Wednesday, February 15 | Annotated Bibliographies

DO NOW: DRIVING QUESTION SHARING [2 min]

• 78 students still need to complete the question on G. Classroom. Please do so today. You can always go back and edit it later if it changes. 
• If you have submitted your question, please set your goal for studio time using whatever documentation technique that was determined by your P-Block. 

RESEARCH MODEL PRESENTATIONS [3 min each]

STUDIO TIME: ANNOTATED BIBS [8:05-8:40]

• What is your research goal for today? What do you want to learn and how will you use your habits of observation, reasoning/interpreting and self-discipline to obtain this information?
  (Document this in your studio time journal or whatever way your P-Block has decided to collect daily goals) 
• 1-2 Annotations?
• Find the answer to -- questions...?
• Share out your goal for studio time.
• Follow your group norms, being respectful of the learning environment and remaining within your P-Block space.
• Reflect on your goal and set a home learning goal for yourself.

TICKET OUT [8:40-8:45]

• Set a calendar invite for yourself with the time and goal for tonight's home learning based on you progress today. 

**TOWN HALL AT 8:45**

Tuesday, February 14 | Annotated Bibliographies

ANNOUNCEMENTS + CALENDAR

• Annotated Bibs are due FRIDAY, FEB 17
• No school on MONDAY, FEB 20 (President's Day)
• We will start outlining our formal writing on TUESDAY, FEB 21
• Formal writing drafts are due FRIDAY, FEB 24
• ACT FEB 28 and WorkKeys MARCH 1 (Schedule TBD)
• Formal writing final drafts are due THURSDAY, MARCH 2
• No School MARCH 3 (Teacher records day)

Based on the calendar, you WILL have to do home learning in order to get your ELA components completed on time. Please plan accordingly. There is GWT every night (except Weds) after school. 


DO NOW: SURVEYS [3 min]

• Journalism Survey 
• Stress Survey
• Stress Survey #2

DO NEXT: DRIVING QUESTION SHARING [2 min]
On G. Classroom, please ANSWER the question with your driving question.


RESEARCH MODEL PRESENTATIONS [3 min each]

STUDIO TIME: ANNOTATED BIBS [10:15-11:10]

• What is your research goal for today? What do you want to learn and how will you use your habits of observation, reasoning/interpreting and self-discipline to obtain this information?
  (Document this in your studio time journal or whatever way your P-Block has decided to collect daily goals) 
• 1-2 Annotations?
• Conference with advisor about your driving question?
• Find the answer to these 3 questions...?
• Share out your goal for studio time.
• Follow your group norms, being respectful of the learning environment and remaining within your P-Block space.
• Reflect on your goal and set a home learning goal for yourself.

TICKET OUT [11:10-11:15]

• Set a calendar invite for yourself with the time and goal for tonight's home learning based on you progress today. 

Friday, February 10 | Driving Questions

DO NOW: PREPARE [2 min]
Do what you need to do to prepare yourself to be a productive and positive member of the group today. What do you need to physically have with you? What does your mindset need to be?


MODEL RESEARCH [3 min each]
If there are students that signed up to present a research model, please have them present during this time. These models should be at MOST 3 minutes.

• What is the source?
• What was interesting or unique about it?
• What did you learn from observing it?
• What additional questions arose as you observed it?
• Who would be a potential audience for this source?

GATHERING: 1-WORD WHIP [5 min]
Annotated Bibs are due next Friday. What superpower will you use to successfully meet this deadline?


DRIVING QUESTIONS [10 min]

1. Open your primary questions document (the one your have been adding to throughout the past week)
2. At the top, write "Problem Statement: __" and then identify what yours is.
• What is the problem you want to solve? What is the issue you have identified as your focus within your topic?
• Examples: 
• Males and females both identify men as the "smartest" gender. 
• There is an unequal ratio of men and women within STEM fields. 
• People's diets are causing increased obesity rates in the US.  
3. Read through your questions and highlight the ones that fit best with your problem statement.
4. Start crafting your driving question. 
• Based on the problem you identified and the questions you are asking, what is the focus of your project? What is the question that is driving your research and creation?
• "A driving question helps guide your research while still allowing you the ability to expand and build upon your project topic. It encourages you, as the researcher, to look beyond the surface level of your topic."
• "A good driving question will not be answered during the research process. In other words, you will not find the answer on the Internet or in some book. In fact, there are multiple ways to answer your driving questions. The research phase is about finding all of those ways BEFORE you provide one viable answer grounded in your experience."

STUDIO TIME [10:20-11:05]

1. Set a goal and stretch goal for your time today.
• Craft your driving question (due at the end of the hour)
• Conference with your advisor to solidify your driving question
• Finish any initial research or closed questions
• Annotate initial research sites. 
2. Use your habits of professionalism and habits of mind to successfully achieve your goal.
3. Reflect on your goal and your next steps for the weekend. 

CLOSING: WHIP AROUND [11:05-11:15]
What is your driving question? (Write it on a note card or sticky note with your name)

Tuesday, January 31, 2017 | Ideation Day 4

Who are we as a community of thinkers, innovators?

