tag:blogger.com,1999:blog-75478045632056029392024-02-18T22:11:27.300-05:00ocbeachteacherOCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.comBlogger52125tag:blogger.com,1999:blog-7547804563205602939.post-83818277298150900072022-01-02T20:07:00.004-05:002022-01-04T11:05:20.444-05:00How to Make Teaching Grammar Meaningful and Engaging<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEixdJeqaH5vaOQF0n2i4C8O-JL2pmNHaiaJDAeuHcauN4NMeSnIKAD6qwkCtOnWkRgktm6eY6oL7_5LjeqT6uDiebzR9OpIW6ENMkkOsR_hCRaETdsyX5jHMcaOGQuTFO9_6e9v7sbgA835OLBxv-rnPXiL9TOgFGMZ-doASVqYGY-gqSZ5DSmnZjwpGQ=s960" style="margin-left: 1em; margin-right: 1em;"><img alt="grammar tips for middle school" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/a/AVvXsEixdJeqaH5vaOQF0n2i4C8O-JL2pmNHaiaJDAeuHcauN4NMeSnIKAD6qwkCtOnWkRgktm6eY6oL7_5LjeqT6uDiebzR9OpIW6ENMkkOsR_hCRaETdsyX5jHMcaOGQuTFO9_6e9v7sbgA835OLBxv-rnPXiL9TOgFGMZ-doASVqYGY-gqSZ5DSmnZjwpGQ=w640-h480" title="grammar for high school" width="640" /></a></div><br /><div><div><span style="font-family: helvetica; font-size: medium;">Do you dread teaching grammar? Do your students struggle to understand it? If so, let me help you make it engaging and meaningful for your students. </span></div><div><span style="font-family: helvetica; font-size: medium;"><br /></span></div><div><span style="font-family: helvetica; font-size: medium;">For years, educators have debated over how to teach grammar. Should it be taught in context? As a stand-alone lesson? Or maybe not at all? In my 24 years of teaching students from grades 6 - 12, I’ve concluded that a strong understanding of grammar improves the reading and writing abilities of students.</span></div><div><span style="font-family: helvetica; font-size: medium;"><br /></span></div><div><span style="font-family: helvetica; font-size: medium;">It also helps my high school juniors succeed on standardized assessments such as the SAT and Accuplacer. Additionally, grammar instruction helps them to edit and improve their writing; ultimately, they use their knowledge to improve their sentence fluency and writing style.</span></div><div><span style="font-family: helvetica; font-size: medium;"><br /></span></div><div><span style="font-family: helvetica; font-size: medium;">Of course, one of the biggest challenges for me is getting the grammar concepts to “stick” with my students. Be sure to read through the suggestions below and find out how I attempt to make sure students internalize the grammar that I teach them.</span></div><h3 style="text-align: left;"><span style="font-family: helvetica; font-size: medium;">Teach Grammar with Vocabulary Strategies</span></h3><div><span style="font-family: helvetica; font-size: medium;">Although some disagree with explicit grammar instruction, it teaches students the vocabulary of language. By understanding the terms for parts of speech and parts of sentences, students gain better control of their writing. They can communicate with teachers, classmates, and editors about the structure of their writing. For instance, during <a href="https://www.teacherspayteachers.com/Product/Revision-Task-Cards-for-Argumentative-Writing-2755626" target="_blank">peer review</a>, students can comment on subject and verb agreement or point out sentence problems such as run-ons or fragments.</span></div><div><span style="font-family: helvetica; font-size: medium;"><br /></span></div><div><span style="font-family: helvetica; font-size: medium;">How do I teach the “language of language”? With many of the same strategies I use for any vocabulary lesson.</span></div><div><ul style="text-align: left;"><li><span style="font-family: helvetica; font-size: medium;"><a href="https://owl.purdue.edu/owl/general_writing/grammar/index.html" target="_blank"></a><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody><tr><td style="text-align: center;"><img alt="Purdue Owl" border="0" data-original-height="720" data-original-width="1280" height="360" src="https://blogger.googleusercontent.com/img/a/AVvXsEieur2URPTFDFO4guF9bp5cug-_uSnEKDMkXrkGMv-yhFJAc7_85ilxZwq8IC-hciTSrcY2RbGMbln3pCWsuUC8RzmdYMiKQS4ZDv0tXlN5qRJcRetoG2P8B-dsyUMxT8oOvPMxCiiaJ73-DeY8sJhfQ-ULfA0QvaeuJMbWwMi5MoBfEVTMjdEavjh0LA=w640-h360" title="Grammar strategy" width="640" /></td></tr><tr><td class="tr-caption" style="text-align: center;">Picture from Purdue OWL<br /><br /></td></tr></tbody></table></span></li></ul><h4><ul style="text-align: left;"><li><span style="font-family: helvetica; font-size: medium;">Visualization</span></li></ul></h4><h4 style="text-align: left;"></h4><span style="font-size: medium;"><span style="font-family: helvetica;">Have students illustrate examples of grammar concepts. For example, they can “sketch” sentences and label the subjects, predicates, and objects. One of my favorite imagery lessons is with </span><a href="https://www.teacherspayteachers.com/Product/Misplaced-Modifiers-Trashketball-Review-Game-3476818" style="font-family: helvetica;" target="_blank">misplaced modifiers</a><span style="font-family: helvetica;">. Students “see” the confusion that grammar problems create. </span></span></div><div><h4></h4><h4><ul style="text-align: left;"><li><span style="font-family: helvetica; font-size: large;">Grammar “Hunt”</span></li></ul></h4><span style="font-size: medium;"><span style="font-family: helvetica;">Ask students to search for grammar in the context of their reading. When teaching parts of speech or </span><a href="https://www.teacherspayteachers.com/Product/Sentence-Parts-Subjects-Predicates-Objects-Trashketball-Review-Game-564145" style="font-family: helvetica;" target="_blank">parts of sentences</a><span style="font-family: helvetica;">, have students look for examples in their books or other class texts. Then, have them share the examples in partners, small groups, or whole-class discussion.</span></span></div><div><span style="font-family: helvetica; font-size: medium;"><br /></span></div><div><span style="font-family: helvetica; font-size: medium;">For instance, when we review <a href="https://www.teacherspayteachers.com/Product/Prepositional-Phrases-Bundle-1212920" target="_blank">prepositional phrases</a>, I ask students to look for them in their independent reading novels. After finding examples, they bring their books to the document camera and show their examples. When they share with their classmates, I also ask them questions about their books. Then, their classmates hear about each other’s novels, and I can informally assess their reading; they don’t even realize it!</span></div><h3 style="text-align: left;"><span style="font-family: helvetica; font-size: medium;">Use Guided Practice Activities</span></h3><h4 style="text-align: left;"><span style="font-family: helvetica; font-size: medium;">•<span style="white-space: pre;"> </span>Relatable Photos</span></h4><div><span style="font-family: helvetica;"><div class="separator" style="clear: both; font-size: large; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEh-MQh8msQcg-4H0HgkzkRFWs8MUuqChP2qBDIAFxeRiSsu1NySOgieLpTsgH7zTZheOi2pvGEXAcnF7R9YbkUMp3nippfkQUjiKrUeuVoMuYOpaJaerkB1YrfXgkP2jtM2cSBQaDOwzWyexEkLLrR2I2_Q7N17Yr3RZYsBb37iwNDAWZ05DwVtoD7V6g=s960" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="high school English" border="0" data-original-height="720" data-original-width="960" height="300" src="https://blogger.googleusercontent.com/img/a/AVvXsEh-MQh8msQcg-4H0HgkzkRFWs8MUuqChP2qBDIAFxeRiSsu1NySOgieLpTsgH7zTZheOi2pvGEXAcnF7R9YbkUMp3nippfkQUjiKrUeuVoMuYOpaJaerkB1YrfXgkP2jtM2cSBQaDOwzWyexEkLLrR2I2_Q7N17Yr3RZYsBb37iwNDAWZ05DwVtoD7V6g=w400-h300" title="OCBeachTeacher" width="400" /></a></div><span style="font-size: medium;">I often start teaching a grammar concept with a PowerPoint Presentation and always follow notetaking with guided practice activities before students complete independent practice. One easy guided practice activity uses interesting photos to inspire their writing. I look for images from current events or of school activities to spark conversation about student lives. </span></span></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-family: helvetica; font-size: medium;">In a lesson on sentence structures, first I present students with the concepts of the four sentence structures. After I give several informational slides, students choose from two photos and write different sentence structures inspired by the photos. Next, they meet with partners to share their sentences, and then we discuss their sentences with the entire class. If students make errors, I reassure them that this is only practice, and we fix their mistakes together. Finally, I follow this with independent practice.</span></div><h4 style="text-align: left;"><span style="font-family: helvetica; font-size: medium;">•<span style="white-space: pre;"> </span>Newspaper carousel</span></h4><div><span style="font-family: helvetica; font-size: medium;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhKNKjpWI9eeKI-vjuPoVcI0VLgP4WdoJpmJv4PWo7iMYn-bKGBEENiBhv_VuaPsdJjNuyYDUzTcJZjheWjjQ0z9Ofw8QE74xGfeDLAawZOdnIh_dwtJ6bBOK_WIQzYN67Ilmmnzi2LiGqsZeTiaGcWp1TblsRnWvwwe12ffLKuispm1iMoMQ8tlQb0EA=s2732" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="Teaching grammar" border="0" data-original-height="2732" data-original-width="2587" height="320" src="https://blogger.googleusercontent.com/img/a/AVvXsEhKNKjpWI9eeKI-vjuPoVcI0VLgP4WdoJpmJv4PWo7iMYn-bKGBEENiBhv_VuaPsdJjNuyYDUzTcJZjheWjjQ0z9Ofw8QE74xGfeDLAawZOdnIh_dwtJ6bBOK_WIQzYN67Ilmmnzi2LiGqsZeTiaGcWp1TblsRnWvwwe12ffLKuispm1iMoMQ8tlQb0EA=w303-h320" title="Making grammar fun" width="303" /></a></div>When possible, I want students to get out of their seats and move around the classroom. For this activity, I grab local or national newspapers and look for headlines that have identifiable subjects and verbs, phrase structures, or clauses. I circle three headlines per page and hang five pages aground the classroom. (Again, to make the learning more relevant, I choose headlines that connect to student interests.) </span></div><div><span style="font-family: helvetica; font-size: medium;"><br /></span></div><div><span style="font-family: helvetica; font-size: medium;">Next, I direct students to number a piece of notebook paper from 1 – 5 and leave space between the numbers. </span></div><div><span style="font-family: helvetica; font-size: medium;"><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgMDDhmOnpDiMnSbJoz6sd6j4XxdKc4h4lMaDDSY_lSRX5CABVd6YmMazOVgPbsJKKgndCzRl8drkzRbkgVx_1NBAV7_Zv2Ft5Jj8QSoR9dxxZdvUavDdEz7AsY8H2pkGHPevB259ThTKD_XlUxvKvAJ2g0g0ZGfOXUnpQ2SCrc3-HZy_w1KMq-g3694g=s1443" style="margin-left: 1em; margin-right: 1em;"><img alt="subjects and predicates" border="0" data-original-height="1443" data-original-width="1344" height="320" src="https://blogger.googleusercontent.com/img/a/AVvXsEgMDDhmOnpDiMnSbJoz6sd6j4XxdKc4h4lMaDDSY_lSRX5CABVd6YmMazOVgPbsJKKgndCzRl8drkzRbkgVx_1NBAV7_Zv2Ft5Jj8QSoR9dxxZdvUavDdEz7AsY8H2pkGHPevB259ThTKD_XlUxvKvAJ2g0g0ZGfOXUnpQ2SCrc3-HZy_w1KMq-g3694g=w298-h320" title="grammar ideas" width="298" /></a></div><br />Then, I assign students into groups and have them circulate to each page, working together to write the subjects and predicates (or other concept) of each headline from left to right and top to bottom. I set a timer to help them rotate to each new page. Then, we share their answers in whole-class discussion.<div class="separator" style="clear: both; text-align: center;"><br /></div></span></div><h3 style="text-align: left;"><span style="font-family: helvetica; font-size: medium;"> Start with Bell-Ringer Editing Practice</span></h3><h4 style="text-align: left;"><span style="font-family: helvetica; font-size: medium;">•<span style="white-space: pre;"> </span>Sentence Corrections</span></h4><div><span style="font-family: helvetica; font-size: medium;">For some warm-ups, I complete editing practice with students. On my 90-minute block, I can easily devote 15 minutes to these bell ringers. As students enter class, they read sentences riddled with errors. These can be projected on the document camera or posted in an LMS. </span></div><div><span style="font-family: helvetica; font-size: medium;"><br /></span></div><div><span style="font-family: helvetica; font-size: medium;">Since these warmups occur on Fridays, I try to make the whole-class discussion more engaging and offer prize tickets for students who are willing to participate. Students volunteer to come to the document camera and correct a sentence error.</span></div><div><span style="font-family: helvetica; font-size: medium;"><br /></span></div><div><span style="font-family: helvetica; font-size: medium;">Throughout the discussion, I encourage all students to participate and receive a ticket. After they’ve made all the corrections, they write their names on their tickets. I collect them and draw several tickets for small prizes such as candy, crackers, or school supplies like pencils and erasers. </span></div><h4 style="text-align: left;"><span style="font-family: helvetica; font-size: medium;">•<span style="white-space: pre;"> </span>Sentence Combining</span></h4><div><span style="font-family: helvetica; font-size: medium;">When teaching phrases, it’s a great opportunity to help students improve their ability to craft more sophisticated sentences. For these bell ringers, students are given two or more sentences to combine. For instance, if students are learning about <a href="https://www.teacherspayteachers.com/Product/Appositive-Phrases-Trashketball-Review-Game-611021" target="_blank">appositive phrases</a>, they practice writing longer sentences with verbal phrases. Sometimes, like the Friday warmups, I use tickets to reward students for sharing their writing with the class.</span></div><h3 style="text-align: left;"><span style="font-family: helvetica; font-size: medium;">Play Trashketball </span></h3><div><span style="font-family: helvetica; font-size: medium;"><div class="separator" style="clear: both; text-align: center;"><a href="http://ocbeachteacher.blogspot.com/2019/03/host-trashketball-tournament.html" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="trashketball" border="0" data-original-height="2379" data-original-width="2121" height="320" src="https://blogger.googleusercontent.com/img/a/AVvXsEhRR9suN1r6eKQJG58zRRMVPm1Imj8-_RQ6hOs-exmvyJuL3C9AAo4DdOdqShWbgmsX33CJKRhqn-fKsTYAdB98OO6uinOlJNNLZFeXQkWl2BSI8Soe5X_RmjI08NYwjMb35kXgr3krkFyDi6VY_lJEy3dMwsBJsOJcXWZdT-GB4q6TGZ4vOPDI2dOPMQ=w285-h320" title="grammar" width="285" /></a></div>Have you <a href="http://ocbeachteacher.blogspot.com/2017/03/trashketball-madness.html" target="_blank">played trashketball</a> with your students? If not, you’ve should try it because students love it! Trashketball competitions make learning “boring” grammar fun. All you need to play is a trashcan and ball, and <a href="https://www.teacherspayteachers.com/Store/Ocbeachteacher/Category/Trashketball-Games-241322" target="_blank">these pre-made games</a> make it even easier for you to incorporate the games into your instruction.</span></div><div><span style="font-family: helvetica; font-size: medium;"><br /></span></div><div><span style="font-family: helvetica; font-size: medium;">I don’t use trashketball games all the time, but they work especially well on Fridays and the days before holidays when distracted students appreciate “lighter” learning activities. They’re great for energizing sleepy students on Mondays or before quizzes, also. And during March, they make a relevant connection to college basketball during the <a href="http://ocbeachteacher.blogspot.com/2019/03/host-trashketball-tournament.html" target="_blank">March Madness tournaments.</a></span></div><div><span style="font-family: helvetica; font-size: medium;"><br /></span></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhSyg9w4zK60QZ10wNoOXi50uDYC6JlFA7wjQ4jnwPrD5loWYNm4PmofXZTYbpdg58BtmRgIAwJ1hqBLW7SfZFXzybNdPo4tdkO_F7-Afajruqandgo-tvT6E-0IHHwS5M9NU-wQyoyOVPJqsiO7t0HlbME7oJcNEDDORb1yNnmVqwEswsA3EPTqE-FQw=s3024" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="trashketball games" border="0" data-original-height="3024" data-original-width="3024" height="320" src="https://blogger.googleusercontent.com/img/a/AVvXsEhSyg9w4zK60QZ10wNoOXi50uDYC6JlFA7wjQ4jnwPrD5loWYNm4PmofXZTYbpdg58BtmRgIAwJ1hqBLW7SfZFXzybNdPo4tdkO_F7-Afajruqandgo-tvT6E-0IHHwS5M9NU-wQyoyOVPJqsiO7t0HlbME7oJcNEDDORb1yNnmVqwEswsA3EPTqE-FQw=w320-h320" title="prepositional phrases and prepositions" width="320" /></a></div><span style="font-family: helvetica; font-size: medium;"><br /></span></div><div><br /></div><h3 style="text-align: left;"><span style="font-family: helvetica; font-size: medium;">Put It All Together</span></h3><div><span style="font-family: helvetica; font-size: medium;">Grammar can’t be taught in isolation once a week. Teachers need to reinforce the concepts with a variety of activities consistently if students are going to remember them. </span></div><div><span style="font-family: helvetica; font-size: medium;"><br /></span></div><div><span style="font-family: helvetica; font-size: medium;">Here’s an example of a week in my classroom:</span></div><div><span style="font-family: helvetica; font-size: medium;"><br /></span></div><div><span style="font-family: helvetica; font-size: medium;"><i>On Monday</i>, I start by teaching sentence structures with a lecture and practice for identifying independent and dependent clauses. (<a href="https://www.chompchomp.com/" target="_blank">ChompChomp Grammar</a> is one of my favorite websites for finding great PowerPoints to introduce concepts.) Then, <i>on Tuesday</i>, I ask students to use two different sentence structures in a paragraph that’s a written response to a class reading. This gives them practice using their grammar skills in their own writing. <i>On Wednesday,</i> we do SAT practice and may discuss why we eliminated a comma splice as a potential answer since two independent clauses were only separated by a comma. <i>On Thursday,</i> we do an editing warm-up that has a fragment that’s a subordinate clause. Finally, <i>on Friday,</i> there will be an exit slip from the week, and students must combine two main clauses into a compound sentence. </span></div><h3 style="text-align: left;"><span style="font-family: helvetica; font-size: medium;">Share Your Ideas</span></h3><div><span style="font-family: helvetica; font-size: medium;">What does your classroom look like when you teach grammar? Do you have tips or websites to share, too? I’m always looking for ways to improve my teaching so please share your ideas in the comments.</span></div></div><div><br /></div><img class="nopin" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOABHas5-jRlER88dtRXJ-seD5JqOuNo6ZROlyKvaBp3ptghEsjDoVr9P_AS01uYwu5RIe4lDdcDzPcwLw30V-FpiQg1iYuSIjjlPZjF2vNLtYLJ_mZsGrdjEfD17IBzOW8ZMzeWdBKs4/s1600/OCBeachTeacher-07.png" />OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com0tag:blogger.com,1999:blog-7547804563205602939.post-12123896434576018662021-11-28T00:00:00.000-05:002021-11-28T13:12:36.724-05:00Bring Joy into Your ELA Classroom<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvNCXBY8_IdMDdOen77t0GCuXGY4OK-wq6VfKMGeRcSlNwajc98IsXp_Kmo9HCU3q0srj_Gvfgw7w0XG_56flLyR7aYv8_V-6HBSGe2-EzwpDif9wKenYoMCVN1A8259fEkgRQpMeQWJmC/s960/joy-in-classroom.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="joy in school" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvNCXBY8_IdMDdOen77t0GCuXGY4OK-wq6VfKMGeRcSlNwajc98IsXp_Kmo9HCU3q0srj_Gvfgw7w0XG_56flLyR7aYv8_V-6HBSGe2-EzwpDif9wKenYoMCVN1A8259fEkgRQpMeQWJmC/w640-h480/joy-in-classroom.png" title="holiday learning" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Assessment, rigor, data analysis, text complexity: These are the buzzwords in education today. All of this emphasis on accountability can unfortunately make learning dreary and tedious. But joy makes learning memorable, and students often look back fondly on creative activities. After the stress of the past two years, enjoyable learning is more important than ever, and it's up to teachers to send the message that sometimes it's okay to have fun in class! <br /><br /> The holiday season is a perfect time to incorporate something out of the ordinary in your classes. </span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><span style="color: #990000;"><b>1. Do a literary cookie exchange with your students.</b></span></span></h2><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Make eating cookies a literary event! After reading a<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0l6epRjIaf05UYtzoYVH1y-S30dmKDt-kXprfrboP17-prarGfLloBvrZMJDGs5K0UF30xG7CXYDM7UmjzmG_sbpLTReInU0WWrNU1xBiiFVz7fVaCNLu1Hv7hoesKx6jyFgzRK9Yon-h/s768/cookie-exchange-imags.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="cookie exchange" border="0" data-original-height="768" data-original-width="768" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0l6epRjIaf05UYtzoYVH1y-S30dmKDt-kXprfrboP17-prarGfLloBvrZMJDGs5K0UF30xG7CXYDM7UmjzmG_sbpLTReInU0WWrNU1xBiiFVz7fVaCNLu1Hv7hoesKx6jyFgzRK9Yon-h/w320-h320/cookie-exchange-imags.png" title="literature activity" width="320" /></a></div> novel or story, have students make cookies that symbolically represent literary elements. For instance, a student can make a cookie in the shape of momma's plant from <a href="https://www.teacherspayteachers.com/Store/Ocbeachteacher/Category/A-Raisin-in-the-Sun-340474" target="_blank">A Raisin in the Sun.</a> Let students bring in their homemade or store-bought cookies to exchange with one another. During the exchange, they can explain how the cookies connect with their selected literary elements. Use these <a href="https://www.teacherspayteachers.com/Product/Free-Holiday-Literature-Activity-Any-Novel-for-Secondary-ELA-6242657" target="_blank">free handouts </a>to guide their planning and presentations.</span><div><span style="font-size: large;"><br /></span>
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgMyX87HrriImQ7c5C56nhyphenhyphenT88O9HSZSvxe7IK3iVVCarzhmcMLkIlDj9bJaaQ6cEJ7CGqQ5m0T5kytsxRjPwXW7cNmf2aHPVAADDzb2B6YrgeyKDjpaTBruLWc8p8lNUgBKm1PMBIFCUV/s768/Slide3.PNG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="literature activity" border="0" data-original-height="768" data-original-width="768" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgMyX87HrriImQ7c5C56nhyphenhyphenT88O9HSZSvxe7IK3iVVCarzhmcMLkIlDj9bJaaQ6cEJ7CGqQ5m0T5kytsxRjPwXW7cNmf2aHPVAADDzb2B6YrgeyKDjpaTBruLWc8p8lNUgBKm1PMBIFCUV/w320-h320/Slide3.PNG" title="holiday fun" width="320" /></a></div>As a modification, if some students can't make cookies, offer other ways for them to participate. Maybe they can design cookies with illustrations or online programs and write descriptions of their cookies. Of course, b</span><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">e sure to check for food allergies so no one makes cookies that could make other students sick. And don't forget to</span><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"> bring in hot chocolate or cider for students to enjoy on the cookie exchange day! </span></div><div><span style="font-size: large;"><br /></span>
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="color: #990000; font-size: large;"><b>2. Lead students on a "writing walk."</b></span></h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLrCEMRJghu-9sD61KJ-eu6spT1kNAmfaCLI_3pXI9nz2dntfjXqnIcDKQQecrORz9HASJidnUkRyVOklROxiayTgZJKdGzZ1AFyEw-d_CVBiCIrQd1nOxBavtWLIqzYXhkUy0SZtGbRGI/s1600/Slide1.PNG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="writing walk" border="0" data-original-height="960" data-original-width="720" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLrCEMRJghu-9sD61KJ-eu6spT1kNAmfaCLI_3pXI9nz2dntfjXqnIcDKQQecrORz9HASJidnUkRyVOklROxiayTgZJKdGzZ1AFyEw-d_CVBiCIrQd1nOxBavtWLIqzYXhkUy0SZtGbRGI/w240-h320/Slide1.PNG" title="free tpt" width="240" /></a></div>
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Get your students to use sensory details with this <a href="https://www.teacherspayteachers.com/Product/Free-Sensory-Writing-Walk-Activity-3511723" target="_blank">free activity</a>. Students not only improve their writing but also get out of their seats for place-based writing. Take them to write at various locations such as the stage, cafeteria, locker room, and media center around the school (or, weather permitting, go outside to a park or other place in walking distance). Handouts include guiding questions to help students write words and phrases for each sense: sight, sound, touch, smell, and taste. Then students write <a href="https://www.teacherspayteachers.com/Store/Ocbeachteacher/Category/Creative-Writing-332684" target="_blank">poetry, stories, or other reflections</a> with their descriptions. While this activity can be completed any time of the year, the sights, sounds, and scents of the holidays make it a delightful experience during the winter season. </span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><b><span style="color: #990000;">3. Design <a href="https://www.teacherspayteachers.com/Product/Character-Author-Analysis-for-the-Holidays-2897130" target="_blank">Secret Santa Stockings</a></span></b></span></h2>
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Give your students an opportunity to display their artistic talents. In this activity, students illustrate <a href="https://www.teacherspayteachers.com/Product/Character-Author-Analysis-for-the-Holidays-2897130" target="_blank">stockings for characters</a> in their reading. It requires them to analyze characterization and to provide a written rationale for their gift selections. </span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit0NgfgrnQbQXVz8jzd-Hn9KGF6bcCTlzB7F1hndTUpNqbpqSyd-rQOYtXczWzKWtSGxc2LF7RorJyNCYLvmBBvdhw3nkQA9vSyziCIKbzmTZVGBI4lEy9xQrNw9eT_b61nn6enGroFpAw/s1600/long+pin+stocking.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="characterization" border="0" data-original-height="672" data-original-width="480" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit0NgfgrnQbQXVz8jzd-Hn9KGF6bcCTlzB7F1hndTUpNqbpqSyd-rQOYtXczWzKWtSGxc2LF7RorJyNCYLvmBBvdhw3nkQA9vSyziCIKbzmTZVGBI4lEy9xQrNw9eT_b61nn6enGroFpAw/w285-h400/long+pin+stocking.png" title="holiday-activity" width="285" /></a></span></div>
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"> Easily adaptable to the needs of your curriculum or students, this activity could be done for authors, historical figures, scientists, artists, or others being studied in secondary classes.</span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><b><span style="color: #990000;">4. Show Gratitude</span></b></span></h3>
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Use this <a href="https://www.youtube.com/watch?v=oHv6vTKD6lg&sns=em" target="_blank">YouTube video</a> to help students see the connection between sharing their gratitude and feeling happy. Even better, have students call and thank someone who has had a positive influence on their lives. Before calling, they can write out what they want to say. Not only will this activity increase the happiness of your students, but it will likely make the days of the people whom they call a lot cheerier, too!</span><br />
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<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/oHv6vTKD6lg/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/oHv6vTKD6lg?feature=player_embedded" width="320"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><h3 style="clear: both; text-align: left;"><span style="color: #990000;">5. <a href="http://ocbeachteacher.blogspot.com/2016/11/laughing-all-way-with-classroom.html" target="_blank">Celebrate</a> with a Special Event</span></h3>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdX0UExULXYrHOFy7HL8-KBP9ejf2MsQm4A8D3ufqmsVqQJnb9ZBbBz4b2J9aXnM3IDcpNKaBptu-AVf71AP5eb2DUpM5kFtSsxrzuKno1S8brj2l9LV23elNVsLDRZ4DOYzDo8ziSUz5E/s1600/extra+long+pin+holidays.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="english-language-arts" border="0" data-original-height="1280" data-original-width="720" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdX0UExULXYrHOFy7HL8-KBP9ejf2MsQm4A8D3ufqmsVqQJnb9ZBbBz4b2J9aXnM3IDcpNKaBptu-AVf71AP5eb2DUpM5kFtSsxrzuKno1S8brj2l9LV23elNVsLDRZ4DOYzDo8ziSUz5E/w223-h400/extra+long+pin+holidays.png" title="joy-in-class" width="223" /></a><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Organize a poetry slam, read-in, or other activity that revels in appreciating the language arts. For years, I organized a “Read-a-Latte Café” celebration. For the occasion, guest speakers joined my students in reading aloud from favorite books/poems/etc. and discussing the importance of reading in their work and personal lives. We added hot chocolate, tea, and pastries to make it extra special for the holidays.</span></div><div><span style="font-size: large;"><br /></span></div><h3 style="text-align: left;"><span style="color: #cc0000; font-size: large;">6. Play Games</span></h3><div><span style="font-size: large;">Play games to make learning engaging in the days leading up to winter break or other holiday occassions. You can find many pre-made activities at online sites such as Kahoot or Blooket. You can also create your own twist on classic games such as Jeopardy, Bingo, or Jenga. My students love to <a href="http://ocbeachteacher.blogspot.com/2017/03/trashketball-madness.html" target="_blank">play trashketball</a>, and I'm happy to get students who are stuck inside out of their seats. <br /></span>
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">What do you do to make learning special in your classroom? Please share your ideas in the comments below.</span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Thanks for stopping by, and I hope that you have wonderful holiday season!</span><br />
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOABHas5-jRlER88dtRXJ-seD5JqOuNo6ZROlyKvaBp3ptghEsjDoVr9P_AS01uYwu5RIe4lDdcDzPcwLw30V-FpiQg1iYuSIjjlPZjF2vNLtYLJ_mZsGrdjEfD17IBzOW8ZMzeWdBKs4/s1600/OCBeachTeacher-07.png" /></span></div>
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</div>OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com6tag:blogger.com,1999:blog-7547804563205602939.post-81370018734648993862021-09-22T12:00:00.000-04:002021-09-22T19:46:27.972-04:00Pique Student Interest with Banned Books<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgI2sc_bhRvn685uCjKeNeC-hOypKeQNct9rKbdaRfYLKKqYISfnGacbpAGizeUuF_7Ww9P3Aw3uWuZPd0JbnMStcoq8btJYUOnK40QZZUQWaGEDPWBtfrUdGaEVmjeLSzmkBYrRItGPldl/s1600/banned-books-horizontal-2019.png" style="margin-left: 1em; margin-right: 1em;"><img alt="reading-banned-books" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgI2sc_bhRvn685uCjKeNeC-hOypKeQNct9rKbdaRfYLKKqYISfnGacbpAGizeUuF_7Ww9P3Aw3uWuZPd0JbnMStcoq8btJYUOnK40QZZUQWaGEDPWBtfrUdGaEVmjeLSzmkBYrRItGPldl/s640/banned-books-horizontal-2019.png" title="high-school-students" width="640" /></a></div>
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><br />It’s true that many teens are notoriously rebellious and can be difficult to teach at times. However, a strategic teacher can tap into their desire to question authority and pique their interest in reading by using challenged books. These books capitalize on their desire to learn about controversial topics. This is especially true when motivating students to read classics and books from the cannon. <br /><br />For instance, when I use <a href="https://www.teacherspayteachers.com/Product/Novels-Reading-and-Discussion-Tools-for-Any-Text-1968271" target="_blank">literature circles</a> in my classroom, I often tease students to read the novel, <i>The</i> <i>Catcher in the Rye</i> by J.D. Salinger. I tell them that it has often been banned in schools for vulgar language and mature topics. I also tell them that the protagonist, Holden Caufield, has a defiant attitude and immediately gets expelled from school at the start of the novel. This usually grabs their attention, and they often choose Salinger’s book for their group's reading.</span><div><span style="font-size: large;"><br /></span><div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Argument-Writing-Book-Rationale-for-Banned-Books-3407418" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="argument writing for ela" border="0" data-original-height="768" data-original-width="768" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTHi0qhLZLESC4PakE7D-6ZtJYSsbixjvrkRepjMr8r_EUWUlX57yocwdGM0niTT95SKXB1Z3u3PK4yRs1sh64mL6xRzqFCZtkFNvWa_Qk-QqSGQ4DIIWekLLvh4fzJ1NKhfWGkHyQTsIK/w320-h320/book+rationale+preview+18.png" title="high school English" width="320" /></a></div><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><a href="https://bannedbooksweek.org/" target="_blank">Banned Books Week</a>, from September 26 - October 2, is an </span><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">excellent time to introduce some</span><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"> commonly challenged books. There are <a href="https://bannedbooksweek.org/resources/" target="_blank">myriad resources</a> to help you excite teens in their reading of these books. There are also tools to help you if a book that you are teaching is challenged, such as when I have taught <a href="http://ocbeachteacher.blogspot.com/2016/12/teaching-to-kill-mockingbird.html" target="_blank">To Kill a Mockingbird.</a> Unfortunately, this is becoming more common in our current culture.</span><br />
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><br />Do you want to get your students engaged in Banned Book Week? Here are some activities that you may be interested in:</span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><a href="https://bannedbooksweek.org/videos/" target="_blank">Virtual Read-Out Videos</a></span><br />
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">In one promotion from the ALA, readers create YouTube videos and read excerpts from challenged books to declare their support for freedom of speech.</span><br />
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<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/8ggpqJ8ZOZU/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/8ggpqJ8ZOZU?feature=player_embedded" width="320"></iframe></div>
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">I modeled for my students in previous years.</span><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgCOShnYjiQ2N397KOTwGzt-6xaWpVjoifrSncT1M6227BhCvbX3uBZEpJCepv_C1JBrbcNN9MqU51zUuCxndv0tGAT3ePvlW719fwcRT_u2r2cBE1Y9VrSNh0UjgSLhpzSMcS_YsS84bY/s1600/banned+books+week+extra+long+pin.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="teach banned books, high school English" border="0" data-original-height="1280" data-original-width="720" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgCOShnYjiQ2N397KOTwGzt-6xaWpVjoifrSncT1M6227BhCvbX3uBZEpJCepv_C1JBrbcNN9MqU51zUuCxndv0tGAT3ePvlW719fwcRT_u2r2cBE1Y9VrSNh0UjgSLhpzSMcS_YsS84bY/s400/banned+books+week+extra+long+pin.png" title="censorship, freedom to read, words have power" width="225" /></a><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><u>Make a Display</u></span></h3>
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Have your students <a href="https://www.ala.org/advocacy/bbooks/bannedbooksweek/ideasandresources/display" target="_blank">create displays </a>that educate their classmates about banned books. In years past, the librarians at my high school displayed books from our media center which have been challenged. In the display, they included reasons for the challenges with each displayed book. It was easy for them to decorate with caution tape and construction paper.</span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><u>Collaborate with Your Media Center</u></span></h3>
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">I also asked my media center specialist to introduce my students to <a href="https://www.teacherspayteachers.com/Product/Argument-Writing-Book-Rationale-for-Banned-Books-3407418" target="_blank">banned books</a>. She created an engaging activity in which students walked around the room looking at books that had been challenged over the years. First, they counted how many of these books they had read, and next they chose two to research. They searched for information on why the selected books had been challenged. Finally, they shared their results and were amazed. All of them were shocked that the <i>Harry Potter</i> series was on the list!</span><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><br /></span>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj641xeTeG2ZT2K-SMn4j8AvnsKEiaHqVuhsUQ6CBisIRmWDPQu95hS4oMW9UhebzsP80aJNzCXI-kuXhaXAGToSF4uZm4ac_72pRHUVkuLgSBw12VCuyuvGPdSpn6i_4-iW4KxyeJym6Og/s1600/display+2.JPG" style="margin-left: 1em; margin-right: 1em;"><img alt="banned books" border="0" data-original-height="849" data-original-width="1489" height="363" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj641xeTeG2ZT2K-SMn4j8AvnsKEiaHqVuhsUQ6CBisIRmWDPQu95hS4oMW9UhebzsP80aJNzCXI-kuXhaXAGToSF4uZm4ac_72pRHUVkuLgSBw12VCuyuvGPdSpn6i_4-iW4KxyeJym6Og/s640/display+2.JPG" title="censorship" width="640" /></a></div>
