Resources

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Example Bibliography/ Works Cited List

 * __References__**

Bezzina, C., //Towards the learning community: A Maltese experience,// 2004. __The International Journal of Educational Management__, Volume 18 no.7: Emerald Group Publishing.

Bolam, R., McMahon, A., Stoll, L., Thomas, S., and Wallace, M., 2005. //Creating and Sustaining Effective Professional Learning Communities,// The University of Bristol. Available from: [|http://www.ncsl.org.uk/networked-index/networked-o-z.htm#professional].  Bolam, R., Greenwood, A., Hawkey, K., McMahon, A., Stoll, L., Thomas, S. and Wallace, M., 2006. //Setting professional learning communities in an international context,// __DfES-0187-2006__. Available from: http://networkedlearning.ncsl.org.uk/knowledge-base/programme-leaflets/professional-learning-communities/professional-learning-communities-06-booklet3.pdf  Dimmock, C., 2003. //Leadership in learning-centred schools: cultural context, functions and qualities// in Brundrett, M., Burton, N., and Smith, R. (Eds) __Leadership in Education__, London: Sage Publications, pp. 3 – 22.

Du Four, R., 2002. //The Learning-Centred Principal//, __Educational Leadership,__ May 2002, 59(8) 12 – 15

DuFour, R., 2004. //What is a ‘Professional Learning Community’?// __Educational Leadership__, May 2004, 61 (8), pp. 6 -11.

Effective Professional Learning Communities, //[],// accessed May 3rd 2009.

Everard K.B., Morris G. & Wilson I., 2004. //Effective School Management//, London: Paul Chapman.

Feger S. and Arruda E., 2008. //Professional Learning Communities: Key Themes from the Literature//, Providence RI: Brown University Education Alliance.

Fullan, M., 2006, //Leading Professional Learning//, __The School Administrator__, November 2006: American Association of School Administrators. Available from: http:aasa.rd.net/publications/saarticledetail.cfm?mnitemnumber

Hollingsworth, Annette, 2004. //The School as a Professional Learning Community: Perspectives from Tasmanian and English schools on the essentials for creating a community of learning in a school,// __NCSL Spring 2004.__ Available from: http://www.ncsl.org.uk/researchassociates

MacGilchrist B., Myers K. and Reed, J., 2004. //The Intelligent School (Second Edition),// London: Sage Publications.

Middlewood, D., 2005. //Creating a Learning School//, London: Paul Chapman.

National School Reform Faculty, [], accessed May 3 2009.

Shanghai American School, __ [|www.saschina.org], __ accessed February 6th 2009.

Smith, D., & Tamez, H., 2008. //Developing, embedding and sustaining professional learning communities: Investing in Invention.// __Annual meeting of the American Educational Research Association__, New York 2008. Available from: http://www.tpi.org/downloads/docs/basic/NJCLC%20AERA20081final.pdf

Wood, D. R., 2007. //Professional Learning Communities: Teachers, Knowledge, and Knowing//. __Theory into Practice__, Volume 46 no.4, 281 – 290: Routledge

Noodle Tools instructions
A bibliography or work cited page is required in your research project. Noodle Tools is a web-based research tool that helps you make both electronic bibliographies and note cards to help you in the research process. To begin, go to noodletools.com 1.  Get into the SAS Noodle tools account, then create your own personal password. DON’T FORGET IT! It links you to your own work, wherever you are. 2. Create a “list”, in other words, the assignment. You will use this list to link your bibliographic citations together with your note cards.
 * Lesson Four: Using Noodle Tools to create electronic annotated bibliographies and electronic note cards **

3. Go to “Bibliography” tab on top, and create a citation. Go for MLA advanced. // 4. //Annotate your citation (this is the last part of the citation entries) and then create your citation. Use an article or website you think will be useful for your project. In your annotation, a) rate the reliability of your source, and b) how it will help you in your research. 5. Now that you have a citation in your bibliography, create an electronic note card using that same source. Make sure you link the note card to your previously made bibliographic citation. After having read the article carefully for understanding, copy and paste relevant passages onto the note card quote section. 6. Next, paraphrase what the text says in the space provided. Make sure you read the helpful hints on the right. Use your own words to summarise the main ideas – but only those which are relevant to your project. 7. To finish your electronic note card, interpret, evaluate and reflect on what you wrote in the ‘My Ideas’ space. Again, read the hints on the right if you get stuck. This section should include questions, make links to other sources, and include ideas about where your research needs to go next. When you have finished, go to the bottom, and hit the “Create” tab to create the electronic note card. Ta da! In your own research, when you are satisfied with your electronic note card, you may transform it into a word document and print it out, using the tabs at the top. YOU ARE REQUIRED TO COMPLETE 3 OF THESE ELECTRONIC NOTECARDS, PRINT THEM OUT, AND TURN THEM IN. CHECK THE DUE DATE ON YOUR RESEARCH PAPER ASSIGNMENT FOR YOUR PARTICULAR CLASS. You may also use your electronic note cards to form in-text citations and quotes for the body of your research paper. Explore Noodle Tools to see how to do this.

