Last week, students began a project entitled CSI (Color, Symbol, Image). They will continue to work on this learning task throughout the upcoming week. I will be performing periodic check-ins with students to ensure understanding and progress. The goal will be for ALL students to complete their writing by Wednesday. If they are unable to complete their work during this time frame, they will be asked to complete it for homework. I've been very impressed by students who have chosen to take their work home without any encouragement from me. This shows the level of effort and motivation students have to accomplish their learning goals. During the remainder of the week, students will complete any necessary writing revisions, complete illustrations and put together their project. I am looking forward to viewing their final work.
4PA Update
This week, students will be completing the Chalk Talk learning task from last week. They will continue to engage in written conversations about "The Old Man and His Affectionate Son". We will take some time to debrief and reflect upon the ideas that were written as well as focus on student performance. Students will be responsible for answering the following questions: What was easy about the learning task? What was interesting and challenging about the learning task? What was too hard about the learning task?
Students will also be viewing a TED Talk about ageism and, afterward, they will participate in a backchanneling learning task during which they will be asked to respond to some important questions related to the video.
Students will also be viewing a TED Talk about ageism and, afterward, they will participate in a backchanneling learning task during which they will be asked to respond to some important questions related to the video.
A backchannel is a great classroom tool because it can be used to:
- Give all students an opportunity to participate
- Encourage questions
- Allow for students to process and engage at their own pace
- Extend discussions outside of class time
- Make thinking visual
- Great for introverts
- Provide a record of participation
- Hold students accountable
- Get real-time feedback
- Discuss thoughts during a read-aloud
- Share ideas during a group project
At the end of the week, students will participate in a team debate carousel to explore the following scenario: A society does not have enough resources to feed all of its people. There is a proposal to take all people over the age of 70 into the mountains and let them fend for themselves.
3PA Update
Students will be wrapping up the annotation process for "The Green Man" on Monday. For the remainder of the week, each learner will be using evidence from the text to create a visual representation of the Green Man. This learning task will enable students to use their artistic abilities. It will also allow them to use imagery and to use specific details within the text to create their products. In addition to their artwork, students will be responsible for composing a brief paragraph that demonstrates the change that the main character underwent in the story. I am eager to observe each student's work. Once everyone is finished, we will read the picture book which will enable the learners to compare and contrast their work with the illustrations within the book. This is a major highlight and I expect that the students will be extremely shocked to see what the Green Man actually looks like.
5PA Update
This week, students will wrap up their annotations for "Literary Lessons" by Louisa May Alcott. Students will then begin working on a Color, Symbol, Image project which I strongly believe will deepen their understanding of the text. Students will consider the big ideas and important themes in what they have just read and will be required to do the following:
There will also be a writing component that will require students to support their thinking with text evidence and appropriately explain and justify why they selected specific evidence. Prior to beginning the project, the students will be provided with various examples and will review a rubric that outlines the product expectations. Students will have approximately a week and a half to complete this learning task.
- Choose a color that best represents the essence of that idea.
- Create a symbol that best represents the essence of that idea.
- Sketch an image that you think best captures the essence of that idea.
4PA Update
Last week, the students were extremely engaged during our initial read of "The Old Man and His Affectionate Son". I believe this was a result of the work we completed prior to reading the text. Students listened, intently, to determine if their theories about the story were correct. During the upcoming week, students will continue to annotate the text. Each learner will also participate in a learning routine entitled Chalk Talk. This routine calls upon students to respond to higher-level questions in a written form. It is basically a written conversation that occurs amongst their peers. Students will rotate to various questions and be guided by three questions in order to elicit optimal thinking and participation:
What ideas come to mind when you consider this idea, question, or problem? What connections can you make to others' responses? What questions arise as you think about the ideas and consider the responses and comments of others?
What ideas come to mind when you consider this idea, question, or problem? What connections can you make to others' responses? What questions arise as you think about the ideas and consider the responses and comments of others?
If time permits, students will participate in a team debate carousel that relates to the story. Students will be prompted to give their opinions about the following scenario: A society does not have enough resources to feed all of its people. There is a proposal to take all people over the age of 70 into the mountains and let them fend for themselves. I am excited to observe students' thinking.
3PA Update
Last week, students read "The Green Man" by Gail Hailey. They were intrigued by the plot of the story and had various theories about the main character. During the upcoming week, students will work to clarify their understandings of the main character's transformation as well as other important events in the story. This work will occur during a close reading of the text. Students will be annotating the text and will focus on internal and external change, details, big ideas, symbolism, etc... This work will span across the entire week. Each learner has been exposed to annotation and has a good grasp of the concepts. As a result, I will be encouraging independence with this skill. We will begin the week with a model and shared practice. Then, students will be responsible for completing this task independently. Please be aware that students will be given specific portions of the text to annotate and will not be required to annotate the entire text.