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><br /><a href="https://www.teacherspayteachers.com/Product/Argument-Writing-Prompt-for-Banned-Books-Week-3377873" target="_blank">Should This Book Be Banned?</a></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwjMa9gRVTyVfwPM75jtc6zzspHIk3c8tGnw7x7yeB259QtTsg7No0Q9ohFqCxpHD_6N6X0Cga27gT4hs0ljutj1L9J2gnEu21CTZuAdPJrgbiJ_KIyBmYyqQpdd9ykXdCIMc17r9AYqEI/s1600/Banned+Book+Square.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="banned-books, intellectual-freedom, high-school-english" border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwjMa9gRVTyVfwPM75jtc6zzspHIk3c8tGnw7x7yeB259QtTsg7No0Q9ohFqCxpHD_6N6X0Cga27gT4hs0ljutj1L9J2gnEu21CTZuAdPJrgbiJ_KIyBmYyqQpdd9ykXdCIMc17r9AYqEI/s400/Banned+Book+Square.png" title="argument-writing" width="400" /></a></div>
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Here is a quick and easy <a href="https://www.teacherspayteachers.com/Product/Argument-Writing-Prompt-for-Banned-Books-3377873" target="_blank">free activity</a> your students can do to connect argument writing to their reading of a challenged book. The argument writing prompt asks students to brainstorm evidence, counterarguments, and refutation for a claim about a banned book. </span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">You can extend their learning with this <a href="https://www.teacherspayteachers.com/Product/Banned-Books-Activity-Writing-a-Book-Rationale-3407418" target="_blank">book rationale activity</a>, too. First, students research why their banned books have </span><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">been challenged, and then they search for text examples showing the books' educational value. For fun, they can make bookmarks after they write their rationales.</span></div><div><div><div class="separator" style="clear: both; text-align: center;"><br /></div></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvN2RqHWtBy2xErRYFAtKJYgN6oHY4HBjIQohtxwIhcJs7WusUjzjSmGJDgEzztHiV3S0x8SZlp0NkWh9PdoAqcHuag20_oawM_1uQzWb9UKI2U_mtry5V0YSV2aqH1QU2gefluyfwHhQo/s768/IG+Book+Rationale.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="banned books" border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvN2RqHWtBy2xErRYFAtKJYgN6oHY4HBjIQohtxwIhcJs7WusUjzjSmGJDgEzztHiV3S0x8SZlp0NkWh9PdoAqcHuag20_oawM_1uQzWb9UKI2U_mtry5V0YSV2aqH1QU2gefluyfwHhQo/w400-h400/IG+Book+Rationale.png" title="bookmarks" width="400" /></a></div><br /><div><div class="separator" style="clear: both; text-align: center;"><br /></div>
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Want more information for teaching about censorship? You may want to check out the resources below:</span><br />
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><br /><a href="http://cbldf.org/resources/banned-books-week/" target="_blank">The Comic Book Legal Defense Fund</a></span><br />
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><a href="http://www.ftrf.org/?page=BBW" target="_blank">Freedom to Read Foundation</a><br /><a href="http://www.ncte.org/action/anti-censorship" target="_blank">NCTE Intellectual Freedom Center </a><br /><br />Gather more ideas from these other teacher bloggers here:</span><br />
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><a href="http://www.readingandwritinghaven.com/teaching-censorship-banned-books-high-school/" target="_blank">Ways to Incorporate Lessons on Banned Books</a></span><br />
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><br /></span><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Teachers can also request <a href="http://www.ncte.org/action/anti-censorship/rationales" target="_blank">rationales and report a censorship incident</a> for classroom texts if they face a challenge. What do you do with banned books in your classroom? Please share in the comments below.</span><br />
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It’s <a href="http://ocbeachteacher.blogspot.com/2018/07/five-secret-strategies-for-back-to.html" target="_blank">back to school</a>, and time for teachers to greet their new students, create routines, complete team builders, and make their classrooms welcoming. But with the pressure to <a href="https://www.teacherspayteachers.com/Product/American-Literature-Curriculum-Activity-and-Lesson-Bundle-4552445" target="_blank">cover extensive curriculum</a> in a short amount of time, secondary teachers may feel tempted to skip the process of <a href="https://www.teacherspayteachers.com/Product/Class-Community-Bell-Ringers-and-Writing-Prompts-Distance-Learning-7043573" target="_blank">creating a positive classroom culture</a> and delve straight into their content.<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiebRRpBUwe7k8HZByo94oiQI57DrjFxsTIeQ8ZLwMI0TvGG6Vty6KZhix3-mbPzIJmNEQxbgsJ37X6bjYphQtFyoEoDynXRPZIrWE2_AisGZabtL5-2m7maFAXRkwSDKd-hxZezZeXIEc7/s1280/TED-Talks-Back-to-School.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1280" data-original-width="720" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiebRRpBUwe7k8HZByo94oiQI57DrjFxsTIeQ8ZLwMI0TvGG6Vty6KZhix3-mbPzIJmNEQxbgsJ37X6bjYphQtFyoEoDynXRPZIrWE2_AisGZabtL5-2m7maFAXRkwSDKd-hxZezZeXIEc7/s320/TED-Talks-Back-to-School.png" width="180" /></a></div>It’s a mistake, however, to ignore the importance of building safe and inclusive classrooms that encourage students to participate actively in their learning. This is more important than ever since students, educators, and family members are all facing back to school with uncertainty in the face of the pandemic. <br /><br />Even though you may not think you have the time, these TED Talks from diverse speakers are great filler activities for those days when a lesson finishes early or when you need an activity to get all of your classes on the same schedule. Best of all, they’re a meaningful way for students to practice their listening and speaking skills. Furthermore, they develop students <a href="https://www.teacherspayteachers.com/Product/TED-Talk-Presentations-Print-Digital-Distance-Learning-3660312" target="_blank">multimedia literacy skills</a> and they spark student interest. These talks teach important lessons for the beginning of the school year, communicating life lessons such as overcoming obstacles, having gratitude, and being productive.<br /><br /></span><div class="separator" style="clear: both; text-align: center;"><a href="https://www.ted.com/talks/aimee_mullins_the_opportunity_of_adversity" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img alt="Back to School" border="0" data-original-height="720" data-original-width="960" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVkcylyfJF5rftVXwfDPhWwA-Pb3LNeHJFRSFAhJJBCndOwSd09shbwOEJ-cDKZwSn4akWVzsP41ba9lgaO7LJDokgmurZV9dAQ-xHg-njmTJwUjvg85Zu60BrLqRAPie60HxsrhOaeAFc/w400-h300/aimee+mullins.png" title="TED Talks" width="400" /></a></div><br /><h3 style="text-align: left;"><span style="font-family: inherit; font-size: large;"><a href="https://www.ted.com/talks/aimee_mullins_the_opportunity_of_adversity" target="_blank">Aimee Mullins: The Opportunity of Adversity (21:27)</a></span></h3><span style="font-family: inherit; font-size: large;">Life isn't fair, but Aimee Mullins has never let that interfere with her success even though she was born without shin bones and labeled "disabled." <br /><br />In this talk, she shares some of her struggles and the positive influence of her childhood doctor, Dr. Pizzutillo, from AI duPont Institute in Wilmington, Delaware. He empowered her and helped her see her own strengths. As she notes, humans can adapt and have "the ability to survive and flourish...by the struggle of the human spirit through conflict into transformation." Her inspiring talk may help empower some of your own students as they navigate this difficult time period in our country.<br /><br /></span><div class="separator" style="clear: both; text-align: center;"><a href="https://www.ted.com/talks/megan_washington_why_i_live_in_mortal_dread_of_public_speaking" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="720" data-original-width="960" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-j0OSU0aD4KJMl1PytpMSqmkoafRpUn3t_Y_Hw2lT6JL3cw1hW4rjDzfz1-CgGhqug-z0_mNaEjlPLFbMhCw7z7Qv-s9GDevXqWLZblX69W2ahTqiHP673JEMbCh-S3OSq8lLNBC3oP3D/w400-h300/Megan+Washington.png" width="400" /></a></div><br /><h3 style="text-align: left;"><span style="font-family: inherit; font-size: large;"><a href="https://www.ted.com/talks/megan_washington_why_i_live_in_mortal_dread_of_public_speaking" target="_blank">Megan Washington - Fear of Public Speaking (12:58)</a></span></h3><span style="font-family: inherit; font-size: large;">Lots of people, including students in all of our classes, are afraid to speak in public – even if that’s just in the classroom. This talk by Australian singer Megan Washington may inspire more willingness in your students to speak up. In the talk, Washington shows how she converted her speech disability into her passion and success in life. Students will love hearing her sing, also!<br /><br /></span><div class="separator" style="clear: both; text-align: center;"><a href="https://www.ted.com/talks/mac_barnett_why_a_good_book_is_a_secret_door" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img alt="Secondary English" border="0" data-original-height="720" data-original-width="960" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhv-gv8SmaTSFE9kOLsvUdVTwZn-YSwMr8f0TuHz9poyqa7UlmI9aeXdzcWRsncxy7zz2Syp0Wji-PGhZHZXTRv9HSto45UzBEt0H7dquulSrrAlw0ZmZJ1ehyphenhyphenEqNI0WeB9kIVfllb9kwXa/w400-h300/mac+barnett.png" title="TED Talks" width="400" /></a></div><br /><h3 style="text-align: left;"><span style="font-family: inherit; font-size: large;"><a href="https://www.ted.com/talks/mac_barnett_why_a_good_book_is_a_secret_door" target="_blank">Mac Burnett - Why a Good Book is a Secret Door (16:59)</a></span></h3><span style="font-family: inherit; font-size: large;">Motivate your students to seek out “wonder” in the reading of books with this funny, entertaining talk by children’s author Mac Burnett. He reminds us that reading provides avenues for imagination, art, fiction, and reality. His talk is perfect for motivating students in English class right before they visit the school library for <a href="https://www.teacherspayteachers.com/Product/Choosing-Novels-for-Silent-Sustained-Reading-1326581" target="_blank">selecting novels during choice reading units.</a><br /></span><h3 style="text-align: left;"><span style="font-family: inherit; font-size: large;"><a href="https://www.ted.com/talks/julian_treasure_5_ways_to_listen_better" target="_blank">Julian Treasure - 5 Ways to Listen Better (7:43)</a></span></h3><span style="font-family: inherit; font-size: large;">How much of what you say do your students remember? In a world that often assaults our senses and distracts our attention, Julian Treasure argues that we are losing our ability to listen to one another. In this talk, he offers strategies to improve our listening skills, and most importantly, the listening skills of our students.</span><div><span style="font-size: large;"><br /></span><div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.ted.com/talks/shonda_rhimes_my_year_of_saying_yes_to_everything" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img alt="TED Talks" border="0" data-original-height="720" data-original-width="960" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwhFomJT9EjROkzRF70GyZ-6SOOyZdEqQy9zQHW-GD-tKSL8_COpSDD6THqhiMMHM0cpskusrYtVHB2EFcvs4grlfD0CANwpKWqy9ZJAUW3qZ09D357ED02v2g7Z8P8GaYIAJh06daZNlW/w400-h300/shonda+rhimes.png" title="Classroom Management" width="400" /></a></div><h3 style="text-align: left;"><span style="font-family: inherit; font-size: large;"><a href="https://www.ted.com/talks/shonda_rhimes_my_year_of_saying_yes_to_everything" target="_blank">Shonda Rhimes - My Year of Saying Yes to Everything (17:25)</a></span></h3><span style="font-family: inherit; font-size: large;">Shonda Rhimes, the producer of hit television shows such as Grey’s Anatomy and Scandal, calls herself a “titan” and brags about her impressive success in this talk. She also shares how she confronted burn-out and learned a valuable lesson while saying “yes” to everything she was asked. Her daughters unwittingly taught her to seek out joy in life. This talk helps students keep perspective and is especially beneficial for high achievers.<br /><br /></span><div class="separator" style="clear: both; text-align: center;"><a href="https://www.ted.com/talks/jonny_sun_you_are_not_alone_in_your_loneliness" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img alt="TED Talks" border="0" data-original-height="720" data-original-width="960" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhK4G04CUx3M5FuDRPwTMG8-LeCTkj6vxzDK7RENOI_eXAE8z0dytUOd2suFqBhcyHLMxGOTbee0rAoEwsZzyQs4d2VkxLppGU9gX67OzoGSJ2etBOJmA5XHy9ibnkqEEYwTp12UyX-C-dc/w400-h300/jonny+sun.png" title="Back to School" width="400" /></a></div><h3 style="text-align: left;"><a href="https://www.ted.com/talks/jonny_sun_you_are_not_alone_in_your_loneliness" style="font-family: inherit; font-size: x-large;" target="_blank">Jonny Sun - You Are Not Alone in Your Loneliness (10:21)</a></h3><span style="font-family: inherit; font-size: large;">In this short and honest talk, artist Jonny Sun talks about sharing his feelings of loneliness when he is online. He thinks that by discussing his sadness, it has helped connect him to others. And while he admits that the internet can feel unsafe and intimidating at times, it can also provide a platform for building supportive communities. In fact, he feels that having conversations about feeling isolated and insecure can normalize <a href="http://ocbeachteacher.blogspot.com/2020/07/simply-ways-teachers-can-support.html" target="_blank">discussions about mental health. <br /></a><br />I think this talk would be fantastic for my high school students, but I would make sure students understand that sharing their unhappiness online is not the same as sharing severe emotional trauma or suicidal thoughts. I would provide resources for seeking out help from their friends, families, teachers, and counselors if they think they have major depression. <br /><br /></span><h3 style="text-align: left;"><span style="font-family: inherit; font-size: large;"><a href="https://www.ted.com/talks/jarrett_j_krosoczka_why_lunch_ladies_are_heroes" target="_blank">Jarrett Krosoczka - Why Lunch Ladies Are Heroes (5:14)</a></span></h3><span style="font-family: inherit; font-size: large;">This children’s author who wrote books about superhero lunch ladies tells his audience about the importance of validating everyone – even those who don’t usually get recognized. It would make an effective video at the beginning of a <a href="https://www.teacherspayteachers.com/Product/Free-Bingo-Challenges-for-Middle-School-and-High-School-Students-4793907" target="_blank">kindness activity</a>, and students may want to thank a variety of school staff members – custodians, school nurses, library staff, etc.<br /></span><h3 style="text-align: left;"><span style="font-family: inherit; font-size: large;"><a href="https://www.ted.com/talks/olivia_remes_how_to_cope_with_anxiety" target="_blank">Olivia Remes - How to Cope with Anxiety (15:15)</a></span></h3><span style="font-family: inherit; font-size: large;">With student anxiety increasing at alarming rates, this recent TED talk will be helpful for many kids in your classrooms. Olivia Remes, from the University of Cambridge, explains the science behind anxiety and discusses the importance of gaining coping skills. She also describes several ways students can take charge of their anxiety.<br /></span><h3 style="text-align: left;"><span style="font-family: inherit; font-size: large;"><a href="https://www.ted.com/talks/jia_jiang_what_i_learned_from_100_days_of_rejection" target="_blank">Jia Jang - What I learned from 100 days of Rejection (15:31)</a></span></h3><span style="font-family: inherit; font-size: large;">Using humor and personal anecdotes, Jang talks about how he remembered experiences from his youth and, thus, decided to take chances that led to 100 days of rejection. He learned to be a stronger, more courageous person in the process, and acquired valuable lessons such as turning a “no” into a “yes.” This talk will teach students the power of perseverance and to embrace rejection.<br /></span><h3 style="text-align: left;"><span style="font-family: inherit; font-size: large;"><a href="https://www.ted.com/talks/amy_cuddy_your_body_language_may_shape_who_you_are" target="_blank">Amy Cuddy - Your Body Language May Shape Who You Are (20:48)</a></span></h3><span style="font-family: inherit; font-size: large;">Teach students to use “power poses” to build their confidence with this authentic talk from Amy Cuddy. In this talk, Cuddy, a social psychologist, uses scientific research to show that both humans and animals demonstrate power and dominance through their body language. She explains that physiology affects psychology, so she teaches people the importance of the mantra, “fake it till you make it.” She also supports her claim by sharing her personal experience of overcoming a brain injury after being in a horrible car accident.</span></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9-uraWo3O2mnr_pLIya0lHw56wLzMc2nzY-yt0YUdfwGtRtNyA5Xk4FrJugZOPQ-2cuWal8Y6lD1XaddpmGRVvxsfQBIQsRsDkUGxWulMWuyqp1hQgZ-iz8j1SfxOcgsR996Frl75UybQ/s960/looks-not-everything.png" style="margin-left: 1em; margin-right: 1em;"><img alt="TED Talks for Teens" border="0" data-original-height="720" data-original-width="960" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9-uraWo3O2mnr_pLIya0lHw56wLzMc2nzY-yt0YUdfwGtRtNyA5Xk4FrJugZOPQ-2cuWal8Y6lD1XaddpmGRVvxsfQBIQsRsDkUGxWulMWuyqp1hQgZ-iz8j1SfxOcgsR996Frl75UybQ/w400-h300/looks-not-everything.png" title="TED Talks for teenagers" width="400" /></a></div><span style="font-family: inherit; font-size: large;"><a href="https://www.ted.com/talks/cameron_russell_looks_aren_t_everything_believe_me_i_m_a_model?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare" target="_blank">Cameron Russell: Looks Aren't Everything. Believe me, I'm a Model.</a></span></div><div><span style="font-family: inherit; font-size: large;"><br /></span></div><div><span style="font-family: inherit; font-size: large;">Often, teenager girls dream of being models, or at least, conventionally pretty. However, supermodel Cameron Russell provides an honest and critical assessment of her job in this talk. She admits that she received advantages as a model but notes that she always feels insecure about her appearance. She also critiques the lack of diverse representation in the model world and encourages girls to <a href="https://www.teacherspayteachers.com/Product/Digital-Paired-Texts-Aint-I-a-Woman-Phenomenal-Woman-Distance-Learning-2924442" target="_blank">become leaders and women in positions of power.</a> Although girls may relate to the talk the most, she has an important message for all teens about the superficiatlity of physical appearance.</span></div><div><span style="font-family: inherit; font-size: large;"><br /></span></div><div><span style="font-family: inherit; font-size: large;"><a href="https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare" target="_blank">The Danger of a Single Story by Chimamanda Ngozi Adichie</a><div class="separator" style="clear: both; text-align: center;"><a href="https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare" target="_blank"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7AKUfYdRXN-Rpsd1yFm9uAQiQMn7VUzVOroUV0ZCxIP5x5VeNqZ4I-QOO4xbxWM0Qwc1aL5583q9mobJfXtSyn-n9QR1Vx9NHzE3Z4wMg6HmgrhYMxfrtOaLYklAK__um4qckaGeZECcT/s960/danger+of+single+story.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="960" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7AKUfYdRXN-Rpsd1yFm9uAQiQMn7VUzVOroUV0ZCxIP5x5VeNqZ4I-QOO4xbxWM0Qwc1aL5583q9mobJfXtSyn-n9QR1Vx9NHzE3Z4wMg6HmgrhYMxfrtOaLYklAK__um4qckaGeZECcT/w400-h300/danger+of+single+story.png" width="400" /></a></div><br />Our students have stories. Sometimes they share these stories, and sometimes they simply read the stories presented to them. Whether these tales are used to stereotype people or to enlighten people, stories have power. Educators can broaden student horizons by sharing Adichie's message that readers should search out mulitple stories that reveal myriad human experiences. Her talk reminds students to read and think critically- essential skills for high school.<br /><br /></span></div><div><span style="font-family: inherit; font-size: large;">Of course, it’s important to preview these talks to ensure that they will be appropriate for your students. Most should appeal to secondary students in any content area. If you teach American Literature, however, I have written <a href="http://ocbeachteacher.blogspot.com/2017/07/ted-talks-for-american-literature.html" target="_blank">other blog posts</a> with <a href="http://ocbeachteacher.blogspot.com/2019/09/make-more-awesome-connections-to.html" target="_blank">recommendations that connect to many American Literature texts</a>.<br /><br />Now that I’ve shared some of my favorites, do you have TED talks or other videos that you recommend for BTS? Please share about them in the comments below.</span><br /></div><div><br /></div><div><img class="nopin" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOABHas5-jRlER88dtRXJ-seD5JqOuNo6ZROlyKvaBp3ptghEsjDoVr9P_AS01uYwu5RIe4lDdcDzPcwLw30V-FpiQg1iYuSIjjlPZjF2vNLtYLJ_mZsGrdjEfD17IBzOW8ZMzeWdBKs4/s1600/OCBeachTeacher-07.png" /></div></div>OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com0tag:blogger.com,1999:blog-7547804563205602939.post-4437942768229094022021-08-22T11:00:00.000-04:002021-08-22T14:11:36.982-04:00Strategies for Back to School Success during In-Person and Online Learning<div class="separator" style="clear: both;">
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">No matter whether you’re a brand-new teacher or 30-year veteran, every teacher hopes to begin the school year on track to have success. In teacher education programs and schools around the country, there is no shortage of advice for back to school because having a positive start sets the tone for a favorable school year.</span><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"></span><br />
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However, advice varies and can be confusing. Some educators recommend that teachers refrain from smiling for months while others suggest letting your students sit wherever they want on the first day of school. And as all experienced teachers know, every year presents new challenges, new research, and new technology, so we need to adapt and be flexible all of the time! That's why I have my "go to" strategies every year but tweak them for the most current situation. In fact, it’s taken me 24 years of teaching to feel confident about my return to school. I’ve acquired a few strategies to share with you. </span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">1. Empower yourself by learning student names.</span></h3>
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<a href="https://www.teacherspayteachers.com/Product/Free-Icebreaker-and-Team-Building-Activity-Distance-Learning-3987819" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="icebreaker" border="0" data-original-height="1280" data-original-width="720" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjnfTiZSBl3G7hPXk-hx2hm8k7Hz25WSxXp5UYJyaCatxSO5TIv6plpLNy7bWogDw6hLaK1xCAxrcGbE9Ffbb5JclXF9D5kGPf7NPHHcARZwqGeltMzBw1hHm6OCf-VyBx7JCvUo1lNego/w225-h400/icebreaker+extra+long+pin.png" title="free icebreaker activity" width="225" /></a></div>
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Being called by one’s name immediately develops a positive rapport; students feel recognized and respected as individuals. It’s also an excellent management tool because when students realize you know their names, they’re often less likely to misbehave. <span style="font-family: inherit;">If you know a student’s name, it’s easier for you to call his or her parent or identify the student for an administrator. </span><br /><br />When learning names, ask the students if they use nicknames and how to pronounce their names correctly. And to make remembering their names easier, make a commitment to learning the students’ names within 2- 3 days. Greet them at the door by their names. Repeat their names throughout class and admit when you make a mistake. Teachers are only human, after all! </span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="color: blue; font-size: large;"><b><a href="https://www.teacherspayteachers.com/Product/Free-Icebreaker-and-Team-Building-Activity-Distance-Learning-3987819" target="_blank">Use Icebreakers In Person or Online</a></b></span><br />
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">To better learn names, it helps to start with icebreakers. You may be interested in this <a href="https://www.teacherspayteachers.com/Product/Free-Icebreaker-and-Team-Building-Activity-3987819" target="_blank">free icebreaker</a> or these <a href="https://www.teacherspayteachers.com/Product/Team-Builder-Activities-Bundle-3336044" target="_blank">team builders</a>. Last year, when teaching virutally, I used "Two Truths and a Lie" in an onine discussion and a <a href="https://padlet.com/" target="_blank">Padlet </a>brainstorm where students identified things in common (favorite color, birthday month, hobbies, etc.) This year, I'm trying something new and will use this hexagonal thinking <a href="https://nowsparkcreativity.com/2021/08/start-the-year-with-hexagonal-identity-one-pagers.html" target="_blank">activity from Betsy at Spark Creativity.</a></span><br /><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><br /></span>
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><b>2. Build Community</b></span><br /><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Building a welcoming and inclusive classroom has always been important, but the pandemic taught me that this is more important than ever. For that reason, I've added more <a href="https://www.teacherspayteachers.com/Product/Class-Community-Bell-Ringers-and-Writing-Prompts-Distance-Learning-7043573" target="_blank">community-building activities</a> at the beginning of each class to help create a positive rapport with students. My <a href="http://ocbeachteacher.blogspot.com/2021/01/teaching-on-block-make-it-amazing-with.html" target="_blank">90-minute blocks</a> start with online warm-up discussions. </span><span style="font-family: inherit; font-size: large;">A mixture of whimsical, serious, practical, and fun, a small sample of the questions include the following:<br /><ul style="text-align: left;"><li><span style="font-family: inherit; font-size: large;">If you could only take three things to a deserted island, what would they be?</span><span style="font-family: helvetica; font-size: large;"> </span><span style="font-family: inherit; font-size: large;">Why did you choose these things?</span></li><li><span style="font-family: inherit; font-size: large;">If you could talk to your pet (or another animal) and it could understand, what would you say? Why would you say this?</span></li><li><span style="font-family: inherit; font-size: large;">What is your favorite holiday to celebrate? What do you like about this holiday?</span></li><li><span style="font-family: inherit; font-size: large;">What is your favorite outfit to wear? Why do you like it?</span></li><li><span style="font-family: inherit; font-size: large;">Would you rather be a zebra or a kangaroo? Why?</span></li><li><span style="font-family: inherit; font-size: large;">Would you rather have three arms or three legs? Why?</span></li><li><span style="font-family: inherit; font-size: large;">How do you stay motivated to do well in school? Give specific strategies in your response.</span></li><li><span style="font-family: inherit; font-size: large;">How do you take care of your physical, emotional, and/or mental health? Give specific strategies in your response.</span></li><li><span style="font-family: inherit; font-size: large;">Where do you want to live when you grow up? Why in this place?</span></li><li><span style="font-family: inherit; font-size: large;">What social media or websites do you visit the most? Why these platforms and sites?</span></li><li><span style="font-family: inherit; font-size: large;">What's something that happened to you that has made you a stronger person? Why did it make you stronger?</span></li><li><span style="font-family: inherit; font-size: large;">How do you think your best friend would describe you? Why these traits?</span></li><li><span style="font-family: inherit; font-size: large;">What is the last thing that made you laugh? What was funny about it?</span></li><li><span style="font-family: inherit; font-size: large;">If you were a ghost, who or what would you haunt? Why?</span></li><li><span style="font-family: inherit; font-size: large;">What goes with bacon? You can't say eggs!</span></li><li><span style="font-family: inherit; font-size: large;">You have a tutoring session for a test next week.Your tutor is from the last television show or movie you watched. Who is it?</span></li><li><span style="font-family: inherit; font-size: large;">It’s burger night! What toppings will your burgers have? What’s the best way to eat your burger?</span></li></ul></span>
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><span style="font-family: inherit;">Along with questions, I ask students to post photos (with the option not to if they don't feel comfortable).</span> Some of these photos include:</span></div>
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<li><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Pets</span></li><li><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Family and friends</span></li>
<li><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Favorite books</span></li>
<li><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Favorite places to hang out</span></li>
<li><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Silly hat</span></li><li><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Study space</span></li>
<li><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Memes (school appropriate)</span></li>
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<span style="font-size: x-large;"><span style="font-family: inherit;">In another activity last year, I used breakout rooms to play "survivor island" where students had to choose a limited number of items they would bring to a deserted island. The groups had to compromise and provide a rationale for each item that they selected. Then, they shared their group's choices with the rest of the class when they're finished. This was a hit!</span></span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">3. Minimize chaos by making a seating chart.</span></h3>
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Earlier in my teaching career, I took another teacher’s advice and let my students choose their own seats for the first week of school. The philosophy behind this made sense. I’d see who gravitated to whom and know whom to separate or allow to be seated together. <br /><br />However, this strategy didn’t work for me because students immediately sat with their friends and formed cliques. It gave me some insight into the character of my students, but it made it difficult to develop a strong community of learners who all work together. In addition to the formation of cliques, I realized that this was intimidating for any students new to the school or who didn’t have friends in the class. <br /><br />Furthermore, it let the kids who wanted to pay less attention to sit in the back of the classroom when they really should have been upfront. Now I organize my <a href="http://ocbeachteacher.blogspot.com/2017/09/classroom-transformation.html" target="_blank">seating</a> chart in alphabetical order for the first week of school. This helps me learn their names quickly (see #1) and makes it clear that I’m the class authority. After about a week, I have a better sense of the students’ personalities, group dynamics, and learning needs so that I can rearrange my seating chart in order for students to have academic success.</span><br /><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">4. Don’t do all of the talking.</span></h3>
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Remember the economics teacher played by Ben Stein in <i>Ferris Bueller’s Day Off</i>? In one classic scene, he calls out “Anyone? Anyone?” as he drones on to comatose students. Besides boring your students, constant lecturing exhausts you, and may lead to laryngitis. </span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><span style="color: blue;"><b><a href="http://ocbeachteacher.blogspot.com/2020/04/easy-to-implement-ideas-for-teaching.html" target="_blank">Keep Video Chats Short</a></b></span><br />If I teach online again this year, I expect to use Zoom or another video platform for class lectures and discussion but will keep the sessions short. Even though I teach on a block schedule, last year I learned that limiting online class meetings to 30 minutes was optimal. In truth, it's best to employ <a href="http://ocbeachteacher.blogspot.com/" target="_blank">the 20-20-20 rule when teaching online.</a></span><br />
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><br />It may seem hard not to talk at your students during the first days of school (there are so many things to explain, right?) but save everyone’s sanity by encouraging your students to do the talking. In fact, I do an activity called <a href="http://ocbeachteacher.blogspot.com/2015/08/chunk-your-syllabus.html" target="_blank">“chunking”</a> where students explain the syllabus to me! <br /><br />If you’re still not sure about who should do the talking, think about a recent professional development meeting when the presenter talked for hours on end (maybe with a PowerPoint) and reflect on how unengaged you and your colleagues felt. Do you want to be that person?</span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">5. Create a calm and peaceful classroom with routines.</span></h3>
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Imagine all of the questions your students will have on the first days of school: </span><br />
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<li>Will there be homework? </li>
<li>Where will they turn in their papers? </li>
<li>What should they do if they have to go to the bathroom or nurse? </li>
<li>What should they do if they’re absent? </li>
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Some spontaneity may be exciting at times but not when it comes to attentive students who are expected to learn. Many students are nervous (especially freshman in high school) and they need you to give them tools to accomplish the learning goals. If you don’t already have some of these procedures mapped out, take time before school starts to plan your responses to the innumerable questions your students will have. Once you know the answers, you may want to implement <a href="https://www.teacherspayteachers.com/Store/Ocbeachteacher/Category/Back-to-School-150196" target="_blank">activities</a> that will help them understand your expectations and procedures. </span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">It's also important to revisit your rules, procedures, and expectations after the first week of school. Like anything else you teach, true mastery of learning takes review. That's why I like to use my <a href="https://www.teacherspayteachers.com/Product/Back-to-School-Classroom-Management-Review-Game-3225787" target="_blank">Back to School Trashketball Game</a> after a couple of weeks have passed. I usually prefer a fun activity for class on Friday, and this game is helpful when everyone is tired from returning to the hectic school routine. It brings energy to the room and builds community.</span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">6. Use a flexible teaching approach.</span></h3>
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Of course, prepared teachers have plans for their lessons, units, and on-going curriculum, but effective teachers also know that it’s imperative to be able to change and adapt quickly. Life (and people) are unpredictable, and we can’t always foresee the events and discussions that may occur on any given day. For instance, I’ve often found that impromptu class meetings, assemblies, and fire drills will interrupt the sequencing of my lessons, and I’ve learned to not only accept these interruptions but even relish them at times. (Who doesn’t enjoy a fire drill on a beautifully sunny day?) <br /><br />I even keep this philosophy in mind throughout my daily teaching. Now that I have many years of teaching experience, I’m likely to change my lessons as the school day proceeds. If something doesn’t work in an earlier class, I may change it to work better for the following class. I also consider the different needs and dynamics of each class as I teach throughout the day. With a flexible teaching approach, I can also better support <a href="http://ocbeachteacher.blogspot.com/2020/07/simply-ways-teachers-can-support.html" target="_blank">the emotional health of my students.</a><br /><br />Of course, I still get butterflies in my stomach the night before the school year begins, but they’re not nearly as bad as they were in the past.</span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Implementing these strategies makes the transition from summer to a new school year go smoother. What helps you at the beginning of the year? What new strategies are you trying for the circumstances of this school year? I’m always interested in getting new ideas and insights. Add yours in the comments below.</span><br />
