https://padlet.com/sarkyjohnson/9qkgitbly6r2 Examples of learning activities for ELA en-us 2017-04-29 06:48:57 UTC 2020-12-11 19:08:05 UTC hello@padlet.com sarkyjohnson https://padlet.com/sarkyjohnson/9qkgitbly6r2/wish/168997525 Projects, in the Constructivist sense, should have a Driving Question: https://www.edutopia.org/blog/debunking-five-pbl-myths-john-larmer
In my observation classroom, the teacher teamed students up and had them create a presentation for lawmakers in the role of environmental lobbyists against climate change. The driving question was "What will happen if we ignore climate change?" They had the book Eyes Wide Open as a resource as well as chromebooks for research and writing. The teacher explained their role and the deliverable but allowed students creativity in putting together the actual presentation. ]]> 2017-04-29 06:55:36 UTC https://padlet.com/sarkyjohnson/9qkgitbly6r2/wish/168997525 sarkyjohnson https://padlet.com/sarkyjohnson/9qkgitbly6r2/wish/169022712 The following link has ideas for project-based learning in ELA, of which problem-based learning is often a subset: http://www.avatargeneration.com/2013/10/project-based-learning-in-english-language-arts/
One of the ideas suggests engaging the problem of introducing Shakespeare to new audiences and keeping his plays relevant today. Student groups could each be assigned a different play to read, research, and present to the class in a way that covers all story elements, i.e., teaches the play, while engaging their peers. Students would have to use at least 3 passages from the play in their presentations, keeping the language of Shakespeare in those passages the same, while finding other ways of making the plays accessible to their generation.]]> 2017-04-29 17:46:46 UTC https://padlet.com/sarkyjohnson/9qkgitbly6r2/wish/169022712 sarkyjohnson https://padlet.com/sarkyjohnson/9qkgitbly6r2/wish/169032056 Although it may be simple, having students come up with their own topics for their research essays and formulate a question they would like to answer through their research motivates them to do the research. I have seen a student allowed to choose his own topic, for instance, ask what limits should be placed on the development of artificial intelligence and produce a fascinating paper that taught the whole class a lot of things we didn't know. ]]> 2017-04-29 22:22:23 UTC https://padlet.com/sarkyjohnson/9qkgitbly6r2/wish/169032056 sarkyjohnson https://padlet.com/sarkyjohnson/9qkgitbly6r2/wish/169032360 This is a method where students work in groups, assuming teaching roles to grasp reading content. Here is an article with a graphic organizer to use in a lesson: https://www.lessonplanet.com/article/language-arts/teaching-to-learn-a-reciprocal-teaching-lesson
In my observation classroom, the teacher used reciprocal teaching on a smaller scale (partners instead of small groups) to help students understand chunks of a chapter of the book Eyes Wide Open. She had them individually make predictions based on the section heading and chapter title. They then shared their predictions with a partner. After that, they read the section silently, underlining what they weren't sure they understood, and discussed with their partner which predictions were fulfilled. They showed each other what they had underlined and helped each other clarify what those passages meant. They asked the teacher for clarification when both weren't sure. Finally, they collaborated on writing a summary of the section. Some of these were read aloud to the class.]]> 2017-04-29 22:37:39 UTC https://padlet.com/sarkyjohnson/9qkgitbly6r2/wish/169032360 sarkyjohnson https://padlet.com/sarkyjohnson/9qkgitbly6r2/wish/169077187 This is where student groups work together for everyone's success. I am interested in using STAD (Student Teams-Achievement Divisions), where, according to the U.S. Department of Education, "students with varying academic abilities are assigned to 4- or 5-member teams in order to study what has been initially taught by the teacher and to help each reach his or her highest level of achievement. Students are then tested individually. Teams earn certificates or other recognition based on the degree to which all team members have progressed over their past records." One way I could implement this in my classroom would be for teaching Greek and Latin roots, a weekly, recurring activity culminating in a quiz. I could have students study these in teams of 4 after I teach them, quiz students individually, and assign team points (tallied on a section of the white board) with 1 point per team member who missed 1 or fewer or who increased their score by 2 or more from the last quiz. When a team reaches 12 points, they will receive class recognition (a class clap) and be allowed to have 10 minutes of free time at the end of class.]]> 2017-04-30 20:13:06 UTC https://padlet.com/sarkyjohnson/9qkgitbly6r2/wish/169077187 sarkyjohnson https://padlet.com/sarkyjohnson/9qkgitbly6r2/wish/169085018 I would like to use interactives in my class similar to the one that introduces students to the character in The Glass Menagerie: http://v7.k12.com/sample_lessons/activities/images/swfs/VHS_AML_S2_07_06_0101_ANI_Characters.swf?_ga=1.22254909.703921020.1455262880. Since one of the core objectives is to have students understand characterization, I could have students use Prezi to introduce characters in a novel by creating their own Prezi, requiring a photo that represents the character as described in the novel, a summary description of the character, and a passage from the novel that gives insights into that character.]]> 2017-04-30 22:24:45 UTC https://padlet.com/sarkyjohnson/9qkgitbly6r2/wish/169085018 lbowman10 https://padlet.com/sarkyjohnson/9qkgitbly6r2/wish/1011040395 2020-12-11 19:08:05 UTC https://padlet.com/sarkyjohnson/9qkgitbly6r2/wish/1011040395