5PA Update
Last week, we began working on imagery in connection with Brown Girl Dreaming by Jacqueline Woodson. I have been so impressed with their artistry. Students will continue this learning activity next week. We also did a cold read of "Literary Lessons" by Louisa May Alcott. This is a very complex text so I felt that it was essential to use Padlet, an online discussion board, to share out understandings as well as any actions or events from the story that may have been confusing for them as readers. Please click the link below the image to view our online discussion board. The thinking is outstanding!!! Students will be spending the entire week annotating the text. Also, please be aware that students will have annotation homework for at least two nights this week. See a menu of annotation options below. They will have access to this throughout the week.
4PA Update
4PA will begin our week together by sharing their theories about the text "The Old Man and His Affectionate Son" which they devised last week. We will also take the time to review unknown vocabulary by using Quizlet. Quizlet is an interactive online site that assists students with learning new terms in an engaging way. The upcoming story is a folktale and it is important that students review what this genre entails. Learners will be encouraged to share what they know about the characteristics of folktales and we will discuss their understandings and/or misconceptions. Then, we will begin reading the literary piece. Each learner will be responsible for annotating. We will highlight and uncover the following concepts when annotating the text: theme/big ideas, ethics, details, cause and effect, etc... I am looking forward to a great week of learning!
3PA Update
This week, students will be wrapping up their work with literary essays. This process has been slow-paced; however, each learner is beginning to understand the structure of this form of writing. I have guided students throughout the process and introduced the students to R.A.C.E. This acronym stands for restate, answer, cite evidence and explain. I have also encouraged students to color code the different components of their essays so that they can ensure that they have included all of the essential parts. I have been extremely happy with the students' efforts!
For the remainder of the week, 3PA will begin reviewing vocabulary for the upcoming story using Quizlet, an online site that assists students in learning new terms through interactive games. Students will then read "The Green Man" by Gail E. Hailey. If time permits, students will complete a literature web in order to examine the key words, big ideas, symbols, and feelings within the text.
For the remainder of the week, 3PA will begin reviewing vocabulary for the upcoming story using Quizlet, an online site that assists students in learning new terms through interactive games. Students will then read "The Green Man" by Gail E. Hailey. If time permits, students will complete a literature web in order to examine the key words, big ideas, symbols, and feelings within the text.
3PA Update
Last week, students were introduced to literary essays. We discussed some important vocabulary in relation to this topic. They include the following: claim, thesis statement, quotation, and supporting evidence. Students have been exposed to some of these terms in their classroom setting, as well as Project Arrow. During the upcoming week, students will be reading A Chair For My Mother by Vera B. Williams. We will work collaboratively to answer the essential question, "What does the main character in A Chair For My Mother value?". We will be composing a thesis statement and collecting supporting evidence. Then, students will complete a shared writing of a literary essay. They will also be encouraged to use a specific structure or format within their writing and will be taught how to explain or justify the evidence included in their essay. I am looking forward to our new learning opportunities and to observing the great work students will be completing.
4PA Update
Last week, I was able to snag 4PA so that they could continue working on their performance task for The Secret Garden. This week, students will be wrapping up their work and presenting. Students will then participate in background building for a new story entitled "Old Man and His Affectionate Son." Students will be presented with images that represent details related to the story. Learners will need to use their synthesizing abilities to identify connections among the images introduced. The overall goal is to collaboratively identify big ideas or theories about what will take place in the story. We will also work to ensure that ALL thinking is logical and reasonable. If time allows, we will begin reading the story.
5PA Update
I am so happy to be returning to our normal routine. Last week, I was able to meet with students on Thursday and Friday. We spent this time responding to some higher-level thinking questions which were related to "The Great Blackberry Pick". Students used a routine entitled "Chalk Talk" which encourages learners to respond to questions through written conversations rather than oral. Students worked collaboratively in groups and were given 5-7 minutes to respond to each question. At the end, we shared out two thought-provoking responses per team. It was evident that students used critical thinking skills and analysis to compose their comments.
During the upcoming week, we will be taking some time to discuss race and the role it plays in our everyday lives. I will be reading aloud Let's Talk About Race by Julius Lester as an introduction to this topic. We will also begin reading Brown Girl Dreaming by Jacqueline Woodson and focusing on imagery. This piece of work is an autobiography of the author's life and is written in a poem format. Students LOVE sketching! Our focus on imagery will enable them to "doodle" about our learning. Finally, we will begin building background for an upcoming story entitled "Literary Lessons" by Louisa May Alcott. If time permits, we will begin reading the text. I am looking forward to a great week of learning!