What do I need to know about myself and my community, in order to develop a project?

How can I document and share my thinking through effective routines and organization?

At the end of this week of exploration, we begin narrowing ideas toward a driving question, problem statement, and a course of research.

DO NOW: FIVE MINUTE SPEED RESEARCH [5 min]

Spend five minutes researching. Google the topic or a question you have. Be ready to share out what you researched and how it went.

DO NEXT: SHARE OUT [8 min]
On a scale from 0-5, how much information did you find? Share out, including one piece of new information and the source. Consider, the quality of the source.

• SEE. - What did you notice in your 5 minutes of research? In our share out?
• THINK. - What do you think a lot/little information in 5 minutes means? What do you think about the quality of sources found in 5 minutes?
• WONDER: What does this experience make you wonder about your own research process.

EASYBIB SETUP [7 min]

Set up an account and new project in Easy Bib by following these directions.

1. Click login on the EasyBib website.
2. Click +New Project

3. Title your new project: First and Last Name | IDEAS Block | Spring 2017

Example: Addie Degenhardt | IDEAS Block | Spring 2017

MORE QUESTIONS [10 min]

• As a group, read the Driving Question page on the Humanities Website [3 minutes]
• Clarifying questions?
• Create a new document in your Project Block folder. Template
• Name it : Firstname Lastname | Driving Question | Spring 2017
• Move it to your P-Block folder
• Generate clear lists of Open and Closed questions on a topic.
• These can be copy and pasted from yesterday’s brain dump on your Question Starts document and added to throughout your process. Think of this document like your parking lot for the questions you need/want to answer throughout your process.

ADVISOR CONTACT [10:30-11:00]

Students

Advisors

Before you leave to discuss topics and ideas with advisors, create a list of 1-3 questions you want the advisor to consider. Be patient. If the advisor you are seeking out is busy, you might have to send them an email instead. Use your time during this 30 minutes wisely. If and when you discuss with an advisor, document your conversation. Be mindful of your advisor’s time. Please make sure you are back in your ideation groups by 11:00.

Make sure that you honoring the time of your p-block people and make sure they have the 30 minutes. Ensure your advisee have a clear picture of who they will be speaking with and what they will be asking before they leave. When speaking with students during this time, make sure they are documenting the conversation and that you are keeping an eye on the time. Please make sure all students are back in their ideation groups by 11:00.

SHARE OUT CONVERSATIONS [15 min]

• 1 interesting thing you learned or discovered OR 1 powerful question you asked for your research
• 1 next step for home learning tonight to be ready for proposals

Proposals will start tomorrow. Please be ready with your questions, initial research, etc.

Wednesday, September 21 | Questions

There has been a range of conversations this week, spanning the spectrum of our Habits of Learning from a fixed position about what does make a project (because that's what we've always done) to the fluid thinking of what could make a project (because it's never been done before). Please remember that a project "topic" (like painting the life cycles of sturgeon) needs your personal attention and affection. So what? (Why paint life cycles if you can already google them? Who cares about sturgeon anyway?) You must defend your purpose. Keep the wheels spinning for the next 24 hours...and more.

Today's focus is questions. Questions lead to discovery as well as clarity. We would like all proposals to include open and closed questions.

Please take attendance on the spreadsheet. Staff, please consider taking notes on this spreadsheet about students' project ideas and possible project advisors. (See my sheet as an example.) The more information we have about each project, the better we will be able to assemble groups.

The following agenda is to be used at staff discretion. It is important that students follow up on their work from earlier this week, sharing out progress or getting feedback/extensions, but it is also important to make time for developing questions. If you haven't already shared out initial project ideas as a group, start with a gathering. If students need more time to organize and ideate, start with studio time. Please make sure that the group gets what they need.

The plan is to write proposals from beginning to end during IDEAS Project Block time tomorrow, Thursday, September 22.

DO: Questions [Time: You decide]
Purpose: Create and capture questions to guide and clarify thinking about a project.

• All students should create a document in their Google Folders called Firstname Lastname | Questions | Fall 2016 and create a table with two columns. Label one "Open Questions" and the other "Closed Questions."
• Review the questions page on the Humanities Website.
• Try to create 20 open and 20 closed questions for your project idea. 
• Begin by describing your current project idea above the table in your doc.
• Start listing questions, as many as you can.
• Ask for input using a pair share, move chairs, or conferences.
• Read questions and make sure they are in the right category of "open" or "closed"
• Highlight or bold the 5 most significant questions in each category

DO THIS, TOO: Ideation, Studio Time, & Proposals [Time: You decide]
Purpose: Get real with yourself. Commit to a project idea. Prepare to write a proposal.

• Set studio time goals. What will you do? Why? What evidence will you have?
• Share them with peer or advisor.
• Use studio time
• Reflect on studio time...what will you commit to doing/thinking/deciding between now and 10am tomorrow (Capture these intentions in a public/shared place.)

