Today I am going to use two of the ideas I learned from the NIWP in my Creative Writing class. The first idea I am going to use is from the workshop, “Music as a Springboard for Writing,” and the second is from the keynote address, “Making Reading and Writing Really Purposeful and Engaging.” The music idea is actually the lesson that Ms. Forster had us complete in class. We listened to Rachmaninoff’s “Isle of the Dead” and wrote what we thought the story would be while looking at the painting by Arnold Bocklin which inspired Rachmaninoff to write the piece. This will take approximately 20 min. Then, when my students are finished I am going to have them S.T.A.R. their writing: Substitute, takeaway, add, and rearrange. Lastly, we will trade stories and answer a couple of questions about them.
One activity that I would like to implement would be using a picture book like Cronin’s, Click, Clack, Moo/Cows that Type, to teach about word choice. I would discuss what it means to be choosy about words. Afterward, I would read the book using a think-aloud to point out examples of word choice. Then, I would ask the students to find and write down an example of, “Word Choice” from one of our recent picture books. Finally, we would share and discuss their choices as a class reviewing what it means to be choosy about words.
I am hoping to use the Musical Story activity with a group of my patients this week. I will play them a piece of classical music. I will give them a choice to either; write about whatever the music is inspiring them to write, or write what they think may be happening in the piece in story form. When the piece is over I will give them one or two minutes to finish their stories and then they will do a think-pair-share. If this activity is approved by my supervisor I will be doing it with my adolescent patients ages ranging from 13-18). If it is not approved I will have to do it with family members.
I have been struggling a bit with teaching my social studies class this year for two reasons; one, it is the first time that I have taught social studies. I am a math teacher. The second reason is that I had to make up my own curriculum to go along with 6th grade standards because we did not have a set curriculum. I do have books now but, I was thinking that I would implement Barry Hoonan’s idea of using a power point filled with pictures of places we are studying and their cultural images. I want to use the power point to give my kids some background information they can use before we start our reading and discussions.
As mentioned in the previous assignment, the use of “I” charts intrigues me. I am concerned that teaching has become very top down in our standards based environment resulting in a lack of student independence. I have begun to implement an “I” chart during our reading group time. My objective is to reduce unwanted behavior and increase students’ ownership in their own learning. To achieve these goals, I will be creating “I” charts with students; modeling and practicing the wanted and unwanted behaviors; identifying and discussing the purpose of daily activities; and utilizing the thumbs up, “got it” and thumbs sideways, “working on it”.
I am planning on implementing an activity we learned from "Teaching 6-traits with Picture Books." I am going to be reading Thunder Cake by Patricia Polacco before beginning a writing piece that will have a focus on voice. I plan to just look at the pictures and say the very minimum to get the idea of the story to the students. We will talk about it, then I will read the story again, using Patricia Polacco's words. The grandma alone has HUGE voice in this story. The students will then look at 3 related pictures I will put on the board and use their voice to create a story. I also think this is the perfect story to read because we are studying weather and storms in science.
I also find the I charts to be very interesting, I plan to begin one next week! I have also told my students about the thumbs up/thumbs to the side "working on it" method. They are doing great and it's nice to see kiddos "working on it" :)
Feedback March 19, assignment Kary Amburn,her classroom activities are wonderful. It is creating the ACTIVE Comprehension on Barry Hoonan workshop. What it means to be choosy about words? Ask question, making Connection, Tracking, Inferring, and using picture books as Visual aid. Evaluation in her lesson plan activities. Reading a-loud can be use in this activity. This is very good activities in the classroom.
"Everything I Learned about Teaching Mathematics I Learned from my English Teacher" by: John Pattis. All information and handouts caught my eye, "THE BANK OF MOM" on page 6 handouts. I choose this for implementing in my classroom activities. Materials are paper clips, paper money, basket, envelop, pencil, paper, and Bank window made of cardboard. My lesson plan is Teaching students multiple by 10's. How the students count pennies by 10's, nickles by 10's, etc., each time the money reaches to 10's they put it in paper clips. They work with classmates next to them; they write and record all the activities until the time is up. They leave the loose money inside the basket for the next round. Then, they will switch their roles. After they have counted the money, they put the money in the envelop. Mother and Son will make a deposit to the bank. The Bank teller will accept their money and the Bank manager makes sure the teller counts the money and records it properly. The manager and teller then have to switch their position. Second Grade will share and learn. How to count multiples by 10's in the classroom.
