I continued to use my power point lesson using images for acquisition of background knowledge for my students. The images are of a given place and time period that we are studying in my social studies classes. I used it in two more classes and it really did work well. I am going to continue using power point images for the rest of the year in my social studies classes. I think a fun twist on the lesson would be to have students make their own power point presentation after the chapter is done and present it to the class. The kids love having the discussion after the power point. I think that is the best part of the lesson for me and them. It is better than the paragraph they write because they get so excited over the images. I guess that come from the kids spending so many hours on the internet now a days. They don’t really want to write, but they happily talk about what they notice in the images.
The kids were so enthusiastic about the “I Am From” poem lesson that I will definitely use it again for other things. In this particular lesson, the kids were excited and actually asked to extend the lesson, so I made the poem one part of a character sketch that included analyzing many aspects of the character they chose and doing various small assignments to complete the character sketch. Many of the ideas for the character sketch came from the discussion that this poem prompted. They are in the process of completing the character sketch and it has included: an adjective list of both personality traits and appearance, another poem format, a descriptive paragraph, a picture to accompany the “I Am From” poem, dialogue from the book that best shows their character’s personality, and a paragraph of the things that have most influenced the character. All of these things are being constructed into a visual format of the student’s choosing such as a book or poster. The poem was a great opening activity to spark the kid’s interest and branch into other activities. It was also a great activity that allows all students to be successful. After their individual success, the students have a chance to bond in their classroom version of the poem, as well as have an intellectual discussion with their classmates as to their viewed similarities and differences of each character. It was interesting and fun to do. I will use it again, many times I am sure
I will definitely use the music lesson again. At the end of the lesson, I had students give me a thumb’s up, down, or sideways, and I only got one down, and a couple sideways thumbs! After the lesson was done, students had the option to use it as their story for their final draft. I had several students choose this one because they really enjoyed how descriptive they were able to be. The criteria for the final story is to make sure that they use all of the literary devices. Many students felt like this lesson provided them with the opportunity to do that more so than some of the other options. The stories that I have read were some of the most interesting of all of those turned in. I also really like the STAR revising and will use this for many other lessons because it is quick, to-the-point, and makes important changes right away. As this lesson went so well, I am really looking forward to trying out my many other ideas I gleaned from NIWP like the “I Am From” poem, the “I” charts, and the reading activities. Overall, the conference has helped me make positive changes to my classes in a short amount of time. I would definitely recommend the experience to other teachers.
I plan to use my vocabulary lesson again. As I said before, I don't think my timing (spring break) was ideal, so it deserves another shot :)
Also, the students really enjoyed me changing our usual vocabulary lesson. They really like working in groups and I noticed that most of the students stayed engaged the entire time.
Another small change that I plan to make would be to use a half sheet of paper instead of index cards. The second graders had a hard time fitting all their information on an index card.
Three students are dressing up their favorite heroes, the following day, "I Need a Hero" during follow-up lesson. I will continue using again for other subjects. I might use my topic during Haloween time and President Day (October/February). I am going to continue using poster and slide show for the remaining days of this year. My student loves to be in the group or peer-up next to them. Students are engaging more if they are share their ideas to their classmate and group discussion in the class. They are in the process of learning the character of their favorite hero. It is better using poster/silde show; they get so excited over the images, and pictures. All of these things are being constructed into a visual pattern/format of the students choosing such as a poster or slide show. These are great activity, chart, diagram, and percentage outline to be successful. The summary of individual an accomplishment, the student have a chance to connect in their classmate, as well as have an intellectual discussion with their classmates as their point of view, similarities and differences of "Hero" they selected. The conclusion of all activities, Northwest Inland Writing Project are contributed an excellent, knowledgeable, different ideas, strategy, and method of teaching in the classroom, and all of the educators who shared their new way of teaching in cureent style to let the kids engaging in the classroom setting.
