This is our online blogging site where you will post your assignments 2-7
Monday, April 18, 2011
Get Lit! Assignment #3 - due May 1
Post a brief reflection on the implementation - how did it go? What would you do differently? What will you do next? Respond to at least one other person's post.
I had my dad create an I am from poem. I typed it while he told me his answers. I then read it to him after all the blanks were filled in. He thought that it was very neat and personable, since he had never heard of them before. I then asked him to bring me some items that would make this poem more personal to him. He brought me an antler pin, his coffee cup and a family picture of us on a hike. This made the poem come to life and he enjoyed doing it with me. I think that I would try and find a child to see how they would take the activity. I know as a high school student and college student I enjoyed creating these poems. I think to help make these stories come to life more I may have the children share them with the class if they were comfortable doing it. I could then have them share why the decorated the poems the way they did and why.
I am from….. I am from my fishing game coffee cup, from cereal and bananas. I am from the average home and fresh smells I am from the prayer plant The oak tree whose long gone limbs I remember as if they were my own. I’m from Christmas Eve football games and adult Easter egg hunts From wife and children I’m from messy bedrooms and good cooks and from computer geeks. I’m from yes and no and liar liar pants on fire I’m from Christmas breakfasts I’m from the hospital and the northwest, from Meat and potatoes From family pictures on the wall
Ashley, your Father's poem touched my heart! I feel like I know him a little bit just from reading it! Thanks for the snap shot. He did a great job of expressing who he is and what he's about in this piece.
I'm also excited to see this in action with children! but this would also make a great activity for senior citizens to express themselves. I think it's kind of therapeutic, too!
I taught my lesson to my sixteen-year-old daughter. Like most teenagers, she was not a willing volunteer and I used a little incentive, “Starbucks!” to get the ball rolling. I explained that I would like her to pick out one of her favorite sayings or poems. This was really the only difficult part of the activity. I am glad I had a few selections handy just incase she could not think of anything. She finally settled in on one of my favorite quotes by Steve Prefontaine, “To give anything less than your best is to sacrifice the gift.” She was familiar with the quote. Her coaches over the years have used it repeatedly. In addition, I have a sweatshirt that proclaims it! Next, I explained about the object she was to choose. It should be in agreement with her statement. They should both be speaking in the same voice. She chose to write it on an old soccer cleat. We have several pairs that hang in her room in a sporty arrangement on the wall. She used a gold paint pen. This worked quite nicely. I believe that she enjoyed the activity and will possibly even do it again on her own. She was proud of her resulting project and it is something that she will see daily. I look forward to being able to teach this activity to children. From this experience, I can see that it will be very important to provide various poems and or statements for the students who are stuck. Finally, I think it would be wise to have objects handy for those who did not bring one in.
I have been doing the journal entries for about three weeks now and it is working out better then I thought. At first it was hard for some of the kids to write anything down, and I had to sit with individual kids and help them through the journaling process. Now that they have been doing it for awhile those kids are doing much better at getting their thoughts down on paper. My high achieving kids took the journal and ran with it. I had three girls tell me that they love the beginning journal because it helps them see on paper what they need to do today. I like the journaling process for my kidos, and I think that I will start with it at the beginning of the year in my social studies classes. I am going to implement journals into my math class next year also. I just have to take time this summer to find the purpose for each entry. As for the rest of the project, we will continue doing the journaling and maybe have a final journal entry at the end after the World’s Fair event is over.
Reply on Kary Amburn's post. I love the idea you have of taking the object and a quote or saying that mean around the same thing. This way the object will have a hidden or deeper meaning. As for the quote she choose that was awesome to put with shoes (cleats). He was an amazing runner, my brother owns most of the movies made about him. I am glad you brought some quotes for her to pick from. I think even I would have a hard time thinking about a quote. You could use technology at this time with a real classroom and have the children look online for a quote. But all in all I loved the idea! Great Job:)!
I taught my lesson to my sister and my nephew. My sister is a 3rd grade teacher so I really valued her opinion.
I set up the materials ahead of time because my nephew is only 3 so his version of the lesson was very simple. I cut out words from a book and set them in front of him and asked him to pick some. Of course they didn't make any sense but he was participating. He loved painting glue on rocks and seashells.