505 Response 2: I am planning on working on an “I” chart with my classes for reading time as well. In fact, in the past few years I have gotten away from using class time for independent reading since I never felt like it was being used to its full potential, especially at the secondary level. I plan on encouraging students to bring in their own fiction or non-fiction, but I will also have options available. I think if they have more of a choice, and they come up with the expectations themselves, that the results will be much more promising. Along with this, I also want to have them create “post-it posters” with ideas for how to respond to their reading so that the students can choose that as well. I am interested to see how elenz plan goes.
I plan to teach a small group of 3rd graders in the Title Room a poem to work on fluency. I will first read the poem, then I will have the students echo read the poem, paying attention to phrasing. Then I will have the poem written on a piece of chart paper so I can model “scooping” the words together to make phrases. Next the students will go into small groups of 4 to 5 students each to complete a poem that I have written. They will need to fill in the blanks keeping with the theme of the poem. Finally, I will have the students come back to the front of the room, to sit in the authors chair and read their version of the poem.
I used the "I Am From" poem idea from the Barry Hoonan's discussion. I modified it and the kids used it to write about a character from the book we are reading. They each had to pretend to be a character of their choosing from the book and try to get into that character's head as much as possible. They wrote down as many details about what they knew and what they assumed about their character from the reading. They then wrote the "I Am From" poem from their character's perspective and each student shared their poem. It was interesting to see the different interpretations of each of the characters, which led to great discussion!
505 Response I noticed that a few people decided to use the lesson for "Music as a Springboard for Writing" and I am curious to know how it went. Any suggestions from those who have done it? I am excited to use this in my classroom as well. I enjoyed the activity we did in that workshop and am hoping that the kids enjoy it as well. I am planning to use it in my upcoming unit on Caesar, I am just looking for the perfect song.
One activity that I am planning to use is from the "6 traits of Writing with Picture Books”. I plan on using the book Skippyjon Jones and the Big Bones by Judy Schachner. This book holds many traits, and it would be interesting for the children to examine and find these. After each child found their own trait from a passage in the book, I would have them create their own passage that relates to the trait they found. They would then share it with the class or with a peer.
I wonder if after having the kids pick the six traits from Skippy Jones, if you would consider having them each grab a sticky note and write down the opening line of their favorite book. Have them share and then talk about how writer's organize their writing by first writing a 'good hook.' Who can forget E.B. White's opening line in Charlotte's Web: "Where's Papa going with that axe?"
I plan on introducing Barry Hoonan's poem template "I am from..." to a group of resource room students. Barry Lane, a revision author, says that 'details aren't wallpaper, they are the story.' The beauty of this poem is that students are digging for the details right off the bat. What's more detailed than what your family eats and says? I am excited to see what these 'marginalized' students will come up with!
Assignment 3 I plan on implementing lots of the activities I learned from the workshops, but the first activity I’ll try is “I Am From” poetry. I think I can use this immediately. Biography is one of the upcoming genres of writing we will be working on, and this kind of poem will tie in fabulously.
I like what #2 pencil said about getting at the details right off the bat with the "I am From" poem. I think this poem template is a great way to give those reluctant writers and those "marginalized" kids a successful writing experience.
It's cool to hear someone else has already tried the thumbs up and thumbs to the side method. I have, too, and my students are catching on. I never had thought about the negative connotation assiciated with the thumbs down.
Exploring the elements of writing through reading can lead to multiple lesson ideas that target reading and language arts at the same time. Creating a lesson around the writing element of organization would be fun! My lesson idea includes a read aloud, discussing the concepts of beginning, middle, and end and then doing a rereading of the book to reinforce these concepts. After the rereading, students could write in their own words one to two sentences for each point in the story: beginning, middle, and end. Finally, students could create pictures to go with each part of the story and then share their writing and pictures with a partner. This lesson would aid in the understanding of sequence and order, fluency, and comprehension.
After confirming that I can get the computer lab for a couple days before ISAT testing dominates it, I decided to commit to a writing lesson using NiceNet as presented by Dr. Bonnie Warne. I have already begun the process of introducing the students to the concept of conferencing online and registering them for the program. I plan to get every student involved in a class discussion about a short story in our literature book called “Salvador Late or Early” by Sandra Cisneros. I have three very different English I classes, and I’m interested in how each responds to the lesson.