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OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com0tag:blogger.com,1999:blog-7547804563205602939.post-84325494212878829422021-07-17T20:35:00.002-04:002021-08-19T19:17:25.289-04:00Make More Awesome Connections to American Literature with These TED Talks<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKH7TpAFf97ZH64jVf3LwRoi5XTaTxgmrfWWwJgA8xOt5KWR2f_ZH75Sc85gA4SfOFvBnCRV2KgfMtEKMTUnz1HDUD97BSdG9GBggDo1nhfVLe7riUKXTyQUyRxsIeSgvxkRF_J7yXnJfZ/s1600/horizontal+pin+american+lit+ted+talks.png" style="margin-left: 1em; margin-right: 1em;"><img alt="high school English, speaking and listening skills" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKH7TpAFf97ZH64jVf3LwRoi5XTaTxgmrfWWwJgA8xOt5KWR2f_ZH75Sc85gA4SfOFvBnCRV2KgfMtEKMTUnz1HDUD97BSdG9GBggDo1nhfVLe7riUKXTyQUyRxsIeSgvxkRF_J7yXnJfZ/s640/horizontal+pin+american+lit+ted+talks.png" style="height: auto; max-height: 80%; max-width: 80%; width: auto;" title="TED Talks for American Literature" width="640" /></a></div>
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Students need teachers to make learning relevant and engaging, and one excellent tool for this is the use of TED Talks. I've been teaching <a href="http://ocbeachteacher.blogspot.com/2018/08/wow-your-students-with-poetry-music-and.html">American Literature </a>for over 10 years and have found numerous TED Talks that connect to the texts my students read. In fact, I wrote about eight of them in an earlier <a href="https://ocbeachteacher.blogspot.com/2017/07/ted-talks-for-american-literature.html">blog post</a> and have recently found more to add to my <a href="https://ocbeachteacher.blogspot.com/2017/07/ted-talks-for-american-literature.html">previous list</a>.<br /> <br /> For each talk below, I’ve included recommended literature connections, but I'm certain there are innumerable texts that may apply to each talk. Also, keep in mind that you can print transcripts of the talks to prepare for technology glitches or if you want students to take a <a href="https://www.teacherspayteachers.com/Product/Video-Analysis-Toolbox-2705464">closer look at the texts</a> of these speeches. TEDTalks also allow you to use subtitles so you can meet the needs of all of your students.</span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">TED Talks for <a href="https://www.teacherspayteachers.com/Product/American-Literature-Curriculum-Activity-and-Lesson-Bundle-4552445" target="_blank">American Literature</a></span></h3>
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">1. <a href="https://www.ted.com/talks/aaron_huey?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare">America's Native Prisoners of War by Aaron Huey</a><br />Date Given: 2010<br />Length: 15:13<br /><b><u>Summary:</u></b> In this sobering, yet informative talk, Huey reveals the shocking treatment of Native Americans (specifically the Lakota) in our country. He shares a historical timeline of numerous injustices against the tribe and the meaning of the Lakota word, "Wasichu." Perhaps with a better understanding of the events Huey recalls, our students will not only have more empathy for indigenous peoples but may choose to fight for solutions that help Native Americans with the many problems they face in the United States today.<br /><b><u>Relevant Connections:</u></b> "I Will Fight No More Forever" by Chief Joseph, <a href="https://www.teacherspayteachers.com/Product/Paired-Texts-Native-American-Myths-and-Book-Excerpt-Distance-Learning-1740052" target="_blank">Native American Myths</a>, <i>Killers of the Flower Moon</i> by David Grann, <i>ThereThere</i> by Tommy Orange</span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">2. <a href="https://www.ted.com/talks/wes_moore_how_to_talk_to_veterans_about_the_war?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare">How to Talk to Veterans About War by Wes Moore</a><br />Date Given: 2014<br />Length: 14:16<br /><b><u>Summary:</u></b> Moore's mom sent her son to military school when he continually got into trouble as a young boy, and in this talk, Moore shares how that decision lead to his time in the army and eventual deployment to Afghanistan. After returning from war, he realized he had a much truer understanding of the saying, "thank you for your service." Now he encourages people to ask veterans to share their stories and experiences as a way to honor them.<br /><b><u>Relevant Connections:</u></b> <i>The Other Wes Moore</i> by Wes Moore, <a href="https://www.teacherspayteachers.com/Product/The-Things-They-Carried-Characterization-and-Symbolism-Close-Reading-7160275" target="_blank"><i>The Things They Carried</i> by Tim O'Brien</a>, <i>The Red Badge of Courage</i> by Stephen Crane, <br /><br /> 3. <a href="https://www.ted.com/talks/jeffrey_kluger_the_sibling_bond?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare">The Sibling Bond by Jeffrey Kluger</a><br />Date Given: 2011<br />Length: 20:48<br /><b><u>Summary:</u></b> Many works of literature include sibling relationships, and this talk explains the important role siblings play in people's (and characters) lives. Kluger shares examples of the impact siblings have had on his own life, the lives of famous historical figures, and those of people he interviewed for his book, <i>The Sibling Effect.</i> He also provides key findings from the scientific research on siblings. This is certainly a talk that will be meaningful for your students!<br /><b><u>Relevant Connections:</u></b> <i>Brighton Beach Memoirs</i> by Neil Simon, <a href="https://www.teacherspayteachers.com/Store/Ocbeachteacher/Category/To-Kill-a-Mockingbird-188894" target="_blank"><i>To Kill a Mockingbird</i> by Harper Lee,</a> <i>Catcher in the Rye</i> by J.D. Salinger, <i>Little Women</i> by Louisa May Alcott, "Everyday Use" by Alice Walker</span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">4. <a href="https://www.ted.com/talks/madeleine_albright_on_being_a_woman_and_a_diplomat#t-758692" target="_blank">On Being a Woman and a Diplomat by Madeleine Albright</a></span><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"> </span><br />
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Date Given: 2010</span><br />
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Length: 12:44</span><br />
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><b><u>Summary:</u></b> Empower and educate your girls (and boys) with this conversational talk between former Secretary of State Madeleine Albright and Pat Mitchell. The talk begins with Albright's explanation of her pin collection, including the pin </span><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">"Breaking the Glass Ceiling," that </span>she wears during the talk. She also shares information from her diplomatic experience and explains that women's issues are world issues and should be central to foreign policy. Not only does her talk provide interesting information, but she acts as a role model to our female students.</span><br />
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><u><b>Relevant Connections:</b></u> <a href="https://www.teacherspayteachers.com/Product/Paired-Texts-Aint-I-a-Woman-and-Phenomenal-Woman-Distance-Learning-752714" target="_blank">"Ain't I a Woman?" by Sojourner Truth</a>, "On Women's Rights" by Elizabeth Cady Stanton, "Phenomenal Woman" by Maya Angelou, <i>The Awakening</i> by Kate Chopin, and <i>The Poisonwood Bible</i> by Barbara Kingsolver</span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">5. <a href="https://www.ted.com/talks/sayu_bhojwani_how_immigrant_voices_make_democracy_stronger" target="_blank">Immigrant Voices Make Democracy Stronger </a><br />Date Given: 2016 <br />Length: 12:33<br /><b><u>Summary:</u></b> In this talk, Sayu Bhojwani shares her personal experience of immigrating to the United States from India through Belize. She discusses the importance of getting immigrants to vote and make their voices heard in America. Ultimately, she advocates for three things -- immigrants' votes, voices and vantage points -- that she thinks can help make our democracy stronger. By sharing her personal experience and struggles, she also helps connect to our immigrant students.</span></div>
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><b><u>Relevant Connections:</u></b> <i>The Joy Luck Club</i> by Amy Tan, <i>Behold the Dreamers</i> by Imbolo Mbue, <i>I Am Not Your Perfect Mexican Daughter</i> by Erika Sanchez, "The New Colossus" by Emma Lazarus, “Let America Be America Again” by Langston Hughes, <i>The House on Mango Street</i> by Sandra Cisneros, and <i>Refugee</i> by Alan Grantz</span></div>
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><a href="https://www.ted.com/talks/lindsay_malloy_why_teens_confess_to_crimes_they_didn_t_commit/transcript" target="_blank">6. Why Teens Confess to Crimes They Didn't Commit by Lindsay Malloy</a></span></div>
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Length: 14:35</span></div>
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><b><u>Summary:</u></b> This fascinating talk brings to light an issue that may be particularly relevant and interesting to teens. Lindsay Malloy, a forensic development psychologist, explains why some people would confess to crimes they were later exonerated for with D.N.A. evidence. As part of the discussion, she highlights the case of Brendan Dassey, a 16-year-old student with an IQ of 70. She advocates for change in the legal system for young suspects and educating law enforcement.</span><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><br /></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjN3hu5g8OjCJQVWY8ic57kI8-D8rgHQZlDEe6nuGPtMPFa1ICfGe89vZwSSSSt3NgEk0Rl2gAQBB_n5iNWhgbgVTvO9HLxO6AfLnffgjoXSipwNrx1Guy_2dmJuK9v4kw7_aW5xBZR3EG4/s1600/American-literature-pacing-guide-pin.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Free TpT, high school English" border="0" data-original-height="1280" data-original-width="720" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjN3hu5g8OjCJQVWY8ic57kI8-D8rgHQZlDEe6nuGPtMPFa1ICfGe89vZwSSSSt3NgEk0Rl2gAQBB_n5iNWhgbgVTvO9HLxO6AfLnffgjoXSipwNrx1Guy_2dmJuK9v4kw7_aW5xBZR3EG4/s400/American-literature-pacing-guide-pin.png" style="height: auto; max-height: 80%; max-width: 80%; width: auto;" title="American Literature, free, pacing guide" width="225" /></a><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><u><b>Relevant </b></u><u style="-webkit-text-size-adjust: 100%; text-size-adjust: 100%;"><b>Connections</b></u><span style="-webkit-text-size-adjust: 100%; display: inline; text-size-adjust: 100%;">: </span><i style="-webkit-text-size-adjust: 100%; text-size-adjust: 100%;"><a href="https://www.teacherspayteachers.com/Product/The-Crucible-by-Arthur-Miller-Trashketball-Review-Game-4567622" target="_blank">The Crucible</a></i><span style="-webkit-text-size-adjust: 100%; display: inline; text-size-adjust: 100%;"><a href="https://www.teacherspayteachers.com/Product/The-Crucible-by-Arthur-Miller-Trashketball-Review-Game-4567622" target="_blank"> by Arthur Miller</a>, </span><i style="-webkit-text-size-adjust: 100%; text-size-adjust: 100%;">Monster</i><span style="-webkit-text-size-adjust: 100%; display: inline; text-size-adjust: 100%;"> by Walter Dean Myers, </span><i style="-webkit-text-size-adjust: 100%; text-size-adjust: 100%;">The 57 Bus</i><span style="-webkit-text-size-adjust: 100%; display: inline; text-size-adjust: 100%;"> by Dashka Slater, "Half Hanged Mary" by Margaret Atwood (Canadian but I include North American authors in my class sometimes), "Civil Disobedience" by Henry David Thoreau</span></span><br />
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><br />7. <a href="https://www.ted.com/talks/guy_winch_how_to_fix_a_broken_heart?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare" target="_blank">How to Fix a Broken Heart by Guy Winch</a></span></div><div><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><a href="https://www.ted.com/talks/guy_winch_how_to_fix_a_broken_heart?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare" target="_blank">Date Given: 2017</a></span></div><div><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Length: 12:16</span></div><div><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><b><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLCP8XqrYL-KncwfENdHYSikenkwb6hwIf302M4J9us8dcYzfLdNTTPOUQ_CwfIgJvctNbDM8hk_2C4YqKlyN9WeDlUqTreLOTW_JljwQB-r_hM_CRzuiAXmtzf2_3OKDxkRDWVIFAHD7D/s956/how+to+fix+a+broken+heart.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="TED Talks American Literature" border="0" data-original-height="657" data-original-width="956" height="275" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLCP8XqrYL-KncwfENdHYSikenkwb6hwIf302M4J9us8dcYzfLdNTTPOUQ_CwfIgJvctNbDM8hk_2C4YqKlyN9WeDlUqTreLOTW_JljwQB-r_hM_CRzuiAXmtzf2_3OKDxkRDWVIFAHD7D/w400-h275/how+to+fix+a+broken+heart.png" title="How to Fix a Broken Heart" width="400" /></a></div></b></span></div><div><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><u style="font-weight: bold;">Summary:</u> Romantic relationsips often consume the hearts and minds of teens. And unfortunately, sometimes these relationships end in heartbreak. For this reason, high school students will find this TED talk engaging and relevant. Pyschologist Guy Winch uses anecdotes from his counseling practice to explain the science of the brain and human emotions when experiening heartbreak. Best of all, he provides specific steps that people can take to move foward with their lives after a breakup.</span></div><div><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><b><u>Relevant Connections:</u></b> <a href="https://www.teacherspayteachers.com/Product/Great-Gatsby-Activity-Bundle-3512861" target="_blank"><i>The Great Gatsby</i> by F.Scott Fitzgerald,</a> <a href="https://www.teacherspayteachers.com/Product/The-Story-of-an-Hour-by-Kate-Chopin-with-Nonfiction-Text-1013206" target="_blank">"The Story of an Hour"</a> and "Desiree's Baby" by Kate Chopin, <i>Snow Falling on Cedars</i> by David Guterson, <i>A Raisin in the Sun</i> by Lorraine Hansberry, "A Rose for Emily" by William Faulkner </span></div><div><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><br /></span></div><div><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">8. <a href="https://www.ted.com/talks/katie_hood_the_difference_between_healthy_and_unhealthy_love?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare" target="_blank">The Difference Between Healthy and Unhealthy Love by Katie Hood</a></span></div><div><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Date Given: April 2019</span></div><div><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Length:12:05</span></div><div><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><b><u>Summary:</u></b> Unfortunately, many teens end up in abusive and unhealthy relationships, so this TED Talk provides important lessons for them. The speaker works for an organization called One Love that was started by the family of Yeardley Love, who was murdered in 2010 by her University of Virginia boyfriend. In the talk, Katie Hood reviews five signs of unhealthy relationships including intensity, isolation, extreme jealousy, belittling, and volatility. <i>Be aware that this talk may trigger strong emotional reactions in some of your students. You may want to warn them before showing the talk.</i></span></div><div><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><b><u>Relevant Connections:</u></b> In addition to the texts listed with the TED Talk above, other texts that could work with this include the following: "To My Dear and Loving Husband" by Anne Bradstreet (as a contrast), "My Papa's Waltz" by Theodore Roethke, "Mad Girl's Love Song" by Sylvia Plath, <a href="https://www.teacherspayteachers.com/Product/Of-Mice-and-Men-by-John-Steinbeck-Trashketball-Review-Game-1886464" target="_blank"><i>Of Mice and Men</i> by John Steinbeck</a></span></div><div><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><br /></span>
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">And of course, please share your recommended talks in the comments below! Additionally, these <a href="https://www.teacherspayteachers.com/Product/TED-Talk-Presentations-3660312">handouts</a> can help your students practice their listening and analysis skills as they watch. </span></div>
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">If you're new to American Literature or just looking for innovative ideas for teaching the class, you may also be interested in my <a href="https://mailchi.mp/5c30044f19aa/amlitpacingguide" target="_blank">free pacing guide.</a> </span></div>
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><br /></span><img class="nopin" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOABHas5-jRlER88dtRXJ-seD5JqOuNo6ZROlyKvaBp3ptghEsjDoVr9P_AS01uYwu5RIe4lDdcDzPcwLw30V-FpiQg1iYuSIjjlPZjF2vNLtYLJ_mZsGrdjEfD17IBzOW8ZMzeWdBKs4/s1600/OCBeachTeacher-07.png" style="height: auto; max-height: 80%; max-width: 80%; width: auto;" /></div>
OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com0tag:blogger.com,1999:blog-7547804563205602939.post-44150003804138572202021-03-14T20:34:00.047-04:002021-05-10T13:18:05.358-04:00Make Distance Learning Engaging with Virtual Trashketball Games<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhraeuKH9Sy0M_NLehGYj0nddXiW5NZSAeZ55zPE-DqyGhApOCIwThjc1LV9_E0GYKp4L0Jof2dJETuKKp3_fEVEJPeQYxhr2-rSYf0Qb550P40DN288sRs_EQey9riAyBNG_E5jZ_MRR64/s960/Horizontal+Virtual+Trash.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhraeuKH9Sy0M_NLehGYj0nddXiW5NZSAeZ55zPE-DqyGhApOCIwThjc1LV9_E0GYKp4L0Jof2dJETuKKp3_fEVEJPeQYxhr2-rSYf0Qb550P40DN288sRs_EQey9riAyBNG_E5jZ_MRR64/w640-h480/Horizontal+Virtual+Trash.png" width="640" /></a></div><span style="font-family: helvetica; font-size: large;"><br /></span><span style="font-family: helvetica; font-size: large;">Did you know that high school students adore <a href="https://www.blogger.com/u/1/#">trashketball</a>? Even though the game is played more often in middle school, it’s one of the best activities that I have in my teacher toolbox. In fact, I have never had a class of students that didn’t enjoy it. They like the games because trashketball makes learning concepts that aren’t usually exciting – such as grammar- more engaging and memorable.</span><span style="font-family: helvetica; font-size: large;"><br /><br />Sadly, since the start of the pandemic, I have not been able to play <a href="http://ocbeachteacher.blogspot.com/2019/03/host-trashketball-tournament.html" target="_blank">traditional trashketball in my classroom</a>. Although I encouraged my students to play on their <a href="https://youtu.be/UZkLpNYW7Ag" target="_blank">own at home last spring</a>, I wanted a way to play with all of my students during our distance learning. However, I struggled with how to make that happen until recently. After watching Power Point training videos to improve my skills, I finally came up with a solution – <a href="https://www.teacherspayteachers.com/Store/Ocbeachteacher/Category/-Online-Trashketball-Games-Distance-Learning-462965" target="_blank">Virtual Trashketball!</a> </span><div><span style="font-family: helvetica; font-size: large;"><br /></span><span style="font-family: helvetica; font-size: large;"><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/rARY0TGWTYQ" width="320" youtube-src-id="rARY0TGWTYQ"></iframe></div><br />Like the games that I use for regular trashketball, I use Power Point to create the new games. I make them so that they can be uploaded into my Learning Management System (Schoology) and be played with a video presentation program such as Zoom. <br /><br />The games start just like my previous games- with a review of the grammar concepts- skills such as <a href="https://www.teacherspayteachers.com/Product/Pronouns-and-Antecedents-Digital-Review-Game-Distance-Learning-5857421" target="_blank">pronoun and antecedent agreement</a>, <a href="https://www.teacherspayteachers.com/Product/Prepositional-Phrases-Digital-Review-Game-Google-Form-Quiz-Distance-Learning-6406275#show-price-update">prepositional phrases</a>, and <a href="https://www.teacherspayteachers.com/Product/Sentence-Problems-Digital-Review-Game-and-Quiz-Distance-Learning-6171568" target="_blank">sentence problems</a>. I present the review to the class and ask them to take notes, or I assign it to them as an individual activity. Just last week, I used my <a href="https://www.teacherspayteachers.com/Product/Sentence-Structures-Digital-Review-Game-and-Quiz-Distance-Learning-5906423" target="_blank">sentence structures</a> game with my students to help them improve their grammar in preparation for the SAT. <br /><br />Once students review the concept, they play the game. Detailed instructions tell both students and teachers how to play. If the game will be a class competition, students print (or mark) the “score sheet” to record earned points after each “trashket.” <br /><br />Basically, as the students progress through the questions, they click on their answer choices. If they’re incorrect, they click on an arrow to return the question and they get to try again. </span><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnz53XqzSvl50He_oF91lWduc-gSlhyphenhyphenKCYrzEEwZwchZS6RjlZ9v7l7KoQEklFiEMnjMB5RsBcalDm60m9vcyMrFhtZcVePWSs-zoHg3cdJ0xIHOCqsoBSCP_0j7dOXFOoJXxumWACTrYU/s960/Slide11.PNG" style="clear: left; display: inline; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="960" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnz53XqzSvl50He_oF91lWduc-gSlhyphenhyphenKCYrzEEwZwchZS6RjlZ9v7l7KoQEklFiEMnjMB5RsBcalDm60m9vcyMrFhtZcVePWSs-zoHg3cdJ0xIHOCqsoBSCP_0j7dOXFOoJXxumWACTrYU/s320/Slide11.PNG" width="320" /></a></div></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-family: helvetica; font-size: large;">If they choose the correct answer, they click on a box that says “next” and takes them to a slide where they choose one of three different colored basketballs.</span></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDVbEr9Ocv8-IzAPNNN1CJhsA0kYGBcWaaujzqCk5ALfXEncBEApJE-rAPVbv-1HLCIhPfYaSikCH2sYNCTXemht1W__FL3FWtMWTkVUOjvIltX4cKBpOAHXHJPh_wfHW0HkItwX0ToYbe/s960/Slide15.PNG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="960" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDVbEr9Ocv8-IzAPNNN1CJhsA0kYGBcWaaujzqCk5ALfXEncBEApJE-rAPVbv-1HLCIhPfYaSikCH2sYNCTXemht1W__FL3FWtMWTkVUOjvIltX4cKBpOAHXHJPh_wfHW0HkItwX0ToYbe/s320/Slide15.PNG" width="320" /></a></div><br /><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="text-align: center;"><span style="font-family: helvetica; font-size: large;">Once they click on their basketball choice, they’re taken to another slide which allows them to “shoot” their trashket. The</span></span><span style="font-family: helvetica;"><span style="text-align: center;"><span style="font-size: large;"> player shoots the basketball and it bounces around, finally making it into the trashcan. (These are just random animations.)</span><span style="font-size: x-large;"> </span></span></span></div><div><span style="font-family: helvetica; font-size: x-large; text-align: center;"><br /></span></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpLCBqWKq9dPNnCb884OaFYDBHqwccNq4CEAhbAV-5NWV6ZH-l8WI61hyphenhyphenLRZ8KrmiMs8nDpvWWxxq9rrtNDP2yXvjxo1x1S_JTycPWj_4QOtopjfSioBDsxwte0q9BHoe7xNtPimV8NNe-/s960/Slide27.PNG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="960" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpLCBqWKq9dPNnCb884OaFYDBHqwccNq4CEAhbAV-5NWV6ZH-l8WI61hyphenhyphenLRZ8KrmiMs8nDpvWWxxq9rrtNDP2yXvjxo1x1S_JTycPWj_4QOtopjfSioBDsxwte0q9BHoe7xNtPimV8NNe-/s320/Slide27.PNG" width="320" /></a></div><br /><span style="font-family: helvetica; font-size: x-large; text-align: center;"><br /></span></div><div><span style="font-family: helvetica; font-size: large;"><br /><br /></span></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-family: helvetica; font-size: large; text-align: center;">Once the ball lands in the trashcan, the points that are scored display on the slide. These points are arbitrary, so it really doesn’t matter what basketball they select.</span></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-size: large;"><span style="font-family: helvetica;">The students advance through the game by continuing this process and recording their points until they finish the last question. </span><span style="font-family: helvetica; text-align: center;">If the teacher wants to add a prize, students can submit their scores to determine a winner.</span></span></div><div><span style="font-family: helvetica; font-size: large;"><br />Finally, to ensure that students understand the concept, they take a self-grading quiz which is in a Google Form. Then teachers can review the results, and based on the data, they may choose to reteach concepts that students are still struggling with. <br /><br />It’s important to note that the trashketball “shooting” animation doesn’t work in Google Slides at this time. That doesn’t have to stop students from playing, though. Instead, they just need to download the game as a Power Point presentation and play it in slide show mode.</span></div><div><span style="font-family: helvetica; font-size: large;"><br /></span></div><div><span style="font-family: helvetica; font-size: large;">Have you returned to in-class instruction or are following a hybrid model? You can still play the <a href="http://ocbeachteacher.blogspot.com/2017/03/trashketball-madness.html" target="_blank">traditional games</a> in your class with a couple of modifications. Minimize the spread of germs by ordering a multi-pack of mini-sports stress balls and allow each student to use his or her own ball. Or, if you want to involve your virtual students in "shooting" the balls, ask them to choose a classmate to be their "proxy" trashketball shooter.</span></div><div><span style="font-family: helvetica; font-size: large;"><br />Whether you play to celebrate the <a href="http://ocbeachteacher.blogspot.com/2017/03/trashketball-madness.html" target="_blank">March Madness</a> or just to make learning active, any time during the school year is a great time to play and make real-world connections that your students will appreciate. I’m looking forward to playing another game with mine later this week, and it will be easy because the games are already made and ready to play!</span><div><br /></div><img class="nopin" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOABHas5-jRlER88dtRXJ-seD5JqOuNo6ZROlyKvaBp3ptghEsjDoVr9P_AS01uYwu5RIe4lDdcDzPcwLw30V-FpiQg1iYuSIjjlPZjF2vNLtYLJ_mZsGrdjEfD17IBzOW8ZMzeWdBKs4/s1600/OCBeachTeacher-07.png" /></div></div>OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com0tag:blogger.com,1999:blog-7547804563205602939.post-71877213602469218902021-02-15T15:56:00.001-05:002021-02-15T20:30:59.819-05:00Tips for Teaching on Block Schedule During Distance Learning<div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiScIXNjPM5xSnA4ijqclCKPfhRim8_myoizdpbFKI9W67Fu9VgrZyRrGTelBI8tez9gJDL0FRPNN5-wb1GD-mcDgBYAP1a8pkc-FKbqwiKT20vHARVBiNexyOKZ34ZNXfCWKFiQ6vro6OD/s960/horizontal+block+distance+learning.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiScIXNjPM5xSnA4ijqclCKPfhRim8_myoizdpbFKI9W67Fu9VgrZyRrGTelBI8tez9gJDL0FRPNN5-wb1GD-mcDgBYAP1a8pkc-FKbqwiKT20vHARVBiNexyOKZ34ZNXfCWKFiQ6vro6OD/w640-h480/horizontal+block+distance+learning.png" width="640" /></a></div><p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;">Although I’ve taught on a block schedule for 17 years and
have many <a href="http://ocbeachteacher.blogspot.com/2021/01/teaching-on-block-make-it-amazing-with.html" target="_blank">strategies in my teacher toolbox</a>, the
pandemic has made me rethink how I teach during long class periods. Using my professional knowledge, teacher intuition,
formative assessment, and reflection on successes and failures, I’ve adapted my
teaching for hybrid and online learning.
In the process, I’ve developed new approaches until we get back to
normal (or at least something closer to normal). Read on to learn about them.<o:p></o:p></span></p>
<h3 style="text-align: left;"><b><span style="color: #2b00fe; font-family: helvetica; font-size: medium;">Keep Zoom Sessions Short</span></b></h3>
<p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;">Just as I wouldn’t lecture for long blocks of time, I don’t Zoom with students for a 90-minute class period. My class Zooms last about 45
minutes or half of a class period, and with the remaining time, I tell students
to complete their independent learning assignments. Within the class Zoom session, I break up our
work into two - three separate tasks. It's a slower pace than instruction during block in my normal classroom, but it keeps me and the students from becoming too stressed. During the activities, sometimes I am talking, sometimes students are using the chat
feature, and other times students are working with annotation tools and/or breakout
rooms. One advantage of a 45-minute Zoom
session is that I can provide support to individual students or small groups
who need help with their assignments with any remaining time. <o:p></o:p></span></p>
<h3 style="text-align: left;"><b><span style="font-family: helvetica; font-size: medium;"><span style="color: #2b00fe;">Provide Longer Wait Time</span></span></b></h3>
<p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;">Although I keep Zoom sessions shorter than regular class periods,
I’ve noticed that it’s essential to plan for additional wait time during online
learning. I pause for a couple of seconds longer
than I would in my regular classroom. During
online learning, students need more time to process their
thoughts. Additionally, lags with technology
may slow down communication in a virtual classroom. <o:p></o:p></span></p>
<h3 style="text-align: left;"><b><span style="font-family: helvetica; font-size: medium;"><span style="color: #2b00fe;">Model with Videos</span></span></b></h3>
<p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;">Sometimes, to better explain tasks, I make short videos that
model for students what they should be doing independently. For instance, when recently
<a href="https://www.teacherspayteachers.com/Product/Ruth-Bader-Ginsburg-Speech-Analysis-Lesson-6048719" target="_blank">teaching a speech given by Ruth Bader Ginsburg</a>, I used my iPad to record
how to annotate the PDF. With a video, students can manage their own learning and pause or repeat the video as needed. <o:p></o:p></span></p>
<h3 style="text-align: left;"><b><span style="color: #2b00fe; font-family: helvetica; font-size: medium;">Take Breaks to Look Away</span></b></h3>
<p class="MsoNormal"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQnofMa51J1gUxybuMFnVOfplqCU6ktshc5S2xvbRWm7lshCPQziIsKCS4swVDSJysP22LSFRe1sdzS6Ib1TJnNZq7OTRJ7JgaGeNWS4OD0I3DIgic_zfiX8znH29FLbfvaxhNhkA5sv1D/s768/square+20+20+20+rule.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="768" data-original-width="768" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQnofMa51J1gUxybuMFnVOfplqCU6ktshc5S2xvbRWm7lshCPQziIsKCS4swVDSJysP22LSFRe1sdzS6Ib1TJnNZq7OTRJ7JgaGeNWS4OD0I3DIgic_zfiX8znH29FLbfvaxhNhkA5sv1D/s320/square+20+20+20+rule.png" /></a></div><span style="font-family: helvetica; font-size: medium;">Research shows that students shouldn’t be on screens
all day long. I keep in mind the 20-20-20 rule, which says a person should look
away every 20 minutes at an object that is about 20 feet away for a full 20
seconds. On the rare occasions when I expect
to have longer Zoom sessions, I schedule short breaks in between
activities. During these breaks, I
direct students to look away from their screens and stretch so that we follow
this rule.<br /><o:p></o:p></span><p></p>
<h3 style="text-align: left;"><b><span style="color: #2b00fe; font-family: helvetica; font-size: medium;">Include Asynchronous Days</span></b></h3>
<p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;">After struggling to get my students to attend Zooms
consistently last fall, and with permission from my administration, I’ve added one
- two asynchronous days in each week.
Students have specific assignments to complete on the asynchronous days,
and I provide video directions for them. In
these instructions, I share the standards, learning targets, success criteria,
and daily agenda. During the short
instructional video, I tell students what order to work on their assignments
and show them where to find each of the activities in the daily folder on our
Learning Management System. </span></p><p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;"><br /></span></p><p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;">On these days, I often include lessons that are
easier for students to do independently such as <a href="https://www.teacherspayteachers.com/Product/TED-Talk-Presentations-Print-Digital-Distance-Learning-3660312" target="_blank">watching and analyzing a TED Talk</a> or completing SAT practice. I also make myself available for private Zoom
sessions in “office hours” on those days so that students can meet with me for
individual assistance. (I’ve learned
that many students don’t want to ask for help in front of their peers, but they
will ask for help in a private session.)
To manage the office hours, I simply create a Microsoft Form and
students sign up for 10-minute time slots. (This could easily be accomplished
with a Google Form too).<o:p></o:p></span></p>
<h3 style="text-align: left;"><b><span style="font-family: helvetica; font-size: medium;"><span style="color: #2b00fe;">Start with a Warm-Ups </span></span></b></h3>
<p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: helvetica; font-size: medium;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_Ph_y73KbrFVj4XywnPVhSetiSDxufNJ26HyoxLZ5I5nQkp0NmybfPQu4DoEm6lJaVmJalfqIkyY9eDKUmiDmTAOp1kcr0iwaFVJj1yN-zVyiRgdbWtbai_YDqIDMcwwQ1cy690YgGlJ5/s1280/ONLINE+TEACHING+EXTRA+LONG.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1280" data-original-width="720" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_Ph_y73KbrFVj4XywnPVhSetiSDxufNJ26HyoxLZ5I5nQkp0NmybfPQu4DoEm6lJaVmJalfqIkyY9eDKUmiDmTAOp1kcr0iwaFVJj1yN-zVyiRgdbWtbai_YDqIDMcwwQ1cy690YgGlJ5/s320/ONLINE+TEACHING+EXTRA+LONG.png" /></a></span></div><span style="font-family: helvetica; font-size: medium;">Whether you call them <a href="https://www.teacherspayteachers.com/Product/Argument-Bell-Ringers-Evidence-Counterargument-Refutation-Distance-Learn-1987402" target="_blank">bell ringers</a>, starters, or warm-ups, these
are great activities that can be used in virtual and hybrid teaching (particularly for longer class periods).
By giving students a task to complete immediately at the beginning of
the class, I accomplish multiple goals.
First, these discussions and activities hook my students and introduce
the day’s topics. </span><span style="font-family: helvetica; font-size: large;">Recently, I taught a
lesson using the book </span><i style="font-family: helvetica; font-size: large;">How to Read Like a Professor</i><span style="font-family: helvetica; font-size: large;">. Since my students had never used it before,
they made predictions on what the title told them about the content of the book
in their warm-up discussion. We
discussed their predictions and when we read a chapter later in our class, they
had a better understanding of their purpose.</span><p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;"><br /></span></p>
<p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;">Another benefit to warm-ups is that it improves my classroom
management. Since we are currently hybrid,
it gives my in-class students something to focus on when they get seated. It also allows me to take attendance and add
virtual students from the waiting room into the Zoom. <o:p></o:p></span></p>
<h3 style="text-align: left;"><b><span style="color: #2b00fe; font-family: helvetica; font-size: medium;">Vary Technology</span></b></h3>
<p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;">Just as I would vary modes of learning in my traditional classroom
for a 90-minute block, I alter online learning with <a href="http://ocbeachteacher.blogspot.com/2017/07/tips-and-tricks-for-digital-learning.html" target="_blank">different types of technology</a>. I use online discussions and
assessment tools in my LMS platform, add videos and media albums, incorporate Word
documents and PowerPoints, create polls and forms for surveys, and link to
other tools such as Padlet and EdPuzzle. We also have our online textbook,
<i>MyPerspectives</i>, and Khan academy resources. <o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;"><br /></span></p>
<p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;">I’ve heard that NearPod and PearDeck are wonderful apps,
also, and hope to learn them soon.