As a follow up for this lesson in a normal classroom, I may bring this idea back up by asking them to use a exit slip to describe the trait of voice. I could also have each child give me an example of voice as they leave for the day by saying a brief sentence.
With my cousins I may just ask them next time I see them, What is an example of voice? THis way I can see if my lesson actually stuck and did what I intended it to do.
I would enjoy using this type of lesson plan to describe each of the 6 writing traits. It would be fun to do a series of these in a classroom. I hope I have a chance to do this in which I will know if it is a good lesson to use with my future students.
I asked the kids after my lesson how they liked it. I received the obligatory, "It was good." so I probed further. I asked how the lesson could have been better and they all at once said in unison, "Better music!" I would agree with them unfortunately we can only play unit approved music which mainly consists of children's song or movie themes.
When I do this lesson in a classroom I will link it to a piece of artwork such as we did at the conference. It seemed that the music alone was not enough to spark creativity in the kids. I would play the music for longer periods of time and I would ask the kids to listen to the music for a few minutes with their eyes closed before beginning to write.
I want to thank Emily for the opportunity to use this conference as a credit and I have had a wonderful experience!
I really liked using the book, Click, Clack, Moo/Cows that Type, in this writing lesson. I had a good response from the student, still I'm looking forward to teaching it to a group of students. The original assignment was for the students to write a persuasive friendly letter from an animal to a human. To follow up on that idea, the students could write a letter in response from the human back to the animal. Another idea I had was to bounce off the ending of the book. It ends with the ducks getting their requested diving board from the farmer. The students could write a thank you letter from the ducks to the farmer, or they could write another persuasive friendly letter with the ducks asking for more items…like scuba gear. Finally, I would like to use the author’s next book, Giggle, Giggle, Quack, and connect text-to-text discussing in more detail the author’s use of persuasive voice.
My 3rd-grade student was so excited to be “helping” me with my lesson, but once we had completed it, she asked, “Is that it?” It left me feeling like something was missing and that my lesson didn’t end with a “bang.” Using this lesson in a classroom setting where students are able to engage in the their reflection of the lesson would be very valuable.
When I actually use this lesson in a classroom, I will definitely have to evaluate the text I use for this activity and its ability to challenge my students. As I mentioned in my reflection, I think pairing this lesson with prewriting or a revision of a previously written draft would be another purposeful idea.
To follow-up my NiceNet lesson I plan to use the forum for future class discussions. I think regular use of this tool will provide not only an alternative method for discussion and student writing, but it will also promote better oral discussions in the classroom. I am curious to see what will develop as the novelty wears off.
Initially, I was reluctant to assign students computer/online related homework because I know we have a sizeable number of students in my school who do not have computers or internet access. To my surprise, this was not a significant issue. Several factors may have had positive effects: We had a class discussion about where and when computers and internet are available. I purposefully made outside classwork focused, straightforward, and manageable. I also used classroom experts to keep struggling students moving forward.
This has been one of the most effective and rewarding lessons I have taught this year. I wasn’t bogged down teaching procedure, as I had expected I would be. I was actually freed-up to focus on the lesson objectives. I believe the students were able to participate in a level of discussion that they rarely get to experience. They learned how to listen to other students and respond in an appropriate and rewarding manner. And students who often do not have a voice in class spoke up.
After teaching the lesson, I could see that students really enjoyed the experience, but would benefit from similar lessons. I will continue to use picture books to display the writing traits. Students really felt like authors when it came time to revise their own sentences. I think this lesson really helped concrete that good writers edit and revise, often for word choice, so that his/her writing creates the feeling/idea intended. Students’ engagement in editing was by far greater than in the past. They expressed excitement about finding the right words to express what they meant. We had used thesauruses in the past, however this time the class really made the connection regarding why a thesaurus is a handy tool. I would like to continue having the thesaurus cart (shared by our wing) available to students during the revision process. In all, I thought the lesson went very well. I will definitely review the lesson, when we return from break. We have several writing projects for the month of April; using picture books as examples of different writing traits will definitely occur again throughout the year.
