Author Archives: kirkscorner

How to Create an AMAZING Classroom Website

Need to return to my electronic portfolio on Weebly?  Click here.

Screen Shot 2015-06-09 at 4.52.47 PM

Interested in creating a classroom website? Consider Weebley. Here’s what you need to know…

Introduction
In my Educational Technology course works, the Technology Design Portfolio Task 1 asks students to create the shell of a website to demonstrate technological abilities associated with the task. In time, my website will become a real resource for prospective employers to review to see a variety of products that exemplify of my technology skills. Please access my site by visiting http://mrsstephkirk.weebly.com/.
Creating a Website
In looking to create your own website, the first step is to identify the purpose of the page. For me, I wanted to create a page that could serve as an electronic portfolio of ways I have personally used technology in my English III American Literature class. Because this is intended for prospective employers, the examples of materials included in the page will come from a variety of places throughout the curriculum I have been creating with my students.
Once identifying the specific purpose, the next step is selecting a website development tool. Though I have a paid personal blog on WordPress, I decided to use the free version of Weebly to create a website that would double as an e-portfolio to demonstrate my technological skills because it is the site recommended by local districts in my area. Additionally, Weebly is incredibly easy to work with as it operates by a simplistic “drag and drop” design element for adding content. While Weebly does have a Help Center to give additional support, I decided to skip the hour-long video and play around to learn how to use the site on my own.
Setting the Stages
Once creating an account in Weebly, the basics will be set up for you, and a prompt will direct your path through creating a website theme. In selecting a theme, I scanned for themes that were free, visually appealing, and available for computer and mobile devices. This was important because in an interview, the panel members are more likely to have a mobile device than an actual computer to access my page. After selecting the theme, the prompt will direct you to choose the website domain. As you enter your selected text, a green check will show that your domain is available whereas a red letter x will show you that you cannot use a domain. I wanted to select something that would relate to my purpose, so I selected “MrsStephKirk”. At this point, the stage is set and you are ready to move into building your site by filling the home page and adding and desired additional pages.
Once in the editing phase of your website creation, Weebly divides the options into manageable chucks of Build, Design, Pages, Store, Settings, and Help. This section will help guide users through creation of the site before selecting Publish, which is highlighted in orange on the right of the page.
Building a Website
Under the Build option, your page will preview on the right while a menu of options is available on the left. Weebly is set to automatically create a table of your design elements, but you may select any element, drag it onto your previewed page, and drop it into the desired position. Options for the elements include text, images, maps, embed codes, structural elements such as spacers and dividers, and media elements.
In building my page, I started out with the default page of an image on the right with a title and small text on the left. To change the text, click on the text field and start typing. It is that easy. For images, I selected an image of my own classroom. To add my own image, I clicked the cog representing setting and uploaded my image from my computer. Next, I wanted to be able to add images to link to the pages required as a part of TDT Task 1. For this, I dragged over three images and a text field beneath each image. For the images that will act as the links to the additional pages, I created a graphic using WeeMe on the iPad and removing the image background in powerpoint. I added the text of the desired linking page and saved the slides as images, uploading them to the page by following the prompts. Next, I added a spacer from the drag and drop menu on the left and created a title for Additional Links. Under this title, I knew I wanted to place a link to my personal blog and to my personal Teachers Pay Teachers store. Therefore, I dragged over to image placeholders and a text section beneath each image so that I could describe what the links would go to. For these images, I simply visited the pages and created a screenshot to upload. After creating this shell for the main site page, I needed to create the pages that would serve as the links.
Adding Pages
With the basic elements on the first page, I was ready to add additional pages. To do this, I selected the Pages heading on the top options menu bar. The default on Weebly sets you up with three pages, but you may have a total of five on the free version. By clicking the page titles on the left, I was able to customize my pages as desired. For my pages, I selected Welcome, About Stephanie, Graphics, Multi-Media, Resources and Files, and Contact. In setting up the page, I clicked the title of the page on the left and made adjustments to the page by using the prompts on the right. The first change I made was to set the basic page headers to landing page. Next, I decided whether or not to make the page option show up in the site navigation. In looking on the main page, anything over three didn’t make the final cut on the home page and defaulted into a drop-down menu labeled as more. Rather than leave the more option, I wanted a less cluttered visual and decided to hide About Stephanie and Contact from the navigation options. Those links will be on the page, but not listed in the menu itself. Next, I clicked Advanced Options to see what else I could do with my pages. Since Task 1 is to create a shell, I decided to select the option to hide all pages from search engines. With the shell set up, I wanted to sculpt the outline of the pages before submission. To do this, I clicked the page on which I wanted to work, moving back to the Build option on the top menu bar. At this point, I followed the drag and drop steps I followed when building the site until I had each of the desired elements in a position I found visually appealing on each of my pages.
Designing the Details
Once my pages were created, I wanted to explore the Design menu option from the top menu bar. This selection area allows changing fonts, including font sizes and colors. Just as I read from left to right and top to bottom, I started working on my individual pages from left to right and top to bottom. This part was easy: the scaffold was there, so I clicked around the website elements and identified the text style, size, and color I liked best when looking at the preview on the right side of the page. Once I moved through each page, I clicked save on the bottom right. This saves all changes made on the page and gets the page ready to publish when ready. However, there is one more step before publishing the page.
Applying Links
After creating the pages and adjusting the design elements, I needed to set up my links where I wanted them to be. To do this, I started with the default link settings of connecting to external URLs because I knew that would be easiest. By clicking on the pictures for the additional links, another box opened with options for the image. I selected the option reading link, which opened a variety of linking options. To add the link to the external URLs, I selected external site, the default setting, and typed in the address to my personal blog and to my TPT store as directed by the image selected. Next, I moved into adding the links to the pages within this site. For this, the steps are similar except that you must change the default from external URL to Standard Page. Once selecting Standard Page, a drop down menu will populate with the pages you have created. To add the link, I only needed to verify the desired page for each image and select the page I wanted the image to link to.
Finalizing the Page
Having the feeling that my page was complete, I selected the orange publish option on the top right of the Weebly interface. This informed me that my page was live and gave me a link to view the page. As a final preview, I opened the link in a new tab and clicked around to make sure all links worked and that I liked the view of the final product. Fortunately, everything worked as I expected and I was pleased with the published site. As a final check, I emailed myself the link, logged out of Weebly, and examined the page again. Success.
Updating and Editing
At this point, the shell of the page is created enough to submit my Task 1. When I am ready to add elements, I will simply log into my Weebly account and view the page on the right with the editing tool menu on the left. Depending on what I want to add, I will follow the same steps I have outlined as I created this shell. Hopefully, this page will be a living document of my technological skills as they advance during my studies and help me find future employment in technology-rich schools.