I would like to implement a lesson to help students recognize how word choice can add to writing. I am thinking of using Roberto the Insect Architect as an example of excellent word choice. This would also be a perfect opportunity for the class to use the thesaurus to extend their word repertoire. After reading the book, I plan to have a discussion time regarding the words the author chose. I would choose several words students use (or overuse) in their writing. As a class, we would brainstorm other words that are synonymous with the list of overused words. After exhausting our synonyms, we could use the thesaurus to locate even more synonyms. I would then like to have students write a sentence or two using the new and improved word list. Students would then get the opportunity to share their sentences, as well as have a discussion regarding the reason for choosing a particular word. It would then be ideal to extend this project by creating a synonym sentence class book (a picture representation of each sentence included), so that students could be reminded of the affects of word choice in writing.
505 Response: Megan- I really like your diversification of the “I Am From” poem! What a wonderful way to connect reading to writing! We work with students on connecting self to text often; this seems like an exciting way to have students to grasp this connection at a much higher level. I also feel Hoonan’s thumb up approach has assisted students in positively identifying where they are in their own learning. Although I have used this system before, I was struck by Hoonan’s choice of wording. How one says something makes a big difference in students’ perceptions of their abilities. I have seen a difference in students’ thumbs up responses since I changed my language a bit. Students are more willing to truthfully identify where they are in their understandings. Maricela- I think your idea for the “Bank of Mom” activity sounds splendid. You have incorporated so many ways for students to interact with the mathematical concept being presented. It might be interesting to have students write an exit slip about the lesson and what they learned. The exit slip would be one more way to check your students’ understanding of the concep.
I’m stealing your modification of the “I Am From…” poem for my lesson using NiceNet. I already had a characterization lesson in mind, but your adaptation has the students accessing their personal knowledge and making inferences in a way that the students are likely to find more creative and satisfying. Thank you for your post.
There was so much to take away from the writing conference that I had forgotten about the "I am From" poem. The ideas that many of you wrote about are exciting. I especially liked Jared's idea of beginning a biography unit with the poem. What an excellent way to connect your students with the genre! I also liked Megan's idea of using the poem to work on characterization. That is an excellent activity utilizing higher level thinking skills.
In my efforts to use music, I’ve had my Language Arts Writing class rewrite the lyrics to Row Row Row your Boat. They were having fun with that task. A couple even did two sets of lyrics. This week we’ll move on to Holst’s “Planets” playing in the background and do a narrative.
Task: Students will compose original narrative while listening to one or more movements of the composition “The Planets” by Gustav Holst. This piece will undergo all the stages of the writing process. To complete the exercise we will have “open mike café” for them to read their writing while the music plays in the background.
Objective: Students will experience the creative process enhanced by music. Students will use the drafting, composing, editing, and publishing process.
Students will analyze and discuss how the story each student wrote compares and contrasts with one another.
505 response I've been working with my students in English 8, The Victorians, and English 6, Harlem Renaissance, with ACTIVE learning. This week as we head to Spring Break it was great to see them making CONNECTIONS!
#3 505 Response to terrytrainerwright I liked your ideas and information about engaging the uninterested writer using Barry’s visual clues- make a drawing of something you know well, then share it then write it. I have several struggling readers/writers who could do well with this as a beginning. It seems easier for them to start with a visual. His ideas seem so simple yet thoughtful. Response to Jared I like the camera idea, but have not started using it yet- don’t really know what I am waiting for. I liked the idea of having the kids take the pictures. What age /grade kids are you working with?
I recently tried a few ideas from Barry’s session. We are having a discussion about planets in the classroom. Students have previously chosen a partner and a planet to do research and end with a finished project. I used his ideas about a KWL and Post-it note and knowing your audience. I asked student to “jot down” one thing they already knew about a planet and one thing they wanted to know about a planet, each on a separate Post-it. We used our white board, divided into two parts- one for know and one for want to know. I read them all and then the student gathered the notes pertaining to their planet of study from the board. They will use the notes to do more research and writing.
Today I am going to use two of the ideas I learned from the NIWP in my Creative Writing class. The first idea I am going to use is from the workshop, “Music as a Springboard for Writing,” and the second is from the keynote address, “Making Reading and Writing Really Purposeful and Engaging.” The music idea is actually the lesson that Ms. Forster had us complete in class. We listened to Rachmaninoff’s “Isle of the Dead” and wrote what we thought the story would be while looking at the painting by Arnold Bocklin which inspired Rachmaninoff to write the piece. This will take approximately 20 min. Then, when my students are finished I am going to have them S.T.A.R. their writing: Substitute, takeaway, add, and rearrange. Lastly, we will trade stories and answer a couple of questions about them.