I am looking forward to the completion of our Haiku poetry lesson after spring break (this week). Students will choose their favorite poem form the ones written so far; refine it- focusing on word choice and voice. We will conference for conventions and then publish the poem during our computer lab time next Tuesday. I have notice so far that the students are having a great time with poetry. I noticed that several students we sharing their poems with each other during our indoor recess last week – no prompting from the teacher to do so. I actually missed last Friday afternoon due to illness, and when I stopped by the classroom today (spring break week) to catch up there was a lovely get well Haiku, complete with illustration on my desk, the sign of a successful lesson and willing writers. We will paint our backgrounds and make a silhouette of something from our poem to complete the lesson. I will use other ideas from this conference – the jot it down, poster and some ideas from Tara hearing Poetic fluency session- choral reading in the rest of our poetry unit and in future writing. I will also be using Jody Conrad’s List it! For our narrative writing project which we will do before the end of the year! I have learned how to blog assignment! That’s a new experience for this “old” teacher. Thanks for that experience!
Although I am not teaching full time now I do not want my elementary credential to expire. I figured NIWP could apply to any classroom I am subbing or possibly to my personal life. I was right, it was motivating and informative.
I enjoyed blogging...I have had my fair share of troubles with logging in and loosing my reponses, but it has been a bonus with everything else I have heard and read. It is the closest I ever felt being in a classroom without actually being in a classroom.
As far as my lesson goes, I liked the idea of having my 3 kids write the objects they were thinking of on stickys, (or half sheets) one for each. I believe this will be an easy way to teach essay paragraph writing. Each idea is separated from another, ideas not getting confused by sharing the same piece of paper. This is a perfect opportunity to teach topic sentence...each sticky will need one...basically breaking down the essay for younger kids.
The "I am From" poem has received so much attention and I believe it would be perfect to use as a response activity to a biography. Criteria could include, where from, when born, some family backround, adjectives and adverbs to describe (thesaurus time), events accomplished, contributions... Each poem will be unique and very appealing to illustrate and share.
I do not know anything about the STAR method of revising, but obviously you all have found great success with it. I will Google it, because as a sub, I can never have enough tricks in my bag and I thank you for sharing all yours.
I know after discussion with the title teacher, she has the poem hanging up on the board and has referred to it several times to review fluency. She also taught the same lesson to the 4th graders. They liked it as well. I will be interested to see if with the teacher using more poetry in the classroom if the IRI scores at the end of the year improve.
I work as a writing consultant and keep my teaching credential current. I am fascinated by the writing process; the recursive nature of it. I don't have a good handle on how to teach revision. I've read Barry Lane and like his ideas on revision. I am always on the lookout for concrete ways/strategies for how to teach revision to those who hand me their unfinished manuscript or writing project.
I don't know if I'm sold on STAR. It is a 'surface' fixer, it seems. I don't think teachers are equiped to ask students to revise pieces according to whether their piece has a viable theme that supports a viable plot with authentice characters.
Keeping an ear to the ground for revision techniques.
I implemented the STAR editing method with my fifth graders and it turned out incredible. I will certainly continue to use this editing technique. Like never before, my students critically and enthusiastically grappled with their own writing and saw first hand how rewriting makes better writing.
some responses to the original lesson - I am from poem:
The students loved making those silly lists about their lives. They'd do that all day long if they could.
While my original lesson needed a few adjustments, the students were engaged in their learning. I am sold on the instructional techniques of "jot it down" and "buddy share". I will need to continue to follow up on having students identify the components of expository text structure. As with any comprehension strategy, students need multiple exposures to "own" it. The posters help to anchor their learning and serve as a valuable reminder tool.