However, I think it’s okay to use one or two main apps consistently to
simplify learning online. I’m careful
not to overwhelm students with too many different technologies in one day or
week. In fact, I create structure and
routines for virtual learning just as I would in my regular classroom.<o:p></o:p></span></p>
<h3 style="text-align: left;"><span style="color: #2b00fe; font-family: helvetica; font-size: medium;"><b>Provide Opportunities for Interaction</b></span></h3>
<p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;">In my regular classroom I frequently employ cooperative
learning, movement, and <a href="http://ocbeachteacher.blogspot.com/2016/11/liven-up-reading-discussions.html" target="_blank">group activities</a>, and I know my
students need to interact socially in a virtual block, too. At the beginning of my Zoom session, I start
with a “chat” question to prepare students to participate and work together
with their peers. These low-stakes questions
are easy to answer and can also act as icebreakers. For example, I may ask students to share
what pets they have, tell about their favorite music, movies, and food, or set goals
for the day. <o:p></o:p></span></p>
<h3 style="text-align: left;"><span style="color: #2b00fe; font-family: helvetica; font-size: medium;">Use White Board Activities</span></h3>
<p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;">During whole-class reading and discussion, I check for understanding
with white board discussions. Recently,
I used the white board to introduce the abstract concept of freedom at the beginning
of the unit. Students had to brainstorm
words and we created a “word web” by writing words that seemed related to the
idea of freedom. In another lesson with
a white board, I asked students to type what they thought was the most
important line <a href="https://www.teacherspayteachers.com/Product/Paired-Texts-Theme-for-English-B-and-We-Are-Many-Distance-Learning-5970790" target="_blank">in the poem “Theme for English B</a>” after we
read and analyzed it. Then I asked each
student to unmute their microphones and share why they selected those
lines. </span></p><p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;"><br /></span></p><p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;">For my hybrid students, I muted
myself and put in headphones so I could better hear what everyone said. I’ve gotten in the habit of plugging in
speakers for my in-class students, too, and I project the Zoom on my front
screen for days when our bandwidth won’t allow everyone on the Zoom together.<o:p></o:p></span></p>
<h3 style="text-align: left;"><span style="color: #2b00fe; font-family: helvetica; font-size: medium;">Incorporate Breakout Rooms</span></h3>
<p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: helvetica; font-size: medium;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjF9C7e4qzp_lt0eUfBHynnzFgeiThuKhLVxOlx74NIyo2ztOqsdeqwoRCYRf0j1NqMsZcwPc1TbAj6UMz9yXEFPaYwanebVwLHOdJ_ZNZ0-JZYsc_4NakHsNE1rh10DNJkyPDY9DxIOTyH/s768/breakout+rooms.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjF9C7e4qzp_lt0eUfBHynnzFgeiThuKhLVxOlx74NIyo2ztOqsdeqwoRCYRf0j1NqMsZcwPc1TbAj6UMz9yXEFPaYwanebVwLHOdJ_ZNZ0-JZYsc_4NakHsNE1rh10DNJkyPDY9DxIOTyH/w400-h400/breakout+rooms.png" width="400" /></a></span></div><span style="font-family: helvetica; font-size: medium;">For group work, I’ve been frequently using breakout
rooms. Just as I would with my students
in the regular classroom, I give them directions to productively accomplish
their tasks together. For instance, I
ask them to choose one student to be a leader and manage their time, another to type
their answers on a shared Power Point slide or other document, and another to
share aloud with the whole-class when we end the breakout rooms. I will join each room briefly to make sure
they don’t have questions, but I think it’s valuable to allow them to work
without my presence, too. I do keep
these breakout rooms timed, usually anywhere from 10 – 20 minutes depending on
the tasks. </span></div><div><span style="font-family: helvetica; font-size: medium;"><br /><o:p></o:p></span><p></p>
<p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;">Most of the time, I create groups of about four students, but I’ve
occasionally made breakout rooms with two - three students for more informal discussion
and activities. No doubt, by varying the ways students interact during their
virtual learning, it helps me manage the 90-minute block. <o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;"><br /></span></p>
<p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;">As the school year proceeds, I will continue to adapt my instruction and learn new strategies for teaching 90-minute blocks during hybrid and distance learning at my school. Ultimately, keeping instruction active rather than passive
is my number one tip for hybrid and virtual instruction, particularly with longer class
periods like blocks. <o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;"><br /></span></p><p class="MsoNormal"><span style="font-family: helvetica; font-size: medium;">Do you have tips that you can recommend too? Please add them in the comments.</span></p></div><img class="nopin" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOABHas5-jRlER88dtRXJ-seD5JqOuNo6ZROlyKvaBp3ptghEsjDoVr9P_AS01uYwu5RIe4lDdcDzPcwLw30V-FpiQg1iYuSIjjlPZjF2vNLtYLJ_mZsGrdjEfD17IBzOW8ZMzeWdBKs4/s1600/OCBeachTeacher-07.png" />OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com0tag:blogger.com,1999:blog-7547804563205602939.post-26206412869987836952021-01-18T13:31:00.003-05:002021-09-26T10:26:03.345-04:00Teaching on Block: Make It Amazing With These Easy Tips<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOi9ok14xfO1xOas5MlMkJLjyGSuBTLhMuSh5P8AdhK9hzIiSsxlZn2e2gp5UlfBKspgUe3GEYWOp7dj0D76etDhjgwd8XMysArzuTSVd62uVg0Bzt8P6-6YXom63x3ZjG2TF3XgyhCguX/s960/horizontal+pin+teach+on+block.png" style="margin-left: 1em; margin-right: 1em;"><img alt="block-schedule" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOi9ok14xfO1xOas5MlMkJLjyGSuBTLhMuSh5P8AdhK9hzIiSsxlZn2e2gp5UlfBKspgUe3GEYWOp7dj0D76etDhjgwd8XMysArzuTSVd62uVg0Bzt8P6-6YXom63x3ZjG2TF3XgyhCguX/w640-h480/horizontal+pin+teach+on+block.png" title="teaching-block-schedule" width="640" /></a></div><span style="font-family: helvetica;"><br />When I started teaching, I worked at a school with a 7-period day and 46-minute class periods. I was accustomed to this schedule but then I started a new teaching position where the school system used a 90-minute block schedule. At first, I was afraid that 90 minutes would be horrible: How would I fill that much time with instruction? How would I keep students engaged? Over many years, I’ve learned to love this schedule. <br /><br />Recently, many schools have moved to a block schedule as a strategy to make classes smaller because of the pandemic. I’ve seen many teachers post on social media and lament the change. They’ve asked for advice on how to teach so I have suggestions to help below. <br /></span><h3 style="text-align: left;"><span style="color: #2b00fe; font-family: helvetica;">Vary Activities</span></h3><span style="font-family: helvetica;">Whether they are 80, 90, or 100 minutes, block classes are long. Plan three - five activities in a class period. It is not productive to lecture for the entire time. In fact, research shows that lectures should be no more than 20 minutes for high school students and 15 minutes for middle school. Also, consider students with ADHD, who even struggle in shorter class periods. No doubt, it’s important to use a variety of instructional strategies to maintain students' attention. Of course, it’s always important to consider your content, age of students, and their abilities. Some students can focus for longer and can tolerate longer lessons. The science teachers at my school tell me they appreciate extra time for labs, and I need longer times for <a href="http://ocbeachteacher.blogspot.com/2016/07/roundtable-discussion-turning-book.html" target="_blank">roundtable discussions</a> in my AP English Literature classes. <br /><br />As part of your daily routine, you may want to plan an opening activity, follow it with a mini lesson, provide guided practice, and then give independent practice. Lastly, you may want review and closure activities. In my opinion, the opening activities are essential because they will “hook” students and immediately focus them. <br /><br /></span><h3 style="text-align: left;"><span style="color: #2b00fe; font-family: helvetica;">Peak Into A Day</span></h3><span style="font-family: helvetica;">In my ELA class on Mondays, I start with a relevant journal warm up. After students think and write for five - seven minutes, they meet with a classmate to share their responses; then, we follow that with whole-class discussion. The entire activity takes about 20 minutes. Next, I present the learning objectives, success criteria, class agenda, homework, and announcements, which takes 5 minutes. Then, I present a 15-minute Power Point presentation on a grammar concept and add 20 minutes of guided practice (whole class and/or small groups). After guided practice, students complete 20 minutes of individual practice, and end with a 5-minute closure activity. Transitions may take a few minutes and if there is additional time leftover, I may allow students to pack their supplies and prepare for their next classes. Ultimately, it’s easy to fill a 90-minute block with a variety of learning activities and lessons. <br /><br /></span><h3 style="text-align: left;"><span style="font-family: helvetica;"><span style="color: #2b00fe;">Use Transitions</span></span></h3><span style="font-family: helvetica;">For classroom management, you will want to have smooth transitions from one activity to another. Using an alarm is helpful at keeping track of time and managing the pace of class. There are numerous <a href="https://www.weareteachers.com/online-timers-classroom/" target="_blank">online timers</a> but I just use my phone timer. When students start with an anticipation guide, journal activity, or <a href="https://www.teacherspayteachers.com/Product/Argument-Bell-Ringers-Evidence-Counterargument-Refutation-Distance-Learn-1987402" target="_blank">bell ringer</a>, I allocate five - ten minutes. In a 50-minute class period, teachers only have two - three minutes for starters. In middle school, teachers may use classroom lights, clapping, hand gestures, and other attention-getting strategies for their transitions. Furthermore, think about how to make connections between activities with your transitions. <br /><br /></span><h3 style="text-align: left;"><span style="color: #2b00fe; font-family: helvetica;">Pace Curriculum</span></h3><span style="font-family: helvetica;">I plan in chunks for daily, weekly, monthly, and semester instruction. At the beginning of each semester, make a calendar and mark important dates such as standardized testing days, holidays, school events, and half days. Keep in mind that students may be restless after taking long standardized assessments. Also, pay attention to <a href="http://ocbeachteacher.blogspot.com/2016/10/keeping-students-focused.html" target="_blank">distractions during spirit weeks, and before school dances and championship games.</a><br /><br />No doubt, if your supervisor gives you a curriculum calendar, you’ll follow that timeline. If you have flexibility with your curriculum, plan to cover all your standards on your academic calendar. Estimate time for lessons. As a beginning teacher, accurately estimating time challenged me, and now I am usually over-planned. It is easier to eliminate lessons than add them- especially in the middle of a class period. <br /><br />After marking your calendar, map out units but don’t add many details. In my experience, timelines will change because of unforeseeable circumstances. Then make weekly plans. By making daily routines for specific days of the week, this is much easier. For instance, I have set times for Silent Sustained Reading, grammar, journaling, and test preparation. Finally, I add details in my daily lessons. <br /><br /></span><h3 style="text-align: left;"><span style="color: #2b00fe; font-family: helvetica;">Incorporate Movement</span></h3><span style="font-family: helvetica;">Humans are not made to sit at desks all day long, especially tweens and teens. Carousel and gallery activities get students moving around the classroom. Stations allow students to rotate to various locations in a classroom. And students love meaningful fun activities such as <a href="http://ocbeachteacher.blogspot.com/2017/03/trashketball-madness.html" target="_blank">trashketball games</a>, speed dating, and <a href="http://www.aplithelp.com/making-meaning-poetry-interactive-reading . " target="_blank">conga poetry</a>.<br /><br />To facilitate movement, set up your classroom in a way that makes it easy for you and the students to move around. It’s also helpful to have procedures for moving desks or tables quickly so students can do group work or Socratic seminars. <br /><br /></span><h3 style="text-align: left;"><span style="color: #2b00fe; font-family: helvetica;">Change the Setting</span></h3><span style="font-family: helvetica;">If possible, take students out of your classroom on occasion. My students go to our media center to select books, complete research, and learn about <a href="http://ocbeachteacher.blogspot.com/2017/09/pique-student-interest-with-banned-books.html" target="_blank">Banned Books</a>. When the weather is warm, I take them outside to read or write. If your school allows it, plan a scavenger hunt or game in the gym. <br /><br />This also allows you to collaborate with other staff. My media center specialist joins us in “tease to read” days. Often, I coordinate with special education teachers who take individuals or groups of students to a different classroom for part of the block. <br /><br />For your students with attentional challenges, you may want to assign them jobs and errands such as taking the attendance to the main office or distributing and collecting materials. Once, I had a colleague who assigned different seats to a student with severe ADHD. In each class period, the student moved to three desks in distinct locations in the classroom. <br /><br /></span><h3 style="text-align: left;"><span style="color: #2b00fe; font-family: helvetica;">Employ Cooperative Learning</span></h3><span style="font-family: helvetica;">Use pairing, triads, and larger groups to vary instruction. From day one, I use <a href="http://ocbeachteacher.blogspot.com/2018/07/five-secret-strategies-for-back-to.html" target="_blank">icebreakers and team builders</a> to create a comfortable classroom community. Students are expected to respect every other class member. One way I establish this expectation is to have students work in a variety of groups. I often use “think-pair-share” or “turn and turn talk” to give students an opportunity to rehearse their thoughts with a classmate before asking them to share in whole-class discussion. Another favorite strategy of mine is jigsaw. It’s helpful for students to work in two different groups for the same lesson, and by putting them in home groups and expert groups, it helps create accountability. I also use literature circles and <a href="https://www.teacherspayteachers.com/Store/Ocbeachteacher/Search:roundtable" target="_blank">roundtable discussions</a> for our reading of novels. <br /><br /></span><h3 style="text-align: left;"><span style="color: #2b00fe; font-family: helvetica;">Prepare for Early Finishers</span></h3><span style="font-family: helvetica;">It helps to plan for students who finish classwork early in a long block. I have been known to use Passion Projects and enrichment activities such as writing contests for early finishers. However, I make sure to check that they have completed the required assignments carefully before they can do these extra activities.</span><div><span style="font-family: helvetica;"><br /></span></div><div><span style="font-family: helvetica;">It may be challening at first, but once you've taught on block schedule a few times, you may not be ablet to imagine teaching on any other schedule.</span></div><div><span style="font-family: helvetica;"><br /></span></div><div><span style="font-family: helvetica;">Have you moved to online teaching with block scheduling? <a href="http://ocbeachteacher.blogspot.com/2021/02/tips-for-teaching-on-block-schedule.html" target="_blank">Here's another blog post with tips to help with distance and hybrid learning.</a><br /></span><div><br /></div><img class="nopin" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOABHas5-jRlER88dtRXJ-seD5JqOuNo6ZROlyKvaBp3ptghEsjDoVr9P_AS01uYwu5RIe4lDdcDzPcwLw30V-FpiQg1iYuSIjjlPZjF2vNLtYLJ_mZsGrdjEfD17IBzOW8ZMzeWdBKs4/s1600/OCBeachTeacher-07.png" /></div>OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com0tag:blogger.com,1999:blog-7547804563205602939.post-17197785203325015682020-09-06T12:54:00.002-04:002020-09-06T13:28:32.036-04:00Why Students Aren't Writing (And What Teachers Can Do About It)<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4SV5wnIxF90oFhrxiRlerhBnAMEdj2CXS7-qgVFTYBhb1l_8m-WTZAMdzYt6JHn-00A2Obb27YTffOjCcF7-SjmPfkwrahaax_p_ikBukcJtE494aDTVqINeNTc80gim6-3U55u5BX42j/s1600/writing-for-human-connection.png" style="margin-left: 1em; margin-right: 1em;"><img alt="ncte, nwp, national day on writing" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4SV5wnIxF90oFhrxiRlerhBnAMEdj2CXS7-qgVFTYBhb1l_8m-WTZAMdzYt6JHn-00A2Obb27YTffOjCcF7-SjmPfkwrahaax_p_ikBukcJtE494aDTVqINeNTc80gim6-3U55u5BX42j/s640/writing-for-human-connection.png" title="writing in high school" width="640" /></a></div>
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<span face="" style="font-size: large;">Every year the National Council of Teachers of English (NCTE) sponsors a <a href="https://nationaltoday.com/national-day-on-writing/" target="_blank">National Day on Writing</a>. NCTE celebrates writing with a social media
campaign which asks people to share why they write using the hashtag
#WhyIWrite. This year (2020) it will occur on Tuesday, October 20th.</span></div>
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<span face="" style="font-size: large;">Starting with a Bulletin Board</span></h3>
<span face="" style="font-size: large;">In the past, even though there were many interesting ways
to incorporate the day into my classroom, I didn’t have much time to add a new
activity to my curriculum lessons. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyfnzCmmqqKfXNYUnqGloiN6b6MJiCSn4Kve7gGntGJrcfP9mauWRp5UhH2jZVhUHJuHwSiBqIN2bmsiihAcNa7DYkBoYUx06qC93Kkp60_LIoA2UiFrk_CwdIs43DSmRrLqcVuQ8F-7l9/s1600/bulletin+board+logo.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="writing-instruction, high-school-English" border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyfnzCmmqqKfXNYUnqGloiN6b6MJiCSn4Kve7gGntGJrcfP9mauWRp5UhH2jZVhUHJuHwSiBqIN2bmsiihAcNa7DYkBoYUx06qC93Kkp60_LIoA2UiFrk_CwdIs43DSmRrLqcVuQ8F-7l9/s400/bulletin+board+logo.png" title="#whyiwrite" width="400" /></a></div>
<span face="" style="font-size: large;">Nevertheless,
I still wanted to acknowledge the day. So
at the last minute, I looked at my empty bulletin board and decided my students
would write tweets explaining why they write (thanks <a href="https://www.teacherspayteachers.com/Store/Glitter-Meets-Glue" target="_blank">Glitter Meets Glue</a> and <a href="https://www.teacherspayteachers.com/Store/Presto-Plans" target="_blank">Presto Plans</a> for the clip art and exit slips). </span><span face="" style="font-size: large;">Most students were excited to complete this activity, but of
course, there are students who don’t enjoy writing, so I gave them permission to
be honest.</span><span face="" style="font-size: large;"> </span><span face="" style="font-size: large;">This resulted in a handful of
tweets that said they write “because I’m forced to” or “because I want to pass English.”</span><span face="" style="font-size: large;"> This could easily become a virtual activity with <a href="https://padlet.com/" target="_blank">Padlet</a>, Google Slides, or another online bulletin board program. </span></div>
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<span face="" style="font-size: large;">The Purposes of Writing Instruction</span></h3>
<span face="" style="font-size: large;">As a person who loves to write, these
responses made me sad, so I pondered the following questions:</span><span face="" style="font-size: large;"> W</span><i><span face="" style="font-size: large;">hy do teachers make students write? </span><span face="" style="font-size: large;"> W</span><span face="" style="font-size: large;">hat do we require students to write?</span><span face="" style="font-size: large;"> </span><span face="" style="font-size: large;">How do we ask students to write?</span></i><span face="" style="font-size: large;"> </span><span face="" style="font-size: large;"></span></div>
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<span face="" style="font-size: large;">The obvious answers are that we ask students to write to
pass standardized tests, to meet course requirements, and to prepare them for
college and work. We identify purposes
such as “writing to inform,” “writing to explain,” and “writing to persuade,”
or we assign <a href="https://www.teacherspayteachers.com/Product/Argument-Bell-Ringers-Claim-Evidence-Counterargument-Refutation-1987402" target="_blank">argumentative</a>, narrative (enjoy this <a href="https://www.teacherspayteachers.com/Product/Narrative-Writing-Short-Story-with-a-Mentor-Text-Halloween-Activity-2831891" target="_blank">free narrative writing activity</a> for Halloween), and <a href="https://www.teacherspayteachers.com/Product/Literary-Analysis-Essay-Writing-with-Ex-Basketball-Player-1453209" target="_blank">literary analysis essays</a>.</span></div>
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<span face="" style="font-size: large;">The National Writing Project</span></h3>
<span face="" style="font-size: large;">Thinking about how to implement best practices for writing
instruction is not a new idea for me as I have worked with the Eastern Shore
Writing Project, an affiliate of the <a href="http://www.nwp.org/" target="_blank">National Writing Project</a>, for many years. In fact, in past summers I interned as a facilitator
at our Invitational Summer Institute (ISI) where teachers from around the
region in diverse grade levels and contents <span style="line-height: 107%;">developed teaching strategy toolboxes
</span>for writing instruction to use in their classrooms.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhk5Uu01syJCda2W5WebIFgAm18tXh2WnonXIB9a9VjSJllnaldJbij0YcHo8st9bNMkfzPdhjUmBknkno0n2pPw5xPySq1vEeAe86hikWLeYi7myx8itFnAtXDgk7oBh3P2qKGW-cqfQkB/s1600/my+quote.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhk5Uu01syJCda2W5WebIFgAm18tXh2WnonXIB9a9VjSJllnaldJbij0YcHo8st9bNMkfzPdhjUmBknkno0n2pPw5xPySq1vEeAe86hikWLeYi7myx8itFnAtXDgk7oBh3P2qKGW-cqfQkB/s400/my+quote.jpg" width="400" /></a></div>
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<span face="" style="font-size: large;">Writing for Human Connection</span></h3>
<span face="" style="font-size: large;">What I was reminded of during the institute, though, is that a primary purpose for writing is to connect with others. Writing for human
connection reminds us that we are not alone in this world. <a href="https://www.teacherspayteachers.com/Product/Memoirs-in-100-Words-Writing-with-Mentor-Texts-Life-in-a-Nutshell-1128799" target="_blank">Our stories</a> connect us through our
fundamental human experience. We are in
this thing called life together – whether the people we write for are our family, friends,
community members, or seemingly strangers from around the world. Most importantly, writing for human
connection helps us understand one another, build empathy, and hopefully,
create a more peaceful world. <o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8PdjB6vOiua-sHsqWqltD9xABfBzqNThWc1mf-45dwr0RRVPNiCsqdqguf8pqK3U9iURQgCfN0W8XrKnmhvqGwoMcJCD7MwEsfIRjUII9DjPvoq5VZFa2t-X2rXszswdprTzxVLua0hI8/s1600/square+for+writing+for+connection+2.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="writing" border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8PdjB6vOiua-sHsqWqltD9xABfBzqNThWc1mf-45dwr0RRVPNiCsqdqguf8pqK3U9iURQgCfN0W8XrKnmhvqGwoMcJCD7MwEsfIRjUII9DjPvoq5VZFa2t-X2rXszswdprTzxVLua0hI8/s400/square+for+writing+for+connection+2.jpg" title="secondary-ela" width="400" /></a><span face="" style="font-size: large;">Regrettably, with testing mandates and curriculum
requirements in mind, teachers may neglect to incorporate writing for human
connection. But it’s important,
especially if we want to encourage our reluctant writers to feel positive about
writing. It's often hard to fit these lessons into our instruction, but sometimes we have
to do what’s best for our students, no matter what pressures we experience from
outside of the classroom. Students want
to write to express their feelings and to have their voices heard by others. </span><span style="font-size: x-large;">During the pandemic, this is more important than ever because students often feel isolated in this virtual world.</span><span style="font-size: x-large;"> </span></div>
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<span face="" style="font-size: large;">Tips for Supporting Writing Instruction</span></h3>
<span face="" style="font-size: large;">So how can teachers incorporate more writing for human
connection? Here are some possibilities:</span></div>
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<span face="" style="font-size: large;"><b><span style="color: blue;">1. Journaling</span></b><o:p></o:p></span></div>
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<span face="" style="font-size: large;">Regularly let students write about their feelings, opinions,
and reflections on a host of topics.
This writing should be informal and can take various formats such as
diary entries, letters, lists, webs, etc.
This can be intimidating for a teacher who then asks, how will I grade
these? And maybe the answer is that it’s best <i>not to grade</i> many of these
journals. </span><span face="" style="font-size: large;">I just collect student journals occasionally, and I ask students to choose which journal they want me to
grade. This way I can give them credit for participation but also respond to at least one of the journals they've written in class.</span></div>
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<span face="" style="font-size: large;"><b><span style="color: blue;">2. Choice</span></b><o:p></o:p></span></div>
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<span face="" style="font-size: large;">Give students choices and creative opportunities in their writing
whenever possible. One way I accomplish
this is to provide a “menu” of writing activities (or choice board) that students select from. For instance, when my students complete their
reading of an excerpt from Henry David Thoreau’s <i>Walden Pond</i>, they can choose
from <a href="https://www.teacherspayteachers.com/Product/Nonfiction-Connections-Thoreaus-Walden-Tiny-House-News-Article-976033" target="_blank">nine activities</a>. Some of these include reflecting on and
writing about nature, researching and writing about the Tiny House Movement, or
writing an imaginary diary entry with Thoreau’s perspective on life in current
society. <o:p></o:p></span></div>
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<span face="" style="font-size: large;"><br /></span></div>
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<span face="" style="font-size: large;"><b><span style="color: blue;">3. Sharing</span></b><o:p></o:p></span></div>
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<span face="" style="font-size: large;">To help students connect with others, let students share
their writing. This does not have to be
done with every assignment and it doesn't always have to be in whole-class discussion, but
there should be frequent times for students to share in partners or small
groups. Teachers can also display
student writing on classroom bulletin boards, school showcases, or encourage students
to publish their writing in school newspapers, local publications, or online
forums. I like to offer students "enrichment" points for entering writing contests like the ones sponsored by <a href="https://www.nytimes.com/column/learning-contests" target="_blank">The New York Times Learning Network.</a><o:p></o:p></span></div>
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<span face="" style="font-size: large;"><b><span style="color: blue;">4. Inspiration</span></b><o:p></o:p></span></div>
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<span face="" style="font-size: large;">A participant from our ISI gave each of us a
plastic egg with a paper that said, <span style="color: blue;">“Your idea can change the world.”</span> Teachers should encourage students to change
the world with the ideas that they express through their writing. Call students “authors” and reward them
for sharing their writing. In addition to entering writing contests, sometimes I also offer enrichment points to students who will read their writing aloud in front
of the class. For distance learning, students could use Flipgrid, or they could record themselves reading their writing with their cell phones, iPads or laptops. <o:p></o:p></span></div>
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<span face="" style="font-size: large;"><br /></span></div>
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<span face="" style="font-size: large;">The most rewarding outcome of the ISI was the opportunity to write for myself.
In years past, I had written eighty pages of a memoir but had stopped
because of writer’s block. By responding and writing to daily journal prompts
at ISI, I moved past my writer’s block and began to once again
work on my memoir. For this reason, I often <a href="http://ocbeachteacher.blogspot.com/2017/06/writing-with-students.html" target="_blank">write with my students</a>. Hopefully, just as
the ISI motivated me, I can encourage students to share their voices!</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgY0tMR6mGrDFd6f4jJknmAozfrQGHMF3okSAVU9zysT_2Xq5fXWeqWAxhf4Nrc5n6eY8c-55YWkpZkAPgSD6TrDHigMws0q8v_Ydl9yd-bjilDft_7fHkYaMkM5BsS3EGB249PnV-heuXl/s1600/Signagure-OCBeachTeacher.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="109" data-original-width="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgY0tMR6mGrDFd6f4jJknmAozfrQGHMF3okSAVU9zysT_2Xq5fXWeqWAxhf4Nrc5n6eY8c-55YWkpZkAPgSD6TrDHigMws0q8v_Ydl9yd-bjilDft_7fHkYaMkM5BsS3EGB249PnV-heuXl/s1600/Signagure-OCBeachTeacher.png" /></a></div>
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<span face="" style="font-size: large;">How do you help students write for human connection? I would love to try out some of your
ideas. Please share in the comments
below!</span></div>
OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com0tag:blogger.com,1999:blog-7547804563205602939.post-47567967868586528222020-07-14T15:19:00.001-04:002021-08-25T20:19:29.664-04:00Simple Ways Teachers Can Support the Emotional Health of Students<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9mY7fqq1K0mo9BFObA2oFuUY0Hri8rHRZSeA7CD7NIbABhzLClQaKs4pZS8Spjh8wV7fQkTa6_GMGq1o57uMtqIoaRjt5m3LzCpytZ59rxDrgA66NtukwZoitKiacoENPq_cxRTRCNmO7/s1600/horizontal+pin+bts+ted+talks.png" style="margin-left: 1em; margin-right: 1em;"><img alt="covid-19, social unrest" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9mY7fqq1K0mo9BFObA2oFuUY0Hri8rHRZSeA7CD7NIbABhzLClQaKs4pZS8Spjh8wV7fQkTa6_GMGq1o57uMtqIoaRjt5m3LzCpytZ59rxDrgA66NtukwZoitKiacoENPq_cxRTRCNmO7/s640/horizontal+pin+bts+ted+talks.png" title="high-school-students-emotional-health" width="640" /></a></div>
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><br />We all have difficult times in our lives, but 2020 has been hard for everyone. This year has been filled with challenges such as Covid-19, social unrest and protest, a troublesome economy, and more. No doubt, our students are struggling emotionally because of this turmoil.<br /><br />Classroom teachers should always be mindful of the <a href="http://ocbeachteacher.blogspot.com/2017/07/emotional-learning-tips-for-teaching.html" target="_blank">impact of emotion on learning</a> but with the current situation in America and around the world, it’s more important to support students’ emotional and mental health than ever. As all teachers know, our work reaches far beyond our curriculums because we are nurturers, and we care for the well-being of our students. <i>Why is this so important? </i></span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Emotion affects motivation </span></h3>
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">One of the main reasons that teachers need to be aware of their students’ emotional health is that it can interfere with their motivation to learn. This spring, when schools changed instruction over to remote learning, many teachers blamed the lack of motivation from their students on their inability to grade students. (This was called “compassionate grading” in my school system.) And while that was certainly true in some cases (students even told me this), many students lacked motivation because of their feelings of <b><i>depression, fear, and anxiety.</i></b><br /><br />In the article, “The Influences of Emotion on Learning and Memory,” the authors note that “Emotion has a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem-solving. Emotion has a particularly strong influence on attention…(and) motivating action and behavior.” With this in mind, <i>how can teachers adapt their instruction to support students?</i></span><br />
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Research shows that emotional events are remembered more clearly and accurately than neutral events. </span><br />
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<li><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><b>Connect real-world topics to your lessons</b>: What happens outside of the class is as important as what happens in the class. Whenever possible, I include discussions and activities such as these <a href="http://ocbeachteacher.blogspot.com/2021/08/ted-talks-for-back-to-school.html" target="_blank">Back to School TED Talks</a> that are related to current issues. Furthermore, Dan Levy, a senior lecturer from the Harvard Kennedy School, says he may cover less content so that he can modify instruction for real life, and he knows his students will better understand the material. “It’s not about me. It’s about the learners. It’s as simple as that.” For teachers, this means we must prioritize the most important content. I often remind myself that it’s most important to teach an “inch wide and a mile deep.” If I’ve already taught a standard, then I likely won’t need to teach it again. This may prevent students from feeling overwhelmed.</span></li>
<li><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><b>Add Humor:</b> Have you noticed how much a little humor can engage students? Think of some of your favorite speeches, television shows, and movies, and you’ll most likely notice that they make you laugh. It’s a great way to “hook” your students and help them look forward to their learning. Even though I’m not always good at making jokes, I like to add video clips that help my students laugh. Sometimes, I end the week with Fun Friday Videos such as the parody from the Holderness Family. </span></li>
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<li><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><b>Enhance instruction with exploration:</b> Students are motivated by their curiosity and by choice. Whether this is through lessons that use <a href="https://www.teacherspayteachers.com/Product/Close-Reading-in-The-Great-Gatsby-2987381" target="_blank">inquiry activities like this one for The Great Gatsby</a>, project-based learning, or choice boards, feelings of suspense and empowerment encourage them to take ownership of their learning. This, in turn, helps improve their confidence. For remote teaching and learning, this is essential.</span></li>
<li><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><b>Create positive associations</b>: We’ve all probably taken classes that felt boring- sadly, sometimes even with the material we used to enjoy. Unfortunately, as educators have increased rigor, learning has frequently become tedious; however, teachers can make learning both challenging and exciting, sometimes <a href="http://ocbeachteacher.blogspot.com/2016/11/laughing-all-way-with-classroom.html" target="_blank">incorporating celebrations</a>. For instance, my students work hard at reading, annotating, and discussing the novel <i>Snow Falling on Cedars</i> in my AP English Literature and Composition course, but like the characters in the book, we also enjoy a strawberry festival. <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwwH_GW2Z5AWKvsAvMJPIOvW1xwXu3aRHFxt8P6h03RynsBZI1QpoDY5qH_LWaBvR2SMCZk7R506WRnJ7m9ZLE9q0jff_xoO_QXgIvi0Qo_vwyX2yI-sZRicq7Xv8W1OxZT5xDm-8VY4Ys/s1600/strawberry+festival+image.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="768" data-original-width="768" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwwH_GW2Z5AWKvsAvMJPIOvW1xwXu3aRHFxt8P6h03RynsBZI1QpoDY5qH_LWaBvR2SMCZk7R506WRnJ7m9ZLE9q0jff_xoO_QXgIvi0Qo_vwyX2yI-sZRicq7Xv8W1OxZT5xDm-8VY4Ys/s320/strawberry+festival+image.png" width="320" /></a></div>
</span>During our reading of <i><a href="http://ocbeachteacher.blogspot.com/2017/11/teaching-gatsby.html" target="_blank">The Great Gatsby</a></i> and <a href="http://ocbeachteacher.blogspot.com/2016/12/teaching-to-kill-mockingbird.html" target="_blank"><i>To Kill a Mockingbird</i>,</a> we’ve celebrated our completion of the novels with a roaring 20’s party and a tea party. These were in-class activities, but now it’s up to teachers to find ways to do these celebrations virtually. <a href="http://ocbeachteacher.blogspot.com/2017/11/4-ways-to-bring-joy-into-your-ela.html" target="_blank">It’s okay for us to make learning joyous</a>! I love this activity where students staged photos of their reading that was posted in one of my teacher social media groups. <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgovoctrDYkzaAHvQTAEfF9aScuLTYqDFLTzfnat8qlVdLDu3I7H6cqHhrqQCK6jZ7kZGpiCTTqvJqWdvIgrvBu5T97raM9G3mJcSIMm1EX0vgcpmIIUGnbzoGhVDL7F2PZsj1DYz8xfXge/s1600/IMG_6804.JPG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgovoctrDYkzaAHvQTAEfF9aScuLTYqDFLTzfnat8qlVdLDu3I7H6cqHhrqQCK6jZ7kZGpiCTTqvJqWdvIgrvBu5T97raM9G3mJcSIMm1EX0vgcpmIIUGnbzoGhVDL7F2PZsj1DYz8xfXge/s400/IMG_6804.JPG" width="400" /></a></div>
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Teach coping strategies</span></h3>
<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Teachers routinely become counselors and surrogate parents to their students; they spend more time with their students than many other adults in their lives. Consequently, we can help them handle their stress by encouraging healthy activities. <br /><br />As parents and educators know, many students suffer from test anxiety, and apprehension from “normal” school activities becomes worse with the threat of illness and death from Covid-19 to students, their family members, and their friends. This stress can lead students to make poor choices in regards to drugs or alcohol. It can also increase the incidence and severity of mental health illness. </span><br />
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<li><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><b>Practice deep breathing:</b> Research shows that deep breathing techniques help reduce stress. In the journal, <i>Scientific American</i>, author Christophe Andre explains that “deep breathing increases the activity of the vagus nerve, a part of parasympathetic nervous system…When the vagus nerve is stimulated, calmness pervades the body: the heart rate slows and becomes regular; blood pressure decreases; muscles relax.” Clearly, it’s important for students to understand that their physiology affects their emotional state. I’ve been known to use the Calm app for a meditation exercise before standardized assessments.</span></span></li>
<li><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><b>Incorporate Physical Activity:</b> Again, it’s crucial for students to understand the mind and body connection. Doctors and scientists have frequently discussed the benefits of exercise and movement. Exercise reduces fatigue and improves concentration. As explained in an online article by the Anxiety and Depression Association of America, “Exercise and other physical activity produce endorphins—chemicals in the brain that act as natural painkillers—and also improve the ability to sleep, which in turn reduces stress.” Studies show that physical activity can improve sleep and concentration. Physical activity may be harder to incorporate during online learning or while social distancing, but I’ve encouraged students to take <a href="https://www.teacherspayteachers.com/Product/Description-Writing-Activity-Home-Learning-3511723" target="_blank">writing walks</a> and find other ways to get routine exercise. </span></li>
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<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/E2TOhHBCHtc" width="560"></iframe>
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<li><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;"><b>Inspire Positive Self-Talk: </b>Many people are their own worst critics and teachers can help students to “talk” to themselves in kinder and more reassuring ways. It’s important because our inner voices affect how we think and feel. Teachers can encourage students to use positive self-talk by modeling it with themselves, creating positive self-talk statements, and helping students change negative thoughts to positive statements. For instance, if a student says he/she was “lucky” to score well on a test, tell them that they did well because of their good study habits.</span></span></li>