Tagged , , , ,

American Lit: PLE, VLE, 1:1 Tech, (not really) Flipped Classroom, and 85% Proficient or Advanced

I am sold on the use of effective technology and goal setting in class.  While I wanted to see more last year, it didn’t happen. But the results were still pretty incredible: 85% proficient or advanced on the Tennessee State English III EOC. While I know I can take some credit, the reality is that my students rocked it out. And setting high expectations, monitoring progress, and engaging students in goal setting are the biggest reasons for such success. So, now January 8, I have a new group to repeat the success. Except I’m going to do it better this time.

This week, I’m going to spend time establishing procedures and expectations. We will complete all diagnostic testing as well, so that will act as the start for goal setting for the students. What resources are we using? A variety of free and paid services…

Monday – No school.

Tuesday – Teaching the Caught ‘Ya and etymology process. Students will complete an information sheet to help me get to know them and plan for rewards. We will then set up the interactive notebook and begin taking a few notes on key information pertaining to the course and how to pass. I promise to post my interactive notebook plan when I have it set. UnfortunTely I don’t have all of the kinks worked out for this,but I do know that even in a digital class, students need the actual written notes.

Wednesday – Complete the Caught ‘Ya and Etymology.  From here, students will learn to put documents into the interactive notebook by placing our course user’s guide in the notebook. Next, I will introduce the PLE process with a few screenshots and have students use any avatar creator app to create the avatar they will use to track theirs Rogers’s throughout the curriculum. I’m going to print the avatars and makes trading cards out of them. It’s going to be awesome.

