MLA Format and Essay Writing Review

As you begin to write your first mini-research paper, I wanted to review a few items of importance. 

Organizing the structure of an essay has been a real struggle for students in the past. You will find three pages below from Essay Architect by Kristen Bowers, M.Ed. The link will provide you with several explanations for each components of an essay and various graphic organizers to help you structure your essay. 

Another area of concern is using MLA formatting correctly. It is my personal belief that Purdue's Online Writing Lab (OWL)Purdue's Online Writing Lab (OWL) is the best resource for checking you citations. 

In addition to a Works Cited page, you are expected to use in-text citations. If you do not, you will receive a zero for accidental plagiarism and have to do an alternative assignment. 

Here is a video from a teacher who is far greater than I; although, he still uses Purdue's OWL as his source for information. 

Learning to use proper MLA format is not easy. I had to learn another format called APA when I was in grad school. I screamed and cried a lot simply because of the slight differences. However, I used my resources wisely to double check my formatting and citation because I did not want to have an F on my transcript, nor did I want to lose all of the money that I had put into grad school. 

Plagiarism is no joke in the big world.

You can find this lovely reference guide right here: MLA Style Guidelines Overview Poster

Historical Context for Of Mice and Men

I have a deep love for stories that are set during or shortly after The Great Depression. I imagine that it started with my introduction to To Kill a Mockingbird by Harper Lee when I was 14 years old. My 9th grade teacher was one of the worst in our district's history when I had her over 20 years ago.

 However, everything about Lee's novel came alive in my mind and I was forever changed with a deep love of literature. The following year, this intrigue by the effects and cultural attitudes that existed during The Great Depression.

This is one of my favorite pieces of literature to read and to teach for a variety of reasons. It is also one of the only movies that I think is a good representation of the novel.

The in-class assignment is highlighted in yellow. The modified assignment (what you will do if you were absent is highlighted in green). Your homework is located just below the Homework Kitten and in purple text. Have fun!!!

 Historical Context for Of Mice and Men

Goals, Objectives, and Standards:

Goals: Students will seek background and historical knowledge prior to reading a text for a stronger interpretation of the text.

Objective:  Students will locate resources for the purposes of understanding the setting of the novel Of Mice and Men.

C.C.S.S.:

W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Activities, Tasks, and Methods: 

Do Now:   Quickwrite – Students will create a list of everything that they know about The Great Depression.

Opening: The teacher will introduce the topic of research for each small group with an explanation of expectations for their group presentation.  

Work Period:

Small Groups:  Students will work in groups of 3 to research a specific topic related to the historical context that influenced Of Mice and Men by John Steinbeck. The topics are:

      a.      A Review of The Great Depression

      b.      The Effects of The Dust Bowl

      c.       The Life of an American Migrant Worker 

Task: The teacher will monitor for academically appropriate discourse between students and the utilization of acceptable resources. The teacher will monitor student pacing for the research of their topic, the development of their visual aid, and their preparation for their group presentation.  The teacher will facilitate the lesson while aiming for a student-led lesson.

 *Modifications (if needed): Individual Work

1. Determine the setting for Of Mice and Men by John Steinbeck

2. Locate academically appropriate information on the following items:

        a.  An overview of The Great Depression

            b. The Dust Bowl 

            c. American Migrant Workers (specific to the setting of this novel ONLY)

i.Sample Student Thesis Statement: Prior to reading Of Mice and Men by John Steinbeck, it is important to understand the historical context that influenced the development of the novel,  specifically     the effects of The Great Depression, the consequences of The Dust Bowl, and the life of American migrant workers.

3. Create a 1.5 mini-research paper in correct MLA format with a Works Cited page about the     information gathered.

4. When you are done, email your work (complete or not) through Gaggle.

*ESL/SPED/504 Modifications (if needed):

Students will be assigned a topic from the list below for the purpose of creating a short essay or a PowerPoint:

a. An overview of The Great Depression 

b. The Dust Bowl 

c. American Migrant Workers (specific to the setting of this novel ONLY) 

Closing: Students present their findings to the class using a visual aid.

Assessment, Grouping and Questioning:  

Assessment: Students will be assessed by contribution to the discussion, the creation of their visual aid, and the participation in the presentations as presenters and listeners.

*Modifications (if needed):

Individual Work – Students will submit work to the teacher through Gaggle.

Grouping:  The students will be in a small-group setting for the purpose of peer learning.

*Modifications (if needed):

Individual Work – Students/Classes that produce a higher quality of work through a more focused and individualized environment will be given that opportunity based upon their needs and abilities.

Questioning:  Provide an overview of The Great Depression. Explain the effects of The Dust Bowl on American life after The Great Depression. Examine the life of an American migrant worker during this time in America.

Homework:

Review the treatment of the following people in the 1930s:

·         Women

·         Mentally Ill

·         Physically and/or mentally handicapped

After doing some brief research, submit a research proposal via email explaining:

1.      Your reason for choosing this topic.

2.      Three (3) Resources that you choose to use in your research.

3.      Your prediction for how this knowledge will help prepare you in understanding the novel.

Materials and Resources:

Gaggle

Laptops

Poster Paper

Markers

Modifications:

Preferential seating

Extended time

Modified Lesson

ESL Strategies

·         Extended time

·         Translation Dictionaries

·         Additional Support 

Until Next Time, 

Learn Loudly!!!