Please remember that GWT is a good opportunity to continue to develop these ideas. Students are also encouraged to discuss project ideas with their Humanities teachers, who will be helping with the writing of proposals and revisions.

Friday, September 18th | Ideation & Initial Research

Please take attendance using the spreadsheet. (Add days.)

Who are we as a community of thinkers, innovators?
What do I need to know about myself and my community, in order to develop a project?
How can I document and share my thinking through effective routines and organization?

At the end of this week of exploration, we begin narrowing ideas toward a driving question and a course of research. 

DO NOW: Begin by opening only the following tabs (and your paper notes) 1) This blog 2) Your Project Block 2015 folder 3) EasyBib.com 4) Google.com. Close all other tabs. Choose one of your topics or questions and engage in 5 minutes of research using google search. For each new source, open a new tab so that they are all open

SHARE OUT: On a scale from 0-5, how much information did you find? Share out, including one piece of new information and the source. Consider, the quality of the source.

SEE. - What did you notice in your 5 minutes of research? In our share out?
THINK. - What do you think a lot/little information in 5 minutes means? What do you think about the quality of sources found in 5 minutes?
WONDER: What does this experience make you wonder about your own research process.

DOCUMENT: Set up an account and new project in Easy Bib. Enter any sources worth keeping on a topic. (If you have multiple topics, because you are still deciding, please create multiple projects in EasyBib. This will help keep the research separated.)

MORE QUESTIONS: Working toward a driving question.

• Create a new document in your Project Block folder. Name it : Firstname Lastname | Driving Question | Fall 2015
• Read the Driving Question page on the Humanities Website.
• In your document, generate clear lists of Open and Closed questions on a topic. (New document for each topic you are considering.)

CONTINUE INITIAL RESEARCH & DOCUMENT VALUABLE SOURCES in EASYBIB

10:30 - 11:05 a.m. Like yesterday, this will be time for students to leave classrooms with a purpose...and notebooks, Chromebooks, post-its, etc. to have to have brief conversations with advisors who have an interest or expertise related to the topic. On a whiteboard (or another place) each person should sign out - Stating their names & where they are going and who they intend to talk to.

(Note: Rod and some Mosaic teachers may not be available. Find them after school.) This could also be a time for collaborators to bounce ideas off of one another. 

Wednesday, Sept 2 | Community Exploration & Micro Project Ideation

How can we improve our community?

Who are we as a community of thinkers, innovators?

COMMUNITY EXPLORATION & MICRO PROJECT IDEATION

12:00 p.m. Meet as Advisories. 

DO NOW: "What makes Sheboygan unique?" Geographically? Economically? Historically? Generate a list of specific things that make Sheboygan unique, making sure that each group member contributes at least one idea. Capture the list in a place where you can take it with you : collection of post-it notes, list on paper, assign each person to memorize one.

OVERVIEW: Explain that we will be leaving the building to explore an area of the city. Review expectations for professionalism. The focus of the time will be observing the city, trying to do so intentionally to notice things that we may not have noticed before. This can be compared to looking at art and asking the questions of "What decisions may have lead to this (building, street, river bank, street sign, etc) looking the way that it does today?" 

Library Outside - Timi

Fountain Park - Dan & Becky

Outside the Arts Center - Molly & Beckah

Blue Harbor (Beach/Boardwalk side) - Erin & Addie

Riverfront - Tim, Erica, & Mike

Commerce Street - Kimberly

GATHER MATERIALS (Optional: Assign roles and responsibilities.) :

• Map & Route (Navigators)
• Watch or Clock (Time Keepers)
• Photograph Machine (Photographers/Historians)
• Sketching Tools: Markers, Pens, Crayons (Artists)
• Paper: White Squares, Post-It Notes (Recorders)
• Thinking Routines for Observing/Questioning (Facilitators)
• Choices and Materials from Exploration Guide (Facilitators)

EXPLORATION: As a group, follow the route you planned - making stops to use a Thinking Routine, one of the following structures, or a process of your own. Be sure to document your group's thinking. 

