writing, what is an extended annotated bibliography introduction? 

• What’s the main purpose here? 
• What are the parts and their purposes? 
• Which are especially smart or creative?
• Who is the audience for this?

Studio Time

• Conference with Addie about your annotated bibliography
• Review the description of the introduction on the Humanities website
• Construct a rough draft of introduction

Week of October 12th - 16th | Synthesizing Research in Writing

Who are we as a community of thinkers, innovators? What do I need to know about myself and my community, in order to develop an argument? How does the world work? How do the needs of my community and audience influence my research and writing?

This week we all make the transition from exploration and analysis to synthesis and assertion in the research phase, and, while this does not look the same for each thinker or project, we share the same intellectual challenge of crafting logical arguments in academic writing. 

Advisors, please make sure that there are goals set for studio time and structures for reflecting on habits of work and self discipline each day. 

We will continue to use the spreadsheet for attendance. Some students will still move this week, with communication coming from either Beckah or Kimberly. Please use Jupiter for approving and noting feedback on proposals. Additional evidence will be added this week as well.

Students proposing year long projects must have full documentation and approval by November 1st.

Objectives:

• Disciplinary groups will collaboratively interpret the language and expectations of academic writing in the context of projects. 
• Students will maintain academic research practices in order to revise and build on to Annotated Bibliographies. 
• Students will engage with models throughout the writing process, advocating for themselves by using the Writing Center and advisors.
• Students will use reasoning to synthesize their research for themselves and a specific audience, creating an original thesis and supporting claims.
• Students will reflect on Habits of Learning:

Habits of Learning: Learning is a lifelong pursuit. Students today will face unprecedented technological, global, and professional changes that will require them to be continuous learners. At IDEAS Academy, we strive to...

...approach tasks with an open mind

...accept challenges

...seek to understand when we do not understand

...use evidence to document our learning

MONDAY>>

All students should look ahead to their next step of synthesizing their research. Grade 9 students and those proposing year-long projects and have not been in the Introduction Workshop for Extended Annotated Bibliographies will attend the workshop with Addie in the cafeteria. Other students should begin work on Research Papers, beginning with a focus on Thesis work. The example with Creative Hunt posted on October 8 is an important resource as well.

TUESDAY>>

Each group should take time to reflect on their Habits of Learning by creating a list of evidence that aligns with each of the components listed above. The rest of the time should be studio time for writing and conferencing. Reminder to all that some of this work may need to be done outside of designated Project Block time.

WEDNESDAY>>

Studio time for writing. Extended Annotated Bibliography Conclusion workshop with Addie. Advisors should conference with students to nurture habits, studio goals, and progress.  

THURSDAY>>

Extended Annotated Bibliography Conclusion workshop with Addie. More studio time for writing and conferences.

FRIDAY>>

Deadline: Extended Annotated Bibliography AND Complete Research Paper Drafts. (Google Classroom)

 

October 8 | Extended Annotated Bibliography & Research Definition

Extended Bibliography
All freshmen and year-long students in the following project block advisories should report to the cafeteria for the Extended Annotated Bibliography workshop (the remaining advisories will attend the workshop on Friday):

• Mike
• Molly
• Tim
• Timi

Creative Hunt
Read the following example of an introduction to an annotated bibliography. Create a new document in your project block Google folder and "annotate" the introduction by answering the following questions:

• What’s the main purpose here? 
• What are the parts and their purposes? 
• Which are especially smart or creative?
• Who is the audience for this?

Share out your answers with the rest of the group. Based on our answers, what are the components of an introduction to an annotated bibliography. 

Review the description of the introduction on the Humanities website. 

• What questions do you have about the introduction? 

Definition Statement - Research Paper

Those students who are not freshmen or year-long students should complete the following Creative Hunt.

Creative Hunt

Read the student research paper Save the Elephants. Create a new document in your project block Google folder and "annotate" the essay by answering the following questions: 

• What’s the main purpose here? 
• What are the parts and their purposes? 
• Which are especially smart or creative?
• Who is the audience for this?

Share out your answers with the rest of the group. Specifically, what are parts of the first paragraph? What is the purpose of the first paragraph?

Studio Time

In order to begin your research paper, you must have an understanding of your argument and how you want to help your readers understand your argument. Review the description of a thesis statement on the Humanities website. Answer the questions associated with the different elements of the thesis statement then combine those answers into one sentence. Share out these rough draft thesis statements with the rest of project block.

Any remaining time should be spent finalizing any annotated bibliographies that have not been formally submitted.