Teaching Tuesday: Julius Caesar Webquest

Below is the link that will take you to the Prezi where you will find your general information and specific information for each assigned group. Hop on your Tardis and discover a different time and place. 

Ancient Rome Webquest

Rubrics Newspaper : Ancient Roman Times Teacher Name: Ms. Hatfield  Student Name:     ________________________________________

CATEGORY	4	3	2	1
Layout - Headlines & Captions	All articles have headlines that capture the reader\'s attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic.	All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions.	Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions.	Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions.
Layout - Columns	Columns are neatly typed in the \"justified\" type style. There are adequate and consistent \"gutters\" between all columns and articles. A glance at the newpaper makes you think \"professional.\"	Columns are neatly typed. There are adequate and consistent \"gutters\" between all columns and articles. A glance at the newpaper makes you think \" fairly professional.\"	Columns are typed. There are adequate \"gutters\" between most columns and articles. It is easy to read, but looks somewhat nonprofessional.	Columns are not neatly typed and/or \"gutters\" are not adequate, so newspaper is somewhat difficult to read.
Knowledge Gained	All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.	All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.	Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.	Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper.
Spelling and Proofreading	No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	Several spelling or grammar errors remain in the final copy of the newspaper.
Articles - Purpose	90-100% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.	85-89% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.	75-84% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.	Less than 75% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.
Articles - Supporting Details	The details in the articles are clear, effective, and vivid 80-100% of the time.	The details in the articles are clear and pertinent 90-100% of the time.	The details in the articles are clear and pertinent 75-89% of the time.	The details in more than 25% of the articles are neither clear nor pertinent.
Graphics	Graphics are in focus, are well-cropped and are clearly related to the articles they accompany.	Graphics are in focus and are clearly related to the articles they accompany.	80-100% of the graphics are clearly related to the articles they accompany.	More than 20% of the graphics are not clearly related to the articles OR no graphics were used.
Articles - Interest	The articles contain facts, figures, and/or word choices that make the articles exceptionally interesting to readers.	The articles contain facts, figures, and/or word choices that make the articles interesting to readers.	The article contains some facts or figures but is marginally interesting to read.	The article does not contain facts or figures that might make it interesting to read.
Editorials - Worthwhile	The information was accurate and there was a clear reason for including the editorial in the newspaper.	The information was accurate and there was a fairly good reason for including the editorial in the newspaper.	The information was occasionally inaccurate or misleading, but there was a clear reason for including the editorial in the newspaper.	The information was typically inaccurate, misleading or libelous.
Use of Primary Sources	Reading of primary source material was thorough.	Reading of primary source material was fairly thorough.	Reading of primary source material was incomplete.	Reading of primary source material was not done.

Making A Brochure : Ancient Roman Times Teacher Name: Ms. Hatfield Student Name:     ________________________________________

CATEGORY	4	3	2	1
Writing - Organization	Each section in the brochure has a clear beginning, middle, and end.	Almost all sections of the brochure have a clear beginning, middle and end.	Most sections of the brochure have a clear beginning, middle and end.	Less than half of the sections of the brochure have a clear beginning, middle and end.
Writing - Grammar	There are no grammatical mistakes in the brochure.	There are no grammatical mistakes in the brochure after feedback from an adult.	There are 1-2 grammatical mistakes in the brochure even after feedback from an adult.	There are several grammatical mistakes in the brochure even after feedback from an adult.
Spelling & Proofreading	No spelling errors remain after one person other than the typist reads and corrects the brochure.	No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure.	No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure.	Several spelling errors in the brochure.
Writing - Vocabulary	The authors correctly use several new words and define words unfamiliar to the reader.	The authors correctly use a few new words and define words unfamiliar to the reader.	The authors try to use some new vocabulary, but may use 1-2 words incorrectly.	The authors do not incorporate new vocabulary.
Writing - Mechanics	Capitalization and punctuation are correct throughout the brochure.	Capitalization and punctuation are correct throughout the brochure after feedback from an adult.	There are 1-2 capitalization and/or punctuation errors in the brochure even after feedback from an adult.	There are several capitalization or punctuation errors in the brochure even after feedback from an adult.
Attractiveness & Organization	The brochure has exceptionally attractive formatting and well-organized information.	The brochure has attractive formatting and well-organized information.	The brochure has well-organized information.	The brochure\'s formatting and organization of material are confusing to the reader.
Sources	Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the brochure.	Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the brochure.	Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the brochure.	Sources are not documented accurately or are not kept on many facts and graphics.
Content - Accuracy	All facts in the brochure are accurate.	99-90% of the facts in the brochure are accurate.	89-80% of the facts in the brochure are accurate.	Fewer than 80% of the facts in the brochure are accurate.
Knowledge Gained	All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure.	All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.	Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.	Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure.
Graphics/Pictures	Graphics go well with the text and there is a good mix of text and graphics.	Graphics go well with the text, but there are so many that they distract from the text.	Graphics go well with the text, but there are too few and the brochure seems \"text-heavy\".	Graphics do not go with the accompanying text or appear to be randomly chosen.