We skipped the journal and daily grammar part again today to give students as much writing time as possible.
Today's mini-lesson was a crash course in bibliographies, of the annotated variety. Is it perfect? No way. Was it successful? For some students. Do I need to revise this lesson for next year? There are not enough 'yeses' in the world to answer that question.
Here's what I did, though, flawed as it is.
I reminded students that the purpose of a bibliography is to let your reader know exactly where you got your information from. The in-text citations give a hint as to where the information came from but the bibliography has ALL THE INFORMATION or at least, as much information as you can find. That's the bibliography part. The annotated part lets your reader know what you learned from that source and how you used it.
I very quickly went through the basic order: author, title, publisher, date, for both a book and a website, since that's where most of their information came from.
I showed them my examples of the annotated part of the bibliography for two of my sources, a book and a website. I explained that my annotation was essentially two sets of concrete evidence and commentary. The concrete evidence is what I learned and the commentary is how I used it. Seriously, this concrete evidence/commentary thing can be used for anything. That's why it's so brilliant.
And a word on that third bullet point above. Did you know that there's a simple way to indent all the other lines, but not the first line? I had been pushing enter and then using the tab button to do this. My student teacher showed me an even easier way to do it. If you go into the paragraph part of Word, either by clicking on either of the icons indicated in the picture below.
If you use the top one, you also need to select 'line spacing options.' Once you've opened the paragraph dialogue box, then find the heading "special" and select "hanging." That's it. It magically indents. Why didn't I know about this ten years ago?
Boom. Crash course over.
We then took our field trip to the library, where they logged in to the computers and furiously typed. My role at this point was to
Their final drafts are due after the long weekend for both history and English.
I need a nap.
Since we were in the computer lab, I used Edmodo for the closure. Students could simply log on to Edmodo and write a response to the closure question, which was:
What did the revision process we've done the last two weeks teach you about writing and the writing process? What have you learned about thesis statements? Introductions? Body paragraphs? Conclusions? Any part of the writing process? What do next year's seventh graders need to know about this project?
Today's lesson pictures was generated with the help of Wordle.