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: large;">Of course, if teachers are concerned that individual students may need additional support, it’s always important to reach out to a child’s parents and to school counselors. Be sure to take care of your own emotional health as well! <a href="https://www.readingandwritinghaven.com/how-to-avoid-teacher-burnout-with-distance-learning/" target="_blank">These strategies may help you avoid burnout during distance learning.</a><br /><br />Finally, in addition to making learning a positive experience and helping students learn coping strategies, teachers can improve their students’ emotional health <a href="http://ocbeachteacher.blogspot.com/2020/04/easy-to-implement-ideas-for-teaching.html" target="_blank">by building community in their classes</a>. This reduces social isolation, prompts feelings of belonging, and develops a safe and supportive environment for learning. In the classroom, I frequently employ cooperative learning and am considering using virtual discussions, Zoom, and classmate connections for online instruction. I’m looking forward to finding new ways for students to connect in a virtual environment. Do you have suggestions? Please share your ideas in the comments below.<br /><img class="nopin" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOABHas5-jRlER88dtRXJ-seD5JqOuNo6ZROlyKvaBp3ptghEsjDoVr9P_AS01uYwu5RIe4lDdcDzPcwLw30V-FpiQg1iYuSIjjlPZjF2vNLtYLJ_mZsGrdjEfD17IBzOW8ZMzeWdBKs4/s1600/OCBeachTeacher-07.png" /></span></div>
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<span face=""helvetica neue" , "arial" , "helvetica" , sans-serif" style="font-size: x-small;">Works Cited<br /><br />André, Christophe. “Proper Breathing Brings Better Health.” Scientific American, Scientific American, 15 Jan. 2019, www.scientificamerican.com/article/proper-breathing-brings-better-health/.<br /><br />Hough, Lory. “Making Learning Memorable.” Harvard Graduate School of Education, 3 Mar. 2015, www.gse.harvard.edu/news/uk/15/03/making-learning-memorable.<br /><br />“Mental Health and Coping During COVID-19.” Centers for Disease Control and Prevention, Centers for Disease Control and Prevention, 30 Apr. 2020, www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/managing-stress-anxiety.html.<br /><br />“Physical Activity Reduces Stress.” Anxiety and Depression Association of America, ADAA, 2018, adaa.org/understanding-anxiety/related-illnesses/other-related-conditions/stress/physical-activity-reduces-st.<br /><br />Pragholapati, Andria. “COVID-19 IMPACT ON STUDENTS.” EdArXiv, 11 May 2020. Web<br /><br />Tyng, et al. “The Influences of Emotion on Learning and Memory.” Frontiers, Frontiers, 10 Aug. 2017, www.frontiersin.org/articles/10.3389/fpsyg.2017.</span></div>
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OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com0tag:blogger.com,1999:blog-7547804563205602939.post-14456537864825334782020-04-15T07:01:00.000-04:002020-04-15T07:01:37.225-04:00Easy to Implement Ideas for Teaching Remotely<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Do you know the key to successful remote teaching? After doing it online for four weeks, I can’t say that I’m an expert, but I have reflected on what I've learned. I have ideas to share with you, which I hope will make your online teaching easier!</span><br>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">1. Build community. </span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b>Warm Up Discussions</b><br>Just as we need to make our classroom environments safe, comfortable places to learn at the beginning of the school year, we need to take similar steps to ensure that atmosphere online.</span><br>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">I’ve done this by including daily warm ups for informal chats. For instance, I’ve had my students post photos of pets (or funny animals). We’ve also played “Two Truths and a Lie” to demonstrate the differences between verbal and nonverbal communication.<br><br><b>Video Chats </b><br>Although it’s received some criticism, Zoom has worked well for me. Our school system joined the Clever Portal to make it more secure for our students, but with the correct settings I think Zoom is fine in most situations even without extra security. I use the waiting room, require a password, and mute students upon entry. Of course, if students will behave badly in class, they may behave poorly online too. Consider what group of students you’re using Zoom with and manage them the way you might in your regular classroom.<br> </span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">I also have been keeping Zoom sessions short. I give students norms before starting the session and a brief plan for the activities we will complete. The students and I enjoy seeing and hearing one another in video chat lessons such as these for our <a href="https://www.teacherspayteachers.com/Product/Reading-Comprehension-and-Discussion-Tools-for-Any-Text-1968271" target="_blank">book discussions</a>.<br><br><b>2. Set the tone and establish your classroom culture.</b><br><br><b>School at Home</b><br>At the beginning of online learning, I posed questions about work spaces and routines. Students either post photos or described their school work spaces. I modeled by putting a photo of my own desk area to encourage them to find a quiet place for school work. While I know this may be challenging for students who have many distractions at home, I’ve encouraged them to find creative solutions (for instance, by rotating desk space with siblings).</span><br>
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Returning to a school routine is also important. I’ve noticed many of my high school students are online at 2 a.m., but I’m holding my office hours at 9:30 a.m. (later than the regular school day so they can still get needed sleep). I’m encouraging them to wake up at a reasonable hour. </span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">In all of these online discussions, I make sure to comment, even if it’s just with a short phrase. I want my students to know that I’m involved, listening to their posts, and available to support them.</span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">If you would like an activity to support your online classroom culture, these <a href="https://www.teacherspayteachers.com/Product/Digital-Back-to-School-Twitter-Task-Cards-Distance-and-Remote-Learning-3178682." target="_blank">Twitter task cards</a> might be perfect for you! I’ve recently updated them with 10 additional task cards that are specifically geared for distance learning. I also have ones for the end of the school year where they reflect on their learning.<br><b><br>Netiquette</b><br>Teach students how to send professional emails and make appropriate online posts. Even though my students use social media, they may not know the best ways to use the Internet for online learning or work. For that reason, I purchased this excellent <a href="https://www.teacherspayteachers.com/Product/Netiquette-4570704" target="_blank">Power Point and lesson</a> to make sure students understood different forms of communication, and why it’s important to use the right tone online.<br><br><b>3. Take breaks and plan for off-screen learning.</b><br><br><b>20/20/20</b><br>After a recent conversation with a friend who is the mom of three young boys, I was reminded of the <a href="https://www.medicalnewstoday.com/articles/321536#supporting-evidence" target="_blank">“20/20/20 rule”</a> to prevent eye strain from working online. It may be helpful to encourage students to set a timer so they take a 20-second break from looking at a screen every 20 minutes. It’s important that during the break, students focus on an object 20 feet away so the eye muscles can relax.<br><br><b>Writing Walk</b><br>To get students off their screens but keep them practicing English Language Arts skills, you may want to incorporate a <a href="https://www.teacherspayteachers.com/Product/Description-Writing-Activity-Home-Learning-3511723" target="_blank">FREE descriptive writing walk activity</a> that students can do when the weather is warm. It’s great for improving their ability to use sensory detail in their writing and would make a good opening activity for a narrative or poem writing assignment.<br><br><b>Games</b><br>Students will get bored quickly if teachers simply send home worksheets. To keep students engaged and physically active, they can play games such as <a href="https://www.teacherspayteachers.com/Store/Ocbeachteacher/Category/Trashketball-241322" target="_blank">Trashketball</a>. Although this is normally played in a classroom, there may be ways to modify it for distance learning. I made a video for how I think it may be played at home.</span><br>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b>Revisit Discussions</b><br>During these past few weeks, I’ve noticed that students, especially teens, long to have conversations with each other. It helps reduce their social isolation. Those conversations can be related to their learning. For instance, when using anticipation guides to hook my students and prepare them for an upcoming text, I turn those previously face-to-face conversations into discussion forums. </span><br>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">After they post their original thoughts, I ask them to revisit the discussion forum on the following day. I direct students to reread their classmates' comments and add one more comment to the discussion. Because students may post throughout an entire day (not just during our traditional class period), this helps ensure that their are having a true dialogue.</span><br>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Communicating online is different than in person and it’s essential to keep directions brief and organized. I keep the saying "KISS" in mind and number each warm up or activity on an opening "page." Also, since I our school system uses Schoology, I've followed the advice of my colleagues and organize each day with its own folder. This makes navigating our course and finding assignments simple.<br><br><b>Shorter Lessons and Activities</b><br>Because of slow internet, laptop problems, and learning of new technology, it can take twice as long to complete online learning as in the classroom. For this reason, I limit daily activities and lessons to three per day. We are accustomed to teaching on a block schedule, so three fifteen - thirty minute activities seems reasonable. Of course, I make adjustments along the way if needed. Flexibility is also vital for online instruction (and in the regular classroom).<br><br>Remote teaching definitely has unique challenges, but we’ve got this! I hope that some of these ideas help you. What would you add to these ideas? Please share your tips in the comments below.</span><br>
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OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com0tag:blogger.com,1999:blog-7547804563205602939.post-38539422232402601552020-04-01T00:00:00.000-04:002020-04-13T17:59:15.682-04:00Tips and Tricks for Digital Learning <div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Several years ago my school system purchased laptops and other devices for every student, so I began incorporating more digital learning in my instruction. In an era of remote and distance learning and teaching, this is more important than ever. For those of you who are like me and need tips to make your digital teaching meaningful, I reached out to fellow teachers who shared their expertise with me. I’ve shared their advice (and one tip of my own) with you, too!<br /><br /><b>Google Classroom</b><br />Google Classroom has become a game changer in my class! This platform has made managing and organizing my assignments a MUCH easier process. Google Classroom is a part of Google Apps for Education and can be used by anyone with a personal Google account. One of the things I love most... students can use from any location that has internet access, AND each assignment that they complete automatically saves to the student's Google Drive! This means no more missing or lost assignments! The same goes for the teacher, as well! <br /><br />With each class that is created, a folder is also created in your Google Drive. This is where you will find every single assignment that you have assigned your students through Google Classroom. You’ll have endless access to their work, with no chance of losing it! I like to get my students </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiy5eniGhT-_XQ_L1UvtzDeJ5Q6lf1Ui23r3eT0zAHWos1YLMWKlhYO-G3xaxr3eM29IJbYFP78QZHp2kjzKxBDM4Knrr6UURerXG5_4eLWoTJU4GE_Q9LDo_LWv5_EY6VjYladRTY3Nvij/s1600/Students-+Access+%2526+Using+Google+Classroom+Image+for+OCB+Blog.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" border="0" data-original-height="960" data-original-width="960" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiy5eniGhT-_XQ_L1UvtzDeJ5Q6lf1Ui23r3eT0zAHWos1YLMWKlhYO-G3xaxr3eM29IJbYFP78QZHp2kjzKxBDM4Knrr6UURerXG5_4eLWoTJU4GE_Q9LDo_LWv5_EY6VjYladRTY3Nvij/s320/Students-+Access+%2526+Using+Google+Classroom+Image+for+OCB+Blog.jpg" title="Google classroom" width="320" /></a></span></div>
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acquainted with Google Classroom right off the bat, so during the first couple days of school I show them a short video I made called, "Google Classroom Tutorial for Students." The <a href="https://www.teacherspayteachers.com/Product/Google-Classroom-Tutorial-for-Students-3269941" target="_blank">video</a> shows students how to access and use the program. Feel free to use it to introduce Google Classroom to your students! <a href="https://www.teacherspayteachers.com/Store/Lit-With-Lyns" target="_blank">Lit with Lyns</a></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b>Socrative</b><br />Need instant feedback on whether your students understand</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGnBxaHX-MPoMYK3YS00_mBCWFiv6XGiTzhZmW04DxhvQQRYw3Yjkx1paSb40PE8hVNyuHmbOteelnrggVDLdT-Ojg63m3smf972_Z5gjm9Us1EwRl-haPKi7Vh6OKpWJYOYmxQcD5q0sN/s1600/SQUARE+pin+digital+learning.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="apps for the classroom" border="0" data-original-height="768" data-original-width="768" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGnBxaHX-MPoMYK3YS00_mBCWFiv6XGiTzhZmW04DxhvQQRYw3Yjkx1paSb40PE8hVNyuHmbOteelnrggVDLdT-Ojg63m3smf972_Z5gjm9Us1EwRl-haPKi7Vh6OKpWJYOYmxQcD5q0sN/s320/SQUARE+pin+digital+learning.png" title="formative assessment" width="320" /></a></span></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">the concepts you’re teaching? Use the Socrative app for formative assessment. Typically, I use the multiple choice and exit ticket options, but there are other choices such as true/false, short answer and a game called “space race”, too. The app is free and the teacher makes her account and quizzes, which can be used multiple times. Since these are for formative assessment, I limit my multiple questions to five. I've made several Socrative quizzes for reading analysis lessons in my class including this free lesson on Lyndon B. Johnson’s “<a href="https://www.teacherspayteachers.com/Product/Rhetorical-Analysis-Graphic-Organizer-weholdthesetruths-2965380" target="_blank">Speech on Voting Rights Act of 1965.</a>”<br /><br />Teachers are given options as to whether they want students to use their names or to be anonymous. Often, I project the results live while the students are responding to the questions. After everyone has finished with the quiz, I can simply look at the results and provide further instruction on any questions that a significant percentage of students responded to incorrectly. I can also download the reports. Best of all, it’s easy to use from a smart phone or iPad, too, if your students don’t have access to computers. <a href="https://www.teacherspayteachers.com/Store/Ocbeachteacher" target="_blank">OCBeachTeacher</a></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b>Speech-to-Text</b><br />Just a few years ago, I couldn’t find easy to use and affordable speech-to-text software for a student who was physically unable to type her research paper. I contacted that same student two years later just before she began a college English course to tell her about the FREE Voice Typing feature that had been added to Google docs. We were both thrilled about this feature that makes typing as simple as talking to a friend. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Before beginning, make sure that the microphone is on and working. Then, look for “Voice Typing…” about halfway down the Tools menu at the top of a Google docs page. You’ll see the black microphone image indicating that the microphone is not recording, but when recording starts, it turns to the red image. I've found that the microphone built into most </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEeIheoHZdIe34iRMXGPXkgisFNe8aglbcBcla1s0XCV57ObRkkiNdatFrmAeJ60x3uUp1XOeRb3swT3pw0bjrl-pa22S8t0i35gji-uB0VJU4rYdd4KPlNEYJ9Ucn-4qg_vW50oXrPCEN/s1600/extra+long+pin+digital+learningpptx.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="digital school, home learning, elearning" border="0" data-original-height="1280" data-original-width="720" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEeIheoHZdIe34iRMXGPXkgisFNe8aglbcBcla1s0XCV57ObRkkiNdatFrmAeJ60x3uUp1XOeRb3swT3pw0bjrl-pa22S8t0i35gji-uB0VJU4rYdd4KPlNEYJ9Ucn-4qg_vW50oXrPCEN/s640/extra+long+pin+digital+learningpptx.png" title="remote learning, distance learning" width="360" /></a></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">computers is adequate, but if it has a noisy internal fan or if the student is working in an area with a lot of talking or noise, you may wish to use an inexpensive external plug-in microphone. One distinct bonus about Voice Typing is that </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">this feature allows students to use the keyboard while speaking or if they stop talking to think, making it easy to jump from talking to typing and back again without having to stop the microphone. Students can learn to use their voices to make a quick deletion, go to the next line, make the font bold, add a period or comma, or do a myriad of formatting and editing tasks--or they can just move the cursor to the desired spot and make changes with their keyboard or mouse as they usually would. Click </span><a href="https://support.google.com/docs/answer/4492226?hl=en" style="font-family: "helvetica neue", arial, helvetica, sans-serif; font-size: x-large;" target="_blank">here</a><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"> to access a list of Voice Typing commands. </span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><br />Another plus is that students can download the free Google Docs apps to their cell phones (Android or Apple). Since phone microphones were designed to easily pick up voices and interpret them correctly, speaking into a phone produces very accurate results. Google Docs is cloud based, allowing </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1i1rDOw4PkbVIHbn-crvJ1r9WTyzDlWuJlZ2BA__pyEr72HYuWhu3E3KiaEGilijghb09AvD25QfzRSn19X9TbE9A8qITOnjE8BofLxemYYPawuR1vrdPvtGqbmftFvTjrJJXG-rCJHTl/s1600/Maryanns+image.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="768" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1i1rDOw4PkbVIHbn-crvJ1r9WTyzDlWuJlZ2BA__pyEr72HYuWhu3E3KiaEGilijghb09AvD25QfzRSn19X9TbE9A8qITOnjE8BofLxemYYPawuR1vrdPvtGqbmftFvTjrJJXG-rCJHTl/s320/Maryanns+image.png" width="320" /></a></span></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">students to move seamlessly between computers, laptops, and cell phones, and all of their work is stored safely on one document. In addition to those students who have physical challenges that make typing on a traditional keyboard difficult or impossible, I've also found this feature to be incredibly helpful for students who have dysgraphia or those who struggle with idea generation, staring at a blank page, stuck, unable to come up with a single word. Many students who can't figure out what to write or how to begin, find that speaking their ideas is much easier and far less intimidating than writing on paper. <a href="https://www.teacherspayteachers.com/Store/Secondary-Strategies" target="_blank">Maryann from Secondary Strategies</a><br /><br /><b>Revision History</b><br /> When I began Google Classroom, I quickly found that I could check group work participation. Group work haunts me because I dislike assigning grades to students who do not earn that grade, and perhaps underscoring a student who deserves more. I ask students their experience with group work and even have students complete an evaluation on their partners. Parents and administrators normally want more than other students' ideas, and I'm not entirely confident deciding grades on this component. <br /><br />Now when I assign group work, students must sign in on their own computer - in their own Google account. When students complete a Google presentation (for example), I can see in</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj64M4cD1Ob9l5oGGNP5QSzBQs3FWTRutIDcrOZ9rw7ugBat1RQWUFYOlD5jOlnSXs0kYpBrUKyPehdteH-YRa4sQ1NOAis9rV_IG5gR1ur3clp4cX1ZLQPuLwiFOi0Igz1thJuxPs-CGRP/s1600/lauralee+image.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj64M4cD1Ob9l5oGGNP5QSzBQs3FWTRutIDcrOZ9rw7ugBat1RQWUFYOlD5jOlnSXs0kYpBrUKyPehdteH-YRa4sQ1NOAis9rV_IG5gR1ur3clp4cX1ZLQPuLwiFOi0Igz1thJuxPs-CGRP/s320/lauralee+image.jpg" title="Google Drive" width="320" /></a></span></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">the revision history - which student modified what. <br /><br />This stipulation is clearly listed in my syllabus and on group work assignments. This encourages all students to participate, and I can fairly grade the projects. Parents and administrators know that this is a requirement, and I have this component on my rubrics as well. </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Store/Language-Arts-Classroom" target="_blank">Lauralee from Language Arts Classroom</a></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp3513sMbitDuXpTZJxcW7Lloy-i3YRYuAj6syA9RucJXqZeJjRxTpOnm2x_xDp76yxNKreC6E_yQTZPWRurxpxkugx3LfmV-uzAXmOTQPdF9HVG8CDz-gTRUpBu3ILMVAEIY38HnUKvtG/s1600/Melissa.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="digital learning" border="0" data-original-height="720" data-original-width="720" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp3513sMbitDuXpTZJxcW7Lloy-i3YRYuAj6syA9RucJXqZeJjRxTpOnm2x_xDp76yxNKreC6E_yQTZPWRurxpxkugx3LfmV-uzAXmOTQPdF9HVG8CDz-gTRUpBu3ILMVAEIY38HnUKvtG/s320/Melissa.png" title="flipped classroom" width="320" /></a><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b>Flipped Classroom</b><br />One of the biggest mistakes I made when I began flipping my classroom was to assume my students would know how to “read” an instructional video. Sure, they are surrounded by technology both at home and at school, but they typically approach those visual texts from a different angle -- one that is based on an entertainment factor, not a analytical or retention one. I quickly learned that in order to help my students succeed with this innovative approach to learning, I </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">needed to provide some scaffolding for academic-style visual texts. Whether teachers are creating flipped lessons or simply asking students to independently watch video clips to supplement existing instruction, we must give them the tools they need to succeed. Teaching visual literacy is critical, especially with the increased emphasis on digitally-oriented classrooms. Providing best-practice tips and modeling through think-alouds are the most beneficial ways to manage this issue. You can <a href="http://www.readingandwritinghaven.com/teach-students-read-visual-texts/" target="_blank">read</a> more about how I approach visual literacy instruction and the specific lesson format I use on my blog. <a href="https://www.teacherspayteachers.com/Store/Reading-And-Writing-Haven" target="_blank">Melissa from Reading and Writing Haven </a><br /><br /><b>Virtual Open House</b><br />It’s the start of another school year. Your classroom looks perfect. Your bulletin boards look amazing. The desks are clean and your textbooks are all neatly stacked where they belong. You love your students this school year and are so excited to meet their parents and families, especially for them to see your classroom! This is the time to try a virtual open house. Back to School Night finally comes and unfortunately, you only see five, maybe six families show up (I've experienced this). You are left feeling disappointed and sad. Your feelings are not about you. Your feelings of disappointment are a result of knowing your students' families missed out on what you had planned. Here is a solution. Teachers can easily create a <a href="https://www.teacherspayteachers.com/Product/HOW-TEACHERS-CAN-CREATE-A-VIRTUAL-OPEN-HOUSE-TUTORIAL-VIDEO-AND-VISUAL-GUIDE-3207487?utm_source=VIRTUAL%20OPEN%20HOUSE%20BLOG%20POST&utm_campaign=VIRTUAL%20OPEN%20HOUSE%20BLOG%20POST">Virtual Back to School Night</a> - or virtual open house - to send to the families that were unable to attend.<br /><br />Back to School Night is usually held towards the end of the first month of school. You will want to create your virtual open house video before the actual open house- maybe closer to the beginning of school. Why? Your classroom will still look </span><br />
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perfectly put together and in place within the first few weeks.<br />You don’t need any fancy recording device. Your phone or tablet’s video app works perfectly. If you want a different app, iMovie™ works well too. Find a friend or colleague who is willing to record you. Or if you feel uncomfortable about being watched and wish to record yourself, you can set up a tripod or even use one of those crazy selfie-sticks! Weird, yes, but effective.<br />Now that you have your classroom set up, your outfit picked out and your video recorder set up perfectly, it's time to record! Here is a quick checklist of items you’ll want to cover in your virtual open house: 1. Introduction (about you and how to contact you) 2. The specifics of your syllabus 3. Grading policy 4. Classroom management procedures 5. Tour of the classroom (seating, where absent work can be found, classroom library, bulletin boards, student work, etc.)<br /><br />Want to learn more helpful tips on how to pull this off? This can be done in ten minutes. I have the answers for teachers in an easy-to-follow visual tutorial and step-by-step video loaded with reminders, pictures, and ways you can reach the families of your students. Your school community's engagements and connections will go to the next level if you explore the use of video as a way of communicating with families. I hope you give it a try! Your virtual open house will be a hit. <a href="https://www.teacherspayteachers.com/Browse/Search:study%20all%20knight" target="_blank">Danielle from Study All Knight</a><br /><br /><b>Blended Classroom</b><br />In my 1:1 classroom, we use many useful apps, add-ons, and extensions. I talked about some great ones for productivity </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgZRAgfwVcExyfzekJQ6dCSSGWAqTwiy3stvQ_lFTlWw2IavL9B8IuctkXcWBPlX0rAPOERZOW7PEHwoRB5vGJDBBrbL-s7zHgB3Hn0gLj-r48Yugqx9jMMGmVLJ0DCzHiBLhJ6vXPQtJg/s1600/Cleary+Image.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="816" data-original-width="1056" height="247" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgZRAgfwVcExyfzekJQ6dCSSGWAqTwiy3stvQ_lFTlWw2IavL9B8IuctkXcWBPlX0rAPOERZOW7PEHwoRB5vGJDBBrbL-s7zHgB3Hn0gLj-r48Yugqx9jMMGmVLJ0DCzHiBLhJ6vXPQtJg/s320/Cleary+Image.png" width="320" /></a></span></div>
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and differentiation <a href="http://www.leahcleary.com/2017/07/easy-tools-to-techify-your-classroom.html" target="_blank">here</a>. I don’t waste any time introducing these tools to students--we practice using them all right away. During the first week of school, I have students complete an activity that enables them to become familiar with tech tools and with one another. They complete a series of small tasks about themselves and their summer vacations using apps, add-ons, and extensions. They share the final product with the class in Google Classroom, and then the class completes a scavenger hunt with the final product. You can preview the activity <a href="https://www.teacherspayteachers.com/Product/Back-to-School-Activity-for-the-Blended-Classroom-3247302" target="_blank">here</a>. It’s a fun way to knock out all types of introduction. <a href="https://www.teacherspayteachers.com/Store/Leah-Cleary" target="_blank">Leah Cleary</a></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Do you have tricks or tips for digital learning in your classroom? Please share them in the comments below!</span></div>
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OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com4tag:blogger.com,1999:blog-7547804563205602939.post-29986859250378435502020-03-30T18:00:00.000-04:002020-03-29T18:46:44.743-04:00Poetry Online<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjs-ECec4DjaSL0kwFqWfyTortVWmt6XDlu-SbNj9SFSLgUbGQ4ePtKQ2YZ0tn1NHUjZAlkpAV8b5jChiL3_tL6RUWOARvTjYQrh2OzIrTQ5fP-aplRrteaomCG_nVcU_Rdf_ZU19XGkZYq/s1600/horizontal+pin+2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="free poetry resources, national poetry month" border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjs-ECec4DjaSL0kwFqWfyTortVWmt6XDlu-SbNj9SFSLgUbGQ4ePtKQ2YZ0tn1NHUjZAlkpAV8b5jChiL3_tL6RUWOARvTjYQrh2OzIrTQ5fP-aplRrteaomCG_nVcU_Rdf_ZU19XGkZYq/s640/horizontal+pin+2.png" title="poetry online" width="640" /></a></div>
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<span style="color: blue; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b>Poetry- people seem to adore it or to abominate it</b></span></h3>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Like many of my current students, I didn’t enjoy reading poetry in high school because I often didn’t understand the poems we were reading in class. But when I studied literature to become an English teacher, I was challenged to read more poetry and develop engaging poetry lessons. The more I read, the more I appreciated the poems I studied. <br /><br />As a result of my own experience, I try to make poetry accessible and pleasurable for my students. With the Internet, this is more possible than ever before (and essential in an era of remote and distance learning). I find audio versions of class poems and many videos to accompany them. Here are resources and tips to make teaching poetry wonderful (and don’t forget to get my free lesson for introducing poetry at the bottom of this post)!</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b>Hook students with these poems and talks</b></span></h3>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmHtxgoQGWGA14zJIfRM1fB9DdOZRin4X-GpZ4ALjGFHkyHR_wsGR6WYV4N_BQPna2WaRYE1YHFiWeZmQl02J02MDAeeJedz43wPmQ_VVGTBu22iXDdlLhCR2-xOYmD3Bn03PaytrzfVPI/s1600/long+pin+poetry+.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="free poetry resources" border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmHtxgoQGWGA14zJIfRM1fB9DdOZRin4X-GpZ4ALjGFHkyHR_wsGR6WYV4N_BQPna2WaRYE1YHFiWeZmQl02J02MDAeeJedz43wPmQ_VVGTBu22iXDdlLhCR2-xOYmD3Bn03PaytrzfVPI/s400/long+pin+poetry+.png" title="poetry" width="285" /></a></b></span></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b><i>Dead Poets Society</i></b></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Use video clips from the brilliant movie, <i>The Dead Poets Society,</i> to get your students excited to read poetry! You may want to start with this <a href="https://www.youtube.com/watch?v=LjHORRHXtyI" target="_blank">video clip </a>in which Professor Keating tells his students to rip out pages from their textbooks because it poetry is not like laying pipe. Or use <a href="https://www.youtube.com/watch?v=VX58scb5_B0" target="_blank">this clip</a> with one of my favorite quotes:</span><br />
<span style="font-family: "times" , "times new roman" , serif; font-size: x-large;"><br /><span style="color: blue;">"We don't read and write poetry because it's cute. We read and write poetry because we are members of the human race."</span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbHybv5Jvl-I1L70zCJJevCMV6nRhUhFgNOdziTxKQOkhzTgfC_jAUf5h9Yeed6n1Dx7nMg6VbI9MIXAP7cUfhdjHxN2azL7_ADkhIlinvt8J0XYt3rCyWEml2IGRl4ijanXn7yzQMLeRb/s1600/poetry-online-resources-free.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1280" data-original-width="720" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbHybv5Jvl-I1L70zCJJevCMV6nRhUhFgNOdziTxKQOkhzTgfC_jAUf5h9Yeed6n1Dx7nMg6VbI9MIXAP7cUfhdjHxN2azL7_ADkhIlinvt8J0XYt3rCyWEml2IGRl4ijanXn7yzQMLeRb/s400/poetry-online-resources-free.png" width="225" /></a></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b>John Green</b></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Or use <a href="https://m.youtube.com/watch?v=snQvRZ2vDHE" target="_blank">this video</a> from popular teen author John Green, who gives an entertaining talk about the classic poem “The Road Not Taken.” I also love his <a href="https://www.youtube.com/watch?v=R4WwhOdk_Eg" target="_blank">Crash Course video</a> about Emily Dickinson. It's a great way to start the study of the enigmatic poet.<br /><br /><b>Use Humor</b></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Another way to hook students on poetry is to use humor. Here’s performer Taylor Mali’s funny and relatable poem, <a href="https://youtu.be/44sXwJgqUyc" target="_blank">“On Girls Lending Pens.”</a> <br /><br /><b>Amaze Them</b></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">You can amaze your students with this reversible poem, <a href="https://www.youtube.com/watch?v=eKkfYH2l_hc" target="_blank">“Lost Generation” by Jonathan Reed</a>; it always engages them with its clever wording and format. </span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">And here’s an inspiring commencement poem by Harvard graduate Donovan Livingston. He encourages the audience to participate in this spoken word poem by snapping, clapping, and rejoicing. This poem also challenges its listeners to consider his compelling message about education and society.</span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b>Modern Poets</b></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Want a modern poem to share with your students? Juan Felipe Herrera reads his poem <a href="https://www.youtube.com/watch?v=R84YCmfMfXM&list=PLB0uqVEuzoEcoFJIuas5ZfjJ39qBKzc1-#action=share" target="_blank">“You Can’t Put Muhammad Ali in a Poem”</a> as part of Dear Poet, the Academy of American Poets' educational project for National Poetry Month 2017. In fact, you can find a <a href="https://www.youtube.com/playlist?list=PLB0uqVEuzoEcoFJIuas5ZfjJ39qBKzc1-" target="_blank">playlist</a> with numerous poets from the Dear Poet project here.<br /><br />Poetry also provides an emotional outlet for students with teen angst and anxiety. Here’s a <a href="https://youtu.be/db1a8lT5JlQ" target="_blank">popular poem</a> they may enjoy.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b>Instructional Resources for Teachers</b></span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="http://www.poetryoutloud.org/" target="_blank">Poetry Out Loud</a>, a National Recitation Contest, created by the National Endowment for the Arts and the Poetry Foundation, provides $50,000 in awards and school stipends for the winders of the competition. More importantly, the Poetry Out Loud activities help students build confidence and speaking skills. At the site, you can find more information about the contest, lessons for teaching recitation, and videos of winning performances.<br /><br /><b>National Poetry Month</b></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Poets.org has provided <a href="https://poets.org/national-poetry-month/30-ways-celebrate-national-poetry-month" target="_blank">"30 Says to Celebrate National Poetry Month,"</a> including links to resources for the virtual classroom and for learning at home. Go directly to the source of National Poetry Month with the Academy of American Poets. You can sign up for a <a href="https://www.poets.org/national-poetry-month/form/poster-request-form" target="_blank">free poster</a> and find innumerable teaching resources. <br /><br /><b>TED Talks</b></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">There are myriad topics and speakers related to poetry including these poems about dogs from <a href="https://www.ted.com/talks/billy_collins_two_poems_about_what_dogs_think_probably" target="_blank">Billy Collins</a>, and this rationale for poetry’s importance from literary critic <a href="https://www.ted.com/talks/stephen_burt_why_people_need_poetry?utm_source=tedcomshare&utm_medium=referral&utm_campaign=tedspread" target="_blank">Stephen Burt</a>. </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">In my </span><a href="http://ocbeachteacher.blogspot.com/2018/08/wow-your-students-with-poetry-music-and.html" style="font-family: "helvetica neue", arial, helvetica, sans-serif; font-size: x-large;" target="_blank">American Literature</a><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"> classes, I also like to use art and song lyrics to engage students in reading and writing poetry.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b>Poetry Foundation</b></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Find poets, poems, and other learning tools with this website. You can find featured pod casts for teaching poetry and an <a href="https://www.poetryfoundation.org/podcasts" target="_blank">audio poem of the day.</a></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><br />I hope you find some of these links useful. You can also download my <a href="https://www.teacherspayteachers.com/Product/Free-Poetry-Introduction-Lesson-1724144" target="_blank">free lesson to introduce poetry</a>. </span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">It uses inquiry to make reading poetry fun and meaningful.</span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><br />You can also find <a href="https://www.teacherspayteachers.com/Product/Poetry-Bell-Ringers-Theme-Topic-Theme-Statement-Text-Support-2059051" target="_blank">poetry bell ringers</a>, <a href="https://www.teacherspayteachers.com/Product/Poetry-Close-Reading-and-Writing-Tasks-Bundle-1037679" target="_blank">poetry paired passages</a>, and <a href="https://www.teacherspayteachers.com/Product/Writing-a-Shape-or-Concrete-Poem-680589" target="_blank">poetry writing lessons</a> in my TpT store.</span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">There are just so many helpful </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">resources online for poetry that I’m sure you have some suggestions which I haven’t included. Why don’t you share in the comments below?</span></div>
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OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com4tag:blogger.com,1999:blog-7547804563205602939.post-77199037421436183262020-03-21T19:30:00.000-04:002020-03-21T21:05:01.561-04:00Make Writing Magical With Poetry<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNZYBweGVya2DPXz30oozv0keilAoy-KqRdihqGA074AV2dItjQ5kslAtNt0vBLHi6MYjJwqp4xVtIYse45erKLB_gVcLzH3aI-IvSsk5wuz3CAEvH5PEBIVXfiPOLCRqwZIe_ODDq27Xo/s1600/horizontal+pin+getting+teens+to+write+with+poetry.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Helping Students Enjoy Writing Again" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNZYBweGVya2DPXz30oozv0keilAoy-KqRdihqGA074AV2dItjQ5kslAtNt0vBLHi6MYjJwqp4xVtIYse45erKLB_gVcLzH3aI-IvSsk5wuz3CAEvH5PEBIVXfiPOLCRqwZIe_ODDq27Xo/s640/horizontal+pin+getting+teens+to+write+with+poetry.png" title="Poetry in Secondary ELA" width="640" /></a></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><br />Sometimes students are afraid to write. <br /><br />They may have had negative experiences with writing in previous classes. Maybe they’ve only been required to write for standardized tests which has turned them off to writing. Perhaps, they just lack confidence in their writing abilities. <br /><br />Well, one way to help them enjoy writing again is with poetry since it can give writers both freedom and an emotional outlet. Here are ways you can use creative activities and poetry to make writing pleasurable for them. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuAA1NUm5NciI5yVu8bif7tNk-S_t0q0B65sRQnaFhDaLKNjL27o5tJOGPzxMd-ZkK7spaaXwj8rB5Dnn_1IkflOW5iaLItgVpJzqrDD3YAEBc59WdLsT0GzsqgG0Q0lcaBqA_5AHD8_XY/s1600/long+pin+poetry+writing.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="Paint Strips, poems, poetry, imagery" border="0" data-original-height="672" data-original-width="480" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuAA1NUm5NciI5yVu8bif7tNk-S_t0q0B65sRQnaFhDaLKNjL27o5tJOGPzxMd-ZkK7spaaXwj8rB5Dnn_1IkflOW5iaLItgVpJzqrDD3YAEBc59WdLsT0GzsqgG0Q0lcaBqA_5AHD8_XY/s400/long+pin+poetry+writing.png" title="Writing Poetry" width="285" /></a></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Use sensory writing to let students experiment with language. Give students paint strips that help them “find” new words such as heartthrob red, radish, goldfinch, or oceanside. Bring in interesting objects like dolls, figurines, toys, feathers, etc. for them to describe.<br /><br />Give students dictionaries and tell them to randomly turn to several pages, finding at least five words. Ask them to use the words in several sentences or a poem. They’ll learn new vocabulary in a non-threatening way.<br /><br />Assign students letters from the alphabet and ask them to write meaningful sentences using assonance or consonance. Let them read them aloud with a partner. Watch them giggle as their sentences turn into silly tongue twisters.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b>Encourage your students to see the “art” in poetry writing.</b></span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b>Blackout Poetry</b></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Ask students to choose a page from a favorite novel to bring to class (or give them magazines and newspapers) so they can turn the page into a Blackout Poem. They use prose and </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0_tNm7YJgAlVJuLww7E00CXOFqAYS-X14iFRou5BCJIcdQNNEa2USYZbPv1urZIS4tLfR2pShAkGafmVIyULmiMorbDUWQDU2zCJSsHwq8XiIkEBPcfy60ACdE_spiDeXZs34WOZH25WM/s1600/extra+long+pin+writing+poetry.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Blackout Poetry, blackout poems, poetry pictures, figurative language" border="0" data-original-height="1280" data-original-width="720" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0_tNm7YJgAlVJuLww7E00CXOFqAYS-X14iFRou5BCJIcdQNNEa2USYZbPv1urZIS4tLfR2pShAkGafmVIyULmiMorbDUWQDU2zCJSsHwq8XiIkEBPcfy60ACdE_spiDeXZs34WOZH25WM/s640/extra+long+pin+writing+poetry.png" title="Make Writing Magical with Poetry" width="360" /></a></span></div>