My sister and I did the actual lesson. We cut out words and phrases from one of my nephews old books and created poems or word-pairs that we liked. We then modge-podged them to shells, and smooth rocks. My sister truly enjoyed the lesson and she said she would make one change. She would pre-cut sentences for the students for time sake and to my surprise she said students are still having trouble with cutting in 3rd grade. I also used glued a picture of a sleeping cat into the bed of a seashell and she glued other pictures onto hers as well. We thought it would be good for lower-grades.
I am happy to hear good feed back about the journaling, Beth. I am nervous about including that into my classroom because it is so trendy right now. I am afraid my students will just groan and complain when I say, "Ok get out your journals." I agree that there needs to be a purpose to each assignment, kids need that guidance. Good luck next year!
Ashley, your fathers I Am poem was amazing and very moving. I had my husband write one and I was surprised by the things that he wrote. It is amazing what people think about themselves.
I had a chance to implement my graphic novel lesson yesterday to five 3rd-grade students, and I have to say they were all very engaged in the actual reading of the first chapter. We sat at a round table which accommodated them as they interpreted the graphics. I read the text but let the students explain what was happening throughout the rest of the chapter.
What I liked best about the reading activity is that I didn't confirm or deny their comments, but instead, I let the five students talk through the story's events. I took on a constructivist approach. I think it was this approach that engaged the students, for they owned the reading of the story.
I followed up with a writing activity. They had to make their own conclusion in response to chapter one as they used knowledge and ideas from their prior space lessons. I asked that they try to include a minimum of four text bubble and also use graphics to tell their story. One student was adding to his even after reading it because he had so many ideas flowing.
I'd do this lesson again in a heartbeat! I had just as much fun as the kids. Because of the response I got from the kids, I'd like to explore visual literacy in depth.
Ashley, I love that you took to the poem! I've heard some teachers say the poem is overused, but I don't! I created a few "I Am" poems and they come out different each time...I love that. I also think it gives students a way to express themselves (as poems do) in a format that lends itself to creating poetry.
I will definitely use this poem, and I was especially interested in using it as Barry Hoonan did as he had his students interpret perspectives from people in history.
I had my dad create an I am from poem. I typed it while he told me his answers. I then read it to him after all the blanks were filled in. He thought that it was very neat and personable, since he had never heard of them before. I then asked him to bring me some items that would make this poem more personal to him. He brought me an antler pin, his coffee cup and a family picture of us on a hike. This made the poem come to life and he enjoyed doing it with me. I think that I would try and find a child to see how they would take the activity. I know as a high school student and college student I enjoyed creating these poems. I think to help make these stories come to life more I may have the children share them with the class if they were comfortable doing it. I could then have them share why the decorated the poems the way they did and why.
ReplyDeleteI am from…..
I am from my fishing game coffee cup, from cereal and bananas.
I am from the average home and fresh smells I am from the prayer plant
The oak tree whose long gone limbs I remember
as if they were my own.
I’m from Christmas Eve football games and adult Easter egg hunts
From wife and children
I’m from messy bedrooms and good cooks
and from computer geeks.
I’m from yes and no and liar liar pants on fire
I’m from Christmas breakfasts
I’m from the hospital and the northwest, from
Meat and potatoes
From family pictures on the wall
Ashley, your Father's poem touched my heart! I feel like I know him a little bit just from reading it! Thanks for the snap shot. He did a great job of expressing who he is and what he's about in this piece.
ReplyDeleteI'm also excited to see this in action with children! but this would also make a great activity for senior citizens to express themselves. I think it's kind of therapeutic, too!
I taught my lesson to my sixteen-year-old daughter. Like most teenagers, she was not a willing volunteer and I used a little incentive, “Starbucks!” to get the ball rolling.
ReplyDeleteI explained that I would like her to pick out one of her favorite sayings or poems. This was really the only difficult part of the activity. I am glad I had a few selections handy just incase she could not think of anything.
She finally settled in on one of my favorite quotes by Steve Prefontaine, “To give anything less than your best is to sacrifice the gift.” She was familiar with the quote. Her coaches over the years have used it repeatedly. In addition, I have a sweatshirt that proclaims it!
Next, I explained about the object she was to choose. It should be in agreement with her statement. They should both be speaking in the same voice. She chose to write it on an old soccer cleat. We have several pairs that hang in her room in a sporty arrangement on the wall. She used a gold paint pen. This worked quite nicely.
