I & II Forms

BULLDOGS READ during Spring break!

Since our Form I & II bulldogs are so busy, the pptx. below will give you a quick look at some classic books paired with contemporary titles covering several genres @ Bulldog Reads. Looking forward to seeing you in the Library.

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February 21, 2013

Every Form II student is asked to take this brief survey to assist with streamlining our Form I summer reading list.  Please do so before Wednesday, February 27th.  Thank you so much!

http://www.surveymonkey.com/s/JBWDPGB.

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week of January 22, 2013

Due to the short week, Form I students will resume afternoons in library next week.

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FORM I.week of January 14, 2013. Afternoons in the Library

POLL. please take.

Evaluation Bias & Credibility

Librarian will discuss evaluating sources, as we review this resource together – http://www.lib.unc.edu/instruct/evaluate/index.html?section=websites&page=1

Students will read attached article and evaluate it – Gurdon-Darkness-Too-Visible1

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FORM II.week of January 7, 2013.Afternoons in the Library

Evaluation Bias & Credibility

Librarian will discuss evaluating sources, as we review this resource together – http://www.lib.unc.edu/instruct/evaluate/index.html?section=websites&page=1

Students will read attached article and evaluate it – HumanPopulationarticle

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Wednesday, 2 January 2013

English / Mr. Drewry. Form I

Literature Circles begin again in your four classes, discussing “Coming-of-Age” novels.  Ms. Hudak’s presentation is HERE for your access.

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History w/ Mr. MacIntyre. Form I

Use this pathfinder to help you begin your research on  English Colonies.

PathfinderEnglishColonies

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Library Form II: week of November 28, 2012

1. read aloud by librarian
2. discussion about effects of reading on brain development
3. check-out

Library Form I: week of December 3, 2012

1. Open the 2012 Form I Reading LIST
   Choose at least two titles that you enjoyed reading
2. Open the NoveList database
3. Search on your titles, and open one
   Click on the right menu labeled “Read-alikes from NoveList”.  Note, that you may set limits here, too.
   Choose  and read one book for our next meeting in January 2013. You may check-out from here or your public library.
   Email me the title ( & author) you have read, and the one (title & author) you are choosing before December 3, 2012.
4. SUBJECT LINE: Form II.books
5. Prepare a for a short “book talk” (3 minutes) upon your return in January.

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Form I English Classes for Monday, November 12, 2012

In light of having completed your reading for The Chocolate War (Cormier, Robert. The Chocolate War. New York: Pantheon Books, 1974.), we will begin a discussion about banned books.

Presentation by Ms. Hudak

Read this article on the censorship of this book at Timeline. You may need to log onto our INFOBASE database to access this article. I will give you the username & password in class.

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Homework Assignments

DUE DATE: Tuesday, November 13 Vocabulary lesson 8.

DUE DATE: Paper on book & banning, Wednesday, November 14 during your English class where it will be collected at that time.

FORMAT: 1-page, double-spaced, Times New Roman, 12pt. font

HOMEWORK: Using the MLA essay format, compose your writing around the following question and statements:

1. Create a paragraph supporting the banning of this book in 2012.
2. Create a paragraph opposing the banning of this book in 2012.

Support #1 and #2 with quotations or excerpts from the text using in-text citations.

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RESEARCH APPROACH

Thanks to Rutgers University we now have a summarized approach to research:

• http://www.libraries.rutgers.edu/rul/lib_instruct/riot/summary.html

For those who prefer listening, rather than reading instructions and discussions, you can view the animated presentation:

• http://www.libraries.rutgers.edu/rul/lib_instruct/riot/ (You can skip the intro)

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English Classes. Dr. Monica Lewis

I will pay a brief visit to your English F Form II classrooms the week of September 24 to review the summer reading assigned on books by Matt de la Peña, and discuss the results of the survey.

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History.Form I.River Project. Mr. MacIntyre Library Resources

Documents to have:

1. Database codes sheet for access in school or at home
2. I.II.FormattingCiting – Chicago Style and bibliography sheet

BEGIN HERE: For research on your river, you may begin with the following databases by clicking on the Blogroll link (right menu) for Databases & eBooks.

On the database page under All subject areas:

Maps 101 – Enter the name of your river in the top search box. A window of different types of maps will appear. Pick and choose which ones will be most helpful. Once you have a map, look at the tools you may use to copy, sketch on top of and save, and import into your presentation package.

World Book Online, Advanced – using the name of your river, [example: Mohawk river] as a keyword search. Read the primary Encyclopedia hit; next, read those hits under Article Contents, and lastly, click on and go to any referred websites or magazine articles under Related Information.

InfoTrac Student Magazines, Newspapers & Journals (Gale.Cengage)

This database searches 100 magazines with your keyword. Make sure you check off “full text” on the left side before you search; to narrow it down go to the left menu and look through Limit Search By.

EXPLORE FURTHER:

On the database page under Database portals:

Infobase (FOF) portal – some of the databases here that may be of help are:

• Science Online, Issues and Controversies in American History as some of your rivers were controversial
• American History (for background information)

WEBSITES

You may or may not find information on your river at some of these sites:

General:

• National Wild and Scenic River Systems: http://www.rivers.gov/rivers/site-index.php
• USGS, National Water-Quality Assessment (NAWQA) Program – http://water.usgs.gov/nawqa/
• Using Google search your river by “name river” [space] site:gov or site:org

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English Classes

I will pay a brief visit to your English Form I and Form II classrooms during early September to review the summer reading assigned on books by Matt de laPeña. (As you know he is our guest speaker for our September 28th all-school assembly.)

At home assignment: Students will listen to the interview (approx. 35 minutes) with Mr. de la Peña before my visit at http://www.kpbs.org/news/2010/apr/26/matt-de-la-penas-books-reach-young-readers/ . In this author’s books he includes many serious issues represented through the characters’ actions, plot lines and settings. Among them are not only issues about race and ethnicity, and poverty, but sexual assault, obsessive-compulsive disorder, and those more subtle such as skin tone.

During my visit we will discuss this video, and preview an assigned online survey. This is required by every student, but it is anonymous. I expect your answers to be honest, thoughtful and respectful. Looking forward to seeing you, gentlemen! Ms. H.

SURVEY: http://www.surveymonkey.com/s/delapena