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circle words to create lines of poetry on the page. They may choose words for various reasons such as because the like the sound of the word or the imagery it creates. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">They may also choose words that are thematic. For instance, when I had students use a page from the novel <i>Frankenstein</i>, their poems captured the essence of the monster and ideas about dangerous knowledge. </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Finally, they used black marker to block out the rest of the text.</span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"> </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">When they were finished, they were always impressed by what they’ve created!</span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><br /><b>Poetry Pictures</b></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Illustrate a line from a poem. Inspired by the f<a href="https://www.poets.org/poetsorg/text/free-verse-project" target="_blank">ree verse project</a>, this lesson gets students to look closely at one line in a poem. You can find examples of these <a href="https://www.flickr.com/groups/freeverse/" target="_blank">poetry photos on Flickr.</a> (Be sure to preview which photos you would be appropriate for your students to view.) Students can do close readings of the lines or poetry and then illustrate them using photography, digital manipulation, and other creative techniques. They could even do this with a poem of their own.<br /><br /><b>Poetry Inspired by Personal Photos</b></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Tell students to bring a favorite photo from home to use for writing a poem. First, they describe the literal picture with details and imagery. Then, students write about the story “behind” the photo. Ask them to tell the who, what, when, and where from the image. Also, challenge them to include the how and why. This is an effective way to teach students that a poem (and all of their writing) has multiple meanings.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Use <a href="https://www.teacherspayteachers.com/Product/Writing-a-Shape-or-Concrete-Poem-680589" target="_blank">Shape Poems</a> to help students understand the relationship between form and meaning. Start with examples, such as the poem, <a href="http://juliapoemanthology.blogspot.com/2012/02/seal-by-william-jay-smith-poetry.html" target="_blank">“Seal” by William Jay Smith</a> or poems from <a href="http://www.galleryintell.com/artex/poems-peace-war-guillaume-apollinaire/" target="_blank">Guillaume Apollinaire</a>. Then brainstorm simple illustrations that they can draw; they use those shapes to inspire their writing.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b>Allow students to express emotions through poetry.</b></span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b>Poems for Two Voices</b></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Teens are emotional! They need outlets for all of the feelings bubbling up inside of them. <a href="https://www.teacherspayteachers.com/Product/Writing-Dialogue-Poems-628692" target="_blank">Dialogue poems</a> get them to consider the complex emotions of two people or characters who have different points of view. These poems help students see the connections between people who may seem different but often have many similarities. There are innumerable relationships they can brainstorm: parent and child, boyfriend and girlfriend, cop and criminal…or, have them use characters from a work of fiction for the poem. <br /><br /><b>Figurative Language Poetry</b></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Write metaphor and simile poems that describe feelings. In these poems, students use figurative language to describe emotions. For instance, what does love look like or sound like? Is love the sight of tender kiss between a mother and her baby or the sound of a sobbing girl whose heart has been broken? These poems are also a great way for students to better understand figurative language.<br /><br />Expand on this idea with a <a href="http://writingfix.com/Picture_Book_Prompts/Wilfrid3.htm" target="_blank">Four Metaphor Poem</a>. I found this lesson through my work with the National Writing Project and it comes from WritingFix, Students use metaphors to describe abstract ideas.<br /><br />Really, there is so much you can do with poetry to make writing accessible to teens. And if you need more ideas for teaching poetry, check out these <a href="http://ocbeachteacher.blogspot.com/2017/04/poetry-online.html" target="_blank">online resources</a> to engage students in poetry. </span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">What do you to get your students engaged with writing poetry and other forms of writing? Please share in the comments below.</span></div>
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OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com2tag:blogger.com,1999:blog-7547804563205602939.post-14824233757030186152020-03-14T13:00:00.000-04:002020-03-14T13:06:07.247-04:00Twitter: A Tool for School<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlKgcJXb4HuZ7h4TB38njGHc0qQqlHSC7h8VZ2QaSrnvMNGXV0tGgXJU1fLoUZTmgU5my_kw6tCyWC_ffT5sn8-lExp-avF0urv4KfJADQpy2jsyxca88ut6taQxrzOqYVsg3ygLbXK6pm/s1600/Twitter-chat-blog.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="twitter, twitter chats" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlKgcJXb4HuZ7h4TB38njGHc0qQqlHSC7h8VZ2QaSrnvMNGXV0tGgXJU1fLoUZTmgU5my_kw6tCyWC_ffT5sn8-lExp-avF0urv4KfJADQpy2jsyxca88ut6taQxrzOqYVsg3ygLbXK6pm/s640/Twitter-chat-blog.png" title="digital instruction, secondary ela online" width="640" /></a></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b>Is your school one of the many that is pushing the use of technology?</b></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><span style="font-weight: bold;">Do you know how to use it effectively for student learning? </span></span></div>
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</span><br />While the use of technology can be engaging and entertaining, it’s also important for teachers to ensure that it supports student learning and achievement. And with the onset of Coronavirus, it's become more important than ever!<br /><br />One way I’ve recently incorporated digital learning is with Twitter. By using social media productively, I’ve made Twitter an instructional tool and engaged my high school students in Twitter chats about their reading. These chats are modeled on my own participation in #aplitchat and #2ndaryela chats, which I use for professional development.<br /><br />There are multiple reasons why this benefits my students:</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Timed Writing</span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">One of the most formidable challenges of standardized assessments such as the SAT and Advanced Placement (AP) English Literature exam is the need for students to communicate their ideas quickly. On the AP English Literature test, students are required to write three essays in two hours, averaging 40 minutes for each two - three page essay. <br /><br />At first, two hours may seem like adequate time, but two of the essays require students to read and analyze text before they write their essays which must communicate the complex ideas in the readings. By requiring students to respond to fast-paced reading and questioning during a Twitter chat, they practice reading, thinking, and writing quickly. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Most Twitter chats post questions every five to ten minutes. No doubt, whether it’s an exam for an AP course, the SAT, or other standardized assessment, students will likely face a timed-writing situation and Twitter chats provide helpful practice.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Social Learning and Collaboration </span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Learning requires interaction and sharing of ideas with others. I have two sections of AP English Literature and do weekly <a href="http://ocbeachteacher.blogspot.com/2016/07/roundtable-discussion-turning-book.html" target="_blank">roundtable discussions</a> of our novels. Students take ownership of their discussion and lead these roundtables. Since I listen to the discussion in both classes, I hear the valuable, yet sometimes differing, ideas that my students express. <br /><br />By hosting a Twitter chat in the evening, I can get students </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIcQTVQeC-woUrzXT0xFARuROHKGueeC8oE1hez6pCFfn9lbQkaOeboj3s_VVCT9wmunmd9u6XrWs4PIQRqTgy3_k7beXVi7RMGa-1Ky-eBPVIyOEG1O0IMXiw5ubApxC62sXsnRzlqjKM/s1600/social-media-instruction.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="digital instruction, twitter" border="0" data-original-height="1280" data-original-width="720" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIcQTVQeC-woUrzXT0xFARuROHKGueeC8oE1hez6pCFfn9lbQkaOeboj3s_VVCT9wmunmd9u6XrWs4PIQRqTgy3_k7beXVi7RMGa-1Ky-eBPVIyOEG1O0IMXiw5ubApxC62sXsnRzlqjKM/s400/social-media-instruction.png" title="social media for students, online learning" width="225" /></a></span></div>
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from both classes to share their thoughts with each other and add more voices to the discussion. This semester, my students discussed two poems, “We Are Many” by Pablo Neruda and “The Writer” by Richard Wilbur as practice Twitter chats. <br /><br />Besides hosting chats between classes, I’ve also teamed up with a teacher Shari Marks from World Journalism Preparatory School in New York to host chats between both of our classes. She and I met during teacher Twitter chats and decided to try it with our students. Last year, our classes chatted about their reading of the <i>The Awakening </i>by Kate Chopin. This year, we had students discuss the poem, “<a href="https://www.poetryfoundation.org/poetrymagazine/poems/147129/mansplaining" target="_blank">Mansplaining</a>.” Although our classes are different – I teach AP English Literature and she teachers AP English Language- our students benefit from the shared conversation and critical thinking that occurs during the chats. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Worldwide Audience</span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Students need exposure to different writing purposes and audiences beyond the traditional classroom. Digital communication provides exposure to new audiences and opportunities to build relationships. It also creates a space for the “publication” of student writing, an important step in the writing process that may get neglected in the standard classroom.<br /><br />During our most recent Twitter chat, the audience included the author of the poem that was being discussed. At the end of our discussion, I tagged author Jennifer Militello and asked her to weigh-in on the contradictory interpretations that students had for the end of her poem. She responded to their discussion (see one of her responses below) and her tweets made a lasting impression on them. By communicating with the author of the poem, student ideas were validated and her response helped build their confidence in themselves. It also made the chat more personal; we likely would not have been able to gain her insights without the benefit of technology and social media.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">While the benefits of Twitter chats are clear, it can take practice to figure out the logistics of a chat. I’ve got some steps to help you navigate your own chats.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">How to Host a Twitter Chat</span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">1. Choose the text that you want your students to discuss. You can decide if you want to let them read it before the chat or just make it available at the beginning of the chat, depending on how much time you want them to have with the text. I try to choose a text that’s available on the internet and always provide a link to the text.<br /><br />2. Create a unique hashtag for the chat so it will be easy to find and follow the discussion thread. You may want to check if the hashtag has been used in the past before you share it with your students. It’s best to keep the hashtag concise.<br /><br />3. Write the questions for the chat. (You may want to involve students in creating the questions ahead of time.) Keep the questions open-ended but also short enough to be answered with tweets.<br /><br />4. Determine the amount of time for your chat. I’ve found that a half-hour goes too quickly, so my chats are scheduled for 45 minutes to an hour. This allows me to post questions every seven - ten minutes (set a consistent time interval). It also gives students time to read and write their Tweets.<br /><br />5. Provide directions to the students ahead of time. I modeled my directions off of the directions from the teacher chats I’m involved with. <br /><br />6. Instruct students to use their first name (and last initial) only to protect their privacy. Start with a welcoming tweet and short introduction. Normally, I have students share their grade level and class and something related to school (but not too personal). To make the chat easier for them to follow, I also recommend that they follow my Twitter account @<a href="https://twitter.com/ocbeachteach" target="_blank">ocbeachteach</a>.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_P7j4drYe_dNv22KIFH4w0QB60DU9rHWcqzQnd9BcPsevw3SElUZKzenZVziG5lz3yWm9CMr4PFHwVKA0D18Hya9y7m_dUaQdyHY5had3mAuNwPyHHSdw9FWipYOtHaPlfFhOK71JK4Pk/s1600/how-to-host-twitter-chat.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Twitter in the classroom, Coronavirus" border="0" data-original-height="720" data-original-width="960" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_P7j4drYe_dNv22KIFH4w0QB60DU9rHWcqzQnd9BcPsevw3SElUZKzenZVziG5lz3yWm9CMr4PFHwVKA0D18Hya9y7m_dUaQdyHY5had3mAuNwPyHHSdw9FWipYOtHaPlfFhOK71JK4Pk/s400/how-to-host-twitter-chat.png" title="online learning, digital instruction" width="400" /></a></span></div>
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<br />Those are the basic steps but here are more tips to make your chatting go smoothly:</span><br />
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<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Keep the group to a manageable size.</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Consider a “slow” chat that extends over several hours (helpful for students who have evening obligations).</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Practice within the context of your class period during the school day.</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Offer “enrichment” points for students who choose to participate in the evening.</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Encourage students to like one another’s tweets and retweet when responding to each other.</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Model responses for students and ask individual students questions to involve them.</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Ask students to offer new ideas instead of simply repeating what others have said already.</span></li>
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Of course, it's always a good idea to have a backup plan for when your technology fails or the internet won’t connect. Sometimes I just use these <a href="https://www.teacherspayteachers.com/Product/Discussion-Tools-for-Any-Text-1968271" target="_blank">Twitter task cards and activities</a> where students “tweet” with pencil and paper. I’m sure there are other social media platforms or apps that could be used if Twitter isn’t the right tool for you. The point is to get students using technology in a productive manner.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Do you want more ideas for using digital instruction? Check out these recent blog posts from other educators:</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="http://www.angiekratzer.com/when-instruction-has-to-go-digital/?fbclid=IwAR3tQL_3--FFsrR4BB3qNcqNf0oeYIsGccQcUOH3Xlk9Woh5JvzZiNfKbxs" target="_blank">Angie Kratzer: When Instruction HAS to Go Digital</a></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://aplitandmore.com/2020/03/12/converting-to-digital-teaching/?fbclid=IwAR2Uy67XAOxeUBlNsxdPK0JmD3zPPlFLHLidG2egKA-Ge85vBLzzP0LAM0E" target="_blank">AP Lit and More: Converting to Digital Teaching</a></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="http://www.nowsparkcreativity.com/2020/03/help-for-teaching-through-coronavirus.html?fbclid=IwAR04xI2ofBOaIOtRQv8B1TaO5Zfa6_5cvF53R7InQ-ZoByxrU1pEzsaaBrU" target="_blank">Spark Creativity: Help for Teaching through Cornavirus</a></span><br />
<a href="https://www.teacherspayteachers.com/Product/A-Parents-Guide-to-Google-Classroom-3676911?fbclid=IwAR2nSLgDIs1GfocdlDCuBV1oQmdyMpLCNcjv8zuLqCDAjDizjdncy4lFhQw" target="_blank"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Lit with Laura: A Free Resource to Help Parents with Google Classroom</span></a><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Do you do Twitter chats or similar activities? What tips for teaching online would you give? Please share in the comments below.</span><br />
<img class="nopin" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOABHas5-jRlER88dtRXJ-seD5JqOuNo6ZROlyKvaBp3ptghEsjDoVr9P_AS01uYwu5RIe4lDdcDzPcwLw30V-FpiQg1iYuSIjjlPZjF2vNLtYLJ_mZsGrdjEfD17IBzOW8ZMzeWdBKs4/s1600/OCBeachTeacher-07.png" /></div>
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OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com0tag:blogger.com,1999:blog-7547804563205602939.post-11990989107885072192020-03-01T18:19:00.001-05:002020-03-05T17:52:39.130-05:00 Simple Strategies for Empowering Girls in the Secondary ELA Classroom<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgW_a2jr3Vyc-McyUA3qSgfNTZI2aTfHVqQDc9soiimarWT9YrBPMjfi5eMFHWT3mdma53i3Mj-Wh0gKbJRJwnL8KfFMYW7FUcgt1vuQq24pNH93tjJN97wiVv9i4qFlA3BBPa2PEf4M6cl/s1600/womens-history-secondary-ela-horizontal.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="empowerment, girls, female-characters, gender" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgW_a2jr3Vyc-McyUA3qSgfNTZI2aTfHVqQDc9soiimarWT9YrBPMjfi5eMFHWT3mdma53i3Mj-Wh0gKbJRJwnL8KfFMYW7FUcgt1vuQq24pNH93tjJN97wiVv9i4qFlA3BBPa2PEf4M6cl/s640/womens-history-secondary-ela-horizontal.png" title="womens-history-month" width="640" /></a></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Women’s History Month is a great time to acknowledge the accomplishments of women and discuss the many obstacles they’ve overcome, along with the many issues girls and women still face in modern society. However, teachers with packed curricula may find it challenging to fit in additional lessons. That’s why I’ve provided simple strategies that help teachers incorporate female role-models and women’s issues into their current lessons and throughout the school year – not just during Women’s History Month.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">1. Use carefully crafted questions. </span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Since many curriculums use similar texts, it may be as simple as finding new ways to teach these classics. Challenge students (both girls and boys) to consider new perspectives and incorporate different interpretations of literature. Here are some ideas: <br /><br />For <i>The Great Gatsby</i>, ask… </span><br />
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<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Why does Daisy marry Tom Buchanan? </span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">What does Daisy mean when she says, “I’m glad it’s a girl. And I hope she’ll be a fool – that’s the best thing a girl can be in this world, a beautiful little fool”? </span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">How is Jordan different than Daisy or Myrtle? </span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Why is Tom allowed to abuse Myrtle?</span></li>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">For <i>The Crucible</i>, ask.. </span><br />
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<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">How are females portrayed in the play? </span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">What character traits make Abigail the antagonist? </span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">How and why does Elizabeth Proctor differ? </span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">What culpability should John Proctor have in the play?</span></li>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">For <i>Frankenstein</i>, ask… </span><br />
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<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">How is Elizabeth portrayed?</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Why does Elizabeth remain with Victor Frankenstein? </span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Why does Victor refuse to create the female monster? </span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">What is he afraid of?</span></li>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">In T<i>o Kill a Mockingbird,</i> ask… </span><br />
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<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Why does Aunt Alexandra pressure Scout to behave in a ladylike manner and to dress differently? </span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">How is Miss Maudie portrayed differently than Aunt Alexandra? </span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Why do Jem and Dill treat Scout differently when they play?</span></li>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">In <i>Romeo and Juliet</i>, ask...</span><br />
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<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">How is Juliet beholden to her father? Why? </span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Is Juliet’s suicide an act of independence? </span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Why is Juliet expected to marry (and chooses to marry Romeo)?</span></li>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">In a <i>Raisin in the Sun,</i> ask… </span><br />
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<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Why does Walter Younger make fun of his sister Beneatha for wanting to be a doctor? </span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">What opportunities are available to Mama and Ruth?</span></li>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">2. Choose texts with strong female characters.</span></h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwsVFRefTw1qq_qxAQvJH264GTQ9t0F49ZjFgeaqanaCkUQKAy_e9jOs6UGJfEvolayXJNrnVPMldbZvFRxtfV7uCB7KGZhh4GfKw_E41UpmD1rzISypa-AQGNvyyGldz3lSxURC1ooxcS/s1600/girls-long-3.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1280" data-original-width="720" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwsVFRefTw1qq_qxAQvJH264GTQ9t0F49ZjFgeaqanaCkUQKAy_e9jOs6UGJfEvolayXJNrnVPMldbZvFRxtfV7uCB7KGZhh4GfKw_E41UpmD1rzISypa-AQGNvyyGldz3lSxURC1ooxcS/s640/girls-long-3.png" width="360" /></a></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Girls need characters who can be role models and who can contradict traditional images of girls and women. <br /><br /><b>Katniss in <i>Hunger Games </i></b><br />She’s hunts and fights and is fiercely independent. She’s also intuitive, caring, loyal, and empathetic, traits that make her thrive off her femininity while breaking conventional female stereotypes of weakness, vulnerability, and fragility. <br /><br /><b>Kirsten Raymonde in <i>Station Eleven</i></b><br />Another strong female in a dystopian novel, Kirsten is brave, strong-willed, and determined to lead a meaningful life beyond simple survival. <br /><br /><b>Charlotte Doyle in <i>The True Confessions of Charlotte Doyle</i></b><i> </i><br />She’s only a tween (just 13-years-old) but she transforms into an independent and free-thinking young woman on her tumultuous journey to America aboard the ship the Seahawk. Disguised as a boy, she is subversive and challenges boundaries of proper female appearance and behavior. <br /><br /><b>Jo March in <i>Little Women </i></b><br />It comes as no surprise that tomboyish, bold, and outspoken Jo March serves as a feminist role model. She works as a writer when women weren’t allowed to have jobs, and she resists marriage for most of her life until she finally accepts a proposal from a German professor who values her writing talent and independent nature. <br /><br /><b>Meg Murry in <i>Wrinkle in Time </i></b><br />Girls have traditionally been viewed as having weak math and science skills, but headstrong Meg Murry shows readers that they can be gifted in those subjects. She frequently displays her anger (an unladylike emotion) and displays her courage when she seeks to save her father. <br /><br /><b>Xiomara in <i>Poet X </i></b><br />Constantly challenged by gender and cultural stereotypes, Xiomara resists the sexual harassment of the men in her community and the rigid submission espoused by her Catholic mother. By following her poetic voice, Xiomara gains a better understanding of her true self and a desire to be a strong woman. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Graphic-Organizer-for-Speeches-Rhetorical-Analysis-for-On-Womens-Rights-4767763" target="_blank">3. Teach women's suffragist and women’s rights speeches.</a> </span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">These speeches are excellent texts to use in both English and Social Studies classes. I’ve become familiar with them as an American Literature teacher but their value is obvious in other content areas as well. </span><br /><br /><b style="font-size: x-large;">Elizabeth Cady Stanton “Declaration of Sentiments” </b><br /><span style="font-size: large;">In 1848, at the first Women's Rights Convention in Seneca Falls, New York, she delivered her Declaration of Sentiments, which parodied the Declaration of Independence. In calling for extensive reforms, her speech effectively launched the American Women's Rights Movement. Her speech, "On Women's Rights" is also excellent for teaching rhetorical appeals. Be sure to also review Cady's friend and <a href="http://www.angiekratzer.com/5-fascinating-facts-about-susan-b-anthony/?fbclid=IwAR0KJji_xcHTywNSavNBqkCyx7n2qBLuQw7zAa52cdDJvSNUmj5f08jAWFg" target="_blank">fellow suffragist Susan B. Anthony</a>, who wrote "Is It a Crime to Vote?" in 1873 after she was arrested for voting.</span></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjg9CSnOIl6FDCWV-Ecx7dZjMDQ_z2PH0A4_brRKE2b2BAl4rKpDkcYibUAV8-9hiGH9Ro2Q5_8zZ3kC5c0zu7CF0F-Mo_ekAd_fCSveH7TDwXUiMbYSJlkegbF3FsOWPNXFPCfR_6rNfMW/s1600/womens+rights+IG.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="768" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjg9CSnOIl6FDCWV-Ecx7dZjMDQ_z2PH0A4_brRKE2b2BAl4rKpDkcYibUAV8-9hiGH9Ro2Q5_8zZ3kC5c0zu7CF0F-Mo_ekAd_fCSveH7TDwXUiMbYSJlkegbF3FsOWPNXFPCfR_6rNfMW/s320/womens+rights+IG.png" width="320" /></a></span></div>
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</span><b style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: x-large;">Sojourner Truth “Ain’t I a Woman?” </b><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">A former slave, Truth spoke at the Women's Convention in Akron, Ohio, on May 29, 1851 to advocate for both African American and Women’s Rights in this short, compelling speech. </span><br />
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<b style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: x-large;">Carrie Chapman Catt “The Crisis” </b><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">In this speech, Catt discusses how women have provided needed services during WWI and deserve equal recognition and rights after the war. </span><br />
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<b style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: x-large;">Hillary Rodham Clinton “Women’s Rights are Human Rights” </b><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Long before running for president, Clinton gave this persuasive speech at the U.N. 4th World Conference on Women Plenary Session in September 1995. She noted that </span><br />
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<span style="color: blue; font-family: "verdana" , sans-serif;"><b>“What we are learning around the world is that if women are healthy and educated, their families will flourish. If women are free from violence, their families will flourish. If women have a chance to work and earn as full and equal partners in society, their families will flourish. And when families flourish, communities and nations do as well.”</b> </span><br />
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<b style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: x-large;">Gloria Steinem “Address to the Women of America”</b> <br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Given in 1971 at the founding of the National Women's Political Caucus (NWPC), Steinem calls for a revolution against sexism, misogyny, and racism. She became known as one of the United State’s greatest feminist advocates. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">You can find more speeches by women at this </span><a href="https://www.americanrhetoric.com/top100speechesfemales.htm" style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: x-large;" target="_blank">American Rhetoric website</a><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">4. Teach nonfiction books with brave female authors.</span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b><i>Educated </i></b><br />This 2018 memoir tells Tara Westover’s story of how education freed her from her fundamentalist Mormon family and abusive brother. After years of trying to reconcile with her family, she ultimately realized that she needed to care for herself and abandon them. <br /><br /><b><i>The Glass Castle </i></b><br />In this book, Jeanette Walls also tells her story of surviving in a dysfunctional family and overcoming the hardships of poverty. Like Westover, education provides freedom and Walls leaves her parents; later, she also tries to help her siblings escape her parents' influence. <br /><br /><b><i>I Am Malala </i></b><br />In this 2013 autobiography, Malala tells her story of resisting the Taliban and advocating for girls’ education, only to be shot in the head at the age of 15. It then tells of her miraculous recovery in England and continued activism. <br /><br /><b><i>The Diary of Anne Frank </i></b><br />This world-wide classic is essential reading for all students as it reveals Frank’s experiences during the Holocaust. Despite horrible treatment in the war, she keeps her faith in humanity and retains her unbreakable spirit. Although she died in a concentration camp, she lives forever in the words of her diary.</span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><br /><b><i>My Beloved World Sonya Sotomayor </i></b><br />Supreme Court Justice Sotomayor tells about her childhood growing up in the Bronx and overcoming a variety of hardships. She recalls her academic accomplishments including becoming valedictorian at her high school and then continuing her education at Princeton and Yale before becoming a federal judge. <br /><br />There are absolutely too many outstanding books to recommend, so you may find others that would interest your students <a href="https://www.readitforward.com/essay/article/books-by-brave-women-around-world/" target="_blank">here</a>. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">5. Use argumentative writing and discussion to provoke critical thinking. </span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Include prompts about women’s roles in society and discuss the gender stereotypes that often come up during class. Be sure to have students research these topics and gather information from reliable resources. Here are some topics to get you started: <br /><br /><b>1. Why do women change their names?</b> </span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">(It’s always fun and eye-opening to students if you ask the boys if they would change their last name for their wives.) I love having this discussion with my students when I teach the poem, <a href="https://www.teacherspayteachers.com/Product/Writing-Task-Naming-Myself-by-Kingsolver-and-My-Name-by-Cisneros-783741" target="_blank">“Naming Myself” by Barbara Kingsolver.</a> <br /><br /><b>2. Could a woman win the presidency in the next election?</b></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"> This is especially relevant with the upcoming presidential election. Extend the discussion and ask students to defend why they believe a woman or man would be better suited to the presidency. <br /><br /><b>3. Should women be allowed to play with men in professional sports such as the NFL or NBA?</b> </span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Women are champion athletes in many sports including basketball, tennis, golf, soccer, baseball, and others, but they are usually in separate leagues from men. Furthermore, they are paid less than similar male athletes. Add a discussion of female coaches in male dominated sports. <br /><br /><b>4. Has the #metoo movement gone too far?</b></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Women have endured sexual abuse and harassment throughout history and the #metoo movement has focused more attention on these problems. But some argue the movement is going too far. Here’s a <a href="https://www.nytimes.com/2018/01/25/learning/lesson-plans/the-reckoning-teaching-about-the-metoo-moment-and-sexual-harassment-with-resources-from-the-new-york-times.html" target="_blank">resource from The New York Times</a> to help start this conversation with your students.<br /><br /><b>5. Why do women continue to be paid less than men?</b> </span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">As recently as 2018, full-time, year-round female workers made only 82 cents for every dollar earned by men. Despite having the same education and increased responsibility for family incomes, women continue to earn 18 percent less than men. Elaborate on this topic by discussing the consequences of this pay disparity. For instance, how does it affect women who are single mothers? How is different for single fathers?<br /><br /><b>6. How do female standards of beauty impact girls?</b> </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Models in America typically require women to be tall and slim. They should have big breasts and a small waist. <a href="http://ocbeachteacher.blogspot.com/2015/03/like-girl.html" target="_blank">Have these expectations changed in recent years?</a> What pressures do teenage girls feel about their appearance today? How does social media exacerbate these standards? Students will likely have lots to say.</span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">These discussions may get emotional at times, so it’s important to establish a culture of respect in your classroom. Allow students to have differing opinions but make sure they behave courteously. For many students, this may be the first time they’ve discussed these controversies outside their homes or circle of friends. <br /><br />Of course, when adding these lessons into your instruction, it's important not to ostracize the boys. Be sure that you support your boys and encourage them to be more knowledgeable and sensitive men. It may also be a good idea to broaden your lessons and include discussion of male stereotypes and labels, too!</span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">What discussion topics would you add? What books and texts would add to the ones from above? Please include them in the comments below. </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><br /></span><br />
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OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com0tag:blogger.com,1999:blog-7547804563205602939.post-26638694733570404392019-12-08T11:57:00.002-05:002019-12-10T20:07:26.546-05:00How to Thrive During Student Teaching (for Teacher Interns AND Mentor Teachers)<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgm3yueeO2xxDMj8uzBvcwaQPf12fm2LhYoKuQhuThX18IkKXD_rVgVZrrlDzgGLMVk7jkF9_xrCXveee4pTX46s4Zfguj1tfQ1vjc9wm71YvUHserBK9asVZRrV1Q8q4LRUJA5_etVQO_V/s1600/thrive-student-teaching.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="student teacher, mentor teacher" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgm3yueeO2xxDMj8uzBvcwaQPf12fm2LhYoKuQhuThX18IkKXD_rVgVZrrlDzgGLMVk7jkF9_xrCXveee4pTX46s4Zfguj1tfQ1vjc9wm71YvUHserBK9asVZRrV1Q8q4LRUJA5_etVQO_V/s640/thrive-student-teaching.png" title="student teaching" width="640" /></a></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Student Teaching…i</span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">t’s an essential element of every college teaching program and an important experience for both the mentor teacher and the pre-service teacher! </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">For student teachers, it provides the opportunity to gain hands-on experience in the classroom and gain knowledge of the realities of the life of a classroom teacher. For mentor teachers, it provides opportunities to reflect on your teaching practice, grow professionally, and get trained assistance in your classes. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Have you been asked to mentor a student teacher?</span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Mentoring a student teacher is not always popular with experienced teachers. It involves some risk and the ability to relinquish control of your classroom. Despite those facts, I enjoy having student teachers and have mentored nine, including many who have gone on to become successful teachers. <br /><br />I enjoy student teachers (also called teacher interns) because they bring enthusiasm, energy, and new ideas to my classroom and teaching. As students who have recently taken secondary ELA methods courses, they also are knowledgeable about new technologies, texts, and teaching strategies which help keep me current. Of course, being a cooperating teacher and student teacher isn’t always easy, so here are some tips from my experiences and training over the years.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">For Cooperating Teachers (Mentors)</span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b><i>1. Remember, they are still students! </i></b></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"> These days many of my student teachers (earning their bachelor’s degrees for secondary English) are closer in age to my high school students than to me, so this is quickly apparent. <br /><br />This means mentors should scaffold and use gradual release models- just like with their adolescent students. This includes providing guidance with co-teaching and planning, adding ever-increasing tasks and responsibility as the student teacher progresses in their student teaching experience. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">For instance, they will need to observe at first and may want to work with small groups of students before teaching a whole-class lesson. Then, they may want to do mini-lessons before doing a full lesson. Often, my interns watch me during the early classes in the day and gradually take on more of the teaching responsibilities as each day progresses.<br /><br /><b><i>2. Be sure to communicate often.</i></b> </span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">This can be challenging during a busy school day, but it is essential to success for you and the intern. I usually set aside at least 15 minutes of each planning period to talk with my interns. We may also schedule discussion times before and after school as needed. <br /><br />Recently, I found it helpful to reiterate and review our conversations through email to make sure we both remembered what we talked about. It also gave use both time to reflect on earlier discussions and ask follow-up questions. Furthermore, it helped make expectations clear since they were in writing. Mostly, it’s important to have routine conversations in a way that work for you both.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Three-Column Feedback Approach</span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Communication also includes providing feedback. Of course, student teachers need praise and positive reinforcement to build their confidence, but they also need honest feedback, including constructive criticism. I like using an “I See,” “I Hear,” and “Questions” approach. (My own supervisors used this technique with me.) <br /><br />I divide a page into three columns and observe the intern teaching, noticing details such as which students in the class participate in discussion and what those students are saying and doing. I also note the intern’s words and actions- movement around the classroom (use of proximity). I’m much like a human video camera (although actually videotaping the intern teaching is also a great idea – and usually required.) However, by personally observing, I can bring attention to things that an intern might not be aware of when watching a video.<br /><br /><i><b>3. Expect professionalism.</b></i><br />Student teachers often look young, especially if they’re working in a middle school or high school classroom. They’re probably accustomed to wearing jeans and casual clothing for their college classes, but they should wear professional attire appropriate to the school culture where you teach. This may include being even more formal than the seasoned teacher at your school. At the university where my interns attend, they even sponsor a “fashion show” for their methods students. At the very least, it may be worth a discussion between the student teacher and mentor.<br /><br />Furthermore, use of cell phones should also be discussed. Unfortunately, I’ve had several student teachers who were on their phones while they were supposed to be observing our classes. In my school, students aren’t supposed to have their cell phones out in class and the intern should model appropriate behavior. This may be a new concept for your intern, however, so it may need to be explicitly stated.<br /><br /><b><i>4. Collaborate with them.</i></b><br />Take time to plan engaging lessons together! Use both of </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihkEEmJBSkhGNlJ_WXfUsRVGMwvof0bnARGmMroN-HoCYinxWRSjlARBgzFSrXUwROlpZ7bkoQuiY-k133fZg2_cDwJcUoM1k3aBWf-Jywm77BdfA211ow9rs1BxoS1Gv1eLverMSLY8Xp/s1600/collaborate-with-student-teachers.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="student-teaching, internships" border="0" data-original-height="672" data-original-width="480" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihkEEmJBSkhGNlJ_WXfUsRVGMwvof0bnARGmMroN-HoCYinxWRSjlARBgzFSrXUwROlpZ7bkoQuiY-k133fZg2_cDwJcUoM1k3aBWf-Jywm77BdfA211ow9rs1BxoS1Gv1eLverMSLY8Xp/s400/collaborate-with-student-teachers.png" title="teacher-collaboration" width="285" /></a></span></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">your talents and skills to improve instruction in your classroom. This may involve taking turns for who leads lessons or works with small groups of students. I’ve gained wonderful ideas from my interns. One made an environmental connection to our Native American Myths with an excerpt from the book, <i>No Impact Man,</i> and I've expanded <a href="https://www.teacherspayteachers.com/Product/Nonfiction-and-Writing-with-Native-American-Myths-1740052" target="_blank">the lesson</a> since then. Several have introduced me to new technologies including brainstorming tools. Another intern, dressed up with me when we hosted a <a href="https://www.teacherspayteachers.com/Product/The-Great-Gatsby-Character-Essay-and-Party-2392486" target="_blank">Roaring 20's Party</a> after teaching <i>The Great Gatsby.</i><br /><br /><b><i>5. Say Goodbye & Celebrate Success!</i></b><br />Plan some goodbye activities for the last week with your student teacher. The students may want to write notes or cards to her or him. The intern may need to do a survey and request feedback from the students. <br /><br />You may even want to throw a small party or get a cake for </span><br />