I believe that she enjoyed the activity and will possibly even do it again on her own. She was proud of her resulting project and it is something that she will see daily.
I look forward to being able to teach this activity to children. From this experience, I can see that it will be very important to provide various poems and or statements for the students who are stuck. Finally, I think it would be wise to have objects handy for those who did not bring one in.
Beth Artner April 28, 2011
ReplyDeleteTeach Writ K-12 NIWP 404
Teacher: Emily Duvall
I have been doing the journal entries for about three weeks now and it is working out better then I thought. At first it was hard for some of the kids to write anything down, and I had to sit with individual kids and help them through the journaling process. Now that they have been doing it for awhile those kids are doing much better at getting their thoughts down on paper. My high achieving kids took the journal and ran with it. I had three girls tell me that they love the beginning journal because it helps them see on paper what they need to do today. I like the journaling process for my kidos, and I think that I will start with it at the beginning of the year in my social studies classes. I am going to implement journals into my math class next year also. I just have to take time this summer to find the purpose for each entry. As for the rest of the project, we will continue doing the journaling and maybe have a final journal entry at the end after the World’s Fair event is over.
Reply on Kary Amburn's post. I love the idea you have of taking the object and a quote or saying that mean around the same thing. This way the object will have a hidden or deeper meaning. As for the quote she choose that was awesome to put with shoes (cleats). He was an amazing runner, my brother owns most of the movies made about him. I am glad you brought some quotes for her to pick from. I think even I would have a hard time thinking about a quote. You could use technology at this time with a real classroom and have the children look online for a quote. But all in all I loved the idea! Great Job:)!
ReplyDeleteI taught my lesson to my sister and my nephew. My sister is a 3rd grade teacher so I really valued her opinion.
ReplyDeleteI set up the materials ahead of time because my nephew is only 3 so his version of the lesson was very simple. I cut out words from a book and set them in front of him and asked him to pick some. Of course they didn't make any sense but he was participating. He loved painting glue on rocks and seashells.
My sister and I did the actual lesson. We cut out words and phrases from one of my nephews old books and created poems or word-pairs that we liked. We then modge-podged them to shells, and smooth rocks. My sister truly enjoyed the lesson and she said she would make one change.
She would pre-cut sentences for the students for time sake and to my surprise she said students are still having trouble with cutting in 3rd grade.
I also used glued a picture of a sleeping cat into the bed of a seashell and she glued other pictures onto hers as well. We thought it would be good for lower-grades.
I am happy to hear good feed back about the journaling, Beth. I am nervous about including that into my classroom because it is so trendy right now. I am afraid my students will just groan and complain when I say, "Ok get out your journals." I agree that there needs to be a purpose to each assignment, kids need that guidance. Good luck next year!
ReplyDeleteAshley, your fathers I Am poem was amazing and very moving. I had my husband write one and I was surprised by the things that he wrote. It is amazing what people think about themselves.
ReplyDeleteI had a chance to implement my graphic novel lesson yesterday to five 3rd-grade students, and I have to say they were all very engaged in the actual reading of the first chapter. We sat at a round table which accommodated them as they interpreted the graphics. I read the text but let the students explain what was happening throughout the rest of the chapter.
ReplyDeleteWhat I liked best about the reading activity is that I didn't confirm or deny their comments, but instead, I let the five students talk through the story's events. I took on a constructivist approach. I think it was this approach that engaged the students, for they owned the reading of the story.
I followed up with a writing activity. They had to make their own conclusion in response to chapter one as they used knowledge and ideas from their prior space lessons. I asked that they try to include a minimum of four text bubble and also use graphics to tell their story. One student was adding to his even after reading it because he had so many ideas flowing.
I'd do this lesson again in a heartbeat! I had just as much fun as the kids. Because of the response I got from the kids, I'd like to explore visual literacy in depth.
In response to Ashely's "I Am" poem:
ReplyDeleteAshley, I love that you took to the poem! I've heard some teachers say the poem is overused, but I don't! I created a few "I Am" poems and they come out different each time...I love that. I also think it gives students a way to express themselves (as poems do) in a format that lends itself to creating poetry.
I will definitely use this poem, and I was especially interested in using it as Barry Hoonan did as he had his students interpret perspectives from people in history.