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digital storyboards & character mapping

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Check out Listenwise (https://listenwise.com/) for free podcasts, including of current events. (You can create a free account, and students can listen for free. There is a premium account for a cost that does much more

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FYI Section in online Holt resources; level up tutorials

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Mentor texts as a springboard for great poetry

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Mentor texts as a springboard for great poetry

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Read, analyze and discuss mentor texts and then use those for students to mimic in writing their own poetry. Possible texts include "Abandoned Farmhouse" by Ted Kooser for What _____ Says about Me poetry; Where I'm From by George Ella Lyon for a Where I"m From poem from the student's perspective; Wilfrid Gordon McDonald Partridge by Mem For for a metaphor poem; "The Car" and "Fear" by Raymond Carver for catalog or list poems.

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Redacted poetry--has anyone used? Thinking about making this a possible small group/partner activity

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I am in love with this page. No matter where I punctuate or separate It still rings melodic. There's something to be said of being drawn to the sea. I won't say it, though.

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I keep a chart on our data wall to track how many topics each student has mastered--top 3 in each class at end of semester get award (chocolate)

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We use informational articles as the foundation of our argument writing. Beginning first quarter, students read and annotate an article. During first quarter, we had them practice writing summaries for each article. During second quarter, we had students summarize the author's claim in each article they read ("They Say""), and this quarter, we will add the "I Say" component to their writing. Students will make a claim of their own on the issue they read about and use text evidence as well as personal experience and examples to support the claim.

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Combining reading comprehension with emotional engagement, students can choose a text on their own (or an assigned one), upload it to the site, and then give the text a "soundtrack" using the site's ambient sounds, music, and sound effects.

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I create a classroom murder mystery which introduces teachers as possible murderer suspects. I setup different sets of footprints in the classroom, etc. with different clues and items from each teacher’s room. I lay a skeleton in the middle of the floor with "fake blood" around it. I put the situation on the board that instructs students of the scenario and what the police found/ where each teacher claimed to be at the time of the murder. Students act as detectives and go around the room to collect “evidence” to support why they think a certain teacher committed the crime and what they thinking happened or “their theory”. They take pictures, too and compile all of the evidence into their detective portfolios for the case. This engages them and they have a lot of fun with it. It is for argument, obviously. They then present their theories to the class before I give them the actual answer.  A lot of them will guess the correct teacher but will not get the details of the theory correct

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Using TED Talks to discuss author's purpose.

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Using TED Talks to discuss author's purpose.

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One of our writing task for quarter 3 is to craft a TED Talk about a topic of importance to each students. Before we begin crafting, we look at many mentor talks and discuss author's purpose-- does the speaker want to argue, persuade, inform, entertain, or do a combination of these.

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Point of view using Science-fiction: we will be using 3 texts: "The Zoo," "Men are Different," and "Monsters are due on Maple Street."  RL 7.6

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Point of view using Science-fiction: we will be using 3 texts: "The Zoo," "Men are Different," and "Monsters are due on Maple Street."  RL 7.6

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After I teach the students the vocabulary related to argument, we begin solving murders and murder scenes to grasp making a claim with evidence. First, I begin with the Slip and Trip. I model how to find evidence and make a claim and counterclaim. After that is complete, I use the Lunchroom Murder. The students become the detective themselves.

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This strategy works well with students' independent reading books or the books they read as part of a thematic lit circle. They identify three character traits and the evidence that supports each and then use that information to rank the character on a scale of 1-5 in terms of strength. (I have students do this in their reader's notebooks.) In their lit circle groups or other small groups, students then share information about their characters, the character traits they chose and why, and how they ranked their characters. After everyone has shared, students must put all the characters on a continuum from weakest to strongest.--No two characters can occupy the same space on the continuum (even though they might have ranked the same). This works especially well if students have already been sharing the books they are reading, including information about the characters. -- You could apply this continuum approach to other things as well. It fosters great conversation and raises rigor.

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I stopped posting it on the board--they now have to actually OPEN the website and LOOK AT IT. This takes them to the home page--announcements, homework assignments/due dates, and agendas

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One strategy I’ve used in the past and plan to use this 3rd quarter is Socratic Seminar.  I have used it in the past as a district requirement, and I plan to use it this 3rd quarter for my EGP.  It helps students think deeply and learn to argue their points with supporting textual evidence.  One way in which I plan to use this strategy is to use the “Socratic Smackdown” competition version I found on the internet a couple of years ago.  This encourages students to follow socratic norms, participate in the discussion, and to encourage other students to participate as well.  It also makes it more fun because it includes a little friendly competition! :)

Socratic Smackdown PDF:  http://www.kellyphilbeck.com/uploads/7/4/4/8/7448814/socraticsmackdown_v1.pdf

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"The House" from Tovani's I Read It, But I Don't Get It

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"The House" from Tovani's I Read It, But I Don't Get It

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I use this to introduce perspective.
Assign students to read the text from 1 of 3 perspectives (a reader, a home buyer, a thief) and mark what's important. Then work in "like" groups to discuss and compare. Next move into groups of 3 with one member of each and share.
There are many variations, just make it work for you