ReplyDeleteOne activity that I would like to implement would be using a picture book like Cronin’s, Click, Clack, Moo/Cows that Type, to teach about word choice. I would discuss what it means to be choosy about words. Afterward, I would read the book using a think-aloud to point out examples of word choice. Then, I would ask the students to find and write down an example of, “Word Choice” from one of our recent picture books. Finally, we would share and discuss their choices as a class reviewing what it means to be choosy about words.
ReplyDeleteI am hoping to use the Musical Story activity with a group of my patients this week. I will play them a piece of classical music. I will give them a choice to either; write about whatever the music is inspiring them to write, or write what they think may be happening in the piece in story form. When the piece is over I will give them one or two minutes to finish their stories and then they will do a think-pair-share. If this activity is approved by my supervisor I will be doing it with my adolescent patients ages ranging from 13-18). If it is not approved I will have to do it with family members.
ReplyDeleteBeth Artner
ReplyDeleteLesson 3
March 14, 2011
I have been struggling a bit with teaching my social studies class this year for two reasons; one, it is the first time that I have taught social studies. I am a math teacher. The second reason is that I had to make up my own curriculum to go along with 6th grade standards because we did not have a set curriculum. I do have books now but, I was thinking that I would implement Barry Hoonan’s idea of using a power point filled with pictures of places we are studying and their cultural images. I want to use the power point to give my kids some background information they can use before we start our reading and discussions.
As mentioned in the previous assignment, the use of “I” charts intrigues me. I am concerned that teaching has become very top down in our standards based environment resulting in a lack of student independence. I have begun to implement an “I” chart during our reading group time. My objective is to reduce unwanted behavior and increase students’ ownership in their own learning. To achieve these goals, I will be creating “I” charts with students; modeling and practicing the wanted and unwanted behaviors; identifying and discussing the purpose of daily activities; and utilizing the thumbs up, “got it” and thumbs sideways, “working on it”.
ReplyDeleteI am planning on implementing an activity we learned from "Teaching 6-traits with Picture Books." I am going to be reading Thunder Cake by Patricia Polacco before beginning a writing piece that will have a focus on voice. I plan to just look at the pictures and say the very minimum to get the idea of the story to the students. We will talk about it, then I will read the story again, using Patricia Polacco's words. The grandma alone has HUGE voice in this story. The students will then look at 3 related pictures I will put on the board and use their voice to create a story. I also think this is the perfect story to read because we are studying weather and storms in science.
ReplyDelete505 respond to Elenz:
ReplyDeleteI also find the I charts to be very interesting, I plan to begin one next week! I have also told my students about the thumbs up/thumbs to the side "working on it" method. They are doing great and it's nice to see kiddos "working on it" :)
Feedback March 19, assignment Kary Amburn,her classroom activities are wonderful. It is creating the ACTIVE Comprehension on Barry Hoonan workshop. What it means to be choosy about words? Ask question, making Connection, Tracking, Inferring, and using picture books as Visual aid. Evaluation in her lesson plan activities. Reading a-loud can be use in this activity. This is very good activities in the classroom.
ReplyDelete"Everything I Learned about Teaching Mathematics I Learned from my English Teacher" by: John Pattis. All information and handouts caught my eye, "THE BANK OF MOM" on page 6 handouts. I choose this for implementing in my classroom activities. Materials are paper clips, paper money, basket, envelop, pencil, paper, and Bank window made of cardboard. My lesson plan is Teaching students multiple by 10's. How the students count pennies by 10's, nickles by 10's, etc., each time the money reaches to 10's they put it in paper clips. They work with classmates next to them; they write and record all the activities until the time is up. They leave the loose money inside the basket for the next round. Then, they will switch their roles. After they have counted the money, they put the money in the envelop. Mother and Son will make a deposit to the bank. The Bank teller will accept their money and the Bank manager makes sure the teller counts the money and records it properly. The manager and teller then have to switch their position. Second Grade will share and learn. How to count multiples by 10's in the classroom.