1. Colors. Shapes. Lines : As you are walking and observing, assign three students or pairs of students to sketch and collect colors, shapes, and lines that you encounter in your spaces. This can be done throughout all of the observations or just in one specific instance. After these are collected, generate questions about what the colors, shapes, and lines imply about your area in the community. (For example, a lot of right angles might imply industry whereas rounded edges might imply more nature.)
2. Word Whip : Try to generate new words. Spend 2 minutes of silent observation in a well-defined space. Circle up. Go around the circle, taking turns saying single words inspired by the observations. Words can only be said once. You are looking for unique words. When there are no unique words left, stop the exercise. Ask a few students to bring some of the best, unique words together into statements or questions that define the space or the concept of community.
3. Texture Collection : As you are walking or while you are stopped at one place, do crayon or pencil rubbings of different textures. These might include buildings, plants, and other surfaces that are part of the space. Each person should contribute one unique texture. Gather the rubbings and try to arrange them into a mosaic that represents the space. 
4. Found Poetry : Collect words and phrases from signs, plaques, posters, etc. Toward the end of your walk arrange the words and phrases into a poem. The goal is to make the poem coherent AND representative of the space. Try to add as few words as possible of your own.
5. Who should gather here? : Imagine your group has been asked to plan an event in your space. Based on the features of the space, determine who would gather there and for what reasons? Create an event plan and invitation.
6. Redesign : Notice something is not quite right about how something works or looks in your space? Make a sketch of the way it is. Determine the end users. (For example, a bridge might have users who captain ships and users who drive across it.) Brainstorm alternative designs that would make it fit or function better. 
7. What if? : What if your space was our school? How would the space change how/what we learn? How might we change the space? Discuss.
8. Nature! Goulet! : Use your prior knowledge of botany, ecology, and other sciences as you observe the natural elements of your space. Consider how humans and nature interact successfully or unsuccessfully. Create a metaphor that explains how the observations and interactions make you feel.
9. Movement : Divide the group into pairs. As pairs, choose one feature of the space and create a movement (a body movement) that is inspired by the space. The pairs should then point out their feature and share their movement with the group. The group should mimic each movement. In the end, develop a sequence of movements and rehearse them together.
10. Other...

REFLECTION

1:25 p.m. Return to school.

GENERATE DRIVING QUESTIONS
Examine the evidence of your thinking during your Community Exploration. Identify the concepts, words, thoughts, questions, ideas that grabbed your attention. Use the Question Starts routine to generate questions about the theme of "community."

THINKING COLLECTION
Designate a few members of your advisory to take all of your documentation (and tape) from your thinking during your Community Exploration and your Questions to the designated school-wide space. (Cafeteria?)

CLOSING GATHERING
In a go-around, share one new thing you learned about yourself and one other person in your Advisory today.

The Week of March 10-13 | Drafting, Revising, Arguing

This week we reach our Research Paper deadline of March 13th! This is an exciting point in the writing process, where the relationships between research and ideas come together in compelling ways through writing. This does not come easily or without strong Habits of Learning. All are encouraged to see the opportunities and constraints of academic writing as just one way that we come to know the nuances of our project and experience the freedom of being able to communicate with the world outside our minds. 

Objectives:

• Disciplinary groups will collaboratively interpret the language of and expectations for academic writing within the context of projects
• Students will use reasoning to synthesize their research for themselves and a specific audience, creating an original argument, thesis, and claims.
• Students will reflect and act on their Habits of Learning, advocating for themselves as learners by scheduling writing conferences and seeking feedback.

MONDAY>>

Home learning and thinking. No Project Block due to Presentations of Learning.

TUESDAY>>

Today is about reconnecting and shaping a plan for the remaining pieces of the argument that is emerging in each paper. We will dive into research using a connect, extend, challenge. It is also important to share an awareness of compass points.

Foci: Engaging in the writing process; Reasoning to study and create research-based arguments 

WEDNESDAY>>

So what? Before anyone is finished with a paper of any kind, it is essential to anticipate and address "So what?" questions that may leave a reader disengaged, confused, or (worse) indifferent about your topic. This is a form of feedback.

Foci: Engaging in the writing process; Reflecting on the relationship between the argument and the reader; Revising to build context through explanation in an argument.

THURSDAY>>

Reverse outlining is a practice that exposes the parts and purposes of an argument, showing how claims, evidence, and explanations relate to the thesis and to each other. This will be the writer's justification to publish. don't forget a works cited page.

Foci: Identifying the parts and purposes of an argument; Revising to strengthen an argument

FRIDAY>>

 Deadline. Make it happen. Students will write a one paragraph "entry slip" to reflect on their Habits of Learning related to writing before turning in a publishable final draft.

Foci: Interpret expectations for academic writing; Reflect on Habits of Learning in writing; Submit publishable work on time

REMINDERS

Evidence for Language Arts

Driving Question Workshop
Annotated Bibliography

Thesis Workshop

Research Paper

Schedule a Writing Conference 

Tuesday, March 3rd | Drafting & Mini-Workshop

What do I need to know in order to write?
How will I represent my thoughts and research in academic writing?
Who am I as a writer?

DO NOW: Organize all materials, intentions, and tabs for writing.

• By 11:00am, each person should have one body paragraph drafted.
• Share out specific intentions for which paragraph and its purpose at the beginning of the period.
• Revisit yesterday's accountability and reminders if necessary.

STUDIO WRITING: Draft your paper. 

11:00am - MINI WORKSHOP: Each person should identify one body paragraph to share with the group. This paragraph should be copied into a new document in the folder and titled "Research Paper Body Paragraph Mini-Workshop." 

• At the top of the page write a purpose statement for the paragraph. (See outline for examples.)
• Paste the paragraph below the purpose statement in the same document.
• Close all other tabs, so that this is the only thing open on each Chromebook.
• Each person should view two other paragraphs, leaving a Think>Puzzle>Explore as feedback on a piece of paper or post it notes.