Thursday – Students are going to take a Pretest on Noredink. This is a mostly free site where students can take a test and you can create lessons for them based on their areas of weakness,  I required students to complete two lessons a week on NoRedInk, all outside of class.  It went well, and I’m looking at doing on lesson the first nine weeks and two the second nine weeks,  I haven’t entirely decided yet. Before they can do the pretest, the site gives an interest survey so all of the questions are about things they are interested in. You should give this app a check by visiting noredink.com.

Friday – Reading Plus. This is a paid service that I’m still not convinced produces the types of gains we were told to expect. However, it is on the approved RTI list for the state. The students take diagnostic and insight testing, and then the program outlines a reading lesson plan learning path for the rest of the year that is intended to get them performing on grade level. Some students are assigned nine lessons and some only four. For accountability, I graded the lessons in terms of completion because the system gives the teacher a percent completion of the suggested lesson. If students do all of the suggested lessons, I will give them them the highest earned score in the grade book. This has helped about a third of students in the past, but I’m holding out that I will see Reading Plus as a more effective tool this time around, I will keep you posted.

This will round out the first week, and it will take us to our PLC meeting. We are moving into the Tennessee EOC Benchmark, goal setting, and How to Read Literature like a Professor, but you’ll have to check back for more details.

I am not a very good blogger.

Well, here I am trying again to master the blog aspect.  I have a few elements that are going to make me much more effect at this.

This isn’t my first time. I’ve taught this class a few times, so I have a better idea of what I’m doing. Since I won’t be starting from scratch, I should have the time to inform you of our efforts. Also, I’m working on my Master’s, and I’m using this content to help me along the way.  No, I’m really going to finish this time.  

Today was the first day with students, and I’m excited to have a very nice transitional lesson – Accountable Talk.  We’re using this as a school wide strategy, but we have to do some field testing to see how it will work.

I utilized the same introduction to the course, “What does it mean to be American?”  With all of the ISIS stuff on the other side of the globe, the students were a bit more engaged in the concept than previously seen.  

My first step at build in Accountable Talk was to loosely structure it and watch what happened.  I gave the prompt and individual think time (Shout out to Grouping!), then I said, “Okay, so let’s discuss.”  And no one said anything.  I called a few non-volunteers, but no one was really that interested in it.  I restated the question.  “Okay, so I asked a friend of mine who is a Marine.  He said it is being a patriot.  But what does that mean?”  I’m fairly confident we heard crickets.  Bugs smacking into the window.

I changed pace by showing a video of American images, and students were able to come to a stunning conclusion: “At the end of the day, we have nothing to connect to that. None of us know anyone in the military or a big lawyer or anyone that’s a hero on that level. So why would be know what being an American was about?”

O U C H

Redraft.  I had students start with the letters of the alphabet on the left and write in words that started with that letter on the line.  Once we had words – Voter, United, Democratic – we were able to start thinking about what it means again.

Then I noticed I had only thirty minutes until the bell.

Darn. But this is a great place to introduce our first source of the course: a Buzz Feed article from the Japanese perspective on how to recognize an American.  From here, students read and compared each “trait” of the Americans (from the outsider perspective).

Bell.

Homework was two-fold:

1.  What is the point of this article? Be prepared to discuss it tomorrow.

2. Watch the news. Find something to stir something patriotic inside of you.

 

Step 1 – Intro the Course (Establish a Purpose)

Well, with this “polar vertex” we didn’t have much of a school week.

First, we were deprived our teacher work day.  Now, I love a snow day as much as the next guy, but everyone is excited to get out for the winter break. When you know you have that work day to plan and print information before the first day of the next semester… well, procrastination is just natural.  

Fortunately, I have this whole high-risk pregnancy going and I had the moment to print out the course syllabus and extra copies of the Scarlet Letter summer reading project for each of the students.  I also called home to make sure each parent knew about the assignment since only two students completed it or turned it in as expected, but out of an entire class, only three phone numbers were correct in the computer system.  (So if you are a parent, please make sure your child’s school has the right phone number in case there is an emergency.)

None the less, planning for the actual lessons was going to be a struggle since the PLC meeting was not going to happen.  We had to wing it based on the conversation we had in December about what we thought we were going to do in January.  And then we would use our planning time on the day back to finalize everything.  …But I HATE being a last minute planner!