ReplyDelete505 Response 2: I am planning on working on an “I” chart with my classes for reading time as well. In fact, in the past few years I have gotten away from using class time for independent reading since I never felt like it was being used to its full potential, especially at the secondary level. I plan on encouraging students to bring in their own fiction or non-fiction, but I will also have options available. I think if they have more of a choice, and they come up with the expectations themselves, that the results will be much more promising. Along with this, I also want to have them create “post-it posters” with ideas for how to respond to their reading so that the students can choose that as well. I am interested to see how elenz plan goes.
ReplyDeleteI plan to teach a small group of 3rd graders in the Title Room a poem to work on fluency.
ReplyDeleteI will first read the poem, then I will have the students echo read the poem, paying attention to phrasing.
Then I will have the poem written on a piece of chart paper so I can model “scooping” the words together to make phrases.
Next the students will go into small groups of 4 to 5 students each to complete a poem that I have written. They will need to fill in the blanks keeping with the theme of the poem.
Finally, I will have the students come back to the front of the room, to sit in the authors chair and read their version of the poem.
I used the "I Am From" poem idea from the Barry Hoonan's discussion. I modified it and the kids used it to write about a character from the book we are reading. They each had to pretend to be a character of their choosing from the book and try to get into that character's head as much as possible. They wrote down as many details about what they knew and what they assumed about their character from the reading. They then wrote the "I Am From" poem from their character's perspective and each student shared their poem. It was interesting to see the different interpretations of each of the characters, which led to great discussion!
ReplyDelete505 Response
ReplyDeleteI noticed that a few people decided to use the lesson for "Music as a Springboard for Writing" and I am curious to know how it went. Any suggestions from those who have done it? I am excited to use this in my classroom as well. I enjoyed the activity we did in that workshop and am hoping that the kids enjoy it as well. I am planning to use it in my upcoming unit on Caesar, I am just looking for the perfect song.
One activity that I am planning to use is from the "6 traits of Writing with Picture Books”. I plan on using the book Skippyjon Jones and the Big Bones by Judy Schachner. This book holds many traits, and it would be interesting for the children to examine and find these. After each child found their own trait from a passage in the book, I would have them create their own passage that relates to the trait they found. They would then share it with the class or with a peer.
ReplyDeleteAshley,
ReplyDeleteI wonder if after having the kids pick the six traits from Skippy Jones, if you would consider having them each grab a sticky note and write down the opening line of their favorite book. Have them share and then talk about how writer's organize their writing by first writing a 'good hook.' Who can forget E.B. White's opening line in Charlotte's Web: "Where's Papa going with that axe?"
Just a thought.
I plan on introducing Barry Hoonan's poem template "I am from..." to a group of resource room students. Barry Lane, a revision author, says that 'details aren't wallpaper, they are the story.' The beauty of this poem is that students are digging for the details right off the bat. What's more detailed than what your family eats and says? I am excited to see what these 'marginalized' students will come up with!
ReplyDeleteAssignment 3
ReplyDeleteI plan on implementing lots of the activities I learned from the workshops, but the first activity I’ll try is “I Am From” poetry. I think I can use this immediately. Biography is one of the upcoming genres of writing we will be working on, and this kind of poem will tie in fabulously.
assignment 3 response:
ReplyDeleteI like what #2 pencil said about getting at the details right off the bat with the "I am From" poem. I think this poem template is a great way to give those reluctant writers and those "marginalized" kids a successful writing experience.
It's cool to hear someone else has already tried the thumbs up and thumbs to the side method. I have, too, and my students are catching on. I never had thought about the negative connotation assiciated with the thumbs down.
Exploring the elements of writing through reading can lead to multiple lesson ideas that target reading and language arts at the same time. Creating a lesson around the writing element of organization would be fun! My lesson idea includes a read aloud, discussing the concepts of beginning, middle, and end and then doing a rereading of the book to reinforce these concepts. After the rereading, students could write in their own words one to two sentences for each point in the story: beginning, middle, and end. Finally, students could create pictures to go with each part of the story and then share their writing and pictures with a partner. This lesson would aid in the understanding of sequence and order, fluency, and comprehension.
ReplyDeleteAfter confirming that I can get the computer lab for a couple days before ISAT testing dominates it, I decided to commit to a writing lesson using NiceNet as presented by Dr. Bonnie Warne. I have already begun the process of introducing the students to the concept of conferencing online and registering them for the program. I plan to get every student involved in a class discussion about a short story in our literature book called “Salvador Late or Early” by Sandra Cisneros. I have three very different English I classes, and I’m interested in how each responds to the lesson.