THINK: What do you think is valuable in this paragraph? What do you think serves as evidence? How well do you think the evidence and explanation support the purpose of the paragraph?

PUZZLE: What questions does the paragraph raise about the topic? What questions do you have about the paragraph its self? What parts or phrases are unclear?

EXPLORE: What suggestions do you have for this writer as they explore further into their topic in later paragraphs? What revisions would you suggest for this paragraph?

Wednesday, February 25 | Thesis Statement

What is the purpose of my research paper?
What are the parts and purposes of my research paper?
Who am I as a writer?

In reflecting on yesterday, I hope each person had an opportunity to consider the organization of and relationship between essential terms and concepts for arguments. One clear takeaway should be the ability to arrange paragraphs and identify the purpose for each one. Before getting too far into that process, it is important to have a clear thesis to direct the argument.

GATHERING: Circle Up! Sentence Starts

• The most important thing about my topic is...
• After reading my research paper, I want people to feel/think ... about ...

THESIS WORKSHOP: Respond to each prompt in order to develop a thesis statement for your research paper. This can be done on the hard copies or a google document in your Project Block folder. 

STUDIO: Identify immediate priorities for research and writing. As a group, identify steps taken in the past ten days to get to a working thesis statement. Clarify these steps for all students and work together to make sure each person knows which step is the next they need to take. 

REFLECTION: Pair-Share working thesis statements, having a very brief conversation to identify areas where clarity is still needed. 

Friday, February 20 | Deadline for Annotated Bibliography

How do we publish academic research?

Annotated Bibliographies are due today. Addie will be available to provide support to some individual students, however please use Google Hangouts to see where she is and if she is available prior to sending students. 

DO NOW: Prepare materials, intentions, and tabs for today. Review the Annotation Rubric (below)

GATHERING: Share a specific goal for today related to your Annotated Bibliography and the steps you'll take

STUDIO: Continue searching, reading, annotating, and publishing citations and annotations on EasyBib. Take time to create and proofread annotation paragraphs prior to turning in Annotated Bibliography.

TICKET OUT: Follow directions for Submission and Google Drive Export to turn in your Annotated Bibliography.

[Pro Tip: Move your Project Block folder inside your LA folder. Make sure your Project Block folder is still shared with your Project Advisor.]



Next week we will study and begin writing research papers. The research paper deadline is March 13th.

Thursday, February 19 | Reading Day

How do we analyze and share academic research?
Who are we as an intellectual community?

DO NOW: Prepare materials, intentions, and tabs for today.

GATHERING: Share one closed question that you've been able to answer throughout your research. Also share your answer in your own words.

STUDIO: Continue searching, reading, annotating, and publishing citations and annotations to EasyBib. Remember to create annotation paragraphs while you read each source.

REFLECTION: Share the questions you have left. Open or closed or both...what wonders remain?

ANNOTATED BIBLIOGRAPHIES WITH 5 SOURCES ANNOTATED ARE DUE TOMORROW!

Wednesday, February 18 | Reading Day

How do we analyze and share academic research?

DO NOW: Prepare materials, tabs, and intentions for today.

GATHERING: Share 1) one closed question you are trying to answer through research today OR 2) one open question that you hope to understand better because of your research today.

STUDIO: Continue searching, reading, annotating, and publishing citations and annotations to EasyBib. Addie and Kim will be circulating to check on progress and support research.

8:45am - FEEDBACK: Everyone should open EasyBib to one completed source citation and annotation on their Chromebooks. One student could put theirs up on the projector screen.

• As a group, generate a list of characteristics of a credible citation and effective annotation.
• Exchange chromebooks, and read the annotation selected.
• Provide a ladder of feedback in conversation or in writing: 

Clarifying Questions about the citation, author, source, writing.

Values are expectations met.

Concerns / Suggestions are identified additions or revisions.

Tuesday, February 17 | Reconnecting & Reading

Who are we as an intellectual community?
How do we analyze and share academic research?

Advisors, please continue to use the spreadsheet to take attendance and Jupiter (Trimester 3) for reporting on proposals. If your room does not yet have a place to make the group's thinking visible, please prioritize that today. Some ideas that might already be captured in a common place: driving questions, search terms and definitions from Tuesday, evidence of progress identified on Friday. Students should also have a place where they are keeping track of their thinking about their project.

DO NOW: Prepare materials, tabs, and intentions for today. You will specifically need a different search term from your research to share. 

• Materials: printed readings and annotations, notes, open/closed questions
• Tabs: This blog, Research and Annotation Guide, EasyBib, readings
• Intentions: What will be your focus today? What will you complete?
• Search Term: What words or concepts do you need a full understanding of in order to continue your research? Look to your closed questions for some ideas.

DO NEXT: Color. Shape. Line (reversed)

The purpose of this is establish strong research platforms as well as share project insights with the group. 

Using the search term, generate a color, shape, and line that is appropriate for the term. Then create a representation to share. (Note, as a group, you can decide if you'd like to do this during research and share at the end.)