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your student teacher. If possible, make the <a href="http://ocbeachteacher.blogspot.com/2016/11/laughing-all-way-with-classroom.html" target="_blank">celebration</a> fit with a current unit. I’ve ended with a <i>To Kill a Mockingbird</i> tea party and <i><a href="http://ocbeachteacher.blogspot.com/2017/11/teaching-gatsby.html" target="_blank">Great Gatsby</a> celebration. </i>You may also want to purchase a gift for your student teacher. Depending on the intern, I’ve given gifts including a t-shirt from our school store, a journal for reflective writing, books, and gift cards. And of course, be sure to offer to write a recommendation.</span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">For the Intern</span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b><i>1. Show humility and appreciation. </i></b><br />When I was a student teacher, I thought I knew a lot more than I actually did. I had worked as an educational assistant before pursing my M.Ed., and obviously, I was up-to-date on the latest research from my methods classes. <br /><br />While I found some of the lessons and procedures used from my cooperating teacher to be boring, I didn’t understand that she had many years of experience that lead to her routines and teaching style. I also didn’t know that she had to meet mandates from her own supervisors. It’s best to be humble during your experience and consider yourself a “house guest.” The mentor teacher has invited you into his or her classroom, and you should be as gracious as you would with any other person who is hosting you.<br /><br /><b><i>2. Listen, reflect, and ask questions.</i></b><br />Take time to listen and reflect on your days. Often, as you’re</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuLiIOCngimiQYleWIsU4T9XJLtYZUEP9dNHe0i5sNssM0BA0a8LeNy7uV-k6y8_UKfzKsNdEYWWkG_sb7uTtc1XNKPBBj95l97EjGG7bvZFn74B3xGaxV-3lc3tbRwVon5COg_h4oBWRk/s1600/student-teaching-survive-extra-long.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="pre-service teacher, cooperating teacher" border="0" data-original-height="1280" data-original-width="720" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuLiIOCngimiQYleWIsU4T9XJLtYZUEP9dNHe0i5sNssM0BA0a8LeNy7uV-k6y8_UKfzKsNdEYWWkG_sb7uTtc1XNKPBBj95l97EjGG7bvZFn74B3xGaxV-3lc3tbRwVon5COg_h4oBWRk/s640/student-teaching-survive-extra-long.png" title="student-teaching" width="360" /></a></span></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">reflecting on your daily experiences, you’ll realize that you have more questions for your mentor teacher. Jot these down so you won’t forget to ask them, or email the questions so your cooperating teacher has time to give you thoughtful responses. You may also want to keep a diary in which you note your thoughts each night. Or, if you’re like me, and find yourself too busy to write in a journal, you can simply write notes in your teaching plan book.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b><i>3. Be professional.</i></b></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">As mentioned above, your mentor teacher should expect professionalism from you, but you can make that easier by simply acting in a professional manner. That means that you should dress appropriately and refrain from interacting with students outside of the classroom unless it’s for a sanctioned extracurricular activity. <br /><br />Be sure to set boundaries since students won’t always know how to handle a young teacher and may see you as a friend, (or even a love interest). Make it clear that you are not able to be friends while you’re interning. That includes making sure not to connect with them on social media. Unfortunately, I had a student teacher who was asked to leave our school when she went to a party with students (even though she had graduated from our school and knew some of them for a while). It’s best to err on the side of being more conservative while you’re a student teacher.<br /><br /><b><i>4. Observe many different teachers.</i></b><br />Given the opportunity, ask to observe as many different teachers as possible. This may mean watching teachers in different grade levels and/or content areas. You will notice that in each classroom, teachers will have unique procedures and ways of managing their classroom. By watching a variety of teachers, you will get the best ideas for your own style of teaching and future job. It also helps to see how students behave at different grade levels and with different teachers' personalities. <br /><br /><b><i>5. Get involved and volunteer!</i></b><br />If you’re serious about getting a teaching job (maybe even at the schools where you intern), take time to assist out of the classroom. Administrators will truly be impressed with interns who attend sports or club functions. At our school, we’re always in need of adult chaperones for dances and nighttime activities during Homecoming or Prom spirit weeks. Not only will you have opportunities to network with staff members, but you’ll build better rapport with students and parents!<br /><br />Although student teaching is challenging at times, it can be a wonderful experience that will lead to a fulfilling career. Hopefully, some of these tips will make the experience beneficial for both mentor teachers and their teacher interns. <br /><br />What tips would you add? What experiences have you had with student teaching? Please add your thoughts below!</span><br />
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OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com0tag:blogger.com,1999:blog-7547804563205602939.post-46474395734340706462019-12-02T05:50:00.000-05:002019-12-02T19:45:59.688-05:00Roundtable Discussion - Turning Book Discussions Over to Students<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaH82HC0qFhW8L56v8XDC9rZH4ozAD3Sw9CLKVVTO79SCsujgd76ivpudq9tjEeSoobqMx1s3owP9X907JvNPXUR9uy5W5uWaaGQ_yv5kP0-mbAZ4o221dsZnHABSxRDBOyO6zlAGiISLD/s1600/readers+roundtable+horizontal+image+blogger.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaH82HC0qFhW8L56v8XDC9rZH4ozAD3Sw9CLKVVTO79SCsujgd76ivpudq9tjEeSoobqMx1s3owP9X907JvNPXUR9uy5W5uWaaGQ_yv5kP0-mbAZ4o221dsZnHABSxRDBOyO6zlAGiISLD/s640/readers+roundtable+horizontal+image+blogger.png" title="reading-discussion, socratic-seminar" width="640" /></a></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b><span style="color: #674ea7;">How do teachers get students to talk about their reading in a meaningful way? </span></b><br />As a high school English teacher, I have often been reluctant to let students lead their own book discussions. When I have tried book discussions in the past, students focused on the literal meanings of their books, usually recalling plot events; however, I wanted them to use critical thinking and to make inferences and relevant connections with their reading.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjM9Zb3aGhLOy_E2i7v0uTaexHr-xaOwd1O9xkJR6MvWNMhqqDsgDWfMxnRZ_xJcso6XxU9UjimnhjxOsa3zc4svpp6oyo2psoUHraopnqkwTqQsnN8vJi6cfg_g-_b4oaG1ICTnqu_pdsT/s1600/Discussion+Tools+for+Any+Text.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="secondary ela" border="0" data-original-height="960" data-original-width="720" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjM9Zb3aGhLOy_E2i7v0uTaexHr-xaOwd1O9xkJR6MvWNMhqqDsgDWfMxnRZ_xJcso6XxU9UjimnhjxOsa3zc4svpp6oyo2psoUHraopnqkwTqQsnN8vJi6cfg_g-_b4oaG1ICTnqu_pdsT/s400/Discussion+Tools+for+Any+Text.png" style="height: auto; max-height: 80%; max-width: 80%; width: auto;" title="discussion tools, book-discussions" width="300" /></a><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Over the years, I’ve experimented with strategies that have made me more comfortable turning the discussion over to my students (and that make them more at ease with taking ownership of the discussions). These trials have turned into my “Roundtable Discussion.” Both students and administrators have praised the use of this discussion format, which I’ve used both in my American Literature and AP Literature classes.<br /><br />Here are some reasons why my class discussions became more meaningful:<br /><br />1. <span style="color: #351c75;"><b>Students prepare for their discussions.</b></span> They use handouts to summarize, to identify quotes and vocabulary, to write questions, and to research topics related to their reading. These handouts are assigned with specific chapters and discussion dates in mind. Students bring them to class and their completed work is stamped at the beginning of discussion.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgh2U3uDs5z1pj7ypGlBLdDVB0qdzghwBWEQXDFhKTkLWuFbREaq3F5YFUtySnfHpHgrBhE2bCPPKPzCzDOL45Z0AA-q4p8O06CWTc6nedT4fxr8dHBs1KQxIxng6ZrPAIe9D6yngx_gP2i/s1600/square+discussion+prep.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="high school English" border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgh2U3uDs5z1pj7ypGlBLdDVB0qdzghwBWEQXDFhKTkLWuFbREaq3F5YFUtySnfHpHgrBhE2bCPPKPzCzDOL45Z0AA-q4p8O06CWTc6nedT4fxr8dHBs1KQxIxng6ZrPAIe9D6yngx_gP2i/s400/square+discussion+prep.png" style="height: auto; max-height: 80%; max-width: 80%; width: auto;" title="book discussions, reading comprehension, student ownership" width="400" /></a></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">2. <span style="color: #351c75;"><b>They write to get started.</b> </span> Students respond to a quick write on their response sheets before discussion. The prompt varies- sometimes asking a general question about literature and sometimes asking a specific question about their current reading. For a recent quick write in AP Literature, students wrote about the structure of <i>Snow Falling on Cedars.</i> This lead to a good discussion of nonlinear plotline.<br /><br />3. <span style="color: #351c75;"><b>Students rehearse.</b></span> After setting goals for discussion, students meet with partners, sharing their quick writes, handouts, and goals. Next, they move the desks into a circle and participate in a “whip around.” During this activity, each student shares one thought about their reading. They cannot respond to each other at this point; they just listen. Finally, this leads into spontaneous discussion.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbbQTYwI_winuxPKgZUOo8h_cYH-GBShDDX3Ca1HvMiW0CMS3XZo2Z4ToMrCofmPqVRBRDraUv5SnEAaOywq6iJOYyA3nrI6iWFdLgAeNKAs5324XrUuywtaXclVghzy6svc09KTkwk3rY/s1600/Extra+Long+Pin+Roundtable.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="reading discussion" border="0" data-original-height="1280" data-original-width="720" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbbQTYwI_winuxPKgZUOo8h_cYH-GBShDDX3Ca1HvMiW0CMS3XZo2Z4ToMrCofmPqVRBRDraUv5SnEAaOywq6iJOYyA3nrI6iWFdLgAeNKAs5324XrUuywtaXclVghzy6svc09KTkwk3rY/s640/Extra+Long+Pin+Roundtable.png" style="height: auto; max-height: 80%; max-width: 80%; width: auto;" title="high-school-English" width="360" /></a></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">4. <span style="color: #351c75; font-weight: bold;">They listen to one another and take notes. </span>During the discussion, I ask my students to note at least three - four interesting comments they heard their classmates contribute to the discussion. I encourage them to use these notes to help them build their comments off of one another's ideas. If I have a large class, I split them into two groups, and the "outside" circle listens and jots notes. (Sometimes we add a “hot seat” and students from the outside can move into the inner circle to respond to a discussion comment.) This helps keep them focused.<br /><br />5. <b><span style="color: #351c75;">After the discussion, students reflect on the day’s conversation.</span></b> Often, they write about whether they achieved their goals, but on other occasions I give them specific prompts related to rubric criteria. When students observe one another in outside circles, they can also use their peers’ feedback for their reflections.<br /><br />With practice, students have <a href="http://ocbeachteacher.blogspot.com/2019/01/do-your-students-have-meaningless.html" target="_blank">thoughtful discussions</a>, and I am rewarded with time to listen and observe. This helps me develop other lessons based on my informal assessment of their discussions. <br /><br />Best of all? It’s wonderfully relaxing to be a listener and not the lead participant in the discussion. Students take ownership for their learning!</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b>A few more things to note about effective discussions:</b></span><br />
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<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">It takes practice! The first discussion is challenging for many students because in my school, they’ve rarely been required to take ownership in this way. They are also nervous to talk in front of their peers, but eventually almost all of them get comfortable and leaders emerge naturally. It’s great for hearing students who otherwise would not participate, too!</span></li>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPifZm58ZDGG1OM73BcgLhGRBshi3Jbf6ZT1fmsbioRvkoWSoxnJuSdWC8DFTNO48CtFA4uQaHDSXlCHg5qyx77VAz8lcudohV0S7YIrh9ADpoXN-Q5XkuixZ8mux2Oz6nbxkBZGMKqvfJ/s1600/long+pin+discussion+guide.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="whole-class-reading" border="0" data-original-height="672" data-original-width="480" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPifZm58ZDGG1OM73BcgLhGRBshi3Jbf6ZT1fmsbioRvkoWSoxnJuSdWC8DFTNO48CtFA4uQaHDSXlCHg5qyx77VAz8lcudohV0S7YIrh9ADpoXN-Q5XkuixZ8mux2Oz6nbxkBZGMKqvfJ/s400/long+pin+discussion+guide.png" style="height: auto; max-height: 80%; max-width: 80%; width: auto;" title="meaningful discussion, reading, secondary ELA" width="285" /></a>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">I have 90-minute class periods so this process can take from 45 – 60 minutes. Using a timer helps keep the process moving along. Again, with repeated discussions, it goes more smoothly.</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">It often helps to use a short story for a model discussion before tackling a larger text such as a novel. </span></li>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Would you be interested in learning more Roundtable Discussion? You can get handouts, a rubric, and a lesson plan </span><a href="https://www.teacherspayteachers.com/Product/Discussion-Tools-for-Any-Text-Readers-Roundtable-1968271" style="font-family: "helvetica neue", arial, helvetica, sans-serif;">here</a><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">.</span></span><br />
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OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com1tag:blogger.com,1999:blog-7547804563205602939.post-25947861230851456542019-08-10T15:00:00.000-04:002019-08-11T12:22:01.331-04:00Back to School Stress? 5 Ways to Take Care of Yourself!<div class="MsoNormal">
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">It’s that time of year again. <br /><br />After enjoying a relaxing summer, stress levels skyrocket with the return to a busy school schedule. If you’re like me, you may have enjoyed waking up without an alarm clock, drinking your morning coffee or tea at a leisurely pace, and spending quality time with family and friends. But now that you’re back to work, time is limited for those activities.<br /><br />It can be difficult to transition to the hectic pace of the school year, so it’s more important than ever to take care of yourself as you return to school. <i>Of course, that’s easier said than done.</i> So, here are a few suggestions for self-care that are reminders as you try to shift back to your school routine. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">1. I don’t know about you but because my summer schedule is calmer, I am much better at getting exercise and going to the gym than during the school year. I’ve been taking spin and yoga classes throughout the summer, but once the school year starts and I can’t exercise in the morning, it’s much harder for me to get to the gym. (I’m not a person who can wake up and go to the gym before school.) Although I may miss my workouts at the gym when September returns, I can still get outdoors after school and take long walks. Though they’re not as demanding as my spin classes, these walks refresh me and still burn calories.<br /><br />If I have a little more time, I may kayak or ride my bike. These activities help improve my energy and provide the added benefit of boosting my vitamin D from the sunshine. Hopefully, you can also find time to stay active. Like me, it can be as simple as an afternoon walk. Consider what activities you can do to stay active that aren’t time-consuming.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">2. This is probably the most important lesson I’ve learned in </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">over 20+ years of teaching. “No” is such a little word, but sometimes it’s tough to say. Administrators, students, parents, and other teachers always make innumerable requests during the school year. Whether it’s attending a school talent show, chaperoning a dance, or teaching an after-school program, people always ask me to do more! No doubt, I enjoy attending some of these events, but I have to limit extra activities to one or two a week. If I don’t say “no,” I won’t have any time left over to take care of myself. <br /><br />New teachers should especially heed this advice. If you’re a new teacher, you already have too much to handle, and you need to protect your time so you can effectively manage lesson planning, grading, communicating with parents, etc. (The list never ends). You may be inundated with requests for help because the demand for club advisors, coaches, and committee participants is always high. Please set boundaries and empower yourself! Really, it’s only two letters…N-O</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Get Sleep</span></h3>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiBLSkT_3ZtGtIn_7DCcx1IQ3hXAhslQr9KN40vMb98K0139Mn1vhnnz3DjsfaHcLsnArYD7EWRBk7m668MzIzkpKgbJ0SB6FZAiHLiy2FcG55Z1W1Rhb5Mys00GvFW1lddcNPWEsTbXAL/s1600/horizontal+sleeping+self+care.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="960" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiBLSkT_3ZtGtIn_7DCcx1IQ3hXAhslQr9KN40vMb98K0139Mn1vhnnz3DjsfaHcLsnArYD7EWRBk7m668MzIzkpKgbJ0SB6FZAiHLiy2FcG55Z1W1Rhb5Mys00GvFW1lddcNPWEsTbXAL/s400/horizontal+sleeping+self+care.png" width="400" /></a><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">3. When switching from my summer schedule back to a school routine, it’s important to make sure I get enough sleep. In the summer when the days are longer, I go to bed later at night. In fact, I do everything later, including waking up, socializing, and eating dinner. But with the early mornings of the school year, I have to make sure I go to bed earlier, so I start winding down right after dinner. This means that I need to turn off my cell phone and walk away from the television. Without those distractions, I can often get to sleep by ten on a school night and get my full eight hours of sleep. <br /><br />You should try to do the same. Don’t grade papers in bed and don’t bring your laptop into the bedroom. Find relaxing</span><br />
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activities that will help you quiet your brain. Include time before you go to bed to listen to soothing music, take a bath, enjoy a glass of wine, or read a pleasurable book. If those strategies don’t work, and you find yourself struggling to sleep, try deep breathing or meditation. I’ve found an app called <a href="https://www.calm.com/?utm_medium=paid&utm_source=google&utm_campaign=gsa_calm_desktop-xx_us-en_cpc_exact_trial&utm_content=trial&gclid=Cj0KCQjw-b7qBRDPARIsADVbUbUYSAiSYLQ-YNTG1NUlE9OnULVyLGdOMIuDVto4nNgxNlFU7z7M3FQaAgFXEALw_wcB" target="_blank">Calm</a> that helps me on those nights when I have insomnia.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Continue Summer Hobbies</span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">4. In the summer, I cultivate and tend a small garden of tomatoes, peppers, and herbs. I make sure to water and prune the plants, and I enjoy the reward of fresh vegetables. I also spend more time with my dog, taking him for drives to the beach or park. Unfortunately, with my busy school schedule, I frequently forget to care for the garden, or I neglect my pup. Ultimately, work’s interference with these activities makes me resentful.<br /><br />To keep from getting irritable and to improve my mood, I consciously devote time to continuing summer activities. Furthermore, maintaining my garden reminds me to cook and eat healthy. And when it’s too cold or dark to keep up with these hobbies, I add new ones that fit the season. (My husband and I compete in Fantasy Football league with friends.) If you have summer hobbies, schedule time to enjoy them even when summer break ends.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Pamper Yourself</span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">5. When I meet my new students and start teaching after summer vacation, it’s easy for me to get consumed with work. I have long work days followed by evening activities such as back-to-school night during the first months back. Work and home responsibilities feel overwhelming. In the past, I’ve neglected to honor my self-worth. A few small indulgences like getting a manicure or massage make me feel better and cheer me up when I’m sad that summer is over. Don’t feel guilty and make sure you pamper yourself, too! In fact, research shows that taking care of your emotional well-being improves your ability to be there for others.<br /><br />Occasionally, during extra busy weeks, I struggle to practice self-care more than usual weeks. Sometimes, I’m in a bind to find an engaging lesson for a new concept I’m teaching, or I need a good substitute lesson plan for when I don’t feel well.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">At these times, I search for <a href="https://www.teacherspayteachers.com/Store/Ocbeachteacher" target="_blank">teaching resources</a> that I can download for a few dollars. I know that teacher authors have worked hours to make excellent teaching materials so I can take care of myself. It’s not selfish to prioritize our health over work responsibilities.<br /><br />The truth is that teachers are so generous with their time that they may be inattentive to their own physical and mental health. Overtired and burnt-out teachers are short-tempered, lethargic, and frequently ill. But by sacrificing their health, they end up being able to give less of themselves. If you’re one of those teachers, remember that by helping yourself, you’re also helping your students, colleagues, and others in your community!<br /><br />I’ve shared ways that I purposefully care for myself. What do you do for yourself? I’m always looking for new ways to live a more balanced life, so please share in the comments below.</span><br />
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OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com1tag:blogger.com,1999:blog-7547804563205602939.post-67307165249843261192019-07-21T15:00:00.000-04:002019-07-21T15:54:34.913-04:00How to Keep High School Students Focused When They're Distracted<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyMpiucTce2dDUSVztCtJpzV9hDfM64N4qbZ-J40tvUQvYmBAlZLZAiv5mJkRxVHxq2cTVGXa1HOy8XVlP9eWXl-uW5glVlWTDXnIApppTwm90TWJkg5QMNquAskiIRUn2ilZ1S_z1jpH_/s1600/Slide2.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="high school life" border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyMpiucTce2dDUSVztCtJpzV9hDfM64N4qbZ-J40tvUQvYmBAlZLZAiv5mJkRxVHxq2cTVGXa1HOy8XVlP9eWXl-uW5glVlWTDXnIApppTwm90TWJkg5QMNquAskiIRUn2ilZ1S_z1jpH_/s640/Slide2.PNG" title="homecoming, spirit weeks, distractions" width="640" /></a></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">High school life is busy...last week our school celebrated homecoming, and as usual, everyone was distracted by “dress-up” days, evening activities (class competitions, a talent show, a teacher-student volleyball game), voting for the homecoming court, and of course, the dance. To say the least, it made teaching challenging!</span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">New Teacher Mistakes</span></h3>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">When I was a new teacher, I never paid attention to special times of the school year- whether they were traditional holidays, special field trips, popular dances, or important sports competitions. I took myself and my job too seriously- expecting that nothing would interfere with my students’ learning. Unfortunately, I had the mindset that students were in school to learn, and they needed to manage themselves better if life distracted them. </span></div>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><br />Of course, <b><i>this didn’t make me a very successful teacher </i></b>during these times, but fortunately I’ve learned from my mistakes! Over the years, I’ve realized that teachers need to be flexible. I was a student once, too, and even though it was a long time ago (a really long time ago), I remember how exciting these special times of the school year were, so I shouldn’t fault my students for being distracted. Instead, now I try to help them manage their enthusiasm for these activities while they also continue to learn.</span><h3>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">Tips for Managing Distractions</span></h3>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">Here are a few strategies that I use to help make these weeks manageable:<br /><br />1. Acknowledge there is a distraction and plan ahead! It’s not the wisest decision to make the Monday after homecoming weekend (or Halloween, or Thanksgiving, or prom, etc.) the due date for a major assignment or project. The reality is that many students will not complete the assignment. Then you will have to decide if you’ll let students submit it as a late assignment or fail the project. If they fail, are they learning? Ultimately, adding a day or two to the deadline and making the due date on the Tuesday or Wednesday after a special weekend gives them a weeknight or two to finish homework and will result in less stress and hassle for you and the students.<br /><br />Parents will also appreciate this forward-thinking. For instance, at holidays, many parents struggle to balance travel plans with school schedules. They will thank you for making it so their children don’t have to stay up late into the night after arriving home from a delayed flight at 10:00 p.m. on a Sunday.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4eXtrVp1EV4_qAalDsdP7NF8i9slta1mTwZmsbsrNBSsn2KWLfuFMa1_XcFuQXLvi_0krYDax6yTHz6815vutCEAxgIX7UrZnVsBu2nTZvrqGyv0UhSzPYad7dUBCo6vWapR4PvQc-yUX/s1600/homecoming+pin.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="prom, special events in school" border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4eXtrVp1EV4_qAalDsdP7NF8i9slta1mTwZmsbsrNBSsn2KWLfuFMa1_XcFuQXLvi_0krYDax6yTHz6815vutCEAxgIX7UrZnVsBu2nTZvrqGyv0UhSzPYad7dUBCo6vWapR4PvQc-yUX/s400/homecoming+pin.png" title="classroom culture, secondary students, new teacher tips" width="285" /></a><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">2. However, it's still important to keep students accountable during these weeks. (Yes, I know that I just said I loosen up due dates but it's still important to set the expectation for learning). Although it’s important to recognize the holiday or event taking place, and maybe even incorporate a few </span><a href="https://www.teacherspayteachers.com/Store/Ocbeachteacher/Category/Holidays-229171" style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: x-large;">fun activities</a><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: large;">, it’s important to continue with lessons from the regular curriculum. In my classes, students have vocabulary assignments every day, and I make sure to collect them. We also continue our weekly grammar and reading lessons. I often choose an interesting story such as "The Story of an Hour" or <a href="https://www.teacherspayteachers.com/Product/Common-Core-Writing-Task-The-Most-Dangerous-Game-The-Lottery-2030620" target="_blank">"The Lottery"</a> that requires critical thinking to help them stay focused.</span><br style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: x-large;" /><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><br />With my high school students, I also talk with them about planning ahead. (In fact, at the beginning of the school year, I use <a href="https://www.teacherspayteachers.com/Product/Back-to-School-Problem-Solving-Writing-Prompts-3879924" target="_blank">problem-solving writing prompts</a> to help them prepare for upcoming challenges.) For example, I tell them that they may want to complete their upcoming vocabulary index cards during the weekend before a spirit week or holiday. (I give them this advice when they will have a busy week at after-school jobs or in sports, too.) This way they can enjoy the evening activities that take place during our homecoming week. No doubt, this is a helpful life lesson for the many events that will distract them in their futures at college and in work.<br /><br />3. Participate in some of the fun. I probably shouldn't admit this, but I honestly don’t feel that excited about homecoming anymore. (Between being a high school student and teacher, I’ve participated in 20 homecoming weeks and numerous dances.) However, I still want to connect with the students and show my school spirit. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihyphenhyphenHqGBfMxKO_5OhPvftSO5rZhmdhJ-oXLE5hPst2thyphenhyphenTD-Tu9Jt3TJnuhkKhmaLC1s9hvcoyNONCi2vr3tgeiL4rpVik7F82WxIExEKzVUpSfVx3kp1LPvEEqIlutYG0Hy10-yAD_BhrQ/s1600/Slide1.PNG" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihyphenhyphenHqGBfMxKO_5OhPvftSO5rZhmdhJ-oXLE5hPst2thyphenhyphenTD-Tu9Jt3TJnuhkKhmaLC1s9hvcoyNONCi2vr3tgeiL4rpVik7F82WxIExEKzVUpSfVx3kp1LPvEEqIlutYG0Hy10-yAD_BhrQ/s400/Slide1.PNG" width="400" /></a><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">Therefore, I choose a few days to dress-up for during the week. My students notice that I’m taking part in activities that happen outside of English class, and it opens conversations with them about their interests, hobbies, and life outside of school. Even though I think my English class should be the center of everyone’s attention (haha), lots of my students, parents, and other staff members won’t agree. They have their own interests and priorities, and it's important to accept that. As you can see, my colleague and I dressed up for "Twins Day." <br /><br />4. Maintain regular routines. I believe that <a href="http://ocbeachteacher.blogspot.com/2018/07/five-secret-strategies-for-back-to.html" target="_blank">structure and routines</a> are beneficial to my students’ learning. They know they can expect certain warm ups, lessons, and activities on specific days of the week. For example, they know that I always start with journal writing on Mondays and that we begin class with silent sustained reading on Tuesdays and Thursdays. This helps me plan my semester and provides consistency. </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">As much as possible, I maintain these routines during special weeks during the school year. Sometimes those weeks and events make them anxious. (They may be worried about who they'll go to the dance with or what they will wear to Homecoming.) When students know there are daily routines and expectations, it actually helps calm their nerves. Structure at school also helps me meet some of their <a href="https://ocbeachteacher.blogspot.com/2017/07/emotional-learning-tips-for-teaching.html" target="_blank">emotional needs.</a><br /><br />I hope by sharing some of my previous challenges and how I've learned to deal with them, you can avoid some of the pitfalls I've had in past years. What advice do you have for keeping students focused during the holiday season or other eventful times during the school year? I’m always interested in new ideas so please share in the comments below!</span></div>
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OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com0tag:blogger.com,1999:blog-7547804563205602939.post-16662427879471943362019-05-20T20:32:00.000-04:002019-05-21T19:33:52.209-04:00End of the Year Survival - Choose Your Battles <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEho2JRJJQYS6kRQPYKfJTPhKpkCHOZ9otABAQOcNKt1t0LzGfR2ECpRCY-oYip3DM1PZUlCm7QtX0Xfu_JG1pm3s-jTDRB8fO6VE2UNYkitAUqUCble4SDylKUuB1se1yVLwv80FTC5-9D2/s1600/choose-your-battles-horizontal.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="discipline, end-of-year" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEho2JRJJQYS6kRQPYKfJTPhKpkCHOZ9otABAQOcNKt1t0LzGfR2ECpRCY-oYip3DM1PZUlCm7QtX0Xfu_JG1pm3s-jTDRB8fO6VE2UNYkitAUqUCble4SDylKUuB1se1yVLwv80FTC5-9D2/s640/choose-your-battles-horizontal.jpg" title="classroom-management" width="640" /></a></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><br />As the school year comes closer to an end, teachers and students are tired. The end of the year is in sight but there are still things to accomplish- a unit, a test, a graduation ceremony…and on and on. Unfortunately, when people are tired, they may not be on their best behavior. If we acknowledge this fact, it makes getting through the last months and weeks a little easier. <br /><br />When I was a younger teacher, I wish I had considered this reality more. I was idealistic, enthusiastic, and wanted perfection. Well-meaning family, friends, and colleagues suggested to me that not all battles were worth fighting (or at least, not all battles were worth fighting all of the time). Although they shared their wisdom with me, I didn’t hear it until I became a more experienced teacher. I’m passing this advice along to others in case they can do a better job at listening than me.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Don’t argue about a missing pencil or pen.</span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Yes, it’s annoying that one of the only tasks your students may have is to bring their supplies to class. You may think: Why can’t they just do this one little thing? It may make you feel offended, even, that they don’t care enough to come to your class prepared. <br /><br />But it’s not worth the battle. Too many of the students are going to forget pencils and pens, and most of the time they haven’t done it on purpose. Maybe they left them in their last class, or maybe they couldn’t afford to buy new ones…who knows? Save your energy for more important problems and give them a pencil or pen. <br /><br />At the end of most classes, I usually have a couple of pens and pencils that have been left behind. Often, I pick them up and put them in a cup, and students can grab one when they need one. Not only does it help students, but it also helps the environment by reusing them. <br /><br />Sometimes, I ask my stepfather to bring me pencils from the </span><br />
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golf course where he works. It’s funny how students will suddenly remember their pencils when they have to use mini-golf pencils in class. Ultimately, it’s better that they can get their work and learning accomplished (and they’re less of a disruption in my class).</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Let them make up their missing assignments.</span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">If students haven’t completed assignments but demonstrate a willingness to get them completed, I let them do the work and just don’t give them full credit. The point is that they will hopefully learn the concepts and pass my class, moving on to the next grade level. <br /><br />There may be reasons that I’m unaware of which are <a href="http://ocbeachteacher.blogspot.com/2017/07/emotional-learning-tips-for-teaching.html" target="_blank">impacting the student</a>. I try to find out why they lack motivation.</span><br />
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<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Is there something going on at home? </span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Do they need to work at night to help support the family? </span></li>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Frequently, I seek out the guidance counselor or other staff to provide assistance if a student is overwhelmed.</span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><br />And if it’s just a matter of laziness, it’s probably better for them to pass my class. Frankly, if a student receives the lowest passing grade, how much better is that than a failing grade? Colleges know the difference between a well-earned <a href="https://www.teacherspayteachers.com/Product/End-of-the-Year-Persuasive-Letter-with-Rhetorical-Appeals-2526850" target="_blank">“A” or a low “D”</a>. By requiring lethargic students to continually retake classes, they take up the time and resources that I could use to help other students who may need my time more.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Don’t punish every tardy.</span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Have you ever been late to a meeting or appointment? Is it always because you’re a rude and selfish person? Most likely not, and that’s the same for many of our students. <br /><br />Lateness to class is a battle that I fight diligently earlier in the</span><br />
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school year because I don’t want to send the message that it’s okay for them to be tardy to class. If a student has more than two tardies, I expect them to make up the missed time after school with me. That’s a logical consequence, and I can help them with material they missed when they were tardy. <br /><br />However, by the end of the school year, I often allow a student a couple more tardies before I ask them for detention. Truthfully, I’ve talked with former students and found out that sometimes it’s their parents’ fault for bringing their them late to school anyway. Is that really the student’s fault?</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Give them a couple of minutes on their cell phones at the end of class.</span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">I hate cell phones in class. Now that our students have computers, I don’t see any reason for them to be on cell phones. They’re a major distraction and often lead to cyber bullying. Consequently, I have a hanging shoe organizer in my classroom, and I ask students to put their phones in an assigned pocket at the beginning of every class. <br /><br />To make my policy less confrontational, I tell them that if they </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhS7lD-J86t_gPMckCHGndJZvr3U_r3TDkWGaVEAstC7xVVStsDSyEzo2dbcEVc31FXKf-RjPlfY5AgeLa9pxMWgumlHEyVbfj2XeO7Kxa6JNODDLvBgXLNPbpAZpm5B2WFLIoWRYKKdq7m/s1600/shoe-organizer-blog.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="cell-phones" border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhS7lD-J86t_gPMckCHGndJZvr3U_r3TDkWGaVEAstC7xVVStsDSyEzo2dbcEVc31FXKf-RjPlfY5AgeLa9pxMWgumlHEyVbfj2XeO7Kxa6JNODDLvBgXLNPbpAZpm5B2WFLIoWRYKKdq7m/s400/shoe-organizer-blog.png" title="class-management" width="400" /></a></span></div>
