Research Paper on The Theory of Evolution

Due Dates

*Independent Reading Project Due Mar. 10

1.  1st Body Paragraph Due Mar. 3

2.  2nd Body Paragraph Due Mar. 10

3.  3rd Body Paragraph, Intro and Conclusion Due Mar. 17

4.  FINAL DRAFT Due Mar 24

GRADING RUBRIC: http://www.goodwin.edu/pdfs/gen_ed/Research_Paper_Rubric.pdf

OVERVIEW OF ASSIGNMENT

This is a RESEARCH PAPER on HOW THE THEORY OF EVOLUTION EVOLVED OVER TIME.

You will write this paper in conjunction with the information you are learning in your Biology class.  

YOU MUST INCORPORATE A MINIMUM OF THREE PRIMARY SOURCES AND THREE SECONDARY SOURCES.  You may paraphrase, summarize, or use direct quotes.  But your sources MUST BE CITED WITHIN YOUR TEXT AND IN YOUR WORKS CITED.  

For the first several weeks (Feb 24-March 17) you will write ONE BODY PARAGRAPH PER WEEK.  You will bring your typed, double spaced body paragraph to class for PEER EDIT and REVISING.  ALSO BRING AN UPDATED WORKS CITED.  

Your essay should be written in CHRONOLOGICAL ORDER FOLLOWING HOW THE THEORY OF EVOLUTION EVOLVED OVER TIME.  

You may CHOOSE how you construct your essay. 

 You can either:

-Write each body paragraph on a specific scientist that made important contributions to the Theory of Evolution.

-or-  

-Write each body paragraph on an important time "period of thought," referencing important scientists that contributed to the progression of the theory during that time period.

THE FINAL WEEK IS WHEN YOU WILL WRITE YOUR FINAL BODY PARAGRAPH, YOUR INTRODUCTION AND CONCLUSION.

COME TO CLASS EACH WEEK WITH:

1.  Your paragraph typed, double spaced

2.  Ready to peer edit and then revise and re-write your own essay.  No excuses about not having a computer with you.  You will revise in your own handwriting on your typed draft.

3.  BRING YOUR RESEARCH WITH YOU.  When you are finished revising and re-writing your current paragraph, you can use the time to begin writing your next paragraph.  

4.  Each paragraph MUST include PARENTHETICAL DOCUMENTATION IN MLA FORMAT.  Questions? Go to the expert:  https://owl.english.purdue.edu/owl/resource/747/01/

5.  AN UPDATED WORKS CITED.

NEED HELP WRITING A RESEARCH PAPER?  HERE ARE SOME EXCELLENT RESOURCES FOR YOU TO USE:

Basic Steps in the Research Process
This site helps students through the research process. At each step students can click for additional information.

- See more at: http://www.webenglishteacher.com/research.html#sthash.3n98V01h.dpuf

http://www.crlsresearchguide.org

A+ Research and Writing for High School and College Students

An outstanding step-by-step guide from the Internet Public Library. - See more at: http://www.webenglishteacher.com/research.html#sthash.MPD9QGgH.dpuf   http://www.ipl.org/div/aplus/step1.htm

Quoting and Paraphrasing Sources
This resource shows students how to quote and paraphrase without plagiarizing.

- See more at: http://www.webenglishteacher.com/research.html#sthash.3n98V01h.dpuf

http://writing.wisc.edu/Handbook/QuotingSources.html

10 Ways to use NYTimes.com for Research
Practical suggestions for using a great resource. Be sure to have your students look at #10, a collection of articles related to plagiarism.

- See more at: http://www.webenglishteacher.com/research.html#sthash.MPD9QGgH.dpuf

http://learning.blogs.nytimes.com/2010/07/01/10-ways-to-use-nytimes-com-for-research/?_php=true&_type=blogs&_r=0

Using Library of Congress Primary Sources

Primary sources from the Library of Congress are powerful tools for engaging students and fostering natural curiosity. You can help students learn to harness that curiosity in ways that will focus and direct research.http://blogs.loc.gov/teachers/2014/02/library-of-congress-primary-sources-inspiring-research-questions/

PLAGIARISM:  AVOID IT!!  HERE IS HOW:

Plagiarism: How to Avoid It
This page emphasizes avoiding plagiarism by careful, correct citation.

- See more at: http://www.webenglishteacher.com/plagiarism.html#sthash.ocHdGE0z.dpuf

http://www.aresearchguide.com/6plagiar.html

Plagiarism: What It is and How to Recognize and Avoid It
A discussion of what constitutes plagiarism, examples, and strategies to avoid it.