Example: Cosmopolitan Distribution is a term used to describe crane migration.
It means that they tend to live in all regions on the plant where there is appropriate habitat. This is important to understand, so that I can compare factors affecting the habitats in different parts of the world. 

COLOR: Rose Why? It is a warm color, indicating where the habitats are welcoming and safe.
SHAPE: m Why? It looks like a bird flying. I first created a flying V for migration and then showed that the "m"s move all over, like the cranes on the planet.
LINE: Curly Why? This shows that their is variation in the migration patterns and that the birds have to be flexible to find habitats.

CONTINUE SEARCHING and RESEARCHING:
Take the temperature of the group regarding confidence on finding, reading, annotating, publishing to EasyBib using a fist-to-five. Students can pair up to provide support, groups can review as a whole, or advisors can meet with small groups, depending on what is needed. If there is a lot of confidence, have students share tips and tweaks that they've discovered in the research process.

• For those searching anew, revisit last Monday's plans
• For those returning to a groove, read on (and annotate)
• All should publish citations and annotations to EasyBib, one source at at time.

REFLECTION:

1. Share out Color. Shape. Line from beginning of the period.
   OR
2. Share out one source from reading and HOW you know it is credible, providing at least three reasons.

REMINDERS
Annotated Bibliographies with at least five sources are due Friday, February 20th.
(Note...we will continue to add to these even after the 20th)

Year-long projecteers need to schedule a meeting with panels and writing conferences with Addie.

The Week of February 17-20 | Research Phase

This week all students will be meeting in disciplinary groups. Advisors should continue to use the spreadsheet for attendance and use Jupiter (Trimester 3) for reporting on proposals. Addie and Kim will be dropping in to provide research support throughout the week. Please use Google Hangouts to flag us during the period.

Objectives:

• Disciplinary groups will continue to grow as community of wonderers and project managers.
• Students will engage in Academic Research.
• Students will use the IDEAS Language Arts Research and Annotation Guide to 1) Locate credible, relevant sources for their project, 2) Read and annotate the source(s), 3) Enter the citation and annotation into EasyBib project.
• Students will reflect on their experience and approach to research, identifying needs.

MONDAY >>

No School President's Day. Students should be independently reading and possibly annotating a source located last Friday.

Focus: Engage in academic research

TUESDAY >>

Reconnecting - students will re-introduce their projects to the group by interpreting one of their research terms. Students who have spent the majority of last week on proposals may need their peers to re-teach what has been covered regarding research and annotation.

Foci: Building community in disciplinary groups; Clarifying research expectations and research; Reading and annotating a source

WEDNESDAY >>

Reading day. Students will share one citation and annotation for feedback.

Foci: Engaging in academic research; Representing thinking effectively in writing

THURSDAY >>

Reading day. Revisit the health of your working environment, and establish norms, visual supports, or anything else necessary. Use feedback to revise annotations.

Foci: Providing effective feedback; Revising annotations to represent close-reading; Reading and annotating a source 

FRIDAY >>

Reading day. Annotated bibliography with five sources is due at the end of the period.

Foci: Reading and annotating a source; Preparing academic writing for publication according to Language Arts standards 

REMINDERS
Year-long project panel and writing conference deadline this week. 

Semester 2 proposal grades to Jupiter, Trimester 3.

Semester 2 Annotated Bibliography due Friday, February 20th.

Friday, February 13 | Reading Day

Who are we as an intellectual community?
What does academic research feel like? How can it enrich my proposed project?

We've all started something new this week, and now it's time to tighten up using the instruments of academic research that have been introduced this week: effective searching and sourcing, close reading, and professional annotation. When you are done with your research you should be able to figuratively "dance just as good as [you] walk" - meaning that the expertise you gain through your project should become part of who you are. Look that closely. (And don't forget to take dance breaks.)

Please continue to integrate new disciplinary group members by revisiting the plans from earlier in the week when needed. At this point there should be students who can share models and stories from their developing projects.

DO NOW: Prepare materials, tabs, and intentions for today.

GATHERING: Circle up! Each person in the group will provide at lease one unique response to the following question: How do we know if we have had a successful week in project block? (Share and document these.) The result will be a list of experiences and evidence that the group can use as evidence of progress and introduce new students to the research process as it will be experienced in the discipline. Share examples when needed.

SEARCHING and RESEARCHING: Challenge yourself to find at least one new source to read, reread, and begin to annotate today. If you get to the point of annotation, compose your citation and annotation paragraph. Then, find one more source to read, reread, and begin to annotate over the weekend.

TICKET OUT: What will you read this weekend? Over three days, how will you continue your search for understandings and awes regarding your project?

Wednesday, February 11 | Reading Day

Who are we as an intellectual community?
What is academic research? How can it enrich my proposed project?

If we could, we'd have disciplinary groups sitting at lamp-lit tables in that perfect cafe alcove, you know, the one with the view of Lake Michigan, a wall of relevant books, a fireplace, coffee... If we're honest, we're actually not that far off. Please use the hour you have with your group today to first re-group and then sink into the research. Proposal focus groups will continue to meet as well, under somewhat less cozy conditions as deadlines loom. 