Beth Artner
ReplyDeleteLesson 7
March 17, 2011
I continued to use my power point lesson using images for acquisition of background knowledge for my students. The images are of a given place and time period that we are studying in my social studies classes. I used it in two more classes and it really did work well. I am going to continue using power point images for the rest of the year in my social studies classes. I think a fun twist on the lesson would be to have students make their own power point presentation after the chapter is done and present it to the class. The kids love having the discussion after the power point. I think that is the best part of the lesson for me and them. It is better than the paragraph they write because they get so excited over the images. I guess that come from the kids spending so many hours on the internet now a days. They don’t really want to write, but they happily talk about what they notice in the images.
The kids were so enthusiastic about the “I Am From” poem lesson that I will definitely use it again for other things. In this particular lesson, the kids were excited and actually asked to extend the lesson, so I made the poem one part of a character sketch that included analyzing many aspects of the character they chose and doing various small assignments to complete the character sketch. Many of the ideas for the character sketch came from the discussion that this poem prompted. They are in the process of completing the character sketch and it has included: an adjective list of both personality traits and appearance, another poem format, a descriptive paragraph, a picture to accompany the “I Am From” poem, dialogue from the book that best shows their character’s personality, and a paragraph of the things that have most influenced the character. All of these things are being constructed into a visual format of the student’s choosing such as a book or poster. The poem was a great opening activity to spark the kid’s interest and branch into other activities. It was also a great activity that allows all students to be successful. After their individual success, the students have a chance to bond in their classroom version of the poem, as well as have an intellectual discussion with their classmates as to their viewed similarities and differences of each character. It was interesting and fun to do. I will use it again, many times I am sure
ReplyDeleteI will definitely use the music lesson again. At the end of the lesson, I had students give me a thumb’s up, down, or sideways, and I only got one down, and a couple sideways thumbs! After the lesson was done, students had the option to use it as their story for their final draft. I had several students choose this one because they really enjoyed how descriptive they were able to be. The criteria for the final story is to make sure that they use all of the literary devices. Many students felt like this lesson provided them with the opportunity to do that more so than some of the other options. The stories that I have read were some of the most interesting of all of those turned in. I also really like the STAR revising and will use this for many other lessons because it is quick, to-the-point, and makes important changes right away. As this lesson went so well, I am really looking forward to trying out my many other ideas I gleaned from NIWP like the “I Am From” poem, the “I” charts, and the reading activities. Overall, the conference has helped me make positive changes to my classes in a short amount of time. I would definitely recommend the experience to other teachers.
ReplyDeleteI plan to use my vocabulary lesson again. As I said before, I don't think my timing (spring break) was ideal, so it deserves another shot :)
ReplyDeleteAlso, the students really enjoyed me changing our usual vocabulary lesson. They really like working in groups and I noticed that most of the students stayed engaged the entire time.
Another small change that I plan to make would be to use a half sheet of paper instead of index cards. The second graders had a hard time fitting all their information on an index card.
April 8, assignment
ReplyDeleteThree students are dressing up their favorite heroes, the following day, "I Need a Hero" during follow-up lesson. I will continue using again for other subjects. I might use my topic during Haloween time and President Day (October/February). I am going to continue using poster and slide show for the remaining days of this year. My student loves to be in the group or peer-up next to them. Students are engaging more if they are share their ideas to their classmate and group discussion in the class. They are in the process of learning the character of their favorite hero. It is better using poster/silde show; they get so excited over the images, and pictures. All of these things are being constructed into a visual pattern/format of the students choosing such as a poster or slide show. These are great activity, chart, diagram, and percentage outline to be successful. The summary of individual an accomplishment, the student have a chance to connect in their classmate, as well as have an intellectual discussion with their classmates as their point of view, similarities and differences of "Hero" they selected. The conclusion of all activities, Northwest Inland Writing Project are contributed an excellent, knowledgeable, different ideas, strategy, and method of teaching in the classroom, and all of the educators who shared their new way of teaching in cureent style to let the kids engaging in the classroom setting.
As a follow up for this lesson in a normal classroom, I may bring this idea back up by asking them to use a exit slip to describe the trait of voice. I could also have each child give me an example of voice as they leave for the day by saying a brief sentence.