- See more at: http://www.webenglishteacher.com/plagiarism.html#sthash.BNg4aATJ.dpuf

http://www.indiana.edu/~wts/pamphlets/plagiarism.pdf

Inherit the Wind

Homework Due Feb. 11

1.  Revise Essay.  Bring edited version and revised version to class.
2.  Current Event:  Read a current event article that is about an important lawsuit/trial in America (or the world) today.  Complete NONFICTION ASSIGNMENT SHEET.

3.  Read Act 1 Inherit the Wind
4.  Complete Act 1 Study Guide Questions
5.  Quiz on Act 1 next week

 STUDY GUIDE QUESTIONS - Inherit the Wind
Act One

1. What does Howard call Melinda and her whole family?
   
2. Why did Rachael go to the courthouse?
   
3. Why was Bert Cates in jail?
   
4. What did Darwin's Origin say?
   
5. Why did Rev. Brown want the sign put up?
   
6. Who is E. K. Hornbeck?
   
7. What kind of a man does E. K. Hornbeck appear to be?
   
8. Who is Matthew Harrison Brady?
   
9. How does Brady want the Mayor and Reverend to look for the picture?
   
10. How does Mrs. Brady treat Mr. Brady?
    
11. Who is the Baltimore Herald sending to Hillsboro (besides E. K. Hornbeck)?
    
12. What does Drummond accomplish on the first day of the trial?
    
13. What explanation does Drummond give Bert as to why people look at him "worse than a
    murderer"?
    
14. What warning does Bert give Rachael?

Homework Due Feb 3

1. Poetry Portfolio Due Feb 3
2. Finish Inherit the Wind Writing Assignment #1- 5 paragraph essay.  Typed.
3. Finish (2) vocab sheets

Poetry Portfolio

Poetry Portfolio Due Feb. 3

Cover: 

• Original title 
• Your name  
• Be creative!

Table of Contents

Page 1: 

• Definition of Catalog poem
• Example of Catalog Poem ("Daily"/ "Woman Work")

Page 2:

• Your own Catalog Poem
• Decorations/image, etc Required on each page!!!!

Page 3: 

• Definition of End Rhyme, Metaphor, Alliteration
• Example poem using metaphor ("Hope is the thing..")

Page 4:

• Your own poem using Metaphor

Page 5: 

• Your  version of "Fourteen"

Page 6: 

• The poem you already annotated or a new poem you annotated

Page 7 & 8

• Your two shape poems

Pages 9, 11 & 13

• Information on a famous poet of your choice (total of 3 poets). One may be song lyrics.  
• For each poet, include:
• Background info. on poet.  Well written paragraph
• A poem by that poet
• Your response to the poet's poem- well written paragraph
• What is poem about
• Who is the speak
• What is the theme/main idea
• What emotion is the poet trying to convey

Pages 10, 12 & 14

• Your own poem mimicking the stye or theme of your chosen poem by your famous poet  

Poetry Continued

Homework Due January 20

1. Write your own Concrete Poem (Visual Poem) 

Concrete poetry or shape poetry is poetry in which the typographical arrangement of words is as important in conveying the intended effect as the conventional elements of the poem, such as meaning of words, rhythm, rhyme and so on.

2. Write your own poem where you experiment with line breaks and white space, or they can revisit a poem they wrote earlier in the unit and revise it with line breaks and white space in mind.  This can be a shape poem or a poem in stanza form.

3. Complete the Lesson and Activities on "Identity" below.

Sample Lesson: Identity

Focus Question: How do poets express themes of self and identity in their work?

Teaching Point: To learn how to deconstruct, understand, compare and contrast two poems that speak of what it means to be an American.


Materials Needed:
 “I Hear America Singing” by Walt Whitman - http://www.americanpoems.com/poets/waltwhitman/13228 
 “I, Too Sing America” by Langston Hughes http://www.poets.org/viewmedia.php/prmMID/15615 

Copies of Venn Diagram

The Audrey Lorde poem "Hanging Fire," that we read in class, dealt with a personal and individual sense of identity, the two poems introduced today speak to a broader understanding of identity – the American identity.

Background about the two poems and poets: 
 Walt Whitman lived from 1819-1892 and lived some of his life in Brooklyn and Manhattan; Langston Hughes lived from 1902-1967 and spent some of his life in Harlem. Walt Whitman, incidentally, was one of Langston Hughes’ favorite poets. 