DO NOW: Prepare materials, tabs, and intentions for today.

GATHERING: Students just joining the group should introduce their driving question and a possible search term to kick off their research. Add their ideas to any group documentation that has started. Students who started research on Monday should retrace the parts and purposes of their week so far - sharing details of their own projects as well as essential resources. They should make a recommendations for starting off strong.

SEARCHING and RESEARCHING: Challenge yourself to find one quality source to read, reread, and begin to annotate today.

REFLECTION: Share the story of how you found what you read today. (What did you search for? Why? Where did you search? How did your search morph? Who is the author...is s/he credible?)

Tomorrow, EasyBib overview and expectations.

Tuesday, February 10 | Annotation Workshop

Who are we as an intellectual community?
What is academic research? How can it enrich my proposed project?

We will continue to meet in disciplinary and proposal focus groups. (Advisors, remember to use the spreadsheet for attendance and notes.) Disciplinary groups will continue the focus on getting to know one another's questions and project ideas. Additionally, we are kicking of academic research rather aggressively. Today, the aim is to look specifically annotation. Note: Drew's group will partner with the Engineers in the Engineering room, as Tim is out today. Proposal focus groups will meet with Kim (Writing Room) or Beckah (Cafeteria or Treehouse).  Note: Addie is also out today.

Some students will be filtering out of proposal focus groups to disciplinary groups. As part of the transition, please take time at the beginning of the period to acclimate new people to the progress that has been made regarding understanding and engaging in academic research. For example, share from your group Word. Phrase. Sentence. or share driving questions. Some students might share a "story" of how their searching lead them to one single source.

DO NOW: Arrange your physical and digital workspaces so that you can access your proposal document or email draft, Driving Question Workshop with open and closed questions, search terms, and the source(s) that you located yesterday.

ONE WORD+ WAVE: Share out one of your key search terms (STEP 2 from yesterday) and your definition of that word in the context of your project. Document these in the room.

(Example: "Grassroots" is an approach to political or community change that is driven by community members rather than politicians. I will need to find examples of successful grassroots efforts in mid-sized cities.)

ANNOTATION MODEL: The following is an excerpt from an academic source Veiling and Blogging: Social Media as Sites of Identity Negotiation and Expression among Saudi Women

>> Read to understand.
(Note: Hyperlinks were added to help show how texts can prompt new closed questions and will almost always require you to define or clarify terms.)

Women in the Middle East in general, and Saudi Arabia in particular, have been portrayed frequently in the Western media as passive, submissive and an oppressed lot. These portrayals have been challenged by many feminists who rightly argued that these portrayals conceptualize non-Western cultural identities as static and ahistorical and only served to reinforce the illusion that Middle Eastern patriarchal institutions are unchanging and untiring (Abu Lughod, 2002; Mohanty, 1988; Narayan, 1997; Oyewumi, 2003). Indeed, women have strived to play an active role in the Saudi Arab public sphere (Karolak, 2013) and the blossoming of the new communication technologies may offer further opportunities for changes to women realities in such societies. Unlike other media, where gatekeepers play a role in what message will be broadcasted, the Internet creates an open space with no gatekeepers. Internet access grants anybody the opportunity to communicate to the masses without control.  

Saudi Arab society is regarded as largely conservative. Given its status as the birthplace of Islam, religion plays a central role in the Kingdom’s culture, and “[Islam does] not only shape people’s attitudes, practices, and behaviors, but also shape the way they see and do things and perceive their lives” (Alsaggaf & Williamson, 2004, para 5). Saudi society observes a strict segregation between genders. Women are not allowed to mix with unrelated men in public. Most educational institutions, banks, restaurants, and work places have separate divisions for males and females. For instance, until recently women education have been governed by a separate entity “to ensure that women’s education did not deviate from the original purpose of female education, which was to make women good wives and mothers, and to prepare them for ‘acceptable’ jobs such as teaching and nursing” (Hamdan, 2005, p. 44). The need for such segregation is most often legitimized by citing Islamic teachings although some scholars challenge this notion (Hamdan, 2005). It is important to note that some Saudi Arab religious scholars, among others, Sheikh Abdullah al-Mutlaq, stress the need for the gender segregation to be enforced also on social media portals.

Citation: Guta, Hala and Karolak, Magdalena (2015). Veiling and Blogging: Social Media as Sites of Identity Negotiation and Expression among Saudi Women. Journal of International Women's Studies, 16(2), 115-127. Available at: http://vc.bridgew.edu/jiws/vol16/iss2/7

>> Together, reread and annotate according to several questions in Addie's Research and Annotation Guide. Use the links to investigate the authors, publication source, date, etc.

>> Reflect. Which habits of mind and professionalism are essential to this process?

ANNOTATION PRACTICE: Use the remaining time to continue searching for a source to start with and annotating the source.

REFLECTION: Document and share steps taken and obstacles.