For the first day, I started with the bell ringer structure of the Caught ‘Ya system. We have had such great success with this, and we have the files built since we used it last semester as well.  When students entered, there were two piles, the syllabus and summer reading assignment, for them to gather materials on the way in.  On the board, the Caught ‘Ya was displayed with directions for students to write the sentence as correctly as possible on a slice of paper.  (Use of the word slice just makes them smile for some reason.You should try it.)  From here we corrected the grammar together and moved into our daily vocabulary strategy.  Starting with content immediately sets a good tone for the course.  Plus it gives the teacher time to do attendance and make sure everything is ready for the day.  Next, I had key points from the syllabus on a PPT to review.  Before I went through my key points, I had students preview the page and ask if they had any questions based on what they read.  Then, I had questions for them to answer on the PPT.  If the answer was correct, I moved on. If not, I went over that part of information to make sure students know expectations.  Then, those questions turned into a syllabus/expectations quiz for the next day.  This is their first grade, but it lets them start out on a positive and holds them accountable for knowing what is expected.  And then you take away the victim-itis of “I didn’t know” in the near future.

After review of the syllabus, I tried to start a short discussion to let students bash American Literature for a moment.  They all claim to “hate” writings of “old, dead white guys” for various reasons, most of which they don’t seem to be able to explain.  I introduced the course-long essential question as well: What does it mean to be an American?  The idea here is to try to build a little patriotism in the study of the founding documents and to help them create their own identify as an American.  I want them to be able to do this on their own rather than just regurgitate someone’s ideas or believe every word they hear.  The first step was to have them create a definition for Americanism.  I gave them a moment to think and write, and then we shared out.  I was careful not to say anything to sway their ideas.  After they shared with a short discussion, we watched a video I created for the class (find it at https://www.youtube.com/watch?v=75Ku4RhZwC0).  Students were given time to think and rewrite, and then since the bell was about to ring I had them submit their answers so I could read them.  I would say it was informative.  

A note on the video: Feel free to use this or create your own.  The beauty of this one is these heroes are all local, and the images of their families are people the students would have seen.  In particular, my brother is there as well.  Students will take a topic the way it is presented. They see it matters to me, and putting a face to an idea makes it more worthwhile.  So if you have access to these heroes in your area or students from your school, use that instead of this.  You can easily create a video with Windows Movie Maker (free program), .jpg images of your choice, and an overlay of patriotic songs.  

For here, we moved to our Common Core Workshop.  This is intended to introduce Common Core with specific attention to close reading as a process, text-dependent questions with REQUIRED answers WITH evidence, and writing with a focus on claim development.  This semester, we have to hit this even harder because they are taking the TN Writing Assessment on Feb. 4.  

If you are interested, you can find this file for FREE at http://www.teacherspayteachers.com/Product/American-Literature-Common-Core-Workshop-Reading-Info-Text-and-Writing-Task-844323.  You will also be able to make changes as you see fit in order to help your students.

 Please stay tuned for the next entry on the Common Core Workshop, how it is implemented, and how it helps student achievement.  Have questions, comments, or ideas I should try? Let me know.  You and I actually play on the same team in educating our future.

Tagged , , ,

I’m BACK!

I have abandoned you for a while. I have no excuse… I had to let something drop and this was the one thing with the least effect on anything else pertaining to the school year. It was a new curriculum to plan and teach, and in many ways I had to master it myself because I haven’t experienced American Literature like this since college.

But now I’m ready.

I have studied, learned, tried, failed, revisited, succeeded, tweaked, and survived. Now we are moving on to the second semester, and I feel more like I can keep up the blog to network with other teachers and get ideas or feedback or whatever you have to offer me.

So, that said, I’m back.

Peace out, Britain. It’s over. (or The Declaration of Independence for teenagers)

It was inevitable that the time from the start of the semester to the Declaration of Independence would fly by and be here before I had the students feeling the same excitement for the drama in our country at the time. So I had to think outside of the box to get the buy in and support from the students perspective. Also, I felt an incredible pressure because I’m forced to bounce through literally the beginnings to 1800 in only 4 1/2 short weeks… which simply does NOT leave time for all of the highlights of American Literature. And – as much as I cannot believe I’m saying it – the literature really is way better with the historical hindsight!

