Block Day, Feb.28-March 1 ~ Immigration Quiz and Research

Let's play the Kahoot!

Immigration Quiz

Research Day

#Goals: 4 Articles (cited and annotated, typed in your doc)

Wednesday, Feb.27 ~ Research Begins

Warm-up: IXL section M.1

Submit a Research Question HERE.
Some tips...

• The answer to your question needs to be able to be answered by research (so not too abstract).
• The question should be specific enough to be answered in ten articles or so.
• You need to be able to find at least ten academic articles on the topic.
• The question should lead to critical thinking rather than simply summarizing a law, etc... 

Vocabulary Quiz next time!!

• Here is a digital file.
• Here is a quizlet.
• or you could play the Kahout!

RESEARCH

·        EQ: What makes a website a legitimate source? 

Tips for finding reliable websites:

• Make sure the website is up to date (Preferably under 5 years old unless researching a historical issue).
• Use websites that cite their sources.
• Avoid citing commercial websites (.com).
• Do not cite Wikipedia or similar user-edited sites.
• Use Google Scholar - http://scholar.google.com/ - for scholarly articles.
• Use Google Books - http://books.google.com/ - for books you can read online.
• BASE - http://www.base-search.net/ - for academic open access web resources.
• Directory of Open Access Journals (DOAJ) - http://www.doaj.org - for academic open access web resources.
• Look for .gov sources when it comes to reporting on official law or policy items.

Practice ~ Annotations Review

Put these in order by the Who, What, Why format.
*Make sure your article cites why the author has credibility, includes a quote and explains how the information within contributes to the answer to your research question. Avoid all personal pronouns (like I or my).

A quick review of AWC format:
EQ: What is an Annotated Works Cited aka Annotated Bibliography? An annotated works cited or bibliography is a essentially a listing of citations to books, articles, and documents.  Each citation is followed by a brief (usually about 100 - 150 words) descriptive and evaluative paragraph, aka the annotation.

How do I write an annotation? The purpose of the annotation paragraph is to inform the reader of the relevance, accuracy, and quality of the sources cited -- in short -- you are asked to comment on and/or explain why each source cited is useful. 

• WHO -- Who wrote it and why does this person have authority on the topic?
• WHAT -- What did it say? Summarize & comment on the article; compare or contrast this work with another you have cited -- does it agree or disagree? Make sure you include a key quote from the article. 
• WHY -- Explain why you think this article is a good addition to your research.  Also, comment on the intended audience -- who was the intended audience and most importantly why was it written.
• See an example here.

Let's practice with this article.

HW: Yes...

• Immigration vocab quiz tomorrow. Here is the quizlet. 
• Check your grade to see that your research question passed; then gather two articles that could help to answer it (These are not to be done in journals! Type them to save time later and keep the doc handy). 
• 10 articles required by Wednesday, 3/6.

Tuesday, Feb.26 ~ Citizenship Webquest Complete

CONFUSED WORDS
Then vs. Than

Finish Journal 23

EQ: What research question would you like to spend time on?

• Here are some from last year.

     What makes a good research question?

Do you remember these search tips?

• Use at least two tricks from this link or this link.
• Always use keywords, not a sentence or a question.
• Use "" (quotations) around phrases such as "Wild Bill".
• * (asterisk) is a wildcard e.g. nurs* will search for nursing, nurses, nursed etc...
• In Google, - (minus) will exclude a certain word (-university).
• In a Google search, use ~ (tilde) to search for similar words (~college will also find university).
• Use a Google Advanced Search to limit your results to just .org (non-profit), .edu (educational institutions), or .gov (government) websites. This will also let you limit to a date range.
• Look at the references on sources you found helpful to lead you to more sources.

Monday, Feb.25 ~ Are you citizen-worthy?

CONFUSED WORDS
To, Too, Two

IMMIGRATION UNIT

• Discuss J21 & J22.

EQ: What does it take to become a U.S. citizen?
A: For starters, you have to take a civics test.

• The actual test is in English.  
• The civics test is NOT a multiple choice test, so you need to study the correct answers.
• During the naturalization interview, a USCIS (United States Citizenship and Immigration Services) officer will ask you up to 10 questions from the list of 100 questions in English. 
• You must answer correctly 6 of the 10 questions to pass the civics test.
• Your turn! Click here to practice the Civics Test portion.

Journal 23: Immigration & Citizenship Webquest

• Directions: Each page of the webquest has at least one question and a link to explore the answer to that question. Keep track of these as Journal 23, tracking them by the page number in the webquest.
• Click here to get started.

HW: We will have about twenty minutes to finish the webquest tomorrow. You decide.

Block Day, Feb.21-22 ~ Immigration Lecture

Discuss Journal 19
EQ: What did you learn from your parents/adults about the issue of immigration in the U.S.?

Journal Check (#s1-19, not 16)

Quick Video:
On general immigration
On the recent refugee crisis
And one more...

Vocabulary Walk 

• Here is a digital file.
• Here is a quizlet.

Journal 20 Notes: Lecture ~ A LONG History Between Mexico and the U.S.

