Tag Archive for citation

Body Bio (7….)

Standard: 

  • ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Learning Target: I will collaborate with my peers to make a body biography of Gilgamesh.

Activator: The Hero’s Journey

Work Session: Today we’re going to start out the day by arranging the desks into groups of four. Everyone should be working in a group of four! With your group, we’re going to start a project called the body biography. The body biography is a giant visual representation of everyone’s favorite hero archetype, Gilgamesh! I’m going to give everyone a brainstorming/drafting sheet with an outline of a body on it, but here’s the skinny:

 

Body Biography Brainstorming

Today we will start by making your rough draft for the body biography that your group is making. You are making a body biography for Gilgamesh. Remember to include the following elements:

  • Heart: What does Gilgamesh want most? What is his heart’s desire? Find a quote from the story to prove it!
  • Backbone: What drives the character? What is his main motivation? Find a quote from the story to prove it!
  • Hands: What does Gilgamesh hold in his hands? What physical or metaphorical possessions does he have? Find a quote from the story to prove it!
  • Feet: What does Gilgamesh stand for? What are his most fundamental beliefs? Find a quote from the story to prove it!
  • Head: What does Gilgamesh say? What does he see? What does he think? Write direct quotations in or around the head that represent these things. Find a quote from the story to prove it!

Next, decorate your Gilgamesh to make him look how you think he looks. Use the descriptions from the story – remember things like feathers, how big Gilgamesh is, how beautiful he is, and the sorts of things he wears.

After you finish your draft, you will work with your group to make a BIG version of this poster. Don’t worry about getting everything perfect on the draft – the final poster is what I’m grading.

 

Today, your group should turn in a body biography brainstorming sheet with all your quotes and MLA citations written on it. We will continue to work on the art project side of things tomorrow, so if you would like to use your own art materials, bring them from home tomorrow for use in class.

Closing Session: Book talk – Little Brother

Assessment: Body bio will be graded

Differentiation: Process (flexible grouping); learning style

How to MLA a Thursday

MLA Citations, parenthetical citations, how to use Citation Machine, how to cite Scorpion

Standard: W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

  • Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Learning Target: Students will learn about sentence lead-ins and integrating quotes into their own words.

Activator: Logical 5-part Structure

Welcome to class, everyone! Today we’re going to talk about more MLA formatting. I want to give you the first fifteen minutes or so to continue work on your bubble map…

Okay! Now that that’s done, let’s talk a little more about MLA. Your essay for this unit is required to have two sources. We’re going to the computer lab tomorrow so you can find those two sources! What I want to teach you today is how to cite those two sources.

The best tool I’ve found for citing sources is called Citation Machine. This is a really cool website that allows you to plug in the information about your source and it will generate the citation for you! Pretty cool, huh? Another resource you might consider using is Purdue OWL. This website won’t generate citations for you, but it does tell you how to cite anything you could possibly want to cite in your paper. Huzzah!

I’ll show you guys how to use both of these resources in class, then we’ll talk about how to find sources in the first place, what makes a good quote, and so forth. We also want to talk about integrating quotes into your writing. It drives me batty – BATTY – when you guys just float a quote in your writing with no lead-in. Therefore, today we’re going to take the five quotes you pulled from Scorpion on your bubble map, and I want you to write each as a complete sentence with a lead-in. There are a couple ways to do this:

There are 3 different types of lead-ins:

  1. Somebody said lead-in
  2. Blended lead-in
  3. Sentence lead-in

Somebody said lead-in:  This type of lead in is most frequently used.  It is the weakest lead-in so it does not need to be overused.  The author’s name is used to introduce the quote.

Example:  Jane M. Agee comments, “Many students who would not have attempted college even seven years ago are not coming into universities through junior colleges” (10).

Blended lead-in:  This type of lead-in provides flexibility to the writer.  The writer chooses the part of the quote necessary for his paper and blends it smoothly into the rest of the sentence.

A comma before the quotation is not needed unless the structure of the sentence normally calls for one.  The sentence must, however, read as a complete statement, without being awkward.

Capitalization and punctuation of the original quotation may be changed to fit the grammatical structure of your sentences.

Example:  State universities are serving a broader student population than ever before by admitting students from junior colleges and through “special remedial programs where students who do not meet entrance requirements are admitted on probation” (Agee 10).

Sentence lead-in:  This is an effective lead-in where the sentence prior to the quote leads directly to the following sentence.  It is almost an introduction to the quote.

This lead in is followed by a colon.

Example:  Agee insists that English instruction on the college level will not be improved until educations examine the situation realistically:  “Public school teachers, professors of English Education, students, and state leaders need to sit down together and evaluate the current realities before any real progress can be made” (10).

(Speaking of citations, the above information came from http://static.schoolrack.com/files/14209/366507/Lead_ins.doc. Author and originating website is unknown, or I’d make a proper MLA citation for it 🙁 )

Now, with those three types of lead-in understood, I want you guys to integrate your quotes into five sentences using these three types. Make sure you use each type at least once! You’ll turn this in to me when you’re done 🙂

Tomorrow, we’re going to the computer lab, and I want you to find your two sources. You should make the works cited entry for each using citation machine, write a one paragraph summary of each, and then pull two quotes from each source with a lead-in. This way, when you want to add the quotes into your paper, all you have to do is copy and paste! Same goes for your works cited page. Pretty cool, huh?

And that’s it for today! We’ll end on Scorpion as usual if we have time 🙂