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objective: use the structure of an expression to identify ways to rewrite it.

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Students reviewed the concepts and vocabulary displayed on our word wall to do a "three truths and a lie" activity. Their other task displayed in these photos was to do an interactive board assignment on their chromebooks. 

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Students reviewed the concepts and vocabulary displayed on our word wall to do a "three truths and a lie" activity. Their other task displayed in these photos was to do an interactive board assignment on their chromebooks. 

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Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts. Determine figurative, connotative, or technical meanings of words and phrases; analyze the impact of specific words, phrases, analogies or allusions on meaning and tone

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This SOS strategy focuses our attention on imagery, making inferences, and predicting future content.  My students watched the video "These Days," without sound and were able to direct their attention to the events of the video.  The students had meaningful discussions that were thought-provoking and relevant.  This strategy enabled me to assess their critical thinking processes and to incorporate digital media that motivated the students.

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This SOS strategy focuses our attention on imagery, making inferences, and predicting future content.  My students watched the video "These Days," without sound and were able to direct their attention to the events of the video.  The students had meaningful discussions that were thought-provoking and relevant.  This strategy enabled me to assess their critical thinking processes and to incorporate digital media that motivated the students.

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I asked the students to discuss how this quote by Lord Tennyson related to the song "These Days."

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Standards Covered:
VA.CR.NL.2 - I can share and use art materials and tools in a safe and responsible manner.

VA.CR.NM.2 - I can use some materials, techniques, and tools to create artwork.

SOS Strategy Used:
AEIOU

Technology Used:
Video on Savannah College of Art and Design students competing in painting.

Collaboration:
Students were paired to compete in teams for the highest clay structure. Students could also win extra credit points for the most attractive or the most creative artwork.

Creative Problem Solving:
Students were challenged to use an unfamiliar media (clay) to solve a logistical problem (height) or an aesthetic one (attractiveness/creativity).

Assessment:
Student work was measured and then voted upon by the class to determine the winners. Teacher observation of student participation and engagement also determined that this lesson was a success!

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JROTC CSA -                Intro to Global Awareness

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JROTC CSA -                Intro to Global Awareness

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We started a section on Global Awareness that will eventually lead us to the Middle East and the ongoing problems within that region.

Standards covered:
NCSS
Culture - Apply an understanding of culture as an integrated whole that explains the functions and interactions of language, literature, the arts, traditions, beliefs and values, and behavior patterns.

The session began with the introduction of 4 key vocabulary words: geopolitical, perspective, empathy, culture

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The first two activities were designed to demonstrate the pitfalls of perspective.  Students were shown two pictures and were asked to share what they saw.  Students then explained what they saw and tried to assist other students who did not share the same perspective.

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Circle of Viewpoints to have students demonstrate empathy and perspective from a selected person or element within the picture: mother, children, muslim women, police officer, or surrounding wall.

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Building the Groundwork for STEAM Culture

I CAN explain how the Five Essential Elements of STEAM contribute to a STEAM culture and frame experiences for future-ready learners.

I CAN navigate Discovery Education’s Digital Resources to utilize in a lesson.I CAN share one learning experience with a colleague before the next session.

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Students then answered 3 questions, out loud from their unique perspective: What perspective do I have? What is going on at this moment and how do I feel? What questions do I have for the other participants in this picture?

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This padlet is a place for us to share our progress and all of your incredible ideas as Digital Leader Corps members. Your PD specialist will post one artifact for every two coaching sessions. Artifacts can include pictures, video, personal written reflections, lesson plans, and link/pictures of student work. You are welcome to post artifacts of your amazing work anytime you please! Please be sure to include the date with any posts you make! Happy Posting! :)

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Students discussed the quote and their real-life experiences with the topic of love.

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Students worked together in groups to discuss what the video is demonstrating and to also identify similar and different points of view.

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Mr. Phillips observed students participating in an outdoor lab. Students developed a strategy for launching an egg for maximum height, then analyzed the collected parabolic data.

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We virtually visited Kitts Green to talk about the manufacturing process and how it connects to the lab we did for developing a process to launch objects. Then students did a 4 C's SOS strategy to capture and then collaborate about their ideas.

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We virtually visited Kitts Green to talk about the manufacturing process and how it connects to the lab we did for developing a process to launch objects. Then students did a 4 C's SOS strategy to capture and then collaborate about their ideas.

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STEAM Culture: Collaborating and Communicating

I CAN use resources within Discovery Education to promote communication and collaboration.

I CAN create a lesson grounded in STEAM Connect, infusing communication and/or collaboration to facilitate a learning experience in my classroom.

I CAN share my classroom and STEAM teaching and learning best practices with a colleague.

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STEAM Culture: Creativity & Critical Thinking 

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STEAM Culture: Creativity & Critical Thinking 

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I CAN use resources within Discovery Education to promote communication and collaboration.

I CAN create a lesson grounded in STEAM Connect, infusing communication and/or collaboration to facilitate a learning experience in my classroom.

I CAN share my classroom and STEAM teaching and learning best practices with a colleague.

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Mr. Bell and a couple of teams from the district observed part of the "These Days" lesson.

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Operation Prevention:  Opioids: Real People. Real Stories. Real Science

National Health Education Standards:
8.12.3 = Work cooperatively as an advocate for improving personal, family, and community health

This virtual field trip allowed students to observe and listen to  interviews of 4 different people who suffer from opioid abuse or addiction.

We began the class with a Carousel Activity which required students to move in teams around the classroom and answer questions related to societal perceptions and the reality surrounding opioid abuse.

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We virtually visited where Shakespeare was born. grew up, and where he did much of his writing. This field trip enabled students to see what it was like back in the 16th century. They also were able to watch parts of Shakespeare's plays performed by students their own age.

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Mrs. Campbell observed the Advanced Class (Art 3 and 4) during the introduction of a clay competition. This is a modification of the clay competition done with the Art 1 class to address higher levels of skill. Mrs. Campbell filled out an evaluation that reflected on the lesson and returned it to Mrs. Peters.

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Mrs. Campbell observed the Advanced Class (Art 3 and 4) during the introduction of a clay competition. This is a modification of the clay competition done with the Art 1 class to address higher levels of skill. Mrs. Campbell filled out an evaluation that reflected on the lesson and returned it to Mrs. Peters.

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Shakespeare's language can be difficult and intimidating sometimes, but his meanings are still very relevant today. When students make connections with Shakespeare, they truly become more interested in uncovering more about this genius man.

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SOS Strategy "That Sums it Up" with Shakespeare 

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SOS Strategy "That Sums it Up" with Shakespeare 

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The Virtual Field Trip was separated into six categories.  The students were not be allowed to take notes while the video was playing, but they should focus on the main ideas presented.  After we finished, I re-played the video segments and they will be allowed to take notes. The students understood the main ideas and the details that supported them.

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The students were given time  to discuss their lists with a partner.  Through discussions with their peers, they were able to provide evidence for their decisions and compare lists.

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After the Carousel Activity, students returned to their tables and began work on a Capture Sheet  which contained three columns: Perception - how did the students answer the questions on the Carousel Activity
Reality - notes taken from the Virtual Field
Reflection - how did perception compare to reality

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The students watched interviews of 4 different people, with diverse backgrounds, explain how they fell victim to opioid abuse or addiction. During the videos and class discussions, students completed the Capture Sheet. 

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The students watched interviews of 4 different people, with diverse backgrounds, explain how they fell victim to opioid abuse or addiction. During the videos and class discussions, students completed the Capture Sheet. 