TICKET OUT: Going back to the Word. Phrase. Sentence from Monday, which word on that list best fits with your experience so far? Star, underline, circle, initial, or somehow indicate.

Monday, February 9 | Disciplinary Groups & Introduction to Research

Who are we as an intellectual community?
What is academic research? How can it enrich my proposed project?

Today we will meet in disciplinary groups or proposal focus groups. (Advisors, please be prepared to direct students to new locales and take attendance using the spreadsheet.) Disciplinary groups will be focused on getting to know one another's questions and project ideas as well as kicking off academic research. Proposal focus groups will meet with either Addie (Treehouse), Kim (Writing Room), or Beckah (Cafeteria) to finish or revise proposals. 

DO NOW: Find disciplinary or proposal focus group and check in. Get ready to learn by opening proposal document or email draft on Chromebook. Review driving question. Locate this blog and bookmark it! (Advisors, verify that you have access to each proposal.)

GATHERING: Choose an object from the room as a metaphor for introducing your project and question to the group.

(Example: My project is like a jellyfish preserved in a jar, because I will be starting my project by looking at multiple perspectives on a single event in history,  then dissecting it to determine how the parts and purposes contribute to current events. I will interpret my understanding into a 3D installation that...)

DO NEXT: Word. Phrase. Sentence. Read the Academic Research Page and the introduction paragraph for the research section of the Research and Annotation Guide. (Below) Select a word, phrase, and sentence that best resonates with your developing understanding of Academic Research. Record and share these.

INTRODUCTION to ACADEMIC RESEARCH: Before searching can begin, it is important to identify search terms and disciplines. We know that we cannot simply put our driving questions into Google and expect to be reasonably satisfied with the response.

STEP 0 >> Eliminate as many distractions as possible. Get excited about your project, and only that.

STEP 1 >> Organize yourself so that you can see your open, closed, and driving questions. You may add to them today, as you begin reading.

STEP 2 >> Identify search terms and academic disciplines that are relevant to your topic and questions. (For example, you may be looking at biology...but more specifically zoology.)

STEP 3 >> Identify relevant resources from the list Addie provides in the Research and Annotation Guide.

STEP 4 >> When you are ready to dig in, commit to a resource. I suggest starting with Digital Commons Network for some mind-blowing perspectives.

STEP 5 >>  Identify one viable source...It is on or near topic. It has a credible author. It has substance.

STEP 6 >> Print, download, copy/paste, or whatever you need to do to take ownership of the text. Read it. Reread it to understand.

STEP 7 >> Begin responding to the Annotation Questions and documenting your responses.


REFLECTION: Document and share the steps taken and obstacles.

...

Reminders:

• Driving Question Workshop due to LA Folder
• Annotated Bibliography due February 20th

The Week of February 9-13 | Research Phase

We will be meeting in IDEAS Block disciplines starting this week. The student-advisor parings are based primarily on student proposals and habits of professionalism. Our collective goal is to have all students matched with an advisor and engaged in research by the end of the week. Attendance lists and Jupiter (Trimester 3) will be updated prior to 10:00am each morning.

Objectives:

• Disciplinary groups will come to know each other as wonderers and project managers.
• Students will become familiar with the definition of Academic Research.
• Students will use the IDEAS Language Arts Research and Annotation Guide to 1) Locate credible sources for their project, 2) Read and annotate the source,s 3) Enter into EasyBib project.
• Students will reflect on their experience and approach to research, identifying needs.

MONDAY >>

We will meet in disciplinary groups starting today. Those who need to complete or revise proposals will meet with Addie (Treehouse), Kim (Writing Room), or Beckah (Cafeteria). Students should check with an advisor to find out where to go.

Foci: Build community in disciplinary groups; Introduce research definitions and resources

TUESDAY(Juniors at LTC) >> 

Reading day. Collectively establish an environment that will work for everyone in the group. Students should have at least one source to read and annotate as part of their time today.

Foci: Continue to clarify research definitions and resources; Reading and annotating a source

WEDNESDAY >> 

EasyBib workshop and continued research.

Foci: Setting up EasyBib; Reading and annotating sources; Identifying obstacles in the research process and creating plans

THURSDAY >> 

Reconnecting - at this point most or all students should be in their disciplinary groups. Students who have spent the majority of the week working on proposals may need their peers to re-teach what has been covered this week.

Foci: Building community in disciplinary groups; Clarifying research definitions and resources; Reading and annotating a source

FRIDAY >> 

Reading day. Students will share out their new questions and understandings, being pushed to articulate the authors' points of view regarding the texts they are reading.

Foci: Revisiting annotation; Reading and annotating a source.

REMINDERS

Year-long project panels and writing conferences this week.
Semester 1 IDEAS Project Block grades are final as of Tuesday, February 10th at 8:00am

Semester 2 Proposals were due via email Friday, February 6th

Semester 2 Driving Question Workshop was due via LA folder Friday, February 6th

Semester 2 Annotated Bibliography is due Friday, February 20th