ReplyDeleteI would like to implement a lesson to help students recognize how word choice can add to writing. I am thinking of using Roberto the Insect Architect as an example of excellent word choice. This would also be a perfect opportunity for the class to use the thesaurus to extend their word repertoire. After reading the book, I plan to have a discussion time regarding the words the author chose. I would choose several words students use (or overuse) in their writing. As a class, we would brainstorm other words that are synonymous with the list of overused words. After exhausting our synonyms, we could use the thesaurus to locate even more synonyms. I would then like to have students write a sentence or two using the new and improved word list. Students would then get the opportunity to share their sentences, as well as have a discussion regarding the reason for choosing a particular word. It would then be ideal to extend this project by creating a synonym sentence class book (a picture representation of each sentence included), so that students could be reminded of the affects of word choice in writing.
ReplyDelete505 Response:
ReplyDeleteMegan- I really like your diversification of the “I Am From” poem! What a wonderful way to connect reading to writing! We work with students on connecting self to text often; this seems like an exciting way to have students to grasp this connection at a much higher level.
I also feel Hoonan’s thumb up approach has assisted students in positively identifying where they are in their own learning. Although I have used this system before, I was struck by Hoonan’s choice of wording. How one says something makes a big difference in students’ perceptions of their abilities. I have seen a difference in students’ thumbs up responses since I changed my language a bit. Students are more willing to truthfully identify where they are in their understandings.
Maricela- I think your idea for the “Bank of Mom” activity sounds splendid. You have incorporated so many ways for students to interact with the mathematical concept being presented. It might be interesting to have students write an exit slip about the lesson and what they learned. The exit slip would be one more way to check your students’ understanding of the concep.
Respond to Megan Frison
ReplyDeleteI’m stealing your modification of the “I Am From…” poem for my lesson using NiceNet. I already had a characterization lesson in mind, but your adaptation has the students accessing their personal knowledge and making inferences in a way that the students are likely to find more creative and satisfying. Thank you for your post.
This comment has been removed by the author.
ReplyDelete505 Response...
ReplyDeleteThere was so much to take away from the writing conference that I had forgotten about the "I am From" poem. The ideas that many of you wrote about are exciting. I especially liked Jared's idea of beginning a biography unit with the poem. What an excellent way to connect your students with the genre! I also liked Megan's idea of using the poem to work on characterization. That is an excellent activity utilizing higher level thinking skills.
In my efforts to use music, I’ve had my Language Arts Writing class rewrite the lyrics to Row Row Row your Boat. They were having fun with that task. A couple even did two sets of lyrics. This week we’ll move on to Holst’s “Planets” playing in the background and do a narrative.
ReplyDeleteTask: Students will compose original narrative while listening to one or more movements of the composition “The Planets” by Gustav Holst. This piece will undergo all the stages of the writing process. To complete the exercise we will have “open mike café” for them to read their writing while the music plays in the background.
Objective: Students will experience the creative process enhanced by music. Students will use the drafting, composing, editing, and publishing process.
Students will analyze and discuss how the story each student wrote compares and contrasts with one another.
505 response
ReplyDeleteI've been working with my students in English 8, The Victorians, and English 6, Harlem Renaissance, with ACTIVE learning. This week as we head to Spring Break it was great to see them making CONNECTIONS!
This comment has been removed by the author.
ReplyDelete#3 505 Response to terrytrainerwright
ReplyDeleteI liked your ideas and information about engaging the uninterested writer using Barry’s visual clues- make a drawing of something you know well, then share it then write it. I have several struggling readers/writers who could do well with this as a beginning. It seems easier for them to start with a visual. His ideas seem so simple yet thoughtful.
Response to Jared
I like the camera idea, but have not started using it yet- don’t really know what I am waiting for. I liked the idea of having the kids take the pictures. What age /grade kids are you working with?
I recently tried a few ideas from Barry’s session. We are having a discussion about planets in the classroom. Students have previously chosen a partner and a planet to do research and end with a finished project. I used his ideas about a KWL and Post-it note and knowing your audience. I asked student to “jot down” one thing they already knew about a planet and one thing they wanted to know about a planet, each on a separate Post-it. We used our white board, divided into two parts- one for know and one for want to know. I read them all and then the student gathered the notes pertaining to their planet of study from the board. They will use the notes to do more research and writing.
ReplyDelete