• History Lecture: Immigration History  1900-1999
• New Vocab: 
• Push Factors = Reasons to leave a country 
• Pull Factors = Reasons to enter a country.
• Click here for lecture notes. You should draw images or add small notes to help you remember information for a quiz later next week. Today's lecture is taken from this source document. Click here for the power point.

Line to apply for the Bracero Program

Journal 21: A Recent History based on theSKIMM's timeline

1. List a few factors that have influenced U.S. laws over the last 50 years. 
2. Name at least three problems that lawmakers tried to solve with past laws.
3. What kinds of complications have made the laws hard to define and keep?

Journal 22

1. Based on what you've heard in class today, brainstorm with a partner. What are the major Push/Pull factors in today's immigration surge?  How have these factors changed over the last 100 years?
2. Write a paragraph explaining why this issue is so historically complex, emotionally charged and seemingly impossible to solve.

Wednesday, Feb.20 ~ Immigration Begins!

CATCH UP TIME

• Last "If" Quiz
• When you finish "If," take this quiz. Could you pass an immigration test?
• Discuss the poetry essays, your skills and your opportunity. 

IMMIGRATION UNIT

• Today we begin learning the background information for our new book, Across a Hundred Mountains by Reyna Grande. It is about a girl who gets entangled in the immigration process between Mexico and the U.S.

Journal 17: The Story I Know
(EQ) What do you already know about the issue of Mexican-American Immigration? This is a very hot topic at the moment. Record what you've heard about it.

 
















 

Journal 18: My Opinion 
Is the U.S. responsible to help people in need from other countries? Why/Why not?


















Continue your journal as you view a quick intro video from the BBC.


HOMEWORK

• Journal 19: Parent Interview ~ Talk to your parents or any other adult about immigration. Record their thoughts on the issue. 
• Find your book! Across a Hundred Mountains by Reyna Grande ISBN 978-0-7432-6958-2).

Tuesday, Feb 19 ~ almost done...

Finish the movie and J16.

If you have time, practice "If" stanza 4. Quiz on Wednesday!

Journal check tomorrow too!!!

Block Day, Feb.13 & 14 ~ If you can keep your head through stanza 3...

First, can someone please find the pink, wrapped shoe box under the TV and pass out the valentines?

"If" Stanza 3 Quiz
*Please help the substitute to locate them under my keyboard.
*When you finish the quiz, read over J16 questions to prepare to answer them as you watch the movie.

Continue Journal 16 while watching Dead Poet's Society.

HW: Nope.

Journal check and last If quiz on Wednesday.

Feb.12-19 ~ Would you join the Dead Poets Society?

Before we start the movie....

• Turn in your Poetry Essay Packets.
• Don't forget we have an "If" Stanza 3 Quiz tomorrow.
• Know that this journal will be finished on Tuesday of next week. (We have Monday off.)
• Journal Check on Wednesday, Feb. 20.

Journal 16: Dead Poets Society
1. Would Neil still have committed suicide if Mr. Keating had never come into his life? Consider multiple perspectives here as you draft your group response.
2. Who was really the bravest of Keating’s boys? Who was a coward? Be explicit and support your answers.
3. How did the poetry book make it into Neil’s room? (Did Keating put it there?) And if so, why, after telling the boys that the present administration would not look favourably on it, would Keating do that?
4. “We don’t read and write poetry because it’s cute. We read and write poetry because we are members of the human race. And the human race is filled with passion. And medicine, law, business, engineering; these are noble pursuits and necessary to sustain life. But poetry, beauty, romance, love; these are what we stay alive for.” Professor John Keating says this—what do you think it means? Do you agree? What are your views on poetry and why we read it?
5. Keating asks his students to consider what their ‘verse,’ or lasting impression, will be when they leave either Welton or this world. What ‘verse’ will you contribute in your lifetime? What do you hope will be the lasting impression you leave behind?

6 & 7. Read "O Captain, My Captain" and "To the Virgins to Make Much of Time" (below). Write a thorough paragraph for each poem, discussing what the poem means, and then drawing connections between the poem and the movie.

Click here if you cannot view the image below. 

Click here if you cannot view the image below.



All questions used from this document. 

Monday, Feb. 11 ~ Analysis of my own essay

Practice "If"
Stanzas 1-3 due on Wed (Feb 13)
Whole Poem due on Wed (Feb 20)



Check in about Villanelles...

Let's take a look at the rubric and your essays.

• What grade would you give yourself? 
• Which essay would you like me to grade?

HOMEWORK:

• Both essays due tomorrow (Tuesday, Feb.12)
• Staple order: Rubric on top, then the essay you want me to grade, then the essay you want 20 points for a structure check. 
• Study for the "If" Quiz on Wednesday. 

Monday, Feb.4 ~ Are you a Villanelle?

Start with Stanza 3 of "If"





POETRY

• Take notes on the poetic form, Villanelle.
• EQ: How does the repetition give meaning to each poem?
• Journal 15: Villanelle ~ Work with a partner or two on the questions for each poem on this page. Then compose a villanelle of your own.

HW: Finish J15 (Answer questions on "One Art," "The Waking," "The House on the Hill" and "Villanelle of Change."