I started class by asking students to use their breakdown strategies to predict, based on the title, what the text might be about. It is amazing that they are so used to the opinion-based questioning from before Common Core that they really struggled to figure out what it was. Eventually, with guided questioning, we got it.
Because we read Henry and Franklin, students were able to generalize why we left. I used the Shoulder Partner A/Partner B technique to review the history and their arguments before playing a video to set the tone. Every step should have a student task, so as students watched the video I had them track reasons it was too late to apologize. (You can find the video free on youtube at https://www.youtube.com/watch?v=uZfRaWAtBVg.) They LOVED this video!

Each lesson comes with some degree of student notes. For this one, notes fell in two parts.
a. We completed a short rhetoric review to build on previous lessons and review rhetorical appeals before the module assessment. Basically, I broke it down by revealing text and asking students to label them by technical name. This worked because students were expected to identify and evaluate them in the text (adding to sentence breakdown strategy).
b. We did a mini-lesson on unwrapping diction in which students took notes on denotation and connotation to think about the specific word choice in seminal documents and evaluate their use in terms of the rhetoric and effectiveness. Students are often able to recognize the power of words, and a few of them asked about the word choice in Henry’s speech so this was a natural progression. I found it more about teaching the academic vocabulary of diction, denotation, and connotation than about teaching them the skill itself.

To start the reading, I reviewed the process of close reading by having students explain it to me. Once again, I knew I needed to model and I wanted to break down the process into manageable chunks for student mastery and repetition of the process on this text and throughout the remainder of the course.

Reviewing “Break Down Complex Sentences”
Modeling Steps:
1. Read the sentences while annotating what stands out.
2. Identify the who/what of the sentence.
3. Identify the action in the sentence.
4. Paraphrase what is happening. If this sentences was easy, lump it with the next sentence.

Next, we evaluated the rhetorical appeals. This was the new learning of this section of text, so I needed to go back and model how to identify the appeals and how to think through their effectiveness. I decided in my own reading I asked myself how people who agree and people who do not agree would take the comment, then I move into whether or not it might be effective at changing anyone’s mind. So I followed those steps with the students.

Building in “Evaluating Appeals”
Steps in the Model:
1. Does this feel like ethic/credibility? Logic? Heart strings? What words do you notice to guide the appeal?
2. How would people who agree feel about this comment?
3. How would people who disagree feel about this comment?
4. Would this statement change someone’s mind? Why?

Alas, we made it through the text and students seemed to get rhetoric a little more. I think we still need to look at rhetoric throughout the semester, but for now I’m (we’re) glad to be moving into the closure of Module 1 so we can look at some texts which fall under “Literature” over “Informational” to support engagement.

On to planning the end of the module synthesis essay. Go me. Go us. Go Common Core.

P.S. I feel like I spend a tremendous amount of time trying to get the perfect product and revising the parts I would change before uploading it, and that means I am backlogged in drafts I have not published. I’ve decided to go on and publish the blogs even without the files uploaded… at least temporarily. I plan to use Fall Break to upload the file and then I will edit to include the links.

Transitioning to the American Revolution: Patrick Henry and Ben Franklin

As we move toward the close of the module, we find ourselves looking to the birth of the new nation. For this, we needed to set the stage of the historical settings, so we worked to make it fit.

1. Speech(es) to the (Virginia) Convention and a look at rhetoric.
To start this lesson, students were given a short historical hindsight lesson (notes) with a focus on rhetorical appeal. We reviewed them quickly and I realized students were able to define the appeals without fail but the recognition of them in text was something we would work on throughout the day. Additionally, I wanted them to start evaluating the rhetoric from both perspectives – those who would agree and those who would disagree – and make a call as to whether or not the rhetoric was effective overall.

I modeled this process with the first two sentences from each text.

For this task, the class was divided in to teams. One team focused on Henry’s Speech to the Convention while the other focused on Franklin’s Speech to the Virginia Convention. This worked well to make sure students were an expert on the first text. The neat thing was how the teams were decided…

First, we took a private notecard vote on whether to fight for independence or to try to just get along. Those who voted to get along were assigned to read Henry. Those who wanted to fight were assigned to Franklin.