ReplyDeleteWith my cousins I may just ask them next time I see them, What is an example of voice? THis way I can see if my lesson actually stuck and did what I intended it to do.
I would enjoy using this type of lesson plan to describe each of the 6 writing traits. It would be fun to do a series of these in a classroom. I hope I have a chance to do this in which I will know if it is a good lesson to use with my future students.
I asked the kids after my lesson how they liked it. I received the obligatory, "It was good." so I probed further. I asked how the lesson could have been better and they all at once said in unison, "Better music!" I would agree with them unfortunately we can only play unit approved music which mainly consists of children's song or movie themes.
ReplyDeleteWhen I do this lesson in a classroom I will link it to a piece of artwork such as we did at the conference. It seemed that the music alone was not enough to spark creativity in the kids. I would play the music for longer periods of time and I would ask the kids to listen to the music for a few minutes with their eyes closed before beginning to write.
I want to thank Emily for the opportunity to use this conference as a credit and I have had a wonderful experience!
I really liked using the book, Click, Clack, Moo/Cows that Type, in this writing lesson. I had a good response from the student, still I'm looking forward to teaching it to a group of students.
ReplyDeleteThe original assignment was for the students to write a persuasive friendly letter from an animal to a human. To follow up on that idea, the students could write a letter in response from the human back to the animal.
Another idea I had was to bounce off the ending of the book. It ends with the ducks getting their requested diving board from the farmer. The students could write a thank you letter from the ducks to the farmer, or they could write another persuasive friendly letter with the ducks asking for more items…like scuba gear.
Finally, I would like to use the author’s next book, Giggle, Giggle, Quack, and connect text-to-text discussing in more detail the author’s use of persuasive voice.
My 3rd-grade student was so excited to be “helping” me with my lesson, but once we had completed it, she asked, “Is that it?” It left me feeling like something was missing and that my lesson didn’t end with a “bang.” Using this lesson in a classroom setting where students are able to engage in the their reflection of the lesson would be very valuable.
ReplyDeleteWhen I actually use this lesson in a classroom, I will definitely have to evaluate the text I use for this activity and its ability to challenge my students. As I mentioned in my reflection, I think pairing this lesson with prewriting or a revision of a previously written draft would be another purposeful idea.
To follow-up my NiceNet lesson I plan to use the forum for future class discussions. I think regular use of this tool will provide not only an alternative method for discussion and student writing, but it will also promote better oral discussions in the classroom. I am curious to see what will develop as the novelty wears off.
ReplyDeleteInitially, I was reluctant to assign students computer/online related homework because I know we have a sizeable number of students in my school who do not have computers or internet access. To my surprise, this was not a significant issue. Several factors may have had positive effects: We had a class discussion about where and when computers and internet are available. I purposefully made outside classwork focused, straightforward, and manageable. I also used classroom experts to keep struggling students moving forward.
This has been one of the most effective and rewarding lessons I have taught this year. I wasn’t bogged down teaching procedure, as I had expected I would be. I was actually freed-up to focus on the lesson objectives. I believe the students were able to participate in a level of discussion that they rarely get to experience. They learned how to listen to other students and respond in an appropriate and rewarding manner. And students who often do not have a voice in class spoke up.
After teaching the lesson, I could see that students really enjoyed the experience, but would benefit from similar lessons. I will continue to use picture books to display the writing traits. Students really felt like authors when it came time to revise their own sentences. I think this lesson really helped concrete that good writers edit and revise, often for word choice, so that his/her writing creates the feeling/idea intended.
ReplyDeleteStudents’ engagement in editing was by far greater than in the past. They expressed excitement about finding the right words to express what they meant. We had used thesauruses in the past, however this time the class really made the connection regarding why a thesaurus is a handy tool. I would like to continue having the thesaurus cart (shared by our wing) available to students during the revision process.