As you read:
 Listen for how the speaker in each poem adds to the meaning of the poem. Remember,  speaker and author/poet are different. The speaker in the poem is a persona, or character, the author pretends to be in the poem.  The author of the poem is the person who wrote the poem

Directions:
1. Read aloud the Whitman poem first. 
2. Answer the following using complete sentences:

• Who does the speaker represent?
  
• What does the speaker care about?
  
• What is the tone of the poem?
  
• How does the speaker feel about the America he hears singing?
  
• Who is the America that Whitman hears? Who is not included?
  
• Can you relate to this poem? Why or why not?
  
• If you could visualize the poet speaking what would that look like/sound
  like? 

3. Read the Langston Hughes poem aloud. 
4. Answer the same questions posed above. 
5.  Complete a Venn Diagram noting how the two poems are alike or different: http://www.math-aids.com/cgi/pdf_viewer_10.cgi?script_name=venn_2set_graphic.pl&lines=1&language=0&memo=&answer=1&x=89&y=19

 6.  Write a poem about what you  think it means to be an American

Poetry week two

Homework

1.  Complete your version of "I am fourteen" using your actual age (based on "Hanging Fire")

2.  Annotate a poem of your choice, from the list of choices below.   See directions for annotating a poem below

3. Use the example from "Mentor" to help with this assignment.

Choose one poem to annotate from this list:

“Mentor” by Thomas Murphy at http://www.loc.gov/poetry/180/163.html 
“Wheels” by Jim Daniels http://www.loc.gov/poetry/180/021.html
“The Meadow” by Kate Knapp Johnson http://www.loc.gov/poetry/180/033.html
“In the Well” by Andrew Hudgins http://www.loc.gov/poetry/180/041.html 
“Otherwise” by Jane Kenyon http://www.loc.gov/poetry/180/050.html
“Lesson” by Forest Hamer http://www.loc.gov/poetry/180/059.html
“I’ve Been Known” by Denise Duhamel http://www.loc.gov/poetry/180/065.html 
“My Life” by Joe Wenderoth http://www.loc.gov/poetry/180/079.html
“Hate Poem” by Julie Sheehan. http://www.loc.gov/poetry/180/127.html “Before the World Intruded” by Michele Rosenthal http://www.loc.gov/poetry/180/148.html
“Kyrie” by Tomas Tranströmer http://www.loc.gov/poetry/180/166.html
“End of April” by Phillis Levin http://www.loc.gov/poetry/180/178.html

You will read your selected poem "closely and deeply."  By practicing this strategy, you will be able to analyze poems for greater understanding and appreciation as well as identify theme. 

Annotating the text:
Active readers think while they read and take notes about what they are reading and thinking. Annotating text is what you did when you used simple marks to describe their thoughts after reading a poem (in class today). 

You are now going to annotate the text by writing your thoughts while reading. The thoughts should be written right next to the text that you are thinking about (as opposed to using a separate page). 

As you read you should think about what you are reading – what questions come to mind? What confuses you? What conclusions are you drawing? What are you feeling? What do you imagine/see as you read the word/line/poem/?  Look for parts, phrases, words, or sentences that reveal something they think is important. You can underline these lines and write their thoughts about them onto the paper. They can also ask questions of the text.

 

Here are some explicit ways to annotate text:
-Underline or circle important words (words that surprise you, or words that create strong pictures in your mind as you read)
-Write your thoughts/conclusions/interpretations in the margin
-Write a short summary at the end
-Write a question: what is confusing? What are you wondering about? -Write what you think is the most important feeling conveyed
-Draw a picture of what you are thinking or imagining
-Comment on a word or phrase that conveys a strong image or feeling 

Example Close Reading using "The Mentor"

“Mentor” by Thomas Murphy at http://www.loc.gov/poetry/180/163.html 
First: read the poem aloud once, give yourself time to think about the poem and then read it again. 
Then, Consider the title of the poem – “The Mentor.” What is a mentor? [teacher, adviser, etc.] 
Now focus your attention on the dedication – Who do they think Robert Francis might be? Why might a poet dedicate a poem to someone? 
Think about: What is the speaker in the poem feeling sorry about or regretting? How do you know this? 
Finally, what might be the theme of this poem? Perhaps: If I knew then what I know now, I would have appreciated my mentor/teacher. Or: as time passed someone regrets not letting an important person know how important they were.