Once the texts were assigned, the students were given their reading guide. (Find a free copy of the reading guide at http://www.teacherspayteachers.com/Product/HenryFranklin-Speech-to-the-ConventionVirginia-Convention-Reading-Guide-877412)

Students progressed through the reading guide at their own pace and then moved to partner with a person on the opposite text. In the end, student discussion was guided by an author comparison section of the handout right before completion of the writing prompt on comparing author ideas. This wasn’t intended to be a formal essay, but more of a constructed response as we are working hard on developing paragraphs with cited evidence from the text.

Alas, let me know your thoughts so I can work to improve this lesson before the next implementation. It felt a little slighted because there was so much I wanted to get into with the text (and limiting the teacher-talk on such an amazing series of texts was really challenging!).

Tagged , , , ,

Sinners in the Hands of an Angry God

Here’s the news flash – students just don’t care for Puritan Plain Style.

For today’s lesson, I started out with reading the text several times and thinking about what it is that makes his sermon effective. Once again, I wanted to reiterate the elements of breaking down complex sentences, but then I wanted to bring in the rhetoric used in the lesson. I decided to model it after my thinking and have students look at the complex sentences before thinking about the rhetoric which makes the sentence matter.

For modeling, my questions became:
1. What is he saying?
2. How is he saying it?
3. Is he effective in getting his message across?
4. What is it that makes it effective?

For skills, I wanted to look at rhetorical devices, but the first step was looking quickly at ethos, logos, and pathos. I was quite fortunate in that the majority of my students were able to look at a blank triangle and put in the terms. I asked to students to tell me what they remembered, and I didn’t have to go into the detailed lessons reteaching the basic appeals.

At this point, I followed the suggestion of the text and looked at specific rhetorical elements of metaphor, simile, imagery, appeal to fear, and antithesis.

Here, I moved directly through the reading of the text and had students complete the reading guide.

At the end of the lesson, I wanted students to be able to identify and evaluate rhetorical elements in a speech in terms of what the speaker is saying, what he means, and how he wants it to affect the audience. In the end, I’m not sure students were able to get antithesis and implied metaphor.

Fortunately, these skills can be revisited as we move on through the next few readings so the students will be ready for the module assessment in two weeks.

Also, I will post the reading guide and a link asap. It will probably be free and just the reading guide because I’m not ready to post the PPT as I feel it needs some revision. (Link: http://www.teacherspayteachers.com/Product/Sinners-in-the-Hands-of-an-Angry-God-Text-Dependent-Questions-Reading-Guide-875141)

Suggestions? Let me know.

Tagged , ,

Huswifery – A Brain Break with a Poetic Discussion

So far we have spent a solid two days on everything we have read. There is no way we can legitimately cover all of the biggies from American Literature in one tiny little semester. Such a tragedy in trying to narrow through the texts to find the biggest bang for the bucks. As an added bonus, if we skip too much time we have to teach students about the historical gaps because they don’t have the background needed to really comprehend the literature and the affect of the literature without a idea of the historical standpoint. Of course, I’m not sure I would have had all I needed to know either at that point in my educational journey, but at least we had a year to get through the curriculum.

Alas, if a module is 4 1/2 weeks, we are only a week behind. That can be justified since we did a Common Core Workshop during the first week to really take time to introduce expectations to the students (materials are free at http://www.teacherspayteachers.com/Product/American-Literature-Common-Core-Workshop-Reading-Info-Text-and-Writing-Task-844323; the blog entry is found at http://kirkscorner4commoncore.com/2013/08/24/english-iii-hybrid-tn-eocccss-course-what-is-it-to-be-american/).

So, we decided the students needed a break with a short task which could be accomplished in one day’s lesson. As an added bonus, we needed another practice with Accountable Talk stems. Huswifery, as old as it may be, provided exactly what we needed. What, then, did I do to prepare and how did it go?

First, I read the text and made notes. In my notes I noticed I was paraphrasing each part, so that became the reading skill for the students. This lesson was based on Accountable Talk, so I only needed to provide a quick reading support to build content knowledge and then scaffold a discussion. Just in case the conversation lulled, I knew I needed to have some discussion questions. Since I also want students to build critical thinking and self-directed, high-level questioning, I wanted them to created questions as well.