Literary Terms handout
Irony

= __What is irony?__ = Irony is hard to define and understand. It depends on a gap between what is meant or expected and what actually occurs. There are several different kinds of irony. An expression in which an author says one thing but means just the opposite:
 * Verbal irony **

e.g ‘But then I was lucky enough to come down with the disease of the moment in the Hamptons, which was Lyme disease’ : Kurt Vonnegut

Note: this is not as strong as sarcasm, where saying the opposite of what you mean is used to criticize or belittle someone else. The reader (of a story) or the audience (of a film or play) knows something which one of the characters does not. For example, a teenager has been out all night but is lying to her parents about it; the audience knows the truth but the parents do not. An event occurs that directly contradicts the expectations of the reader or audience; or there is a great difference between the purpose of the action and the result. In addition the event or result has a feeling of ‘perverse appropriateness’.
 * Dramatic irony **
 * Situational Irony **

Example 1: A man crashes his car into a billboard but is unhurt because his seat functions as designed. Then, before he can get it off, the billboard teeters, topples, and crushes him. Its message? Seatbelts save lives.

Example 2: A man goes over a giant waterfall in a barrel and survives, only to slip on some soap in the shower and die. Events that make it seem as if the gods, or fate, are playing with us with ironic intent.
 * Cosmic Irony **

Example 1: The artist, Monet, lost his sight.

Example 2: Organic farmer J.I. Rodale declared in a New York Times article in 1971 that he would live to be 100 unless he got run over by a sugar crazed taxi driver. The next day he went on a talk show and declared he had ‘never felt better in his life’. Later in the show he appeared to fall asleep while another guest was speaking but had in fact died of a heart attack.

In the short story “The Necklace” there are many themes that all tie around dishonesty and envy. Guy de Maupassant uses a pauper named Madame Loisel who desperately wants to be a part of the higher social group but struggles because she was born into a family of clerks. She’s constantly envious of her friends and often feels embarrassed around others who are wealthier. Madame Loisel’s husband gets her an invitation to a ball, in hopes of pleasing her but instead, she’s distraught over the fact that due to her economical status she won’t fit in. Her husband gives her just enough money so she can buy herself a new dress, but instead of being grateful she decides she needs jewelry and turns to her rich friend Madame Forestier to borrow a diamond necklace. On her way back home, she loses the necklace and instead of telling her friend, she searches everywhere to find a replica to replace the lost necklace. It costs her family everything they have and hard work to make up for the money they spent. After 10 years of hard work she finds out that the necklace was fake, and being honest would have saved her half her life. Borrowing the jewelry and wearing her new dress at the ball was also a form of dishonesty, and she wanted to fit in to be someone she wasn’t. This ties in with the theme of envy, because had she been happy with what she had she would have never gotten herself into any trouble.
 * emy Park, Amreen Ahmad, Roger Zahn and Aaron Zhang:**

The story is told in a third person point of view, but focuses mainly on the thoughts and emotions of Mathilde Loisel. “The Necklace” is almost an account of her experience relating to dishonesty and envy. In the first paragraph of the story, we learn a lot about her when Guy de Maupassant writes, “She had no dowry, no expectations, no way of being known, understood, loved, married by any rich and distinguished man; so she let herself be married to a little clerk of the Ministry of Public Instruction.” Because the introduction begins this way, you can tell the author plans to focus on this character, and as the story progresses you find that he talks about the situation she faces.

1. Briefly discuss the plot of “The Necklace”. Include in your response the type of conflict (and how you know this), the inciting incident, and the climax. The plot begins with Mathilde Loisel unsatisfied with her life because she is living a middle class life while she longs to enjoy the luxurious life of the upper class. The conflict here would be an internal conflict as she is caught between reality and what she wants. It continues with her husband providing her an opportunity to spend a night at a ball. However, she is unhappy because she doesn’t own suitable attire. This would be a conflict with society because she doesn’t want to look poor among the rich. The invitation is also the inciting incident as it puts the entire story into motion. She borrows a necklace from her friend, Madame Forestier, and looses it. When she discovers it missing, the reader is brought to the climax. She buys a replacement costing all their savings and much more causing her to spend ten years paying for it, which represents the falling action. The denouement occurs when she finds out it was a fake and only worth 500 francs. 3. Discuss the point of view of “The Necklace.” The point of view is third person central character because the reader is only exposed to some of Madame Loisel’s thoughts but not anyone else’s. Compared to first person, the reader knows more about what is going on outside Madame Loisel’s life such as what her husband did to look for the necklace. This is effective because had the reader known Madame Forestier’s thoughts pertaining the necklace, the ending would not be as effective with the statement of the necklace being a fake.
 * Shreya (sorry... I can't spell your name...) Vivian, Angela**