In all, I thought the lesson went very well. I will definitely review the lesson, when we return from break. We have several writing projects for the month of April; using picture books as examples of different writing traits will definitely occur again throughout the year.
I am looking forward to the completion of our Haiku poetry lesson after spring break (this week). Students will choose their favorite poem form the ones written so far; refine it- focusing on word choice and voice. We will conference for conventions and then publish the poem during our computer lab time next Tuesday. I have notice so far that the students are having a great time with poetry. I noticed that several students we sharing their poems with each other during our indoor recess last week – no prompting from the teacher to do so. I actually missed last Friday afternoon due to illness, and when I stopped by the classroom today (spring break week) to catch up there was a lovely get well Haiku, complete with illustration on my desk, the sign of a successful lesson and willing writers. We will paint our backgrounds and make a silhouette of something from our poem to complete the lesson. I will use other ideas from this conference – the jot it down, poster and some ideas from Tara hearing Poetic fluency session- choral reading in the rest of our poetry unit and in future writing. I will also be using Jody Conrad’s List it! For our narrative writing project which we will do before the end of the year!
ReplyDeleteI have learned how to blog assignment! That’s a new experience for this “old” teacher. Thanks for that experience!
Although I am not teaching full time now I do not want my elementary credential to expire. I figured NIWP could apply to any classroom I am subbing or possibly to my personal life. I was right, it was motivating and informative.
ReplyDeleteI enjoyed blogging...I have had my fair share of troubles with logging in and loosing my reponses, but it has been a bonus with everything else I have heard and read. It is the closest I ever felt being in a classroom without actually being in a classroom.
As far as my lesson goes, I liked the idea of having my 3 kids write the objects they were thinking of on stickys, (or half sheets) one for each. I believe this will be an easy way to teach essay paragraph writing. Each idea is separated from another, ideas not getting confused by sharing the same piece of paper. This is a perfect opportunity to teach topic sentence...each sticky will need one...basically breaking down the essay for younger kids.
The "I am From" poem has received so much attention and I believe it would be perfect to use as a response activity to a biography. Criteria could include, where from, when born, some family backround, adjectives and adverbs to describe (thesaurus time), events accomplished, contributions... Each poem will be unique and very appealing to illustrate and share.
I do not know anything about the STAR method of revising, but obviously you all have found great success with it. I will Google it, because as a sub, I can never have enough tricks in my bag and I thank you for sharing all yours.
I know after discussion with the title teacher, she has the poem hanging up on the board and has referred to it several times to review fluency. She also taught the same lesson to the 4th graders. They liked it as well. I will be interested to see if with the teacher using more poetry in the classroom if the IRI scores at the end of the year improve.
ReplyDeleteI work as a writing consultant and keep my teaching credential current. I am fascinated by the writing process; the recursive nature of it. I don't have a good handle on how to teach revision. I've read Barry Lane and like his ideas on revision. I am always on the lookout for concrete ways/strategies for how to teach revision to those who hand me their unfinished manuscript or writing project.
ReplyDeleteI don't know if I'm sold on STAR.
It is a 'surface' fixer, it seems. I don't think teachers are equiped to ask students to revise pieces according to whether their piece has a viable theme that supports a viable plot with authentice characters.
Keeping an ear to the ground for revision techniques.
I implemented the STAR editing method with my fifth graders and it turned out incredible. I will certainly continue to use this editing technique. Like never before, my students critically and enthusiastically grappled with their own writing and saw first hand how rewriting makes better writing.
ReplyDeletesome responses to the original lesson - I am from poem:
The students loved making those silly lists about their lives. They'd do that all day long if they could.
While my original lesson needed a few adjustments, the students were engaged in their learning. I am sold on the instructional techniques of "jot it down" and "buddy share". I will need to continue to follow up on having students identify the components of expository text structure. As with any comprehension strategy, students need multiple exposures to "own" it. The posters help to anchor their learning and serve as a valuable reminder tool.
ReplyDelete