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agree to do this and don’t argue with me about putting their phones away, I’ll give them two – three minutes at the end of class to check their phones. <br /><br />Do I lose instructional time? Yes, but to me it’s worth minimizing the battles with cell phones, which also end up disrupting instruction. By creating this policy, students are more engaged throughout most of class when they could have been sneaking looks on their phones instead.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Let them go to the bathroom.</span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">No matter how much time students have in between classes, there are always students who tell me that they can’t get to the bathroom in the minutes between our class bells. Do I believe them? Sometimes, but most often not. They’re likely chatting with friends instead of using that time for the restroom.<br /><br />But if a student really can’t get to the bathroom, I’d hate to be the one teacher to prevent them from using it. It’s the truth that sometimes there are long lines to the bathroom in between classes. And sometimes students have personal health reasons to use the bathroom frequently. <br /><br />I know that I would be frustrated if I was told that I couldn’t’ use the restroom during a professional meeting. This being said, I do try to limit students’ use of the bathroom.<br /><br />First, I ask if it’s it an emergency. Usually they will say “no.” Or, I might ask them to finish part of their classwork before they go to the restroom. I also require a signed pass so that I can keep track of their departures. If it’s continually an issue with a student, it may even be worth talking to a school nurse. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Of course, choosing your battles doesn’t mean letting your classroom become chaotic and unmanaged. It doesn’t mean lowering expectations. I still expect students to bring their <a href="https://www.teacherspayteachers.com/Product/Choosing-Novels-for-Silent-Sustained-Reading-1326581" target="_blank">silent sustained reading books</a> every day, and they’re required to make up assignments when they’re absent. They are also expected to be attentive during class. Furthermore, I keep lessons academically focused through the last day of school.<br /><br />I know some of you won’t agree with my advice. In fact, my younger self may not have agreed with my older self, but now I know better. I hope my wisdom helps you, too! <br /><br />Of course, I’m always interested in new ideas and strategies. Feel free to add your tips in the comments below to help make the end of the school year go smoothly.</span><br />
<img class="nopin" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOABHas5-jRlER88dtRXJ-seD5JqOuNo6ZROlyKvaBp3ptghEsjDoVr9P_AS01uYwu5RIe4lDdcDzPcwLw30V-FpiQg1iYuSIjjlPZjF2vNLtYLJ_mZsGrdjEfD17IBzOW8ZMzeWdBKs4/s1600/OCBeachTeacher-07.png" /></div>
OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com0tag:blogger.com,1999:blog-7547804563205602939.post-8618830258678875902019-05-05T20:00:00.000-04:002019-05-05T20:07:11.977-04:006 Ways to Keep Students Focused After the Test<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyct3Ia1tci52NXFnz_eIib7IVMHvajgVG85QmL7eglA5iVojgon02hkz06GHTCrcvZDS4gu5PBufZAEWt-QVkzMh6s-CbDdB_c94yJlvLRIqAjSOZKIxK5HjzpSaRxB5ETECWjJrGQJmA/s1600/horizontal+pin+getting+AFTER+THE+TEST.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="after standardized assessment" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyct3Ia1tci52NXFnz_eIib7IVMHvajgVG85QmL7eglA5iVojgon02hkz06GHTCrcvZDS4gu5PBufZAEWt-QVkzMh6s-CbDdB_c94yJlvLRIqAjSOZKIxK5HjzpSaRxB5ETECWjJrGQJmA/s640/horizontal+pin+getting+AFTER+THE+TEST.png" title="keep students focused" width="640" /></a></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Whether it’s a couple of days or a few weeks, many teachers dread the class time remaining “after the test.” They think there’s no reason to teach anymore, nor kids who care about learning. But I relish the opportunity to teach with freedom that may not have been available before the test. In fact, I think the topics that can be taught during this time can be even more important than those from earlier in the school year.<br /><br />The students and I are also more relaxed as we don’t have pressure to learn specific skills that are just mandated for success on standardized assessments. So, what do I do? I’ve included ideas below:<br /><br /><b>1. Teach a short play. </b><br /><br />Plays are fun to read aloud and can be acted out, too. To make reading aloud more comfortable for students, ask them to first read scenes silently so they’re familiar with the text.<br /><br />If you don’t have time to act out entire scenes, use the 2016 mannequin challenge to inspire a “tableau vivant” <a href="https://www.teacherspayteachers.com/Product/Drama-Text-Evidence-to-Review-Any-Text-1258632" target="_blank">activity</a>. Assign students to groups and have them “freeze” in postures which depict scenes. Each group takes turns presenting while the rest of the class guesses which characters and events are being portrayed. Two of my favorite plays to use in American Literature are <i>A Raisin in the Sun</i> and <i>Brighton Beach Memoirs</i>.<br /><br /><b>2. Show TED Talks or other short videos.</b><br /><br />Between <a href="http://ocbeachteacher.blogspot.com/2017/07/ted-talks-for-american-literature.html" target="_blank">TED talks</a>, commencement addresses, and videos from authors such as John Green, the internet has an abundance of media to help students practice their listening skills. Use a quick and easy <a href="https://www.teacherspayteachers.com/Product/Video-Analysis-Toolbox-2705464" target="_blank">organizer</a> or ask students to take informal notes. Afterwards, discuss their insights and reactions.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmeefqRskQz71lwELqFhXN0r6ue7PIqkjPtCiufw-lmdrqdm3aifKCfChOk2BZ6VLlU3c9VUIUH9rkKKn11LVZs948Pj9pU4zfm-epPF_gpOVSyg5m1AeV_-X-3bQNxBjiraRlBfSPvPFw/s1600/after+the+test+long+pin.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="end-of-the-school year" border="0" data-original-height="1280" data-original-width="720" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmeefqRskQz71lwELqFhXN0r6ue7PIqkjPtCiufw-lmdrqdm3aifKCfChOk2BZ6VLlU3c9VUIUH9rkKKn11LVZs948Pj9pU4zfm-epPF_gpOVSyg5m1AeV_-X-3bQNxBjiraRlBfSPvPFw/s400/after+the+test+long+pin.png" title="restless students" width="225" /></a></span></div>
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<br /><b>3. Take students outside.</b><br /><br />With warmer temperatures, students and teachers are often craving time outdoors. Look for a park, sports field, or other outdoor space (we have a courtyard) for a short “field trip.” Take students on sensory writing walks (here’s a <a href="https://www.teacherspayteachers.com/Product/Sensory-Writing-Walk-Activity-3511723" target="_blank">freebie</a> with instructions) or for reflective journaling. During our transcendentalism unit, my students write about how nature inspires them.<br /><br />You can also work with another teacher to create interdisciplinary learning. For instance, when I taught middle school students, the science teacher and taught a unit about the food chain with a <a href="https://www.teacherspayteachers.com/Product/Science-Language-Arts-Predator-Prey-Game-727317" target="_blank">predator and prey game</a>. After playing the tag game, students wrote from the perspectives of the animals they simulated. <br /><br /><b>4. Use real-world connections.</b><br /><br />Engage students in a mini-unit in which they write letters to local officials about issues that are important to them and their communities. Or, instead of complaining about school rules and classes, have them write to advocate for policies that they think would improve their school. <br /><br />Last year my students wrote letters asking for an accelerated English program since there are no honors English classes available to them. After researching the issue, they wrote letters to the superintendent, English supervisor, principal, guidance counselor, and other officials. To help your students write effective argumentative letters and editorials, you can find free resources and lessons from the <a href="https://sites.google.com/site/nwpcollegereadywritersprogram/instructional-resources/secondary" target="_blank">College, Career, and Community Writers Program</a> (C3WP), affiliated with the National Writing Project.<br /><br /><b>5. Collaborate with teachers from other schools. </b><br /><br />Arrange a day for your students to read to elementary school students. They can either read books recommended by the elementary teacher or you can ask students to write their own fairy tales and other appropriate short stories to read to the younger students. This creates an authentic audience for your students and makes them role models for children. <br /><br />Want to discuss a topic with students at another school? </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCOiDpmYybqPmG9b0EbP31Rgs3X86YwJmbNz9f4Zyf2eNAdJno9pBrwmvwMlDVYPqBZjC0PO9g6wDzyJfZerkAVkO8oh5X82xAxL4mVarO7oiM4fOz9Ibq0c3KcBf0hOF5QMhJrp4SLGXM/s1600/twitter+chat+square.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="reflection, set goals, games, active learning" border="0" data-original-height="768" data-original-width="768" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCOiDpmYybqPmG9b0EbP31Rgs3X86YwJmbNz9f4Zyf2eNAdJno9pBrwmvwMlDVYPqBZjC0PO9g6wDzyJfZerkAVkO8oh5X82xAxL4mVarO7oiM4fOz9Ibq0c3KcBf0hOF5QMhJrp4SLGXM/s320/twitter+chat+square.png" title="collaborate with teachers" width="320" /></a></span></div>
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Arrange a <a href="http://ocbeachteacher.blogspot.com/2019/04/twitter-tool-for-school.html" target="_blank">Twitter chat.</a> My Advanced Placement English Literature students chatted about the novel <i>The Awakening</i> with a class from New York City. I recommend telling students to create specific accounts for this activity and only sharing first names or pseudonyms to protect their privacy. <br /><br /><br /><b>6. Reflect and set goals.</b><br /><br />The end of the year is a perfect time for students to reflect on their performance and experiences from the past school year. By recalling the year’s successes and challenges, they gain self-awareness and can set goals to help them succeed with next year.<br /><br />There are many ways this can be accomplished. Go low prep and ask students to write letters to their future selves, which you can deliver the following school year. Or, if time permits, have students write formal goals with these tips in mind:</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbdBqcI-jwwh164JsufIPWnJt2GlIU9Gb3GUKgGCghzEHjlqM0_2_lcfNVYIopXHbDHQTdjlAVge1iQoiNk9X_e3CQeAdJkE9QEjqsltjLLCxEpnnpSpMDjwQAzA0Dh6sCyoKiSbo6Sx_7/s1600/EOY+TASK+CARDS.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="middle school ela, high school english" border="0" data-original-height="768" data-original-width="768" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbdBqcI-jwwh164JsufIPWnJt2GlIU9Gb3GUKgGCghzEHjlqM0_2_lcfNVYIopXHbDHQTdjlAVge1iQoiNk9X_e3CQeAdJkE9QEjqsltjLLCxEpnnpSpMDjwQAzA0Dh6sCyoKiSbo6Sx_7/s320/EOY+TASK+CARDS.png" title="task cards, bookmarks" width="320" /></a></span></div>
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make goals specific and relevant, make them measurable, make them attainable, and set deadlines for achievement.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Lastly, use <a href="https://www.teacherspayteachers.com/Product/End-of-the-Year-Task-Cards-2542750" target="_blank">task cards</a> or these <a href="https://www.teacherspayteachers.com/Product/Summer-Reading-Interactive-Bookmarks-EOYGiftsforBigKids-3155803" target="_blank">free coloring bookmarks</a> to make the activity fun!<br /><br />Well, it's time for the test, but I hope you found something you can use afterwards. I’d love to hear what you do, too. Please share your favorite activities below.</span><br />
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OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com0tag:blogger.com,1999:blog-7547804563205602939.post-89133553659684094432019-03-03T16:36:00.000-05:002019-03-11T19:51:53.382-04:00Host a Trashketball Tournament<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYcACe89vSMxF4oQ1uaoRp_ZZDWR1d_9oVvcXIRpbwNHl7ZMQ8ShvggEJw5fQONcNBu-7vK_LbrAmrK6c4dLJUtsh_gXI6EKPzu7zlVdiOpP1iYWXs4zPPylVg3ghW3oDGpAqxDlqvJZwz/s1600/trashketball-tournament-march-madness-blog-post.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="trashketball, march madness, games" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYcACe89vSMxF4oQ1uaoRp_ZZDWR1d_9oVvcXIRpbwNHl7ZMQ8ShvggEJw5fQONcNBu-7vK_LbrAmrK6c4dLJUtsh_gXI6EKPzu7zlVdiOpP1iYWXs4zPPylVg3ghW3oDGpAqxDlqvJZwz/s640/trashketball-tournament-march-madness-blog-post.png" title="grammar, language, ELA" width="640" /></a></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><br />Do your students need help with their grammar skills? Do you want a way to make grammar review fun? Take advantage of the <b>March Madness</b> basketball buzz to host a "Grammar Review Trashketball Tournament" and turn your students into grammar experts! <br /><br />Here’s how to do it:</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">1. Choose the grammar concepts you want to review. </span></h3>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">I suggest giving your students a diagnostic grammar test to see which concepts they struggle with the most. Of course, consider the appropriate <a href="http://www.corestandards.org/ELA-Literacy/CCRA/L/" target="_blank">standards </a>for your students but even if the standards are from lower grade levels, remember that older students often need review for concepts they learned in the past. Unfortunately, grammar instruction often gets neglected for various reasons, so your students may have deficits in their background knowledge. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9rx5NXYY8LCtfbwOR0He5dvt2T6H8zt3WydXEgdeSQApY0iA4hcqxut9anPh40YhuJAAur6ha2tf0VnYHwhgwcSK51OJFvChc-xqNSGYxN2HeQOfIsSMmpvvZh-yVkzDs-HsG6uGe-8JE/s1600/Slide4.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9rx5NXYY8LCtfbwOR0He5dvt2T6H8zt3WydXEgdeSQApY0iA4hcqxut9anPh40YhuJAAur6ha2tf0VnYHwhgwcSK51OJFvChc-xqNSGYxN2HeQOfIsSMmpvvZh-yVkzDs-HsG6uGe-8JE/s400/Slide4.PNG" width="400" /></a></span></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"> <br /><br />Once you’ve selected the concepts you want your students to review, scaffold the games and start with easier concepts so that in progressing rounds, the concepts become more rigorous. For instance, I’d start with a review of <a href="https://www.teacherspayteachers.com/Product/Nouns-Verbs-and-Adjectives-Trashketball-Review-Game-597076" target="_blank">parts of speech</a>, then move on to games that review <a href="https://www.teacherspayteachers.com/Product/Sentence-Parts-Subjects-Predicates-Objects-Trashketball-Review-Game-564145" target="_blank">sentence parts</a>, <a href="https://www.teacherspayteachers.com/Store/Ocbeachteacher/Category/Phrases-268631" target="_blank">phrases</a>, <a href="https://www.teacherspayteachers.com/Product/Sentence-Structures-Trashketball-Game-488949" target="_blank">kinds of sentences</a>, and finally, <a href="https://www.teacherspayteachers.com/Product/Sentence-Problems-Trashketball-Game-507632" target="_blank">sentence problems</a>. Or, I might choose to do punctuation concepts, including commas, apostrophes, or common usage errors, depending on my student population.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">2. Gather supplies and set up the game-playing area.</span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">You will want a clean trash can or "hoop" trash can, a soft basketball (so no one gets hurt), space in the classroom (or other designated area) with marks on the floor to indicate where students will stand for each shot. I use painters’ tape because it’s brightly colored and easily removed when you’re finished playing the games.<br /><br />Normally, I space three lines several feet apart, with the first one located at least five feet from the trash can. However, there are plenty of ways to vary this for your students' needs. You could have a line close to the trash can for students to “dunk” the ball or a twenty-foot line for those who want to show off their basketball skills. Also, I’ve learned to make sure that the trash can is secured with something heavy to weigh it down; otherwise, the ball often bounces out after the "trashket."</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgs7049J7aF-C-VF4r5dVhjRYon8i7u2VWUnocXBB7foOEsEuSSprYOe9jLnJ9TUsWKV8apvi9AH9-s9Qs2vIxRRSl2AZangEjhSGtlI9SiUBXPM7yqPjdeIZHJxC0tbPtfSUA2_IEAuE9h/s1600/IMG_4451.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" data-original-height="1600" data-original-width="1200" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgs7049J7aF-C-VF4r5dVhjRYon8i7u2VWUnocXBB7foOEsEuSSprYOe9jLnJ9TUsWKV8apvi9AH9-s9Qs2vIxRRSl2AZangEjhSGtlI9SiUBXPM7yqPjdeIZHJxC0tbPtfSUA2_IEAuE9h/s400/IMG_4451.JPG" title="grammar, trashketball, march madness" width="300" /></a></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">3. Plan your procedures and rules.</span></h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">You can get <a href="https://www.teacherspayteachers.com/Store/Ocbeachteacher/Category/Trashketball-241322" target="_blank">trashketball games</a> with detailed procedures that will guide you and your students through the games and rounds, but you may want to develop your own games or variations. Some questions to consider:</span><br />
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<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Will you have a backboard?</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Will there be a shot clock?</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Will students be allowed to dribble?</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">What will you do if students cheer too loudly?</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Will there be a referee to watch if students stand behind the lines?</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Will there be violations or fouls for other behaviors?</span></li>
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If you’re not sure what rules to include, involve your students in deciding them! You can also learn about <a href="https://www.englishclub.com/vocabulary/sports-basketball.htm" target="_blank">basketball procedures and jargon here. </a></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">4. Choose how you will organize the tournament. </span></h2>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgw-39wH7Cnpmrx7f2XojjthIsWQDYrez9gGkK3gGYX4w-ZfBxyQtgerbx6AIl5nzJb2NTG51UrGzEWLjq8h-zt0gIvZQDjZnmjyDacBNM7pwSgurdQsEcXMDOQ40Td1Uqu8c1_yvB8UmcL/s1600/trash+tournament+extra+long+pin.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="" border="0" data-original-height="1280" data-original-width="720" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgw-39wH7Cnpmrx7f2XojjthIsWQDYrez9gGkK3gGYX4w-ZfBxyQtgerbx6AIl5nzJb2NTG51UrGzEWLjq8h-zt0gIvZQDjZnmjyDacBNM7pwSgurdQsEcXMDOQ40Td1Uqu8c1_yvB8UmcL/s640/trash+tournament+extra+long+pin.png" title="sentences, parts of speech, verbal phrases" width="360" /></a></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Usually I <a href="http://ocbeachteacher.blogspot.com/2017/03/trashketball-madness.html" target="_blank">divide my classes into four - five teams</a>, but if you want more individual accountability you could have them play by themselves.<br /><br />For each game, distribute answer sheets to every student in the class. Project the game and have students play with five exercises per round. During the rounds, have students bring their answers to you and check their work. (If a student has an incorrect answer, send him/her back to correct their work and try again.) </span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">The first three students to get correct answers will have a chance to shoot “trashkets” at the end of each round. Keep cumulative score, and depending on how many rounds are played for each game, identify your final winners. </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Want to involve students from other classes? Invite your entire English department to play and have classes compete against one another! </span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">5. Distribute your brackets.</span></h3>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">You can get a <a href="https://www.teacherspayteachers.com/Product/Free-Trashketball-Tournament-March-Madness-Game-Brackets-4420840" target="_blank">freebie here.</a> Decide whether you will fill them in and copy them ahead of time or if your students will fill in the blanks. For fun, make a poster of the brackets, laminate it, and display it in your classroom. Then, as students win rounds, write their names on the poster for everyone to see.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQdLL78IU9XVVvNozTJC6Yvkv3yoyw17vXa9840pNdYM0bV8_RAAMVjhMRSFanntorUr7CnYt7iFWoW6_peLtePpghwnx4uKz0LJE1Z-qip5SVwQPI8OVZC2tlQOM_7ZcLe8rWOc0aVgL4/s1600/Slide5.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" data-original-height="720" data-original-width="1280" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQdLL78IU9XVVvNozTJC6Yvkv3yoyw17vXa9840pNdYM0bV8_RAAMVjhMRSFanntorUr7CnYt7iFWoW6_peLtePpghwnx4uKz0LJE1Z-qip5SVwQPI8OVZC2tlQOM_7ZcLe8rWOc0aVgL4/s400/Slide5.PNG" title="cooperative learning, march madness, trahsketball" width="400" /></a></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">6. Choose when you will hold your tournament. </span></h3>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Numerous options abound: Will you play games throughout the entire <a href="http://ocbeachteacher.blogspot.com/2017/03/trashketball-madness.html" target="_blank">March Madness month</a>, or will you capitalize on a specific part of the tournament such as the Sweet 16, Elite 8, or Final 4? </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Of course, you could simply play one game a day for several weeks, depending on how many concepts you want to review. You can also play multiple games in one class period depending on the length of your class periods. I recommend allotting 30 - 45 minutes per game.<br /><br />Here’s how I envision an Elite Eight competition:<br /><br />-Select 15 concepts. (See an example in the picture below.)<br />-Choose the concept order and write a concept in each “team” space on the brackets. Each concept will be its own game. For instance, I might start with <a href="https://www.teacherspayteachers.com/Product/Parts-of-Speech-Nouns-Verbs-Adjectives-Adverbs-Prepositions-Game-1073865" target="_blank">parts of speech (nouns, verbs, adjectives, adverbs, and prepositions)</a>. I would also include rounds for <a href="https://www.teacherspayteachers.com/Product/Pronouns-and-Antecedents-Trashketball-Game-1248449" target="_blank">pronoun and antecedent agreement</a>, <a href="https://www.teacherspayteachers.com/Product/Subject-and-Verb-Agreement-Trashketball-Review-Game-1025058" target="_blank">subject and verb agreement</a>, and other concepts.<br />-Everyone in the class competes (either individually or in teams) so that all students are included in the review and held accountable. Although everyone plays, only the winners of each game would be the ones who shoot “trashkets” and win prizes. (I provide a basket of prizes and students select from extra school supplies, candy, or granola bars.) </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioLze7pv3BKyV1O_ORYU59qgmMZYLD-g1R21Enb5tjEYsUOoOLrBjRkLTOnwIhOO3Tw3bAjVOHkbIPQG4ftOgETk8hECyAP3UG754UIrKzy6Ig67R8Ywh1XLgi6Y1FlXVfYetbGzhq2Jit/s1600/Slide1.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" data-original-height="720" data-original-width="1280" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioLze7pv3BKyV1O_ORYU59qgmMZYLD-g1R21Enb5tjEYsUOoOLrBjRkLTOnwIhOO3Tw3bAjVOHkbIPQG4ftOgETk8hECyAP3UG754UIrKzy6Ig67R8Ywh1XLgi6Y1FlXVfYetbGzhq2Jit/s640/Slide1.PNG" title="appositives, prepositional phrases, pronoun and antecedent agreement" width="640" /></a></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><br />Finally, I would keep track of the winners for each game. At the end of all of the rounds, the students who have won the most games would get to compete against one another in a “Championship” game.<br /><br />If these ideas won’t work for you during March because you have other curriculum concepts to teach, don’t worry, you can play individual <a href="https://www.teacherspayteachers.com/Store/Ocbeachteacher/Category/Literature-Trashketball-110835" target="_blank">trashketball games </a> any time of the school year.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Have fun and let me know how it goes in the comments below!</span><br />
<img class="nopin" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOABHas5-jRlER88dtRXJ-seD5JqOuNo6ZROlyKvaBp3ptghEsjDoVr9P_AS01uYwu5RIe4lDdcDzPcwLw30V-FpiQg1iYuSIjjlPZjF2vNLtYLJ_mZsGrdjEfD17IBzOW8ZMzeWdBKs4/s1600/OCBeachTeacher-07.png" /></div>
OCBeachTeacherhttp://www.blogger.com/profile/00558506763428472579noreply@blogger.com2tag:blogger.com,1999:blog-7547804563205602939.post-46671347801908237982019-02-10T09:30:00.000-05:002019-02-10T09:30:49.082-05:00Making Valentine's Day Meaningful for Secondary ELA<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyCli4ssH8QcFr618CRwATiEhKbYOcjdXrBRatApelTQeTRHwnVZcYzMfJs4vb0Pa6faBmIJmEsdt5gw_RjhtrBjmudlpZF2JFcI_kemz86k-3YJ1qX0FZvXdTFaNyZJgLEV2lI23ScoJp/s1600/valentines+blog+horizontal+image+update.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="high school English, middle school English" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyCli4ssH8QcFr618CRwATiEhKbYOcjdXrBRatApelTQeTRHwnVZcYzMfJs4vb0Pa6faBmIJmEsdt5gw_RjhtrBjmudlpZF2JFcI_kemz86k-3YJ1qX0FZvXdTFaNyZJgLEV2lI23ScoJp/s640/valentines+blog+horizontal+image+update.png" title="Valentines day in the secondary ELA classroom" width="640" /></a></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">How do you make Valentine’s Day meaningful in the secondary English Language Arts classroom? Secondary students don’t usually celebrate with parties or cards, but teachers can still make it a fun day by using texts with themes about love. This also ensures that students will continue to learn important content. I have my favorite texts to read, but recently I asked other English teachers and bloggers to share their favorite poems, stories, and nonfiction texts for the holiday, too. </span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><br /></span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Whether you have a romantic, cynical, or practical view of love, you'll find something to match your interests with their wonderful recommendations:</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKYOrrwxB2aTE2SbJTmBTbITfg0Yzxk_KkKHmnogZoe_7SP2Zqjn4Bow2JlZu7J2FVIHtiRYDB2HP19nQ5ueBOr5CNAIL3LtHYkwqYgGOIm6UZNoCBYrq-FMgdwfTmQ1hbKublPVAbipsx/s1600/The+Chaser+Presto+Plans.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKYOrrwxB2aTE2SbJTmBTbITfg0Yzxk_KkKHmnogZoe_7SP2Zqjn4Bow2JlZu7J2FVIHtiRYDB2HP19nQ5ueBOr5CNAIL3LtHYkwqYgGOIm6UZNoCBYrq-FMgdwfTmQ1hbKublPVAbipsx/s320/The+Chaser+Presto+Plans.jpg" width="320" /></a><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/VALENTINES-DAY-SHORT-STORY-1068066" target="_blank">The Chaser by John Collier</a></span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">This is a perfect short story to teach around Valentine's Day. The story follows a young man named Alan who is desperate to make a woman named Diana fall in love with him. So desperate, in fact, that he is willing to use a love potion! Students always eat the story up, but what I love most about it is that it requires students to use inferential thinking to fully understand the plot. I also follow up with a fun post-reading activity called “Abby and Andrew’s Advice Column” where students give Alan romantic advice from a male and female perspective. </span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">-<a href="https://www.teacherspayteachers.com/Store/Presto-Plans" target="_blank">Bonnie from Presto Plans</a></span><br />
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<b><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Create-and-Publish-a-Valentine-through-Nerudas-View-525378" target="_blank">Pablo Neruda Poems</a><o:p></o:p></span></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfP9C4TIcY6q9Ys9E_c5TYAzs_3WqQC56TAF4tYmqfA_yGGtPxGSu1cT3JC1NMG10tTAdRlOhIiQcbHxxDifL9ClvkJb1AI3-__XadwuKZIA-Q-8zgO9KEjOfKh_Ad7vvcgyOT-UtR1yzE/s1600/Sq+JPEG+-+Neruda.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfP9C4TIcY6q9Ys9E_c5TYAzs_3WqQC56TAF4tYmqfA_yGGtPxGSu1cT3JC1NMG10tTAdRlOhIiQcbHxxDifL9ClvkJb1AI3-__XadwuKZIA-Q-8zgO9KEjOfKh_Ad7vvcgyOT-UtR1yzE/s320/Sq+JPEG+-+Neruda.JPG" width="317" /></a><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">After I
stood in Neruda’s home and looked out over the South Pacific as he did to
write, I saw why students catch his passion for poetry, life and love. For
Valentine’s Day, they listen to favorite verses that earned Neruda’s 1971 Nobel
Prize. They enjoy Valentine’s Day through Neruda’s eyes in: 1). poetry
published for a class collection. 2). lyrics composed from multiple
intelligence strengths, and 3). interactive tasks completed from Neruda’s
viewpoint. Lessons include assessment criteria, two-footed questions to tap
into Valentine themes, and activities to engage students’ unique interests -
more in a spirit of Valentine’s playful celebration of verse than a fear of
poetic forms that hold some writers back. </span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><a href="http://www.brainleadersandlearners.com/" target="_blank">By Ellen Weber from Brain Based Tasksfor Growth Mindset</a></span><o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgndvfCSBe-dK3ETeCQmOgU_9qcSrt_lkNHh3LkK0r7shulqxAvyzezgJuosSXqQ7VqOt18OUdwG9Uv7NKQGHoOLgKtXnbtxqsifHdVa6UXjsl7uqMhy3SgpGa1-6FZgnoXWxuGn8q78JO1/s1600/long+pin+valentines+2.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="poems, myths, stories for teenagers" border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgndvfCSBe-dK3ETeCQmOgU_9qcSrt_lkNHh3LkK0r7shulqxAvyzezgJuosSXqQ7VqOt18OUdwG9Uv7NKQGHoOLgKtXnbtxqsifHdVa6UXjsl7uqMhy3SgpGa1-6FZgnoXWxuGn8q78JO1/s400/long+pin+valentines+2.png" title="texts about love for teens" width="285" /></a><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b><a href="https://www.teacherspayteachers.com/Product/Nonfiction-Connections-A-Midsummer-Nights-Dream-and-New-York-Times-Article-1115928" target="_blank">A Midsummer Night’s Dream by William Shakespeare</a></b><br />Nothing is more appealing to many high school teens than </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">illicit love. No doubt, children and their parents have disagreed about boyfriends and girlfriends since the time of the Ancient Greeks. This conflict has been the theme for innumerable texts, from classic Shakespeare plays, to young adult fiction, to an article in </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">The New York Times</span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">. In this lesson, students read an excerpt of the play and connect their reading of </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">A Midsummer Night’s Dream</span><i style="font-family: "helvetica neue", arial, helvetica, sans-serif; font-size: x-large;"> </i><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">to an article</span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">, “Modern Love- Breaking our Parents’ Rules for Love,” </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">about a real-world couple facing disapproval from their parents. The article makes relevant connections, and the lesson culminates in a writing activity selected from a menu of writing options.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><a href="https://www.facebook.com/ocbeachteacher/" target="_blank">By Kim from OCBeachTeacher</a></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b><a href="https://www.teacherspayteachers.com/Product/Valentine-Bell-Work-Bell-Ringers-Poem-Annabel-Lee-Mentor-Stanzas-2987351" target="_blank">Annabel Lee by Edgar Alan Poe</a></b><br />In Middle School, students are fascinated by Poe as an eerie, dark and mysterious author. So imagine their shock when they realize the same author could write a poem like "Annabel Lee"! I bring this poem out during Valentine "season" because I enjoy their opinions on "true love" and whether the narrator genuinely has this love or if he just thinks he does. </span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">To accomplish this we study the poem as a bell-ringer activity where we focus on specific stanzas over the course of a few weeks. While we naturally study tone, reading skills like main idea, author's purpose, and inference, how to interpret the messages, and even some conventions, the best part is the discussion of open-ended questions like:</span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><br /></span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">· Can envy destroy true love?<br />· What is true love?<br />· Can you love someone too much?</span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /><br /><span style="font-size: large;">In many students' lives, relationships seem to be gone in a flash so watching students formulate their own definitions of true love based on thoughtful discussion is the cherry on top.</span></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><a href="http://mrsspanglerinthemiddle.blogspot.com/" target="_blank">By Lisa from Mrs. Spangler in the Middle</a></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><b style="font-size: x-large;"><a href="https://www.teacherspayteachers.com/Product/Pyramus-and-Thisbe-Reading-Guide-Symbolism-Theme-and-Connections-2994987" target="_blank">Pyramus and Thisbe from Ovid's Metamorphoses</a></b><br /><span style="font-size: large;">"Pyramus and Thisbe" is the ultimate story of forbidden love. My students enjoy this one because they usually haven't heard of it. Plus, it's short, has an exciting twist, and is laden with rebellion and desire. I enjoy incorporating this poem in mythology units (it's a perfect example of how myths explain the origin of something), during a study of Shakespeare's <i>Romeo and Juliet</i> or <i>A Midsummer Night's Dream</i> (they always think it's scandalous that Shakespeare most likely stole his plot from Ovid), within poetry units (it contains student-friendly verse that doesn't intimidate students or bore them) and around Valentine's Day! We focus on interpreting symbolism, analyzing theme, and making connections to other movies and stories. </span><br /><a href="http://www.readingandwritinghaven.com/" target="_blank">By Melissa from The Reading and Writing Haven</a></span><br />
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<b style="background-color: transparent; font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><span style="font-size: large;"><a href="https://www.teacherspayteachers.com/Product/St-Valentines-Day-Massacre-Reading-Questions-New-York-Times-Article-968676" target="_blank">St. Valentine's Day Massacre from The New York Times</a></span></b></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">While love poems are great, sometimes students—and their </span></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLfsvPcJkav_0lWUyTy7mqtgPO8rqSaKIqLSXO0__hMFpW0A_KAE92wSAT4oWTZG0dmVyangtcCuWOQ6MRis-Rd2nL2VHUwz-AftlQbZH9jzygw1iRcdg48HY-kdsM9faXwXPfDCGYc7Kx/s1600/St+Valentines+Article+Thumb.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLfsvPcJkav_0lWUyTy7mqtgPO8rqSaKIqLSXO0__hMFpW0A_KAE92wSAT4oWTZG0dmVyangtcCuWOQ6MRis-Rd2nL2VHUwz-AftlQbZH9jzygw1iRcdg48HY-kdsM9faXwXPfDCGYc7Kx/s320/St+Valentines+Article+Thumb.jpg" width="320" /></a></span></span></div>
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teachers—can use a break from the emphasis of romance that comes with Valentine’s Day. Reading <i>The New York Times</i> article about the entirely-unromantic St. Valentine’s Day Massacre, perpetuated by the infamous Chicago gangster, Al Capone, is a good way to still include a timely holiday-related activity and also practice reading informational text. The text is long—about 2,000 words—so reading questions can help guide students in their task. Finish off with critical thinking questions and class discussion about the legacy of the St. Valentine’s Day massacre and of Capone!</span><br /><a href="http://www.cdickson.wordpress.com/" target="_blank">By Ms. Dickson from High School English on a Shoestring Budget</a><br /><br /><span style="font-size: large;"><a href="https://www.teacherspayteachers.com/Product/Valentines-Day-Close-Reading-and-Poetry-Analysis-This-Years-Valentine-2999283" target="_blank"><b>This Year's Valentine by Philip Appleman</b></a></span><br /><span style="font-size: large;">In 2003 as American forces prepared to invade Iraq, poets began a resistance movement using poetry as their weapon. The Poets Against The War website was inundated with </span></span><br />
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contributions from around the world, and before long, 13,000 poems filled its pages. Philip Appleman and his poem "This Year's Valentine" supported not only the resistance movement but also neatly fit a major theme of the month of the buildup: Valentine’s Day. This poem, despite its alarming content, is a joy to teach since students find the description and stark contrasts surprising and refreshing, and, as one of my teen students put it, “Not that typical overly mushy love stuff that makes me want to gag.” Additionally, the poem allows you to show students that creative voices have the capability to produce unity among those who support a common cause and that those combined voices can, perhaps, effect change.</span><br /><a href="http://www.secondarystrategies.com/" target="_blank">By Maryann from Secondary Strategies</a></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><b><a href="https://www.teacherspayteachers.com/Product/Is-True-Love-Fantasy-or-Destiny-An-Inquiry-Based-Synthesis-Essay-2961681" target="_blank">Why Domestic Violence Victims Don't Leave</a></b></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">TedTalk by Leslie Morgan Steiner<br />In high school, our students can get obsessed with love, relationships, and dangerously close to defining their self-worth by the person they're dating. Leslie Morgan-Steiner's TedTalk "Why Domestic Violence Victims Don't Leave" is a chilling and powerful video to share with students. I've used it in my after school Women's Leadership Academy for open </span><br />
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discussion. It's also a great video to stimulate research into other social justice issues and writing. It was shocking to hear students discuss the ways in which they've witnessed this at home or in relationships - so be sure to give your social workers a heads up and proceed with caution. This Valentine's Day, take this opportunity to shed some light on the dangers in the dating world and empower your students to get out of bad situations and make smart choices!</span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><a href="http://www.facebook.com/mudandinktpt" target="_blank">By Amanda from MudandInk Teaching</a></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: large;">Not sure if one of the ideas from above will work in your classroom? Then you may also want to check out some of these other love-themed texts: </span></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: large;"><a href="https://www.poets.org/poetsorg/poem/quarantine" target="_blank">Quarantine by Eavan Boland</a></span></span></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="http://www.shakespeare-online.com/sonnets/18.html" target="_blank">Shakespeare’s Sonnet 18</a><br /><a href="https://www.poemhunter.com/poem/love-song-for-lucinda/" target="_blank">Love Song For Lucinda by Langston Hughes</a><br /><a href="http://whs.wsd.wednet.edu/Faculty/Zobel/documents/TheScarletIbisText.pdf" target="_blank">The Scarlet Ibis by James Hurst</a><br /><a href="http://www.bartleby.com/358/796.html" target="_blank">Edmund Spenser's Sonnet XXX</a></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://americanenglish.state.gov/files/ae/resource_files/1-the_gift_of_the_magi_0.pdf" target="_blank">The Gift of the Magi by O. Henry</a></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://www.poets.org/poetsorg/poem/how-do-i-love-thee-sonnet-43" target="_blank">How Do I Love Thee? by Elizabeth Barrett Browning</a></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://www.poets.org/poetsorg/poem/valentine-ernest-mann" target="_blank">Valentine for Ernest Mann by Naomi Shihab Nye</a></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://www.poetryfoundation.org/poetrymagazine/poems/detail/35278" target="_blank">Flirtation by Rita Dove</a></span><br />
<a href="https://www.poetryfoundation.org/resources/learning/core-poems/detail/43706" target="_blank"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">To My Dear and Loving Husband by Anne Bradstreet</span></a><br />
<a href="http://www.eastoftheweb.com/short-stories/UBooks/LadyTige.shtml" target="_blank"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">The Lady or the Tiger by Frank Stockton</span></a></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">What texts would you add to the lists above? Please share in the comments!</span><br />
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