At first, students read the poem and took notes on what it made them think of and what they thought it was about. Next, I had them watch a video with a few images and the text of the poem. Here lies one thing I would change: If I were to do it again, between the individual reading and the video I would have the students share out with a shoulder partner to build knowledge and confidence. But the imagery served the purpose just as well. (You can find the video at https://www.youtube.com/watch?v=HIod7xpO7jc.) After reading, paraphrasing the first stanza was modeled. Then, students were asked to summarize the paraphrase to get the main idea of the text. As a “We Do” the class was guided through the paraphrase process through questioning before completing the stanza summary. Students independently paraphrased and summarized the final stanza. To verify their thinking, I had students share out their ideas and then synthesize the point of the poem as a whole. From here, each student was given a post-it to create a short answer question pertaining to the text.

I collected all post-its and secretly pulled out the weak ones and added in a few I prepared in advance. All students were then given a post-it to start the discussion. I put Accountable Talk Stems on the board and set a timer for thirty minutes. From there, we had a great conversation about the text. A few students were taking notes on the poem, and I need to find a way to make more students do that.

After our discussion, we reviewed the process of close reading and paraphrasing/summarizing stanzas only to lead into a short answer writing question pertaining to the poem: What does Huswifery tell you about life during the time period? Apply what you know from previous readings to this response.

Nice.

So how did the answers turn out? I think I need to do a short lesson on how to formulate a constructed response this week. Oh… And we are going to focus on support and elaboration for the writing aspect.

If you replicate this process, please let me know how it goes for you!

Tagged , , , , , ,

Of Plymouth Plantation… and the inner city attention span

plymouth 1

As we gear up for the new week, the students gear down because they cannot be less interested in Of Plymouth Plantation. Well, they do have one question they seek to answer: What is Americanism? What does it mean to be American? So as they formulate their ideas, we study American Literature. And, this week, we transition from Pilgrims and an active, benevolent God to Sinners and an Angry God. Boy… I can feel the good vibes now!

Since the students completed the Common Core Workshop successfully, I feel confident in their ability to closely read a text, and, thanks to my intense written feedback, the quality of their text-evidence in response to TDQs has increased tremendously. In fact, for many of them, the reading guide worksheet isn’t enough room and they are writing their answers on another page.

The first step in planning this lesson was to think about anticipated difficulties. Thanks to the first sentence, I didn’t have to think very hard. The Puritan Plain Style might have been easy to Puritans, but thanks to the evolutionary writing style of a few hundred years’ writings, those complex sentences even gave me a headache! I began planning with the idea that if the students could break down the complicated structures of the key parts of the paragraphs (or sections), maybe they could understand enough to work through answering some of the text-dependent questions. However… I needed to model this one for the students too.

Thus, a reading guide was created and designed to focus on breaking down complex sentences in terms of 1. Who? What? 2. Action. Then, I divided the excerpts into major sections and created TDQs for those sections. This made the reading guide look long (5 pages), but I wanted each section to have a visual separation from the other sections and then I needed to add some pretty visuals to keep the students happy. You’d be surprised how happy a different font, cute clip art, or shaded boxes can make the students when they are looking at a complex text they wouldn’t have been interested in otherwise.

From there, I created a reading quiz modeled after the FEW samples of multiple choice PARCC questions that have been released. This is a pretty important step because my students are used to teachers giving completion credit rather than accuracy credit. Also, apparently in some classes if most of the students don’t do the work the teacher makes it extra credit for those who did it and does not penalize those who don’t do it. To combat that, mean as it may be, I have the homework for grading and the reading quiz for grading. Students can retake any reading quiz after scoring a perfect score on the homework if they so desire, but this technique has shown students I’m serious about them completing some work outside of class. After all, my job is to prepare them for college.

If you are interested, you may find this lesson plan bundle at http://www.teacherspayteachers.com/Product/Common-Core-Of-Plymouth-Plantation-Lesson-Plan-Reading-Guide-PPT-with-KEY-844835

Tagged , , , ,